Thai and Serbian student perspective regarding teaching approaches in the university EFL classroom

Radić-Bojanić, Biljana; Topalov, Jagoda; Sinwongsuwat, Kemtong

doi:10.1080/01434632.2015.1022180

Cited by 4 publications

(6 citation statements)

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“…Learning experience is also a salient factor in both subsamples, but for two educational contexts the forces at the root of educational systems are fundamentally different. In Serbia, previous research has shown the dominance of a student-centred approach (Baïdak et al 2017;Jokanović 2015;Radić-Bojanić, Topalov and Sinwongsuwat 2015;Raičević and Vlajković Bojić 2017), while Thailand, despite the 2008 Reform which favours and promotes a student-centred approach, remains teacher-centred (Chayakonvikom et al 2016;Meissonier, Houze and Bessiere, 2013;Wilang and Sinwongsuwat 2012), which we believe is due to the collectivist cultural pattern which overpowers attempts to reform the educational system and make classroom work more interactive and egalitarian.…”

Section: Discussionmentioning

confidence: 97%

“…Despite these efforts, there are still issues that need to be resolved and solutions for the increase in fluency among Thai speakers of English are actively sought (cf. Bruner, Sinwongsuwat and Shimray 2014;Radić-Bojanić, Topalov and Sinwongsuwat 2015;Bruner, Sinwongsuwat and Radić-Bojanić 2015;Topalov, Radić-Bojanić and Bruner 2016). The English Proficiency Index from 2020 ranks Thailand again in the low proficiency band at the 89 th place.…”

Section: Introductionmentioning

confidence: 99%

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Thai and Serbian Student L2 Motivational Selves: A Contrastive Study

Topalov

Bojanić

2021

EAP / IEA

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Applying L2 Motivational Self-System, the aim of this paper is to investigate how Thai and Serbian students construct their L2 motivational self-systems. A total of 543 students from Thailand and Serbia completed an 18-item questionnaire aimed at sampling relevant motivational factors. Although the students from both universities reported medium levels of motivated behaviour and a strong influence of their L2 learning experience, the most influential factors in the construction of self-systems were fundamentally different. While Serbian students construct their motivational self-systems on the basis of their ideal L2 selves, Thai students shape their motivational self-systems on the basis of ought-to L2 self. This difference points to the overall teaching approaches adopted in the investigated settings, where in Serbia learning experience is guided by the communicative approach to language teaching, while the Thai learning experience rests on a teacher-centred approach shaped by the collectivist cultural orientation.

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Section: Discussionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Thai and Serbian Student L2 Motivational Selves: A Contrastive Study

Topalov

Bojanić

2021

EAP / IEA

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“…At present, scholarly articles mostly inform us about methods of teaching English. In particular, the role of technology in enhancing flipped learning and blended learning for language teaching has been discussed [9][10][11][12]. However, gaps persist with issues such as varying levels of proficiency in English in non-English speaking countries [16].…”

Section: -1-research Gaps and Objectivesmentioning

confidence: 99%

“…Research has emphasized that English teaching has become a necessity in universities in non-English speaking countries because of its developmental role in research and academics [9][10][11]. Belyaeva & Kuznetsova [10] studied the use of English as a medium of instruction (EMI) strategy in Russian universities, using English as a medium for teaching different courses as part of regulations.…”

mentioning

confidence: 99%

“…In Serbia, a study investigated students' perspectives on English teaching methods and showed that students perceived the method to be good as teachers provided real-life examples while teaching English. Most importantly, they were taught by native Serbian speakers, and the students had both L1 (Serbian) and L2 (English) language competence, as they could use both Serbian and English when the need arose [11]. In Serbia, teachers use collaborative learning for English by assigning teamwork activities to accomplish tasks in the course.…”

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confidence: 99%

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New Concept of Teaching English to Students from Non-English Speaking Countries

Rintaningrum,

Kavgić,

Garaeva

et al. 2023

Emerg Sci J

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The objective of this study is to compare and underscore the advantages and disadvantages of learning English in non-English speaking countries to propose the concept of a new English teaching method for students from non-English speaking countries (the case of Russia, Spain, Serbia, and Indonesia). The study used a mixed-methods approach with qualitative analysis of literature from Russia, Serbia, Spain, and Indonesia, and a research questionnaire was developed. 1595 participants were recruited for a survey determining their experiences of learning English and students’ perspectives on English teaching methods in non-English speaking countries. The data went through thematic analysis in the qualitative part of the research and descriptive analysis in the quantitative survey-based design. Findings of the qualitative analysis revealed both advantages and disadvantages of teaching English to students in selected countries; however, the main findings reported the presence of cultural barriers and students finding it difficult to form meanings from the English language context. Conceptual thinking helped to understand the role of memory and comprehension when learning a foreign language, whereby research focuses on more novel concepts. Future researchers can focus on the area of neural development of students' memory, which can help guide strategies to teach the English language effectively. Doi: 10.28991/ESJ-2023-07-06-020 Full Text: PDF

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Arid Visions

Chun¹

2021

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Thai and Serbian student perspective regarding teaching approaches in the university EFL classroom

Cited by 4 publications

References 10 publications

Thai and Serbian Student L2 Motivational Selves: A Contrastive Study

Thai and Serbian Student L2 Motivational Selves: A Contrastive Study

New Concept of Teaching English to Students from Non-English Speaking Countries

Arid Visions

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