Pub Date : 2023-12-13DOI: 10.61508/refl.v30i3.269528
Paul Horness
Study abroad programs offer students an exciting and effective way to experience language and culture. It also helps students grow individually. However, administrators need to confirm the program’s goals and objectives. This study examined the construct validity and reliability of a survey, which is the basis of development, conducted in a short-term study abroad program. Three main categories of the study abroad experience were examined: language, culture, and self-development. The results of a principal component analysis and Rasch model analysis indicated that the survey items are functioning appropriately and can be used for the basis in measuring the perceptions of students in a short-term study abroad program. Thus, the survey can help administrators assess their study abroad programs.
{"title":"Developing a Short-term Study Abroad Survey","authors":"Paul Horness","doi":"10.61508/refl.v30i3.269528","DOIUrl":"https://doi.org/10.61508/refl.v30i3.269528","url":null,"abstract":"Study abroad programs offer students an exciting and effective way to experience language and culture. It also helps students grow individually. However, administrators need to confirm the program’s goals and objectives. This study examined the construct validity and reliability of a survey, which is the basis of development, conducted in a short-term study abroad program. Three main categories of the study abroad experience were examined: language, culture, and self-development. The results of a principal component analysis and Rasch model analysis indicated that the survey items are functioning appropriately and can be used for the basis in measuring the perceptions of students in a short-term study abroad program. Thus, the survey can help administrators assess their study abroad programs.","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139005613","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}
Pub Date : 2023-12-13DOI: 10.61508/refl.v30i3.269530
Chulaporn Kongkeo
Blended learning environments appear in many forms and include a variety of models with differing instructional resources. Massive Open Online Courses (MOOCs) are one of the primary asynchronous learning management systems used to teach the English language. This study’s objectives were to identify student learning achievement in a blended learning course incorporating a MOOC in terms of learners’ (1) knowledge of the English language for presentations and (2) presentation skills. Thirteen graduate students of multiple disciplines participated in this study. Pre- and post-tests of content knowledge were administered, and a non-parametric Wilcoxon signed-rank t-test was used to compare pretest and posttest scores. An analytical rubric was used to assess/evaluate learners’ presentation skills. The findings were that 1) the posttest scores were significantly higher than the pretest scores at the p = 0.001 level, and 2) as regards presentation skills, among seven components tested, the highest average scores were for visual and introduction components, while scores for delivery and pronunciation components were the lowest. To conclude, the blended learning model developed in this case study proved valuable in enhancing knowledge of the English language for presentations. Nonetheless, rehearsal and other methods like self-reflection based on video recordings should be integrated to strengthen their delivery and pronunciation.
混合式学习环境有多种形式，包括各种模式和不同的教学资源。大规模开放式在线课程（MOOC）是用于英语教学的主要异步学习管理系统之一。本研究的目标是确定学生在混合式学习课程（包含 MOOC）中的学习成绩，包括学习者的（1）演讲英语语言知识和（2）演讲技能。13 名来自多个学科的研究生参与了这项研究。对内容知识进行了前测和后测，并使用非参数 Wilcoxon 符号秩 t 检验来比较前测和后测分数。使用分析评分标准来评估学习者的演示技能。结果表明：1）在 p = 0.001 的水平上，后测分数明显高于前测分数；2）在演讲技能方面，在测试的七个部分中，视觉和介绍部分的平均分数最高，而演讲和发音部分的分数最低。总之，本案例研究开发的混合式学习模式在提高演讲英语知识方面证明是有价值的。然而，应结合排练和其他方法，如基于视频录像的自我反思，以加强他们的表达和发音。
{"title":"Academic English Presentation Skills of Graduate Students Using CHULA MOOC Blended Learning","authors":"Chulaporn Kongkeo","doi":"10.61508/refl.v30i3.269530","DOIUrl":"https://doi.org/10.61508/refl.v30i3.269530","url":null,"abstract":"Blended learning environments appear in many forms and include a variety of models with differing instructional resources. Massive Open Online Courses (MOOCs) are one of the primary asynchronous learning management systems used to teach the English language. This study’s objectives were to identify student learning achievement in a blended learning course incorporating a MOOC in terms of learners’ (1) knowledge of the English language for presentations and (2) presentation skills. Thirteen graduate students of multiple disciplines participated in this study. Pre- and post-tests of content knowledge were administered, and a non-parametric Wilcoxon signed-rank t-test was used to compare pretest and posttest scores. An analytical rubric was used to assess/evaluate learners’ presentation skills. The findings were that 1) the posttest scores were significantly higher than the pretest scores at the p = 0.001 level, and 2) as regards presentation skills, among seven components tested, the highest average scores were for visual and introduction components, while scores for delivery and pronunciation components were the lowest. To conclude, the blended learning model developed in this case study proved valuable in enhancing knowledge of the English language for presentations. Nonetheless, rehearsal and other methods like self-reflection based on video recordings should be integrated to strengthen their delivery and pronunciation.","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139003873","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}
