With the increasing development of inbound and outbound tourism in China, a greater number of English-speaking tourism professionals are needed. To meet the needs, Tourism English programs were provided in universities and colleges in the country. However, problems occurred with the in-service professional development of Tourism English teachers, who were originally trained as language teachers. Existing training programs could not meet their professional needs. The present study aimed at exploring the effectiveness of the workshop based-on Work-based Reflective (WRB) Model for in-service Tourism English teachers’ professional development in the Chinese context. Quantitative and qualitative data were collected through pre and post-tests, teacher’s logs, mentors’ comments, a questionnaire and semi-structured interview. The findings showed that the WBR Model was effective in improving in-service Tourism English teachers’ professional development. It could significantly enhance the teachers’ knowledge concerning tourism operation and English teaching ability. It also enables teachers’ self-development through self-reflection.
{"title":"The Effectiveness of Work-based Reflective Model for In-service Tertiary Tourism English Teachers’ Professional Development","authors":"Guihua Xie, Songporn Tajaroensuk, Sirinthorn Seepho","doi":"10.55766/uggq8906","DOIUrl":"https://doi.org/10.55766/uggq8906","url":null,"abstract":"With the increasing development of inbound and outbound tourism in China, a greater number of English-speaking tourism professionals are needed. To meet the needs, Tourism English programs were provided in universities and colleges in the country. However, problems occurred with the in-service professional development of Tourism English teachers, who were originally trained as language teachers. Existing training programs could not meet their professional needs. The present study aimed at exploring the effectiveness of the workshop based-on Work-based Reflective (WRB) Model for in-service Tourism English teachers’ professional development in the Chinese context. Quantitative and qualitative data were collected through pre and post-tests, teacher’s logs, mentors’ comments, a questionnaire and semi-structured interview. The findings showed that the WBR Model was effective in improving in-service Tourism English teachers’ professional development. It could significantly enhance the teachers’ knowledge concerning tourism operation and English teaching ability. It also enables teachers’ self-development through self-reflection.","PeriodicalId":145995,"journal":{"name":"Suranaree Journal of Social Science","volume":"160 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114731865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
本研究的目的是:1)探讨老挝人民民主共和国教师学院教师领导能力的现状和条件，2)探讨加强教师领导能力的需要。总共有981名来自全国8个学院的教师。该研究使用了一种简单的随机抽样(simple random sampling)方法，该方法适用于平均水平、标准差和平均需求指数。需求从以下几个方面分类:1)知识、能力和教学技能;2)对学习者的知识;3)自我提升和同伴的知识;4)参与发展;5)资格和道德;6)领导变革。
The objectives of this study were 1) to develop the English content-based reading materials for Buddhist student monks, 2) to explore quality of the English content-based reading materials by examining the attitude of student monks, and 3) to explore quality of the English content-based reading materials by examining the attitude of teachers. The study was conducted in 6 stages starting from the identification of needs to create materials to the evaluation of the effectiveness of the developed materials. The participants of 42 student monks and 3 English teachers were selected from the Education Department of Wat Phra Dhammakaya in academic year 2017. Instruments used were semi-structured interview, needs analysis questionnaires, and evaluation questionnaires. The qualitative data was analyzed by the content analysis. The statistics used to analyze the quantitative data were frequency, percentage, mean, and standard deviation. The findings revealed that the English content-based reading materials for Buddhist monks were effectively developed by using the materials development framework of Tomlinson (2011), embedded with Six-T’s approach of Stoller and Grabe (2017), and the quality was the academic and physical aspects and the effectiveness in enhancing reading comprehension. In terms of the quality of academic and physical aspects, student monks had a positive attitude towards 6 criteria including: content, organization of content, presentation of content, language use, activities applied, and layout and design, and teachers had a positive attitude towards 7 criteria, 6 of which were exactly the same as those of student monks plus the criterion of the teachers’ manual. This study clearly demonstrates theoretical processes of developing instructional materials of good quality and could be used as an example to illustrate the connection between developing instructional materials andEnglish language learning research for teachers, materials developers, and researchers in the field.
