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1
Vanijdee, Alisa. "Thai Distance English Learners and Learner Autonomy." Open Learning: The Journal of Open, Distance and e-Learning 18, no. 1 (February 2003): 75–84. http://dx.doi.org/10.1080/0268051032000054130.
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Wongsuphasawat, Karn, and Phakkharawat Sittiprapaporn. "Preferred learning styles of Thai learners in anti-aging and regenerative sciences." Asian Journal of Medical Sciences 9, no. 6 (October 29, 2018): 14–19. http://dx.doi.org/10.3126/ajms.v9i6.20927.
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Background: Several studies reported that every individual learner has its own different style of learning. All learners have their own preferences for the ways in which they receive information for studying.Aims and Objective: In order to determine whether a particular teaching method provided by each instructor might enhance learner of anti-aging and regenerative medicine satisfaction with the learning process, a well-known learning preferences survey which are linked to sensory modalities of learners was distributed to anti-aging and regenerative science students at School of Anti-Aging and Regenerative Medicine, Mae Fah Luang University, Bangkok, Thailand.Materials and Methods: The applied preferred learning style survey named VARK was applied to identify student’s preferences for particular learning modes of information presentation. This study thus aimed to determine the preferred learning style and measure the distribution of learning preference mean scores of the anti-aging and regenerative science learners using 53 participants. The VARK questionnaire divided all learners into five groups, i.e., visual, aural, read/write, kinesthetic, and multimodal learners, respectively.Results: We found that the unimodality preference was 35.10% while the multimodality was 64.9%. Among the learners who preferred only one mode of information presentation, there were 8.25% of visual, 34.26% of aural, 22.44 % of read/write learners, and 35.05% of kinesthetic, respectively. Anti-aging and regenerative science learners preferred kinesthetic learning at a higher percentage than other modes. However, some learners preferred multiple modes including 32.45% of bimodal, 23.84% of trimodal, and 8.61% of quadmodal, respectively. Knowing the anti-aging and regenerative science learners preferred learning modes can help to provide instruction tailored to the learner’s individual preferences, to overcome the predisposition to treat all anti-aging and regenerative science learners in a similar way, to motivate instructors to move from their preferred mode(s) to using others, and to develop appropriate learning approaches.Conclusion: The result of this study would explore opportunities for anti-aging and regenerative science instructors to make the educational experience more productive.Asian Journal of Medical Sciences Vol.9(6) 2018 14-19
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Pan, Zhaoyi. "A Corpus-Based Study on Politeness Used by L1 Thai EFL Learners." International Journal of Linguistics 14, no. 6 (December 4, 2022): 28. http://dx.doi.org/10.5296/ijl.v14i6.20436.
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This research aimed to identify politeness super-strategies, the strategies under each category of super-strategy, and common lexical patterns in each strategy when performed by L1 Thai intermediate-level EFL learners in English conversation. It attempted to use the corpus-based approach to examine the pattern of how L1 Thai intermediate-level EFL learners use politeness in English conversation and, on the other hand, to examine the existing problems with L1 Thai intermediate-level EFL learners’ use of politeness super-strategies based on the findings. In total, 30 L1 Thai intermediate-level EFL learners were involved in this research. A learner corpus was built to investigate the use of politeness super-strategies and the frequencies of lexical patterns. The findings illustrated that L1 Thai intermediate-level EFL learners tended toward using the negative politeness super-strategy, while no off record super-strategy was found. Moreover, L1 Thai intermediate-level EFL learners used a limited number of politeness strategies under the super-strategy categories identified in this research, with a limited selection of lexical patterns in each strategy. The findings reveal that L1 Thai intermediate-level EFL learners adopt only a small range of politeness strategies, thereby resulting in a discrepancy in the performance of politeness in English conversation.
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Wiriyakarun, Pamararat. "Can Thai Students Become Self-directed Learners?" rEFLections 4 (December 31, 2002): 31–40. http://dx.doi.org/10.61508/refl.v4i0.114334.
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Recently in Thailand, there have been attempts to integrate self-directed learning into existing English programmes in a large number of institutions including King Mongkut's University of Technology Thonburi, where the importance of learner-centredness and learner self-assessment is stressed. However, questions about the possibility and effectiveness of the programmes and the students' ability to become self-directed learners have arisen. This paper will explore the students' perceptions of the effectiveness of learning through self-access to find out whether this learning mode could help improve their English proficiency.
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Maklai, Sumintra, Theeraporn Ratitamkul, and Thanasak Sirikanerat. "The Use of the Thai Final Particle Na by Japanese Learners of Thai." MANUSYA 20, no. 2 (2017): 27–54. http://dx.doi.org/10.1163/26659077-02002002.
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This research aims to analyze communicative functions of the Thai final particle na and to explore the use of na by Japanese learners of Thai, comparing to that of native speakers. The study consisted of two parts. The first part involved an analysis of na using data from the Thai National Corpus (TNC). The findings showed that na had three main communicative functions. It was used to soften the tone of an utterance, to emphasize an utterance, and to mark a topic of an utterance. The second part of this research concerned conversational data in a pair discussion task of 10 Japanese learners of Thai and 10 native Thai speakers. The results showed that, when different functions and contexts were considered, the use of the Thai final particle na by the Japanese learners was similar to that of the native Thai speakers. That is, both groups used na most frequently to emphasize an utterance and least often to mark a topic of an utterance. This could result from a positive transfer from the learners’ first language. However, it was found that the Japanese learners showed significantly fewer instances of na as a topic marker than the native Thai speakers. It is possible that its marked position and low frequency in the learners’ linguistic input as suggested by the corpus data made na in this function difficult to acquire. This research also pointed to the importance of proficiency in a second language as a factor affecting learners’ use of final particles in conversation.
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Worathumrong, Sakulrat. "“How the Furby Coming is…”: Interference of First Language and Culture in Thai EFL Learners’ Paragraph Writing." English Language Teaching 14, no. 10 (September 28, 2021): 92. http://dx.doi.org/10.5539/elt.v14n10p92.
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This study investigated features of first language and cultural interference in Thai EFL learners’ English paragraph writing on popular culture. Drawing from theoretical grounds of interlanguage, language interference, and rhetorical interference, the sample of 30 English paragraphs of Thai EFL undergraduate learners was examined quantitatively and qualitatively. The English writing included 15 paragraphs from the Thai learners with high exposure to English language (TEH) group, and 15 paragraphs from those with the low exposure to English language (TEL) group. Using analysis models of metadiscourse markers and topical progressions, the findings revealed the preference of both groups in the use of interactive and interactional devices as well as SP, PP, and EPP types of topical progressions. The preference highlights the feature of oral-based, inductive, or reader-responsible writing orientation with a possibility of writing development, especially among the TEHs to reach expectation of the target language readers. The findings encourage assessing the Thai EFL learners’ writing as a process and raising frequent awareness of both language and rhetorical interferences when writing English texts. As the introductory stage during COVID-19 remote learning, writing to express learners’ interests could be used as an effective communication strategy for a positive instructor-learner relationship which assists the learners to further engage in the class in a more meaningful way.
