The Teaching Practicum in Thailand: Three Perspectives

Atkinson, Dwight; Phairee, Chatpong; Sanitchon, Nalinee; Suphanangthong, Irada; Graham, Steve; Prompruang, Jidapa; Groot, Freek Olaf de; Hopkins, Dave

doi:10.1002/j.1545-7249.2008.tb00154.x

Cited by 7 publications

(13 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In most classrooms, especially at the basic education level, teachers are often challenged by the diversity of the students in the class-abilities, preferences, learning styles, and motivation, to name a few (Apairach & Vibulphol, 2015;Bruner et al, 2015;Kuehn, 2020;Phairee et al, 2008;Vibulphol, 2016). The 'standardized' teacher-centered instructional approach may not support the students in such classrooms effectively (Loima & Vibulphol, 2014Suthipiyapathra et al, 2019;Vibulphol, 2016).…”

Section: Introductionmentioning

confidence: 99%

How Tiered English Instruction Affects Reading Comprehension of Thai Students in Mixed-Ability EFL Classrooms

White

Vibulphol

2020

JEI

View full text Add to dashboard Cite

One challenge teachers have when teaching mixed-ability classrooms is ensuring that each student is appropriately supported and challenged based on their current ability. Tiering is an instructional strategy proposed in the Differentiated Instruction approach to address this issue. This article explores how an English reading course that tiered the content, process, and product affected the reading comprehension of ninth grade EFL students. The three elements were tiered to serve three groups of students—basic, grade-level, and advanced. Two parallel pretest and posttest were used to collect the data. The positive effects of the tiered instruction on the students’ reading comprehension in this study suggest further implementation of tiered instruction in other EFL classrooms. Further research should explore how tiered instruction functions with different learner demographics and in other language skill settings.

show abstract

Section: Introductionmentioning

confidence: 99%

How Tiered English Instruction Affects Reading Comprehension of Thai Students in Mixed-Ability EFL Classrooms

White

Vibulphol

2020

JEI

View full text Add to dashboard Cite

show abstract

“…Third, studentteachers have to study 78 credits of their major subjects, consisting of a group of core classes determined by their degree program. The last type of courses include 6 credits of elective subjects, where student-teachers will have an opportunity to explore other subjects they are interested in (see also Phairee et al, 2008;Siribanpitak, 2018).…”

Section: Teacher Education In Thailandmentioning

confidence: 99%

Teacher education reform in Thailand: A semiotic analysis of pre-service English teachers’ perceptions

Sairattanain

Loo

2021

JRPPTTE

View full text Add to dashboard Cite

The teacher education program in Thailand has undergone various reforms, with the latest being the shortening of the teacher education curriculum from five years to four. To date, very few studies have accounted for this reform. To address this gap, our study sought to analyse pre-service English teachers’ perceptions towards the reform. This was done through a semiotic analysis of visuals contributed by the pre-service teachers. There were a total of 43 visual contributions, which were analysed through Labbo’s typology of symbolisms and attributes discerned from the visuals and their corresponding captions. We were able to categorize the visuals to three types of symbolisms, which were transformative, typographic, and the third type being a combination of the first and second. The most common attribute was positive affect (emotion), with a few visuals rationalizing or questioning the reform. The analysis revealed that the pre-service teachers did not really understand the nature of the reform, despite their positive perception towards change.

show abstract

“…Tiered instruction is one instructional strategy employed in DI classrooms. Tiered instruction allows the teacher to ensure that each individual student succeeds in learning and is challenged appropriately in the classroom (Bender, 2002;Coil, 2007;Narvaez, Tomlinson, & Brimijoin, 2010;Pierce & Adams, 2003, 2004, 2006Turville, Nickelsen, & Allen, 2010). A tiered instruction can focus on three main elements: the content of the lesson, the processes used to help the students make sense of the content, and the product that the students produce to demonstrate their mastery of the learning (Tomlinson & Imbeau, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…A tiered instruction can focus on three main elements: the content of the lesson, the processes used to help the students make sense of the content, and the product that the students produce to demonstrate their mastery of the learning (Tomlinson & Imbeau, 2010). Tiered instruction has been shown to not only help bridge the gap in the diversity of students' abilities in the classroom (Bender, 2002;Coil, 2007;Narvaez et al, 2010;Pierce & Adams, 2003, 2004, 2006Turville et al, 2010), but also has been shown to benefit second language (L2) learners in particular (Aliakbari & Haghighi, 2014;Amkham & Chinokul, 2010;García Fonseca & Casallas Gordillo, 2016;Magableh & Abdullah, 2020;Natsir & Asrawiah, 2013;Pasuy Pedroza & Mendieta Aguilar, 2013;Pourdana & Shahpouri Rad, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Since most classrooms in Thai public schools serve students with a wide range of abilities as well as learning support needs (Bruner, Sinwongsuwat, & Radic-Bojanic, 2015;Kuehn, 2020;Phairee et al, 2008), the present study aimed at investigating how DI using tiered instruction could be implemented to provide necessary support to English as a second language learners in enhancing their reading ability.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Effects of tiered English reading instruction on reading comprehension ability and opinions of lower secondary school students

White

View full text Add to dashboard Cite

Differentiated Instruction (DI) is an instructional approach that can be used in English reading classrooms for second language learners to accommodate a wide range of student reading abilities. Tiering is one specific DI strategy that aims to adapt instruction to different levels so all students in a mixed-ability classroom are adequately challenged. This study explored the effects of tiering instruction on the English reading comprehension of secondary school students in Thailand. Three parts of each lesson were tiered: content (reading texts), process (the way students make sense of the reading texts), and product (post-reading tasks). The students were also tiered into three groupsbasic, grade-level, and advancedbased on their self-assessed background knowledge of the topic of each lesson. The scores from the paralleled pretest and posttest were compared and a statistically significant improvement to the students' overall comprehension was observed. The interviews revealed mostly positive sentiments amongst the students who used words like joy, motivation, interest, and excitement to describe their opinions of tiered reading instruction. The findings from this study suggest tiering is an effective strategy in mixed-ability English reading classrooms for second language learners. Further, tiering should be investigated as an instructional strategy for other language skills.

show abstract

The Teaching Practicum in Thailand: Three Perspectives

Cited by 7 publications

References 0 publications

How Tiered English Instruction Affects Reading Comprehension of Thai Students in Mixed-Ability EFL Classrooms

How Tiered English Instruction Affects Reading Comprehension of Thai Students in Mixed-Ability EFL Classrooms

Teacher education reform in Thailand: A semiotic analysis of pre-service English teachers’ perceptions

Effects of tiered English reading instruction on reading comprehension ability and opinions of lower secondary school students

Contact Info

Product

Resources

About