English as the official working language of the Association of Southeast Asian Nations (ASEAN): Features and strategies

Kirkpatrick, Andy

doi:10.1017/s0266078408000175

Cited by 59 publications

(50 citation statements)

References 19 publications

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“…When determining the type of motivation, the majority of the students indicated possessing internal interests in learning -'[I] like to learn and pay close attention to the lesson.' This relatively high level of motivation to learn English has also been found in most survey studies in Thailand (see Choosri & Intharaksa, 2011;Chumcharoensuk, 2013;Hayes, 2014;Inngam & Eamoraphan, 2014;Kitjaroonchai, 2012;Wimolmas, 2013;cf Draper, 2012) and other EFL contexts (Cho, 2012;Fan & Feng, 2012;Wiśnewska, 2013), which reflects the notion that English is an important competency for people around the globe (Graddol, 2006;Fiedler, 2011;Johnson, 2009;Kirkpatrick, 2008). However, the difference is the type of motivation.…”

Section: Thai Ninth Grade Students' Motivation and Learning In Englissupporting

confidence: 63%

Students’ Motivation and Learning and Teachers’ Motivational Strategies in English Classrooms in Thailand

Vibulphol¹

2016

ELT

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This research aimed to investigate second language learners' motivation and learning of English and the ways in which the teachers supported the students' motivation and learning in natural classroom settings. Based on Self-Determination Theory (SDT), questionnaires were developed and data were collected from students and their teachers in twelve English language classrooms around Thailand. In addition, each lesson was observed by two observers. The data were triangulated and used to describe the students' motivation and learning and the teacher's motivational strategies in each class. The findings showed that most students had a relatively high level of motivation and many reported having internal interests in learning English; however, the level of learning was not assessed to be as high. Furthermore, a few students in almost every class showed a lack of motivation. The teachers were found to employ a variety of motivational strategies, including autonomy-support and controlling styles. While autonomy controlling strategies were commonly used in these classes, autonomy-support strategies were found only in highly motivated and high performing classrooms. The findings from this study suggest the use of strategies that do not only initialize but also nurture students' internal motivation in order to enhance sustainable learning of English in and outside the classroom; therefore, research on how motivation theories are deployed in teacher education programs should be further undertaken.

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Section: Thai Ninth Grade Students' Motivation and Learning In Englissupporting

confidence: 63%

Students’ Motivation and Learning and Teachers’ Motivational Strategies in English Classrooms in Thailand

Vibulphol¹

2016

ELT

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“…In addition, mathematics and science are two of the literacies being tested in PISA: Program for International Student Assessment (Organization for Economic Co-operation and Development (OECD), n.d.), while English is an essential competency for international communication around the world (Fiedler, 2011;Johnson, 2009;Kirkpatrick, 2008).…”

Section: Introduction: Objectives Data and Importance Of The Studymentioning

confidence: 99%

Learning and Motivation in Thailand: A Comparative Regional Study on Basic Education Ninth Graders

Loima¹,

Vibulphol²

2015

IES

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This qualitative research studied regional motivation and learning of the basic education 9th graders in Thailand. Second topic was the school size and its possible effect on motivation. Furthermore, the data gave an opportunity to discuss, whether international research on motivation and learning was valid in Thai classrooms. The informants were randomly selected from northern, north eastern, central, and southern regions of the country. Altogether 12 schools, ranging from smaller than 500 students to larger with more than 1 500 students, participated. Three teachers and their students from each school assessed their learning and motivation into a questionnaire after lessons. Researchers selected randomly two male and female students to represent each class. Research questions were:What is the motivation and learning of the students in the four main regions of the Thailand? Does the school size affect the motivation and learning? If it does, what is the impact?Research findings revealed that the most motivated Thai students study in south. The internal motivation wasn't low anywhere, however, but it could easily drop to a situation-based interest or even less. Second, the motivation was higher in classes, in which teachers analyzed students' motivation and learning in the same way as students did. Third, the more the students liked the teacher, the better their motivation was. Regarding school size effects, the trend favored smaller units. To foster the future development, this study urges to study motivation in all teachers training. Second, teachers' personal motivation needs surveys in a broad context.

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“…For instance, within the region, Singapore is among the top five attractive destinations with nearly 10,000 Vietnamese students in 2010. Meanwhile, different varieties of Englishes especially Singaporean English (Kirkpatrick & Bhatt, 2010) (Kirkpatrick, 2008) and the current ASEAN Economic Community indicates the necessity of English language teaching curriculum to provide students with varieties of Englishes or cultures of the people they are communicating with. Additionally, along with the recognition of WE or new English varieties in other neighbor countries namely Malaysia (Chan & Wong, 2002), Singapore (Ho & Wong, 2001) or Brunei (O'Hara-Davies, 2010), it is now evident that understanding only Standard English is not sufficient for successful communication.…”

Section: We and The Benefits Of Revisiting The Field And Researching mentioning

confidence: 99%

World Englishes From a Holistic View and Considerations on English Education in Vietnam

Hao¹,

Phuong²

2017

JFS

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The development of English as the mutual language among ASEAN since 2008 and the formation of ASEAN Economic Community since 2015 have set milestones in the social and educational development of each country in this organisation. In English education in Vietnam, understanding the diversity of Englishes in the organisation has become an important task. This article aims to present a holistic view of World Englishes (WE) in research generally and in relation to English education in Vietnam particularly by illustrating the Vietnamese English teachers’ perceptions of WE in the Vietnamese teaching context. The data were collected via an online questionnaire using a snowball sampling method from seventy-six respondents who are English lecturers from twenty-six universities or colleges in Vietnam. The data were also collected from focus group interviews with fve participants who were doing Master Degree in Applied Linguistics at an Australian university. The article delineates the fndings of the Vietnamese English teachers’ perceptions towards WE and their experiences in introducing WE in their teaching context. Discussion of English education in Vietnam, including issues in English teaching, English teachers’ development and considerations of the policy context, is also be presented.

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English as the official working language of the Association of Southeast Asian Nations (ASEAN): Features and strategies

Abstract: English as a lingua franca: a specific example.

Cited by 59 publications

References 19 publications

Students’ Motivation and Learning and Teachers’ Motivational Strategies in English Classrooms in Thailand

Students’ Motivation and Learning and Teachers’ Motivational Strategies in English Classrooms in Thailand

Learning and Motivation in Thailand: A Comparative Regional Study on Basic Education Ninth Graders

World Englishes From a Holistic View and Considerations on English Education in Vietnam

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