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Sumonsriworakun, Piyaboot, and Nattama Pongpairoj. "SYSTEMATICITY OF L1 THAI LEARNERS' ENGLISH INTERLANGUAGE OF DEPENDENT PREPOSITIONS." Indonesian Journal of Applied Linguistics 6, no. 2 (January 23, 2017): 246. http://dx.doi.org/10.17509/ijal.v6i2.4911.
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The study investigates systematicity in English interlanguage of dependent prepositions among L1 Thai learners of L2 English. It is hypothesized that Thai learners show non-random use of English dependent prepositions in their English interlanguage, and that the systematicity is largely attributable to cross-linguistic influence and certain cognitive factors. To test the hypothesis, 30 L1 Thai undergraduate students of L2 English at elementary, intermediate, and advanced proficiency levels took two tests: a Thai–English translation test and a cloze test. The tests involved four types of relationship between English and Thai dependent prepositions: (1) [–prep] in English but [+prep] in Thai, (2) [+prep] in English but [–prep] in Thai, (3) [+prep1] in English but [+prep2] in Thai, and (4) [+prep] in English and [+prep] in Thai. The findings demonstrate that systematicity occurred in the learners’ English usage of prepositions of all such types, possibly due to negative transfer from the learners’ native language. Also, the L2 learners tended to exhibit such systematicity irrespective of their English proficiency level. It may be assumed that the cognitive aspect of L2 learners’ working memory is involved in processing the usage of the four types of English dependent prepositions. The results of the study are expected to shed light on the problems of L2 English interlanguage of dependent prepositions among L1 Thai learners.
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Siripukdi, Sirisuda. "An Investigation of Motivation and Learning Strategies in Thai University Learners of French." English Language Teaching 16, no. 6 (May 26, 2023): 167. http://dx.doi.org/10.5539/elt.v16n6p167.
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Learner motivation and learning strategies play a crucial role in language learning. Therefore, the current study aimed to investigate the patterns of motivation and learning strategies in 144 Thai university learners of the French language. Participants were given a questionnaire asking about their motivation and learning strategy use. The findings suggest a hierarchy of learning strategy use among Thai university learners. The most frequently used taxonomies of learning strategies were social strategies, followed by metacognitive strategies, cognitive strategies, compensation strategies, affective strategies and, finally, memory strategies. The current findings also showed a positive relationship between learner motivation and language learning strategies. However, qualitative investigations need to be considered for further studies to gain in-depth insight into learning strategy use. Such a line of inquiry would yield additional crucial pedagogical and theoretical implications.
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Chiravate, Boonjeera. "An Interlanguage Study of Thai EFL Learners’ Apology." English Language Teaching 12, no. 5 (April 17, 2019): 116. http://dx.doi.org/10.5539/elt.v12n5p116.
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Although a number of interlanguage studies on apologies have been conducted, there has been no study of apologies among Thai EFL learners that differentiates between learners with high and low levels of exposure to the target language. This study, differentiating between learners with high and low levels of exposure to the target language, addresses two research questions: (i) What are the similarities and differences between perception of offense context of Thai EFL learners and native speakers of English? (ii) What are the similarities and differences between apology strategies used by Thai EFL learners and native speakers of English? Data for the analysis came from a questionnaire consisting of 12 scenarios eliciting different offense contexts. The participants were divided into four groups: native speakers of English (NEs), native speakers of Thai (NTs), Thai EFL learners with high exposure to the target language (TEHs) and Thai EFL learners with low exposure to the target language (TELs). The results revealed that due to the influence of cultural background, the learners’ perception of offense context was dissimilar to the NEs in certain respects. However, the investigation of apology strategies showed that compared to the TELs, the TEHs’ apology strategies tended to be less influenced by their cultural background and more similar to the NEs’. Providing support for levels of exposure to the target language, as individual differences vary in L2 pragmatic development, the study sheds light on pedagogical intervention that may enhance learners’ pragmatic competence.
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Kawinkoonlasate, Pongpatchara. "A Study of Using E-Writing Instructional Design Program to Develop English Writing Ability of Thai EFL Learners." English Language Teaching 14, no. 6 (May 17, 2021): 43. http://dx.doi.org/10.5539/elt.v14n6p43.
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Learning with technology has become essential in today’s education not only in Thailand but also all around the world. Technology has been an important tool for improving language learners’ reading writing, speaking, and listening for quite some time. Writing, however, has been one of the most supported skills thanks to technology. Learning how to write paragraphs or essays is an essential skill for learners. The purposes of this quasi-experimental study were:
1) to examine the effectiveness of the e-Writing instructional design program in developing the writing skills of EFL learners, 2) to explore learners’ satisfaction and motivation toward the e-Writing instructional design program, and 3) to study learners’ autonomy after completing the e-Writing instructional design program. This study employed the purposive sampling method to select 33 second-year learners. Lesson plans, e-writing programs, learner perception questionnaires, interviews, as well as a pre and post-test were the tools used to gather relevant data. A t-test with standard and average deviation was used to investigate the quantitative data.
Interview data were analyzed using content analysis. The quantitative findings revealed that the writing achievement level of the learners before and after receiving the treatment was significantly different at 0.001. The learners’ post-test scores of 33 learners increased over the pre-test scores. From the questionnaire results, the satisfaction level of undergraduate learners toward the instruction of this course had average scores of 4.34 which was an excellent level.
Furthermore, interviews revealed that learners are satisfied with the e-Writing instructional design program because this could improve learners’ writing skills and promote more learner autonomy. Recommendations are made and presented in terms of future practical application and future research needs to be done to analyze results and the effects of future outcomes.
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Singhapreecha, Pornsiri. "Spurious Be in Thai Learners’ L2 Grammars." Thoughts, no. 1 (2021): 38–71. http://dx.doi.org/10.58837/chula.thts.2021.1.3.
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Akkakoson, Songyut. "Thai Language Learners' Sense of English Ownership." PASAA 58, no. 1 (January 2019): 235–63. http://dx.doi.org/10.58837/chula.pasaa.58.1.9.