Pub Date : 2023-11-20DOI: 10.61508/refl.v30i3.269102
Marcia F. Velasquez, Patricio H. Ramirez, Angie G. Capajaña, María D. C. Córdova
This systematic review aims to document, analyze and synthesize the latest research related to reflective teaching and professional development in pre-service English teachers. The reasoning behind this review is to substantiate that acquiring a reflective teaching practice can be the best alternative for novice teachers to open their minds, renovate their teaching methodologies and knowledge, and adapt their teaching practice to be able to become outstanding language educators. Thirteen articles have been systematically reviewed following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guideline and five exploration issues emerged: (a) the relation between reflective teaching and professional development, (b) reflective teaching benefits, (c) the efficacy of reflective teaching, (d) the continuity of reflective teaching and (e) reflective teaching strategies. The obtained results show different advantageous benefits such as learning from peers by sharing similar experiences, structure and restructure of new teaching knowledge, and the development of continuous resilience to deal with and overcome difficulties in the professional practice. This review suggests that future research should concentrate on programs addressing the importance of being reflective by introducing the topic before teaching practicum which is key for faster integrated professional development.
{"title":"Reflective Teaching Impact Upon Pre-Service English Teachers’ Professional Development: A Systematic Review","authors":"Marcia F. Velasquez, Patricio H. Ramirez, Angie G. Capajaña, María D. C. Córdova","doi":"10.61508/refl.v30i3.269102","DOIUrl":"https://doi.org/10.61508/refl.v30i3.269102","url":null,"abstract":"This systematic review aims to document, analyze and synthesize the latest research related to reflective teaching and professional development in pre-service English teachers. The reasoning behind this review is to substantiate that acquiring a reflective teaching practice can be the best alternative for novice teachers to open their minds, renovate their teaching methodologies and knowledge, and adapt their teaching practice to be able to become outstanding language educators. Thirteen articles have been systematically reviewed following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guideline and five exploration issues emerged: (a) the relation between reflective teaching and professional development, (b) reflective teaching benefits, (c) the efficacy of reflective teaching, (d) the continuity of reflective teaching and (e) reflective teaching strategies. The obtained results show different advantageous benefits such as learning from peers by sharing similar experiences, structure and restructure of new teaching knowledge, and the development of continuous resilience to deal with and overcome difficulties in the professional practice. This review suggests that future research should concentrate on programs addressing the importance of being reflective by introducing the topic before teaching practicum which is key for faster integrated professional development.","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139256903","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}
Pub Date : 2023-11-15DOI: 10.61508/refl.v30i3.269001
Andrew Nesseler
Linguistic human rights (LHRs) envelop many questions and ambiguous areas of language pedagogy and sociolinguistics. Difficulties arise as one must understand, due to the demands of linguistic rights, what treatment is owed to whom while balancing the sensitivities of a culture and the linguistic demands of individuals. Further, linguistic concerns themselves are highly complex, as one language may be endangered while another is privileged—complicating LHRs as one navigates the many interests and differences found in language use and acquisition in any given culture or community. Through secondary research, this paper will work toward identifying the difficulties they face, in part by looking at historical developments of LHRs and language education in the West. This secondary research primarily focused on peer-review publications within the last ten years, with key terms including “linguistic human rights,” “language rights,” “culture and language,” and “bilingualism and court decisions.” This approach to linguistic human rights will help reveal the differences in value individuals hold toward language education depending on various factors (e.g., immigration, political conflict, cultural identity) and the interplay between linguistic rights and language education. Additionally, it is through this approach that one sees the variety of responses and proposed solutions to the issues surrounding LHRs, but disagreement on how best to address the issue of LHRs remains. Ultimately, both researchers and instructors would benefit from being aware of linguistic human rights and historical interactions between cultures and language rights, as both shape the education—and therefore the lives—of students.