{"title":"The Development of the English Content-Based Reading Materials for Buddhist Student Monks","authors":"Phatchareporn Supphipat, Sumalee Chinokul","doi":"10.55766/vime7423","DOIUrl":"https://doi.org/10.55766/vime7423","url":null,"abstract":"The objectives of this study were 1) to develop the English content-based reading materials for Buddhist student monks, 2) to explore quality of the English content-based reading materials by examining the attitude of student monks, and 3) to explore quality of the English content-based reading materials by examining the attitude of teachers. The study was conducted in 6 stages starting from the identification of needs to create materials to the evaluation of the effectiveness of the developed materials. The participants of 42 student monks and 3 English teachers were selected from the Education Department of Wat Phra Dhammakaya in academic year 2017. Instruments used were semi-structured interview, needs analysis questionnaires, and evaluation questionnaires. The qualitative data was analyzed by the content analysis. The statistics used to analyze the quantitative data were frequency, percentage, mean, and standard deviation. The findings revealed that the English content-based reading materials for Buddhist monks were effectively developed by using the materials development framework of Tomlinson (2011), embedded with Six-T’s approach of Stoller and Grabe (2017), and the quality was the academic and physical aspects and the effectiveness in enhancing reading comprehension. In terms of the quality of academic and physical aspects, student monks had a positive attitude towards 6 criteria including: content, organization of content, presentation of content, language use, activities applied, and layout and design, and teachers had a positive attitude towards 7 criteria, 6 of which were exactly the same as those of student monks plus the criterion of the teachers’ manual. This study clearly demonstrates theoretical processes of developing instructional materials of good quality and could be used as an example to illustrate the connection between developing instructional materials andEnglish language learning research for teachers, materials developers, and researchers in the field.","PeriodicalId":145995,"journal":{"name":"Suranaree Journal of Social Science","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125725528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This corpus-based study was conducted in an attempt to facilitate the teaching and learning of English as a Foreign Language (EFL) and English as a Second Language (ESL) as well as English for Specific Purposes (ESP) by exploring lexical collocations in a Sample Corpus of Nursing Research Articles (SCNRA). The SCNRA, with a corpus size of over 1.25 million running words, was compiled from 300 research articles from 10 nursing journals. Under the set criteria, 717 keywords were obtained using the AntConc version 3.4.4. The majority of the keywords were nouns (63.51%), followed by adjectives (21.54%), verbs (13.44%), and adverbs (1.51%) respectively. The keywords then were used as “nodes” to find their “collocates” which generated 2,148 pairs of lexical collocations with 14 combination types, where six combination types were in accordance with the set framework adapted from Benson et al.’s (2010). The majority of them were Noun + Noun (41.39%), Adjective + Noun (28.4%), and Noun + Verb (11.17%) respectively. The lists of the keywords and the collocations produced are provided.
本研究旨在探讨护理研究文章样本语料库(SCNRA)中的词汇搭配，以促进英语作为外语(EFL)、英语作为第二语言(ESL)和特殊用途英语(ESP)的教学。SCNRA的语料库规模超过125万运行字，由10个护理期刊的300篇研究论文汇编而成。在设定的条件下，使用AntConc 3.4.4版本获得717个关键词。关键词以名词为主(63.51%)，其次是形容词(21.54%)、动词(13.44%)和副词(1.51%)。然后将关键词作为“节点”寻找它们的“搭配”，生成了2148对词汇搭配，包含14种组合类型，其中6种组合类型符合Benson et al.(2010)改编的集合框架。其中以名词+名词(41.39%)、形容词+名词(28.4%)和名词+动词(11.17%)居多。提供了关键字列表和所产生的搭配。
{"title":"Lexical Collocations in a Sample Corpus of Nursing Research Articles (SCNRA)","authors":"Kantapat Trinant, Butsakorn Yodkamlue","doi":"10.55766/obxc3400","DOIUrl":"https://doi.org/10.55766/obxc3400","url":null,"abstract":"This corpus-based study was conducted in an attempt to facilitate the teaching and learning of English as a Foreign Language (EFL) and English as a Second Language (ESL) as well as English for Specific Purposes (ESP) by exploring lexical collocations in a Sample Corpus of Nursing Research Articles (SCNRA). The SCNRA, with a corpus size of over 1.25 million running words, was compiled from 300 research articles from 10 nursing journals. Under the set criteria, 717 keywords were obtained using the AntConc version 3.4.4. The majority of the keywords were nouns (63.51%), followed by adjectives (21.54%), verbs (13.44%), and adverbs (1.51%) respectively. The keywords then were used as “nodes” to find their “collocates” which generated 2,148 pairs of lexical collocations with 14 combination types, where six combination types were in accordance with the set framework adapted from Benson et al.’s (2010). The majority of them were Noun + Noun (41.39%), Adjective + Noun (28.4%), and Noun + Verb (11.17%) respectively. The lists of the keywords and the collocations produced are provided.","PeriodicalId":145995,"journal":{"name":"Suranaree Journal of Social Science","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114483013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Exemplars of Truth","authors":"Theptawee Chokvasin","doi":"10.55766/fose5182","DOIUrl":"https://doi.org/10.55766/fose5182","url":null,"abstract":"<jats:p>-</jats:p>","PeriodicalId":145995,"journal":{"name":"Suranaree Journal of Social Science","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122540111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Yes/No vocabulary test (YN test) is a receptive vocabulary size test that comes in a form of a checklist where learners answer yes to the words they know. However, an inconsistency of the test rubrics has been found. That is, rubric type 1 says: “Write Y (yes) if you know the meaning of the word” while rubric type 2 says: “Write Y (yes) if you think that the word exists in English”. These 2 rubrics seem to require different levels of vocabulary knowledge from test takers. Rubric 1 may need more knowledge of the word meaning while Rubric 2 may need less (i.e. only having seen the word or even guessing). This led to the doubt whether or not the 2 rubrics yield the same YN test results. Therefore, a study was conducted to compare these two rubrics by administering 2 YN test versions, i.e. Rubric 1 YN tests and Rubric 2 YN tests, to 600 first-year students of a university in Nakhon Ratchasima, followed by a translation test as a concurrent validity test. After that, a semi-structured interview of 72 students was conducted in order to gain some insight of how they did the tests. The findings revealed that the results of Rubric 1 YN tests correlated better with the results of the concurrent validity test than those of Rubric 2 YN tests.