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Karnchanachari, Samertip. "An Investigation into Learners’ Willingness to Communicate in English in the Classroom: A Study of Thai EFL Students in the Thai and International Programs." rEFLections 26, no. 2 (December 30, 2019): 83–106. http://dx.doi.org/10.61508/refl.v26i2.241757.
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Willingness to Communicate (WTC) is among the concepts that has received considerable attention in EFL/ESL research in recent years as it brings together a myriad of factors that explain why L2 learners do or do not engage in L2 communication. An EFL classroom provides an environment that promotes use of the target language, yet Thai learners are often reluctant to communicate in English in the classroom. The present study aimed to investigate the possible factors that influence Thai learners’ WTC in the EFL classroom context. Participants included Thai students in both the Thai and International Engineering programs at a public university in Bangkok, Thailand, as well as both Thai and foreign instructors. The assumption underlying the investigation was that WTC in English in the classroom of Thai students in both Thai and international programs was is influenced by variables other than their English proficiency. Likert-type WTC questionnaires and semi-structured interviews were used to collect the data, and a quantitative descriptive approach was employed. Content analysis was also used to analyze qualitative data and provide more in-depth answers to the research questions. Statistically significant differences in WTC between Thai EFL learners in the Thai and international programs were found both in degrees of willingness and reported factors influencing the WTC. The results have been used to develop evidence-based guidelines for English instructors in the implementation of classroom activities and teaching methods to promote Thai learners’ WTC in the classroom.
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Kawinkoonlasate, Pongpatchara. "The Development of e-Reading to Improve English Reading Ability and Energise Thai Learners’ Self-Directed Learning Strategies." International Journal of Learning, Teaching and Educational Research 21, no. 8 (August 30, 2022): 109–28. http://dx.doi.org/10.26803/ijlter.21.8.7.
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Technological education has changed lifestyles, and educational institutions need to prepare their learners with the necessary tools to be successful in real life. The objectives of the study are: 1) to explore learner’s achievements in reading comprehension with the use of e-Reading and traditional teaching methods, 2) to analyse the satisfaction of learners using e-reading and traditional teaching methods, and 3) to observe the effects of the learner’s reading comprehension while using e-reading methods versus traditional teaching methods based on a standard 80/80 criterion. The participants were sophomore learners enrolled in English courses. Thirty learners were selected by nonprobability sampling and divided into two groups, the experimental and control. The experimental group received lessons using an e-Reading programme, the control group was taught using a traditional teaching method. The research tools were pre- and post-tests, lesson plans, learners’ perception questionnaires, and interviews. Data collected through quantitative means were analysed using a t-test standard and average deviation programme. The interview data were analysed using a content analysis method. Data from the pre- and post-tests show that reading comprehension improved in the experimental group, who used the e-Reading programme. They also showed a “positive” attitude regarding their learning satisfaction and self-directed learning. The learners’ satisfaction and self-directed learning were higher in the e-Reading programme. Standard 80/80 criteria were met with an efficiency of 81.6/82.3 in the e-Reading programme. This research could be used as reference for further study and application of the e-Reading programme.
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Patthida Bunchavalit. "PRONUNCIATION PROBLEMS IN THAI TONES OF CENTRAL VIETNAMESE LEARNERS." Tạp chí Khoa học Ngoại ngữ, no. 76 (February 26, 2024): 3–16. http://dx.doi.org/10.56844/tckhnn.76.728.
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The purpose of this study was to investigate the pronunciation problems of Central Vietnamese learners who study Thai as a foreign language. Six Vietnamese people were asked to pronounce a list of 203 Thai words, which are made up of four types of Thai syllables. The Praat program was used to conduct an acoustic analysis of the phonetic characteristics. The results showed that the negative transfer affected the learners’ pronunciation of the high tone [4]. On the other hand, the positive transfer affected the learners’ pronunciation of the middle [1], the low [2], the high-falling [3], and the low-rising tones [5] because these characteristics are similar to those of ngang, huyền, hỏi/nặng, and sắc in Central Vietnamese. In addition, the differences in tonal contour and in the distribution of tones related to syllable structures between the two languages have also affected the learners’ pronunciation. For the pronunciation of closed syllables with a short vowel, the learners replaced the high tone [4] with sắc by the interference phenomenon. Nevertheless, the characteristics of sắc are more similar to those of the low-rising tone [5] in Thai. The results revealed learners’ inability to distinguish between the high [4] and the low-rising tones [5]. For other tones, the learners did not have difficulty pronouncing them based on their similar phonological characteristics.
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Tipprachaban, Benjawan. "An Analysis of factors in the First Language (Thai) that Influence the Learning of the Second Language (English)." Parichart Journal, Thaksin University 36, no. 1 (January 5, 2023): 213–30. http://dx.doi.org/10.55164/pactj.v36i1.258825.
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The purpose of this non-empirical study was to analyze the factors in L1 (Thai) that influence L2 learning (English) in Thai learners. It consisted of four sections. The first one is an introduction. The second one is an introduction to the Thai language and the English language. The third section illustrates the differences in syntax between Thai and English. Numerous supporting studies were reviewed, including a discussion of whether the Thai and English languages have an effect on L2 learning. The conclusion was drawn in light of numerous related studies and other recent empirical studies that support the conclusion in the final section. According to many studies reviewed in this paper, it was determined that intralingual errors, not interlingual errors or L1 interference, are the primary source of errors in learners’ L2 production.
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Doloh, Sunaisah, and Natthapong Chanyoo. "Relationships Between Thai EFL Learners’ Factors, Intelligibility, and Comprehensibility Towards Varieties of English." Theory and Practice in Language Studies 12, no. 1 (January 2, 2022): 46–54. http://dx.doi.org/10.17507/tpls.1201.06.
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This study aims to investigate intelligibility levels of Thai EFL learners, relationship between intelligibility and learners’ variables, and relationship between intelligibility and comprehensibility scores toward varieties of English. Seventy-five students were recruited as a sample group through stratified random sampling technique. Seven research instruments were used in the study, including a quick placement test, a questionnaire, an intelligibility test, an accent familiarity judgment report, a comprehensibility test, an attitudinal test, and four speech samples produced by speakers of 4 different nationalities. Data were quantitatively analyzed by means of arithmetic mean, standard deviation, and Pearson’s correlation coefficients. The findings revealed that Thai EFL learners received high scores in their intelligibility tests for all speech samples. Thai speaker was rated as the most intelligible to the learners, while American speaker was rated as the least intelligible one. Correlations between intelligibility and other learners’ variables were found only in accent familiarity, language proficiency, and attitude. A significant correlation was also found between intelligibility and comprehensibility scores towards varieties of English of Thai EFL learners.