{"title":"Challenges of Linguistic Human Rights in Relation to Language Education","authors":"Andrew Nesseler","doi":"10.61508/refl.v30i3.269001","DOIUrl":"https://doi.org/10.61508/refl.v30i3.269001","url":null,"abstract":"Linguistic human rights (LHRs) envelop many questions and ambiguous areas of language pedagogy and sociolinguistics. Difficulties arise as one must understand, due to the demands of linguistic rights, what treatment is owed to whom while balancing the sensitivities of a culture and the linguistic demands of individuals. Further, linguistic concerns themselves are highly complex, as one language may be endangered while another is privileged—complicating LHRs as one navigates the many interests and differences found in language use and acquisition in any given culture or community. Through secondary research, this paper will work toward identifying the difficulties they face, in part by looking at historical developments of LHRs and language education in the West. This secondary research primarily focused on peer-review publications within the last ten years, with key terms including “linguistic human rights,” “language rights,” “culture and language,” and “bilingualism and court decisions.” This approach to linguistic human rights will help reveal the differences in value individuals hold toward language education depending on various factors (e.g., immigration, political conflict, cultural identity) and the interplay between linguistic rights and language education. Additionally, it is through this approach that one sees the variety of responses and proposed solutions to the issues surrounding LHRs, but disagreement on how best to address the issue of LHRs remains. Ultimately, both researchers and instructors would benefit from being aware of linguistic human rights and historical interactions between cultures and language rights, as both shape the education—and therefore the lives—of students.","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139275686","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}
Pub Date : 2023-11-13DOI: 10.61508/refl.v30i3.268950
Changju Wu, Nannaphat Saenghong, Omsin Jatuporn
This study examines multicultural education policies in Singapore and South Korea, analyzing their approaches within their unique sociopolitical and sociocultural contexts. This study also discusses the implications of the approaches used in both nations’ policies on multicultural teaching competence. Using government policy documents related to multicultural education in Singapore and South Korea, the collected data was analyzed using critical discourse analysis (CDA) and interpreted with the theory of five approaches to multicultural education by Sleeter and Grant (1999). The five approaches include 1) Teaching the Exceptional and Culturally Different, 2) Human Relations, 3) Single-Group Studies, 4) Multicultural Education, and 5) Education that is Multicultural and Social Reconstructionist. The findings illuminate the two nations’ distinct national stances and trajectories in the realm of multicultural education while concurrently identifying a shared commitment to the Multicultural Education approach within the policy documents of both. In Singapore, a combination of Human Relations, Single-Group Studies, and Multicultural Education is deeply embedded throughout the nation’s policy discourses. Conversely, South Korea’s attempts at multicultural education present an evolving narrative, shifting from a conservative perspective rooted in Teaching the Exceptional and Culturally Different to a more liberal stance deeply grounded in the tenets of the Multicultural Education approach. This study emphasizes the importance of sociocultural and sociopolitical context in shaping a government’s approach to multicultural education.