{"title":"Differences in the Test Results of Two Test Rubrics in the Yes/No Vocabulary Test","authors":"Wallapha Wongsirichan, Jeremy Ward","doi":"10.55766/ypzh1827","DOIUrl":"https://doi.org/10.55766/ypzh1827","url":null,"abstract":"The Yes/No vocabulary test (YN test) is a receptive vocabulary size test that comes in a form of a checklist where learners answer yes to the words they know. However, an inconsistency of the test rubrics has been found. That is, rubric type 1 says: “Write Y (yes) if you know the meaning of the word” while rubric type 2 says: “Write Y (yes) if you think that the word exists in English”. These 2 rubrics seem to require different levels of vocabulary knowledge from test takers. Rubric 1 may need more knowledge of the word meaning while Rubric 2 may need less (i.e. only having seen the word or even guessing). This led to the doubt whether or not the 2 rubrics yield the same YN test results. Therefore, a study was conducted to compare these two rubrics by administering 2 YN test versions, i.e. Rubric 1 YN tests and Rubric 2 YN tests, to 600 first-year students of a university in Nakhon Ratchasima, followed by a translation test as a concurrent validity test. After that, a semi-structured interview of 72 students was conducted in order to gain some insight of how they did the tests. The findings revealed that the results of Rubric 1 YN tests correlated better with the results of the concurrent validity test than those of Rubric 2 YN tests.","PeriodicalId":145995,"journal":{"name":"Suranaree Journal of Social Science","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129484157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study used standard setting to map SWU-SET scores onto the CEFR by employing Modified Angoff method. Fourteen experts judged each test item in the Srinakharinwirot University - Standardized English Test (SWU-SET) against the Common European Framework of Reference for Languages (CEFR) in order to recommend cut-off scores covering A2, B1, and B2 levels. The results showed that, based on 100 test items in the SWU-SET, test takers should achieve at A2 level if the scores range from 22-49, at B1 level from 50-77, and at B2 from 78 or above.
{"title":"การเทียบผลคะแนนแบบทดสอบสมิทธิภาพภาษาอังกฤษ แห่งมหาวิทยาลัยศรีนครินทรวิโรฒกับกรอบมาตรฐานอ้างอิงสากลของยุโรป","authors":"ชื่นจิตต์ อธิวรกุล, จิรดา วุฑฒยากร","doi":"10.55766/ctuu4836","DOIUrl":"https://doi.org/10.55766/ctuu4836","url":null,"abstract":"This study used standard setting to map SWU-SET scores onto the CEFR by employing Modified Angoff method. Fourteen experts judged each test item in the Srinakharinwirot University - Standardized English Test (SWU-SET) against the Common European Framework of Reference for Languages (CEFR) in order to recommend cut-off scores covering A2, B1, and B2 levels. The results showed that, based on 100 test items in the SWU-SET, test takers should achieve at A2 level if the scores range from 22-49, at B1 level from 50-77, and at B2 from 78 or above.","PeriodicalId":145995,"journal":{"name":"Suranaree Journal of Social Science","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117307132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Limitations of the Open Mind","authors":"Theptawee Chokvasin","doi":"10.55766/qylg5084","DOIUrl":"https://doi.org/10.55766/qylg5084","url":null,"abstract":"<jats:p>-</jats:p>","PeriodicalId":145995,"journal":{"name":"Suranaree Journal of Social Science","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121678660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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