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Boonsuk, Yusop, and Eric A. Ambele. "Towards Integrating Lingua Franca in Thai EFL: Insights from Thai Tertiary Learners." International Journal of Instruction 14, no. 3 (July 1, 2021): 17–38. http://dx.doi.org/10.29333/iji.2021.1432a.
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WAYLAND, RATREE, and SUSAN GUION. "Perceptual discrimination of Thai tones by naive and experienced learners of Thai." Applied Psycholinguistics 24, no. 1 (January 21, 2003): 113–29. http://dx.doi.org/10.1017/s0142716403000067.
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This study investigated the ability to discriminate the middle and low tone contrasts in Thai by two groups of native English (NE) speakers and a control group of native Thai (NT) speakers. The first group was comprised of NE speakers who had no prior experience with Thai, whereas subjects in the second group were experienced learners of Thai (EE). The variables under investigation were experience with Thai, discrimination of open versus closed syllables, and the interstimulus interval (ISI) of the presentation (500 vs 1500 ms). The results obtained indicated that the NT group obtained higher discrimination scores than the NE or EE groups, the EE group obtained higher discrimination scores than the NE group, all three groups of subjects found open syllables to be more difficult to discriminate than closed syllables, and subjects in the EE group obtained higher discrimination scores for open syllables in the shorter than the longer ISI condition.
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Roengpitya, Rungpat. "The perception of English and Thai fricatives and affricates by Thai learners." Journal of the Acoustical Society of America 134, no. 5 (November 2013): 4248. http://dx.doi.org/10.1121/1.4831630.
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Jirananthiporn, Somjit. "Thai Learners' Problems in Translating Thai Serial Verb Constructions into English(ปัญหาการแปลหน่วยสร้างกริยาเรียงภาษาไทยเป็นภาษาอังกฤษของผู้เรียนชาวไทย)." Journal of Letters 45, no. 2 (July 2016): 205–62. http://dx.doi.org/10.58837/chula.jletters.45.2.6.
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Chanakan, Thidanan, and Angkana Tongpoon Patanasorn. "Errors in Adjective-Noun Order by Thai and Chinese EFL Learners: Roles of L1 and Language Profciency." rEFLections 22 (February 1, 2018): 71–87. http://dx.doi.org/10.61508/refl.v22i0.112329.
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Roles of frst language transfer have been extensively researched during the past decades adopting Contrastive Analysis (CA). However, previous studies have shown that CA has failed to prove and fnd supports for language transfer. This present study examined language transfer from another perspective proposed by Jarvis and Odlin (2000) by examining adjective-noun order errors by Thai EFL learners. In previous studies, adjective-noun order errors by Thai EFL learners, which mainly used the CA, are often claimed to be caused by L1 interference. The presentstudy aimed to examine this claim by adopting the proposed framework by Jarvis and Odlin by Thai and Chinese EFL learners and to investigate the relationship between the adjective-noun order errors and learners’ profciency levels. Two groups of Chinese and Thai participants were purposively selected due to the special characteristics of their frst languages that met Jarvis and Odlin’s L1 transfer framework. The results revealed that both Thai and Chinese EFL learners made similar errors in the adjective noun order. The statistical test showed no signifcant differences between the number of adjective-noun order errors produced by Thai and Chinese learners (p > 0.05). Therefore, the transfer position seemed not to beplausible. A negative correlation was found between language profciency and the number of errors learners produced. This suggests that when learners’ profciency was higher, they tended to produce fewer errors in adjective-noun order errors.
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Nuangchalerm, Prasart, and Autthapon Intasena. "Problems and Needs in Instructing Literacy and Fluency of Reading and Writing Skills of Thai L1 Young Learners." Journal of Education and Learning 11, no. 2 (January 21, 2022): 63. http://dx.doi.org/10.5539/jel.v11n2p63.
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The purposes of the current study were 1) to investigate problems in instructing literacy and fluency of reading and writing of Thai L1 young learners, and 2) to investigate needs in instructing literacy and fluency of reading and writing of Thai L1 young learners. There were 2 groups of participants including a group of 15 samples answering a questionnaire and a group of 10 samples taking part in an interview session. The instruments were 1) a questionnaire and 2) a structured interview to study problems in instructing literacy and fluency of reading and writing skills of Thai young learners and 3) a questionnaire and 4) a structured interview to study needs in instructing literacy and fluency of reading and writing skills of Thai young learners. The quantitative data were analyzed using percentages, mean scores, and standard deviation. Meanwhile, the results of the interview were analyzed by a qualitative analysis method. The results of the study show that 1) problems in instructing literacy and fluency of reading and writing skills of Thai L1 young learners are the learners’ knowledge in textual language systems in terms of spelling, meaning, and uses in both receptive and productive manners; 2) needs in instructing literacy and fluency of reading and writing skills of Thai L1 young learners rely on finding possible solutions to solve these problems considering the nature of young learners’ learning.
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Chanpradit, Thaweesak. "Curriculum Evaluation: Measuring the Learning Outcomes and Satisfaction Levels of Thai Adult Learners with an English for Cultural Tourism Communication Course, Suphan Buri, Thailand." Journal of Education and Learning 11, no. 5 (June 29, 2022): 82. http://dx.doi.org/10.5539/jel.v11n5p82.
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A curriculum on English for cultural tourism communication was designed, developed, and implemented for Thai adult learners in Doem Bang Nang Buat, Suphan Buri, based on adaptation of the grassroots model (Taba, 1962) and relevant research. This study focused on measurement of the learning outcomes and satisfaction levels of Thai adult learners with an English for Cultural Tourism Communication course. Participants were 21 adult learners living in the community of Doem Bang Nang Buat in Suphan Buri. Data were collected through pretests and posttests, a questionnaire, and participant observation, and analyzed using descriptive statistics such as mean and standard deviation. Content analysis was also applied. The results indicated that the learning outcomes of the adult learners improved significantly as the posttest mean scores were higher than the pretest mean scores at the statistical significance level (p < .05). The satisfaction levels of adult learners with the course were rated overall as very satisfied regarding teaching competencies, materials and methods, activities, learning facilitation, and knowledge and understanding of lessons. The study suggests that an English language development curriculum for adult learners should concentrate on learner needs and interests with the aim of presenting everyday English situations in an effort to enable learners to apply English language knowledge and skills to their professions. Furthermore, collaboration between native and non-native English speakers along with the utilization of technology in a positive learning environment is seen as necessary to enhance adult learning.