{"title":"The Study of Multicultural Education and Teachers’ Multicultural Teaching Competency in Singapore and South Korea","authors":"Changju Wu, Nannaphat Saenghong, Omsin Jatuporn","doi":"10.61508/refl.v30i3.268950","DOIUrl":"https://doi.org/10.61508/refl.v30i3.268950","url":null,"abstract":"This study examines multicultural education policies in Singapore and South Korea, analyzing their approaches within their unique sociopolitical and sociocultural contexts. This study also discusses the implications of the approaches used in both nations’ policies on multicultural teaching competence. Using government policy documents related to multicultural education in Singapore and South Korea, the collected data was analyzed using critical discourse analysis (CDA) and interpreted with the theory of five approaches to multicultural education by Sleeter and Grant (1999). The five approaches include 1) Teaching the Exceptional and Culturally Different, 2) Human Relations, 3) Single-Group Studies, 4) Multicultural Education, and 5) Education that is Multicultural and Social Reconstructionist. The findings illuminate the two nations’ distinct national stances and trajectories in the realm of multicultural education while concurrently identifying a shared commitment to the Multicultural Education approach within the policy documents of both. In Singapore, a combination of Human Relations, Single-Group Studies, and Multicultural Education is deeply embedded throughout the nation’s policy discourses. Conversely, South Korea’s attempts at multicultural education present an evolving narrative, shifting from a conservative perspective rooted in Teaching the Exceptional and Culturally Different to a more liberal stance deeply grounded in the tenets of the Multicultural Education approach. This study emphasizes the importance of sociocultural and sociopolitical context in shaping a government’s approach to multicultural education.","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139278013","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}
Pub Date : 2023-11-12DOI: 10.61508/refl.v30i3.268951
Kamonrat Komonniramit, Saowaluck Tepsuriwong
This research employed a case study to examine motivational factors which influenced two learners’ participation in course-adjunct English activities. The first participant was a high-motivation learner who joined many of the activities, while the second one was a low-motivation learner who rarely attended the activities. An in-depth interview was conducted with each of them to investigate the cases, and the interviews were described narratively. Three main motivational factors based on self-determination theory: autonomy, competency, and relatedness, were used as the framework for the analysis. The findings revealed that the high-motivation learner was clearly driven by intrinsic motivation, a sense of autonomy, mastery experiences in improving her own English proficiency, and feelings of relatedness in the learning context. The low-motivation learner, on the other hand, did not show a sense of autonomy. For him, scores were the main motive for completing the activities. If they had not been compulsory, he would not have joined the activities as he did not experience feelings of relatedness in the learning context. The findings implied that the two learners’ motivational factors played a crucial role in their decision of whether or not to participate in course-adjunct English activities.
{"title":"Learners’ Motivation to Participate in Course-Adjunct English Activities: A Case Study of a High- and a Low-Motivation Learner","authors":"Kamonrat Komonniramit, Saowaluck Tepsuriwong","doi":"10.61508/refl.v30i3.268951","DOIUrl":"https://doi.org/10.61508/refl.v30i3.268951","url":null,"abstract":"This research employed a case study to examine motivational factors which influenced two learners’ participation in course-adjunct English activities. The first participant was a high-motivation learner who joined many of the activities, while the second one was a low-motivation learner who rarely attended the activities. An in-depth interview was conducted with each of them to investigate the cases, and the interviews were described narratively. Three main motivational factors based on self-determination theory: autonomy, competency, and relatedness, were used as the framework for the analysis. The findings revealed that the high-motivation learner was clearly driven by intrinsic motivation, a sense of autonomy, mastery experiences in improving her own English proficiency, and feelings of relatedness in the learning context. The low-motivation learner, on the other hand, did not show a sense of autonomy. For him, scores were the main motive for completing the activities. If they had not been compulsory, he would not have joined the activities as he did not experience feelings of relatedness in the learning context. The findings implied that the two learners’ motivational factors played a crucial role in their decision of whether or not to participate in course-adjunct English activities.","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279558","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}
Pub Date : 2023-11-09DOI: 10.61508/refl.v30i3.268920
Pimnada Khemkullanat, Somruedee Khongput
The present study implements a corpus-assisted approach with data-driven learning (DDL) in the EFL classroom to investigate its effectiveness in learning target grammatical collocations (verb-, adjective-, and noun-preposition collocations) of Thai undergraduate students and to examine the extent to which the students incorporate the collocational knowledge learned into their writing. Forty students who were inexperienced in DDL in one intact class at a private university in southern Thailand participated in this study. The participants learned through scaffolded paper-based DDL and autonomous computer-based DDL for a total of 10 weeks in an English for Communication course, which aims to develop their communicative abilities. Pre- and post-writing tests, a stimulated recall interview, and a semi-structured interview were employed as the data collection instruments. The writing test results indicate that the participants’ collocational knowledge significantly improved in all patterns (p = 0.00), with a large overall effect size (d = 1.26). The interview results uncover that most participants could accurately: 1) classify the types of the target collocational patterns; 2) identify the hidden usage of the content words with varying prepositions; and 3) elucidate some key considerations when using collocations for their written communication. The results also suggest that the participants have acquired several collocations other than those targeted in DDL. The study concludes with pedagogical implications for DDL implementation and limitations in conducting DDL lessons.
