OER as Language Online Lessons to Enhance Thai University Students’ English Language Skills in the COVID-19 Pandemic Era

Kanoksilapatham, Budsaba

doi:10.17576/3l-2021-2702-10

Cited by 7 publications

(21 citation statements)

References 15 publications

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“…The outbreak of the COVID-19 pandemic has brought tremendous changes in teaching and learning. A number of studies have been conducted in analyzing how the pandemic influences teaching and learning in various educational contexts in terms broadly of teaching and learning materials and approaches ( Chen, 2020 ; Kanoksilapatham, 2021 ; Williams and Werth, 2021 ). With respect to studies into the impacts of COVID-19 on educational delivery, March et al (2021) noted distinct changes in both the completion rates and the delivery modes of courses during the pandemic.…”

Section: Literature Reviewmentioning

confidence: 99%

Perceived usefulness of open educational resources: Impact of switching to online learning for face-to-face and distance learners

Cheung

Wong²,

2023

Front. Psychol.

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This paper reports a study on the perceived usefulness of university students on open educational resources (OER) in relation to the switch of learning mode to online learning during the COVID-19 pandemic. The participants involved two groups of students, one studying in a face-to-face mode and the other in a distance learning mode. They took part in a survey which was conducted in 2019 before the pandemic (with a total of 912 responses) and 2021 during the pandemic (with a total of 1,018 responses). The results show that both groups of students generally perceived OER to be more useful during the pandemic. The specific types of OER which were perceived as relatively more useful include open online courses and open access textbooks. Face-to-face students showed a higher level of perceived usefulness of OER for preparing tests and examinations, while distance learning students perceived OER as more useful for supplementing course materials. They both concerned about the limitations of OER, especially on accuracy and comprehensiveness. The findings suggest the importance of recognizing the diverse needs of the two groups of students and offering appropriate OER support for them.

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Section: Literature Reviewmentioning

confidence: 99%

Perceived usefulness of open educational resources: Impact of switching to online learning for face-to-face and distance learners

Cheung

Wong²,

2023

Front. Psychol.

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“…The merging of project-based learning and technology or multimedia has been valued as a powerful teaching method (Chen, 2019;Marwan, 2015;Özdamli, 2011;Rahmawati et al, 2020). It can enhance learners' language skills, increase engagement, promote autonomous learning, and enhance learners' technology skills (e.g., Kanoksilapatham, 2021;Melvina et al, 2020;Qisthi & Arifani, 2020;Thomas, 2017;Yimwilai, 2020). Among a number of studies emphasizing the synergy of project-based learning and technology, many highlighted project-based multimedia learning (PBML) as one effective way to enhance students' learning (e.g., Hasic, 2004;Khyzhniak et al, 2021;Simkins et al, 2002).…”

Section: Project-based Learning (Pbl)mentioning

confidence: 99%

“…Apart from the technological tools, teaching approaches are also very important to facilitate English language teaching and learning. The teaching approaches integrated with technology, e.g., flipped classroom, blended learning, learning via online lessons in open educational resources (OER), have been employed (e.g., Kanoksilapatham, 2021;Kawinkoonlasate, 2020;Sukman & Mhunkongdee, 2021). During the pandemic, Thai ELT teachers have implemented technology in online language teaching and learning (e.g., Kanchai, 2021;Kawinkoonlasate, 2020;Sompakdee et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Integrating Self-Generated Online Projects in an ELT Class at a Thai University during the COVID-19 Pandemic