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Weawong, Nitaya, and Wareesiri Singhasiri. "Native English Speaking Teachers’ Beliefs about Difficulties in Teaching English to Thai Learners." rEFLections 12 (December 31, 2009): 37–52. http://dx.doi.org/10.61508/refl.v12i0.114246.
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This study aims to investigate native English speaking teachers’ beliefs about difficulties in teaching English to Thai learners. The data were collected from 34 native speaker (NS) teachers who are employed by a private language school in Bangkok, Thailand. The instrument used was a questionnaire consisting of both closed-ended questions with rating scales and open-ended questions. The results revealed that the participants believed that teaching English for Thai learners tended to be easy; however, there were some difficulties that the participants encountered, including certain characteristics of Thai learners, the Thai educational system, teaching techniques, classroom management, school management and cultural differences. Additionally, the participants suggested some useful solutions for other NS teachers and they also commented on the Thai educational system.
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Sundrarajun, Chutamas. "Voices from EFL Thai learners towards English writing." Cypriot Journal of Educational Sciences 15, no. 6 (December 31, 2020): 1495–507. http://dx.doi.org/10.18844/cjes.v15i6.5293.
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English language writing is seen as one of the most difficult skills for undergraduate students. When composing a piece of writing, students usually face various problems ranging from grammatical aspects to expressing ideas and opinions. To answer the research questions, this study employed a mixed method of both qualitative and quantitative approaches to identify the students’ perceptions towards Business Article Writing Course, as well as to pinpoint their challenges when working on the written assignments. The intensive data were collected from 20 fourth year students majoring in Business English via the use of questionnaire and a semi-structured interview. The findings give teachers, course designers, and educational organizations an insight into students’ problems in learning English language writing. It also highlights the need to integrate different genres of writing to enhance students’ writing skills so that they can use such techniques to overcome any struggles when composing a piece of writing.
Keywords: Academic Writing, EFL, Writing Strategies, Peer Feedback
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Sinwongsuwat, Kemtong. "Rethinking Assessment of Thai EFL Learners' Speaking Skills." Language Testing in Asia 2, no. 4 (2012): 75. http://dx.doi.org/10.1186/2229-0443-2-4-75.
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Hou, Peng. "Spelling Errors in Thai Made by Chinese Students Learning Thai as a Foreign Language." Manusya: Journal of Humanities 22, no. 3 (December 9, 2019): 358–74. http://dx.doi.org/10.1163/26659077-02203005.
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When learning a foreign language, it is important to learn how to spell accurately as it is crucial for communication. To spell Thai language accurately is challenging for both native and foreign learners of Thai. However, studies that address spelling errors made by foreign learners of Thai are rare. The purpose of this paper is to analyze patterns and causes behind spelling errors made by Chinese students learning Thai as a foreign language. Data was taken from thirty Chinese students who took part in a Thai language composition writing and dictation task. The results suggest that the main spelling problem for Chinese students is spelling Thai vowels (37.5%), followed by initial consonants (20.7%), final consonants (20.4%), unpronounced letters (18.0%), tone markers (2.2%), and others (1.2%). In terms of underlying causes of spelling errors, irregularities in Thai language and interference from Chinese phonology are the two main causes for their spelling errors. Moreover, carelessness, differences between the Chinese and Thai writing systems, and influence from Thai native speakers also account for some of the spelling errors produced among the Chinese students.
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Chiravate, Boonjeera. "The Roles of L1 and Lexical Aspect in the Acquisition of Tense-Aspect by Thai Learners of English." English Language Teaching 11, no. 8 (July 24, 2018): 111. http://dx.doi.org/10.5539/elt.v11n8p111.
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Investigating the L2 temporality, most previous studies within the Aspect Hypothesis framework focused on the basic meanings or prototypical uses of past morphology. The present study, however, including other less prototypical uses of past morphology, addresses 2 questions: (i) how the uses of simple past and past progressive morphology change as learners become more proficient in their target language; (ii) to what extent lexical aspectual class and L1 influence the uses of simple past and past progressive morphology. Using a cloze test as an elicitation task, this study analyzes data from 5 groups of Thai EFL learners at different proficiency levels. Results show that learners use past morphology more accurately as their L2 proficiency levels increase. The tense-aspect marking was, however, affected by lexical aspectual class. Learners first use simple past form on telic verbs, eventually extending its use to atelic verbs. The progressive form, on other hand, begins with atelic verbs and then extends to telic verbs. All learner groups, however, exhibit a higher rate of appropriate use of past morphology in the more prototypical uses than in the less prototypical uses. Additionally, L1 plays an important role in the tense-aspect marking. Learners at different proficiency levels, however, use different L1-influenced forms, suggesting that L1 influence is constrained by L2 development. Contributing to the body of research on L2 tense-aspect, this study shed light on the nature of difficulty learners experience in developing L2 tense-aspect system.
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Iamudom, Tirada, and Supong Tangkiengsirisin. "A Comparison Study of Learner Autonomy and Language Learning Strategies among Thai EFL Learners." International Journal of Instruction 13, no. 2 (April 1, 2020): 199–212. http://dx.doi.org/10.29333/iji.2020.13214a.
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Zhang, Jun, and Lingyi Zhao. "Design and Implementation of Thai Vocabulary Memory Platform Based on WeChat Applet." Yixin Publisher 1, no. 3 (September 30, 2023): 53–63. http://dx.doi.org/10.59825/jet.2023.1.3.53.
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This article provides a detailed introduction to a WeChat mini program called “Thai Echoes”, which aims to provide a convenient platform for learners to memorize Thai vocabulary more effectively. We have developed this platform based on technologies such as Spring Boot, MyBatis, and Uni-app, and designed rich functional modules such as word memory, challenge games, and voice imitation to meet the needs of Thai language learners. In addition, by analyzing user learning data, it is possible to track learners’ progress and continuously optimize teaching effectiveness. This study demonstrates the potential application of WeChat mini programs in the field of foreign language learning, providing ideas for further developing educational technologies with practical value.
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Charunsri, Kamonwan. "The Challenges of Implementing Content Language Integrated Learning in Tertiary Education in Thailand: A Review and Implication of Materials." Advances in Language and Literary Studies 10, no. 4 (January 6, 2020): 125. http://dx.doi.org/10.7575/aiac.alls.v.10n.4p.125.