{"title":"The Effectiveness of Corpus-Assisted Approach in Learning Grammatical Collocations of Thai Undergraduate Students in an EFL Classroom","authors":"Pimnada Khemkullanat, Somruedee Khongput","doi":"10.61508/refl.v30i3.268920","DOIUrl":"https://doi.org/10.61508/refl.v30i3.268920","url":null,"abstract":"The present study implements a corpus-assisted approach with data-driven learning (DDL) in the EFL classroom to investigate its effectiveness in learning target grammatical collocations (verb-, adjective-, and noun-preposition collocations) of Thai undergraduate students and to examine the extent to which the students incorporate the collocational knowledge learned into their writing. Forty students who were inexperienced in DDL in one intact class at a private university in southern Thailand participated in this study. The participants learned through scaffolded paper-based DDL and autonomous computer-based DDL for a total of 10 weeks in an English for Communication course, which aims to develop their communicative abilities. Pre- and post-writing tests, a stimulated recall interview, and a semi-structured interview were employed as the data collection instruments. The writing test results indicate that the participants’ collocational knowledge significantly improved in all patterns (p = 0.00), with a large overall effect size (d = 1.26). The interview results uncover that most participants could accurately: 1) classify the types of the target collocational patterns; 2) identify the hidden usage of the content words with varying prepositions; and 3) elucidate some key considerations when using collocations for their written communication. The results also suggest that the participants have acquired several collocations other than those targeted in DDL. The study concludes with pedagogical implications for DDL implementation and limitations in conducting DDL lessons.","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139282364","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}
Pub Date : 2023-11-08DOI: 10.61508/refl.v30i3.268895
Jorge Villavicencio Reinoso
To date, there has been mounting research evidence on the impact of written corrective feedback. In response to this, reviews have been conducted to condense either findings or methodologies through the combined analysis of EFL and ESL studies. Although syntheses shed light on the topic, no one provides exclusive insights into EFL realities. Therefore, this systematic literature review was proposed to synthesize methodologies, findings, and research suggestions of EFL articles analyzing direct and indirect feedback, two widely debated and employed strategies in classrooms, with either a focused or unfocused scope. Through a seven-step protocol suggested by Petticrew and Roberts (2006), 21 EFL primary studies published between 2012 and 2022 were selected from the bibliometric dataset of Crosthwaite et al. (2022), which contains articles retrieved from the Scopus database. The papers were read through to answer five research questions on methodologies, findings, and study suggestions. The results show that most EFL studies were quasi-experimental adopting a quantitative approach with a pretest-posttest-delayed-posttest or pretest-posttest design, and the strategies significantly impinged on grammar and non-grammar aspects. Suggestions are given to further study the impact of feedback under different conditions such as targets, proficiency levels, and strategies and scope with a comparative nature.