Poonpon¹

2022

APJEE

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This paper reports how self-generated online projects were integrated into an English language teaching (ELT) class at a Thai university and their impact on pre-service teachers’ experience during the unexpected COVID-19 situation. A qualitative approach was used to describe the integration of self-generated online projects as final group projects and report the learners’ opinions towards their online project-based learning. The participants were 58 pre-service English language teachers who took the Linguistics and Language Teaching course at a Thai university during the first semester of the 2020 academic year. The course initially required the students to organise an English teaching camp at a rural school after they had learned ELT theories and approaches throughout the semester. However, due to the COVID-19 spread, the learners’ original project had to be shifted to creating online English teaching. The online projects were designed to be self-generated, encouraging learners to use their English teaching knowledge and skills to design online lessons for rural school students. The project-based multimedia learning approach (Simkins et al., 2002) was adopted to guide the self-generated projects. The learners’ opinion towards integrating the online projects during the difficult situation was elicited using a reflection form and a small group interview. The findings reveal project integration procedures, the challenges the students faced, their ways of dealing with those challenges, and the advantages and disadvantages of the integration. The students used a variety of working strategies to collaborate their work. They admitted that the COVID-19 lockdown, project time limitations, and limited technology skills delayed their work. However, they believed that the online projects enhanced their teaching and digital skills, increased motivation as well as problem-solving and collaboration skills.

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“…A "move" is "a discoursal or rhetorical unit that performs a coherent communicative function" (Swales, 2004, p. 228), whereas a "step" is a subunit that falls under a specific move. As writing an RA abstract may seem challenging for novice researchers and non-English-speaking authors apprenticing disciplinary academic writing, various models have been proposed for writing an RA abstract (Bhatia, 1993;Dos Santos, 1996;Hyland, 2004;Kanoksilapatham, 2013;Martín-Martín, 2003). These models acquaint scholars with the most commonly employed structural organization of an RA abstract in their field.…”

Section: Introductionmentioning

confidence: 99%

“…These models acquaint scholars with the most commonly employed structural organization of an RA abstract in their field. For example, Kanoksilapatham (2013) proposed a five-move structure scheme for writing a civil engineering RA abstract: Background (B), Purpose (P), Method (M), Results (R), and Discussion (D).…”

Section: Introductionmentioning

confidence: 99%

Structure of Research Article Abstracts in Political Science: A Genre-Based Study

Alyousef

2021

Sage Open

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The research article (RA) abstract is the first section researchers read to determine its relevance to their interests. Researchers need to possess an implicit knowledge of the rhetorical move structure and organization of this section. Unlike most scientific disciplines, political science RA abstracts are unstructured, that is, with no headings (or moves), which makes it more challenging. To the best of our knowledge, the rhetorical move structure in high readership political science RA abstracts has not been researched. This study investigated (a) the rhetorical move structure in 120 political science RA abstracts from six high-impact journals, (b) the most common move patterns, and (c) the move(s) occupying most textual space. The findings indicated the lack of obligatory moves. A move structure model for writing a political science RA abstract is proposed, comprising four conventional moves (Introduction [I]–Purpose [P]–Methods [M]–Results [R]) and two optional step/move, namely, Research Gap step and Discussion [D] move. The results also showed that the first most frequent move pattern is I-P-M-R-D, followed by I-P-M-R and the I-P-R-D. The fact that an RA abstract summarizes the whole RA results in move embedding, particularly in the four moves, I-P-M-R. The findings revealed the importance of the Results move as it occupied nearly one third of text space. The results may contribute to the fields of discourse and genre studies. They may provide invaluable insights for novice political science researchers attempting to publish their work in high-ranking journals. The proposed move structure model can act as a guide for English for Academic Purposes (EAP)/English for Specific Purposes (ESP) tutors and political science authors.

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OER as Language Online Lessons to Enhance Thai University Students’ English Language Skills in the COVID-19 Pandemic Era

Cited by 7 publications

References 15 publications

Perceived usefulness of open educational resources: Impact of switching to online learning for face-to-face and distance learners

Perceived usefulness of open educational resources: Impact of switching to online learning for face-to-face and distance learners

Integrating Self-Generated Online Projects in an ELT Class at a Thai University during the COVID-19 Pandemic

Structure of Research Article Abstracts in Political Science: A Genre-Based Study

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