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The trends of globalization and intercultural communication influence education in most countries of the world. The implementation of content and language integrated learning (CLIL) is a big challenge for Thai content teachers and professional development programs. It is not easy for both teachers and learners who are non-native speakers of English. In Thailand, English is used as a foreign language, so teachers try to find out the most appropriate teaching approach to develop learners’ English skills in order to serve the trends of globalization. This article expresses the idea of CLIL in Thailand, including challenges of implementing CLIL in Thai context, CLIL materials, and steps to successful material development in the Thai context. Additionally, it explains the problems of using CLIL among Thai teachers and learners. The goal is to understand principles that should be considered when adapting or designing CLIL materials for teaching in classrooms. Consecutive steps to implement materials to CLIL class are alternative for teachers to create the successful teaching. It can incorporate elements of the learner’s first language and culture effectively. Furthermore, appropriate materials can be used in the classroom to help motivate learners.
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Chanpleng, Panat, Ammara Wisuttranukul*, Jomtup Khwanrat, Siwaporn Poopan, Kanchana Pattrawiwat, Wichuda Kijtorntham, and Kunakorn Phonsuwan. "Development of the Multiple Intelligences Promotion Model for Thai Learners." European Journal of Educational Research 12, no. 2 (April 15, 2023): 663–71. http://dx.doi.org/10.12973/eu-jer.12.2.663.
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<p style="text-align: justify;">Recently, Thailand's educational policy focused on developing learners’ potential according to multiple intelligences. The research objectives were to develop the multiple intelligences (MI) promotion model and an MI screening test for Thai learners and propose policies to encourage MI so that learners can reach their full potential. The sequential mixed method was applied. First, the model and the MI screening test were developed. The participants were two groups of key informants, comprising 93 and 185 participants, respectively. The sample group consisted of 460 primary and secondary school students selected through multistage random sampling. The MI screening test consisted of characteristics of 45 behavioral observations. The result showed that the developing model was the “A2D model or AAD.” This model consisted of three components: nine areas of intelligence, eight continuity mechanisms, and two success conditions. The MI screening result revealed that most learners had outstanding bodily–kinesthetic intelligence, accounting for 40.4%. The least prominent aspect was musical intelligence, representing 16.2%. The proposal policies comprised (a) The aspect of foundation for learning management with access to the A2D model, consisting of four sub-policy proposals, and (b) The aspect of encouraging learners to develop their full potential, consisting of six sub-policy proposals.</p>
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Schaefer, Vance, and Isabelle Darcy. "Applying a Newly Learned Second Language Dimension to the Unknown: The Influence of Second Language Mandarin Tones on the Naïve Perception of Thai Tones." Psychology of Language and Communication 24, no. 1 (January 1, 2020): 90–123. http://dx.doi.org/10.2478/plc-2020-0007.
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Abstract This study investigates whether L2 Mandarin learners can generalize experience with Mandarin tones to unfamiliar tones (i.e., Thai). Three language groups – L1 English/ L2 Mandarin learners (n=18), L1 Mandarin speakers (n=30), L1 monolingual English speakers (n=23) – were tested on the perception of unfamiliar Thai tones on ABX tasks. L2 Mandarin learners and L1 Mandarin speakers perceived Thai tones more accurately than L1 English non-learners. Mandarin learners L1 speakers showed priming on Mandarin tones on a lexical decision task with repetition priming, suggesting L2 tones had been encoded within lexical representations of L2 Mandarin words. However, results must be interpreted cautiously, with an absence of expected priming and presence of unexpected priming. In sum, learners can transfer L2 tone experience to unfamiliar tones, expanding the Feature Hypothesis (McAllister, Flege, & Piske, 2002) to include L2 influence as well. In addition, results indicate a potential disconnect between perception and encoding.
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Wattananukij, Wattana, and Nattama Pongpairoj. "Interlanguage Pragmatics: An Investigation of Pragmatic Transfer in Responses to English Tag Questions by L1 Thai Learners." rEFLections 29, no. 1 (April 7, 2022): 38–59. http://dx.doi.org/10.61508/refl.v29i1.258474.
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The research investigated pragmatic transfer in responses to English tag questions by L1 Thai learners based on Interlanguage Pragmatics, specifically pragmatic transfer (Kasper & Blum-Kulka, 1993). The L1 Thai learners were categorized into two groups according to their English proficiency levels: advanced and intermediate. Oral and written discourse completion tasks (Blum-Kulka, 1982) were employed to elicit the participants’ responses to English affirmative and negative tag questions in two modalities, speaking and writing. The major findings cast light on the L1 Thai learners’ problems of responding to English negative tag questions, rather than positive ones, as a result of their strong reliance on the Thai pragmatic norm. The results also suggested that the responses to English negative tag questions by the intermediate group were less native-like than the advanced group’s responses and manifested a higher degree of pragmatic transfer. Concerning pragmatic transfer in the two modalities, responses to English negative tag questions in writing showed a greater degree of pragmatic transfer than those in speaking. The results of the study are expected to elucidate the performance of the L1 Thai learners’ responses to English tag questions in both modalities and their dependence on the Thai pragmatic norm in responding to English tag questions.
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HaiyoungLee, 하지혜, and 황선영. "Thai Learners’ Awareness of Utterable Genderlects when Studying Korean." Journal of Speech Communication ll, no. 29 (September 2015): 183–210. http://dx.doi.org/10.18625/jsc.2015..29.183.
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Chumworatayee, Tipamas. "Thai Adult EFL Learners’ Metacognitive Awareness of Reading Strategies." International Journal of Interdisciplinary Social Sciences: Annual Review 6, no. 9 (2012): 83–96. http://dx.doi.org/10.18848/1833-1882/cgp/v06i09/52148.
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Sridhanyarat, Kietnawin. "The Acquisition of L2 Fricatives in Thai Learners’ Interlanguage." 3L The Southeast Asian Journal of English Language Studies 23, no. 1 (March 28, 2017): 15–34. http://dx.doi.org/10.17576/3l-2017-2301-02.
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Sridhanyarat, Kietnawin. "Thai Learners’ Acquisition of L2 Collocations: An Interlanguage Perspective." GEMA Online® Journal of Language Studies 18, no. 1 (February 26, 2018): 1–21. http://dx.doi.org/10.17576/gema-2018-1801-01.
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Paris, Nirma, Pratiwi Samad, and Monsinee Namchan. "A Corpus-Based Study of Grammatical Collocation on Asian EFL Learners." Inspiring: English Education Journal 6, no. 2 (September 20, 2023): 151–64. http://dx.doi.org/10.35905/inspiring.v6i2.6252.
