Innovation in Language Learning and Teaching

Ge, S. P.; Kuo, K. H.

doi:10.1057/9781137449757

Cited by 8 publications

(3 citation statements)

References 65 publications

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“…Additional English courses were mainly designed in to boost student achievement scores and to help them to pass the national test. The provision is designed by teachers based on the students' performance on the knowledge tests (Darasawang et al, 2015). This is not, however, in line with the suggestion from experts (e.g., Şenal & Cesur, 2021;Vibulphol, 2015) who state that the additional course should be provided according to students' interests rather than performance.…”

Section: ) Provision Of Additional English Coursesmentioning

confidence: 99%

“…Even though the designs of commercial textbooks align with the national core curriculum, they do not consider the unique learning needs, background knowledge, and English competency levels of students (Chen & Jones, 2012;Ottley, 2017;Tomlinson & Masuhara, 2018). Teachers know their students the best and need to tailor learning outcomes, teaching materials, and media, activities creatively to suit their particular needs (Darasawang et al, 2015). However, in reality, most Thai teachers speak only Thai in the English classroom and focus primarily on grammar, reading, and writing.…”

Section: Related Studies In English Curriculum Design In Thailandmentioning

confidence: 99%

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Guidelines for Developing Provision of Additional English Courses: A Case Study of Schools under the Secondary Educational Service Area Office, Nonthaburi

Mejang¹,

Suksawas²

2023

JEL

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The objectives of this survey research were to: 1) study the current state of additional English course management in schools under the Secondary Educational Service Area Office Nonthaburi in Thailand; 2) study and compare the opinions of teachers and students towards the appropriateness of the current state of additional English course management; and 3) propose guidelines for the provision of additional English course management. The informants in this research included 18 heads of the foreign language learning group and 3 experts in curriculum and English language teaching. The study sample included 87 teachers and 120 high school students. The research instruments included an additional English course management form, an opinion questionnaire, and a semi-structured interview. Data analysis determining frequency, mean, standard deviation, t-test and content analysis was performed. The findings revealed: 1) overall, 60 English additional courses were offered at various schools, grouped into 5 categories according to the focus of the course, and arranged in descending order as follows: English for daily communication (33 courses), English for continuing education (10 courses), English for careers (10 courses), English for pleasure (5 courses), and others (2 courses); 2) in general, teachers and students rated each school’s additional course management as appropriate at the high level and teachers and students’ opinions were significantly different at the .05 level of significance; and 3) guidelines for the provision of English additional course management included support for teachers’ knowledge on course development, allocation of a curriculum consultant, improvements to course management practices, and additional focus on learners’ needs when developing the course.

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Section: ) Provision Of Additional English Coursesmentioning

confidence: 99%

Section: Related Studies In English Curriculum Design In Thailandmentioning

confidence: 99%

Guidelines for Developing Provision of Additional English Courses: A Case Study of Schools under the Secondary Educational Service Area Office, Nonthaburi

Mejang¹,

Suksawas²

2023

JEL

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“…There is a growing recognition of the value for teachers to implement Assessment for Learning (AfL), namely, a student-centered assessment approach, in classrooms globally ( Birenbaum et al, 2015 ; Tai et al, 2018 ; Dixon et al, 2020 ). In the Chinese context, although AfL has been promoted across university classes at the policy level, for example, the Ministry of Education (MoE) of China has proposed and stressed AfL to be prioritized in every major curriculum in classroom practices ( MoE P. R. China, 2017 ), EFL teaching and assessment are still mostly confined to an exam-driven, product-oriented, and teacher-dominated environment, particularly in the writing domain (see Berry, 2011 ; Brown and Gao, 2015 ; Reinders et al, 2017 ; Wu et al, 2021a ; Yan et al, 2021 ). Therefore, how policies are enacted in EFL classroom assessment practices and how teachers conceive student-led assessment approaches are of significance and the latter is part of the current research endeavor.…”

Section: Introductionmentioning

confidence: 99%

Exploring teachers’ attitudes and self-efficacy beliefs for implementing student self-assessment of English as a foreign language writing

Zhang¹,

Zhang

Parr

et al. 2022

Front. Psychol.

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With the growing need to nurture students’ independent learning, English language teaching (ELT) practices should reflect student-centered assessment approaches, such as self-assessment, an ultimate goal of higher education. It has been pointed out that to conduct effective self-assessment, students need to be taught systematically, and that is where teachers are expected to step in. Prior to implementing such a change in ELT, it is important to conduct research on English as a foreign language (EFL) teachers’ attitudes toward, and self-efficacy beliefs about, implementing self-assessment to cultivate capable student self-assessors. Although the strong global endorsement of self-assessment over the past two decades has witnessed its classroom implementation in different disciplines, such studies are scant in relation to EFL writing classrooms. To address this gap, the present qualitative research examined five Chinese tertiary EFL writing teachers’ attitudes toward and self-efficacy beliefs about student self-assessment of writing, as well as possible reasons that discourage them from engaging students in self-assessment practices. Data collected from in-depth, semi-structured interviews indicated that self-assessment, a critical element of self-regulated learning, is surprisingly missing from the teachers’ knowledge base and previous practices. Additionally, the findings offer insights into the striking differences in teachers’ understanding of, attitudes toward, and low self-efficacy beliefs about self-assessment of writing. Reasons why teachers choose not to implement self-assessment of writing are also discussed. Findings from this study contribute to a deeper understanding of how EFL teachers’ attitudes and self-efficacy beliefs are enacted in relation to their classroom assessment practices in order to move forward discussions on the feasibility of implementing self-assessment of writing in tertiary EFL classrooms.

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Teacher Resistance and Resilience

Reinders

2018

The TESOL Encyclopedia of English Language Teaching

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Teacher resistance and its more positive corollary, teacher resilience, are considered key factors in professional development and in the process of implementing change in educational settings. A wide range of affective, cognitive, and practical variables play a role in the way teachers respond to opportunities for development and more broadly to changes in their environment and these must be understood for new developments to be successful. This entry describes these variables and ways of identifying and capitalizing on teachers' roles and contributions.

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Innovation in Language Learning and Teaching

Cited by 8 publications

References 65 publications

Guidelines for Developing Provision of Additional English Courses: A Case Study of Schools under the Secondary Educational Service Area Office, Nonthaburi

Guidelines for Developing Provision of Additional English Courses: A Case Study of Schools under the Secondary Educational Service Area Office, Nonthaburi

Exploring teachers’ attitudes and self-efficacy beliefs for implementing student self-assessment of English as a foreign language writing

Teacher Resistance and Resilience

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