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This article presents a corpus-based study that investigated grammatical collocations. The study aimed to examine and analyze grammatical collocations employed by Asian EFL learners at Khon Kaen University in Thailand. An Asian learner corpus was built with 38,338 tokens from 20 academic writing papers of Asian EFL learners. The written learner corpus consists of Thai, The Chinese, Indonesian, and The Philippines of academic papers. CLAWS tagger, AntConc (Windows 3.4.4), and manual analysis were used to analyze the data. The results of the study found that grammatical collocations employed by Asian EFL learners at Khon Kaen University were 1,941 tokens of noun + preposition, 467 tokens of verb + preposition, 147 tokens of adjective + preposition, and none of preposition + noun was used in the papers. The study also revealed that the learners used similar prepositions in the top 10 frequency, but the arrangement order was different. In addition, there were a few of the same collocated words that used by the learners from each country.
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Byrum, Charuwan, Chayapim Usaho, and Pruet Siribanpitak. "Management Innovation for Thai Language and Culture Program of International Schools in Thailand Based on Concept of Agile Learner Characteristics." Asian Social Science 17, no. 4 (March 31, 2021): 10. http://dx.doi.org/10.5539/ass.v17n4p10.
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The research aimed to develop an innovation for the Thai language and culture program management based on the concept of agile learner characteristics in Thailand. The study used the multiphase mixed-method approach which was conducted among 97 international schools in Thailand.
The research findings revealed that management innovation for Thai language and culture program of international schools in Thailand based on the concept of agile learner characteristics which was titled “SWABK”. It consisted of three main components that promoting agile learner characteristics of seeking challenging situations, being a cognitive thinker, knowing what to do when facing uncertain situations, and welcoming feedback and criticism : (1) curriculum development: identifying learning outcomes that align with the need of Thai and global society and designing learning units by integrating Thai language and culture into global situations, (2) instruction: constructing learning tools and materials to be accessible anytime and anywhere, and (3) evaluation: utilizing the curriculum evaluation’s result to further develop learners to be ready for the future.
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Sermsook, Kanyakorn, Jiraporn Liamnimitr, and Vikrom Chantarangkul. "Promoting Thai EFL Learners’ Ability to Self-correct Errors in Written English Sentences through Games." English Language Teaching 13, no. 6 (May 29, 2020): 118. http://dx.doi.org/10.5539/elt.v13n6p118.
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Games have been widely accepted as an effective tool for language learning. They help learners achieve better learning outcome and create a learning atmosphere which contribute to learners’ learning. The present study, hence, employed games to help EFL learners write better in English. In the present study, games were used to encourage Thai EFL learners to self-correct errors found in their English sentences. After five weeks of learning with games, the learners’ ability to self-correct errors was observed. Their posttest average score (x =18.65, S.D.=6.05) was higher than the pretest one (x =13.58, S.D.=6.45). The results from the paired samples t-test indicated a statistically significant difference at the 0.01 level which meant that games helped promote this group of learners to self-correct errors in written English sentences. Furthermore, the learners reported that they enjoyed English writing classes with games because they motivated them to learn English in a relaxing class. The learners’ good interaction and collaboration were also observed during the games. The findings from this study imply that games should be incorporated in language classes for learners’ positive learning outcome.
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Hongthong, Kamolchanok. "The Sensitivity of L1 English – L2 Thai Language Learners to Errors in Basic Thai Serial Verb Constructions." MANUSYA 17, no. 3 (2014): 11–33. http://dx.doi.org/10.1163/26659077-01703002.
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The present study concerned the sensitivity to unacceptable basic Thai serial verb constructions (thereinafter called SVCs) among native speakers of English who learn Thai. The objectives were to test English learners of Thai on distinguishing between acceptable and unacceptable SVCs, and to specify the characteristics of errors that tend to be problematic to them. The scope of this study was limited to basic SVCs that consist of the juxtaposition of only two nongrammaticalized and non-complement taking verbs. The subjects in this experiment were ten English undergraduates and postgraduates in the Thai Studies program. The data elicitation methods were an untimed acceptability judgment test and a think-aloud protocol. A set of 30 individual Thai sentences, each with phonetic transcription, gloss and an English translation – some of which were accurate and others were not – were presented and the subjects were then asked to give their verbal reports on each of the sentences. The audio-recorded data were coded and analyzed. The results revealed that learners are relatively insensitive to malformed SVCs, particularly redundant ones (46.67%).
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Namsaeng, Pasara, and Apisak Sukying. "The Effect of Group Reading Strategy on Critical Thinking Skills in Thai EFL University Learners." Journal of English Language Teaching and Applied Linguistics 3, no. 2 (February 27, 2021): 30–40. http://dx.doi.org/10.32996/jeltal.2021.3.2.4.
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Group Reading Strategy (GRS), a collaborative reading activity, offers individual contributions to a shared goal using an active learning approach. This mixed-methods research examined the effect of GRS on the critical thinking skills of Thai EFL university learners and explored learners’ perceptions of the GRS process. The critical thinking self-assessment questionnaire, a logbook, and semi-structured interviews were used to collect data. The analysis of the quantitative findings revealed that GRS fostered critical thinking skills in Thai EFL university learners. The results also showed that some intrinsic characteristics of critical thinking skills were cultivated before others. Overall, the current study demonstrated an increase in critical thinking skills through the GRS learning process. The qualitative findings revealed that participants held positive opinions regarding the GRS approach to facilitate active learning environments. Specifically, Thai EFL university participants viewed GRS as peer-assisted learning and a collaborative learning approach, which could, in turn, lessen adverse learning factors. However, some factors, including culture, time-allocation for the GRS process, and types of assessment, also influenced the learning process of GRS activities. Overall, this study indicates that GRS could have an impact on Thai EFL university learners’ critical thinking skills, at least to some extent. However, longitudinal studies are still required in future investigations.
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Panduangkaew, Ratiporn. "An Analysis of Vocabulary Learning Strategies Employed by Thai EFL Undergraduates: Dictionary Use." rEFLections 25, no. 1 (June 24, 2018): 116–25. http://dx.doi.org/10.61508/refl.v25i1.136270.
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As a number of researchers in Thailand have investigated the use of vocabulary learning strategies by Thai learners at all levels, it is now worth specifically looking at how undergraduates learn new vocabulary words since these learners are considered more mature and might have learned more strategies compared to those with lower levels of education. In this article, the VLS taxonomy from Schmitt (1997) is emphasized with an aim to recognize possible links among the results from various studies on the use of VLS by Thai learners at a university level. Among the various research studies the writer looked at, only five of them with a VLS questionnaire adapted from Schmitt’s (1997) were selected to be presented in this paper. The findings all revealed that Thai EFL undergraduates prefer using a bilingual dictionary to other vocabulary strategies in their attempt to comprehend the meaning of the target word. This not only affirms the learners’ preference but also reflects how they were involved in VLS instruction throughout their lifelong learning. Hence, this article provides some thoughts concerning the popularity and benefits of bilingual dictionaries. Also, Thai lecturers can make use of the findings to improve their VLS instruction and inquire further as to whether this strategy is still a top ranking one in long-term observations in order to be better able to handle effective VLS instruction.
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Pan, Zhaoyi. "Formulaic Language Use by Learners of English in Interlanguage Communication." World Journal of English Language 13, no. 7 (July 11, 2023): 128. http://dx.doi.org/10.5430/wjel.v13n7p128.
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This study investigated the use of formulaic language, in the form of four-word lexical bundles, by Thai learners of English as a second language (ESL) at various levels of English proficiency during interlanguage communication. The investigation focused on two aspects: the frequencies and pragmatic functions of the four-word lexical bundles. A total of 120 Thai ESL learners participated in the study, ranging from basic to intermediate and advanced English proficiency levels. In terms of frequency, a list of the most frequently used four-word lexical bundles by Thai ESL learners at each level was examined. Results showed that learners at higher English levels used less formulaic language in interactions than those at lower levels. Two similar four-word lexical bundles, centered on "I don't know" and "I think," were used by Thai ESL learners at all three English levels. The functional analysis demonstrated that Thai ESL learners at all three English levels used formulaic language to assert group identity as a device for social interaction and as a device for memory limitations to buy more time and process shortcuts. The function of asserting a separate identity was not used by intermediate-level Thai ESL learners. Furthermore, the function of processing shortcuts was used less at the advanced level than at the basic level. The findings of this study indicate that Thai ESL learners use formulaic language differently at different English proficiency levels. Therefore, formulaic language used by ESL learners in spoken English discourse should be further investigated.
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Sukying, Apisak, and Worakrit Nontasee. "The Acquisition Order of Vocabulary Knowledge Aspects in Thai EFL Learners." World Journal of English Language 12, no. 5 (June 9, 2022): 306. http://dx.doi.org/10.5430/wjel.v12n5p306.
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The present study explored vocabulary knowledge as a multi-aspect construct by examining the acquisition order of different vocabulary aspects and the relationships between these aspects. A battery test of receptive and productive vocabulary aspects, based on Nation’s (2013) framework, was administered to 156 Thai EFL learners in tenth (n = 84) and twelfth (n = 72) grades. Two different grades of Thai EFL learners were used to better describe the vocabulary acquisition process. The results indicated that scores on the tests assessing receptive knowledge of an aspect were higher than scores on the productive knowledge tests, for both grades. However, overall, the twelfth-grade learners performed better than the tenth-grade learners. The findings also revealed significant correlations between knowledge of the different aspects. Furthermore, the Implicational Scaling (IS) analysis revealed that the two grades had distinct implicational patterns of vocabulary aspects. These results provide empirical evidence for the vocabulary acquisition pattern. The results also suggest that vocabulary knowledge is an incremental learning process and that exposure to vocabulary knowledge has positive effects on vocabulary acquisition.
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Ambarwati, Ari, Prayitno Tri Laksono, Sri Wahyuni, and Ifit Novita Sari. "The Needs of Beginning Thai BIPA Learners on Indonesian Cultural Content." Athena: Journal of Social, Culture and Society 1, no. 4 (September 1, 2023): 239–46. http://dx.doi.org/10.58905/athena.v1i4.153.
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Indonesia and Thailand share the same cultural knowledge regarding rice food consumption and the heroic epic Panji or Inao. However, research exploring learning materials about this two cultural knowledge as BIPA learning materials for beginner Thai BIPA learners has not been intensively conducted. This research focuses on efforts to identify the need for Indonesian-Thai cultural content material for BIPA students at the beginner level. This research design uses ADDIE by adapting the first two steps, namely first, compiling questionnaires and interviews with BIPA Thai elementary students and teachers to obtain projections of the needs and preferences of non-text BIPA textbooks containing Inao's story. Second, conduct a needs and preferences analysis of the results of questionnaires and interviews of beginner-level BIPA Thai learners. The respondents of this study were six BIPA students from the State University of Malang, Walalailak University of Thailand, and the Islamic University of Malang. The results showed that the culture of rice consumption, the story of Inao or Panji, and Indonesian tourist attractions that became world heritage designated by UNESCO are interesting and need to be the content of BIPA learning materials, with the medium of electronic books, BIPA pages, and social media platforms (IG, FB, Twitter, and Youtube). The implication of this research is the preparation of BIPA learning designs for Thai BIPA students with cultural content of rice consumption, the story of Panji or Inao, and Indonesian tourist attractions that are UNESCO world heritage
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Sriphrom, Suriya, and Theeraporn Ratitamkul. "Lexical Aspect and the Use of Simple Past Tense by Thai Learners of English." MANUSYA 17, no. 1 (2014): 64–77. http://dx.doi.org/10.1163/26659077-01701004.
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This cross-sectional study investigated the use of the simple past tense form by twenty Thai learners of English at two levels of proficiency. A cloze test developed by Ayoun and Salaberry (2008) was adopted. The findings showed that the learners in the high proficiency group used the past tense form more accurately than the learners in the low proficiency group. When verbs were categorized according to lexical aspect, both groups of learners were found to use the simple past tense form most often with telic events as well as with states. This did not correspond to the prediction of the Aspect Hypothesis, which asserts that low-level learners tend to use the simple past tense form with telic events first. The distributional bias in the input could account for the pattern found in this study.
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Chung, Ji Hye Jaime. "“We Participate, Silently”: Explicating Thai University Students’ Perceptions of Their Classroom Participation and Communication." Qualitative Research in Education 10, no. 1 (February 28, 2021): 62. http://dx.doi.org/10.17583/qre.2021.7159.
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This study explores Thai university students’ perceptions of their reluctance in verbal classroom participation especially in situations where English is used as the medium for instruction. It is generally perceived that non-native learners particularly from high context cultures such as Thailand have the tendency to remain silent during discussion sessions or when they are asked to participate in activities related to expressing their opinions. By investigating this phenomenon through focus group meetings with Thai university students, this study reveals reasons that cause students to be hesitant speakers in class through the eyes of students themselves. The results confirm that though students agree to the common perception of Asian students being quiet learners, they did not agree that they were passive learners; they emphasized the fact that they used ‘silence’ as a tool to quietly yet attentively participate. The study also highlights that students’ silence can be seen as a way to harmonize with the environment and situation which is the cultural norm in the Thai context.