{"title":"A Systematic Literature Review: Direct and Indirect Feedback Strategies in EFL Contexts","authors":"Jorge Villavicencio Reinoso","doi":"10.61508/refl.v30i3.268895","DOIUrl":"https://doi.org/10.61508/refl.v30i3.268895","url":null,"abstract":"To date, there has been mounting research evidence on the impact of written corrective feedback. In response to this, reviews have been conducted to condense either findings or methodologies through the combined analysis of EFL and ESL studies. Although syntheses shed light on the topic, no one provides exclusive insights into EFL realities. Therefore, this systematic literature review was proposed to synthesize methodologies, findings, and research suggestions of EFL articles analyzing direct and indirect feedback, two widely debated and employed strategies in classrooms, with either a focused or unfocused scope. Through a seven-step protocol suggested by Petticrew and Roberts (2006), 21 EFL primary studies published between 2012 and 2022 were selected from the bibliometric dataset of Crosthwaite et al. (2022), which contains articles retrieved from the Scopus database. The papers were read through to answer five research questions on methodologies, findings, and study suggestions. The results show that most EFL studies were quasi-experimental adopting a quantitative approach with a pretest-posttest-delayed-posttest or pretest-posttest design, and the strategies significantly impinged on grammar and non-grammar aspects. Suggestions are given to further study the impact of feedback under different conditions such as targets, proficiency levels, and strategies and scope with a comparative nature.","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139282968","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}
Pub Date : 2023-11-02DOI: 10.61508/refl.v30i3.268774
Tipamas Chumworatayee
The COVID-19 pandemic forced educational institutions across the globe to adopt and adapt to emergency remote teaching (ERT) at an unprecedented rate. This transition to synchronous online English learning had similar impacts on English Language teaching and learning in Thai higher education. This paper focuses on Thai undergraduate and graduate students’ satisfaction with their synchronous online English learning regarding three aspects, namely technical, class-engagement, and instructional issues. It reports students’ responses to an online survey questionnaire consisting of a set of 25 five-point Likert scale items. The data were collected from 72 undergraduate and 65 graduate students studying online English skill development courses at a public university in Thailand. The results showed that although both groups of students were satisfied with the three aspects to a high level, significant differences were found between the two groups in their overall satisfaction towards this type of learning and between the aspects of technical and class-engagement. Thus, it is believed that this study will give insights into the lessons learnt from the forced ERT caused by COVID-19. If English teachers are to deal with emergencies again, such as another pandemic in the future, then it is important for them to recognize their students’ unique learning needs and adapt their online teaching practice to the expectations of their students to ensure continuous motivation to learn English effectively while studying remotely.
{"title":"Thai Undergraduate and Graduate Students’ Satisfaction with Synchronous Online English Learning during the COVID-19 Pandemic","authors":"Tipamas Chumworatayee","doi":"10.61508/refl.v30i3.268774","DOIUrl":"https://doi.org/10.61508/refl.v30i3.268774","url":null,"abstract":"The COVID-19 pandemic forced educational institutions across the globe to adopt and adapt to emergency remote teaching (ERT) at an unprecedented rate. This transition to synchronous online English learning had similar impacts on English Language teaching and learning in Thai higher education. This paper focuses on Thai undergraduate and graduate students’ satisfaction with their synchronous online English learning regarding three aspects, namely technical, class-engagement, and instructional issues. It reports students’ responses to an online survey questionnaire consisting of a set of 25 five-point Likert scale items. The data were collected from 72 undergraduate and 65 graduate students studying online English skill development courses at a public university in Thailand. The results showed that although both groups of students were satisfied with the three aspects to a high level, significant differences were found between the two groups in their overall satisfaction towards this type of learning and between the aspects of technical and class-engagement. Thus, it is believed that this study will give insights into the lessons learnt from the forced ERT caused by COVID-19. If English teachers are to deal with emergencies again, such as another pandemic in the future, then it is important for them to recognize their students’ unique learning needs and adapt their online teaching practice to the expectations of their students to ensure continuous motivation to learn English effectively while studying remotely.","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139290645","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}
Pub Date : 2023-11-01DOI: 10.61508/refl.v30i3.268771
Yossaphat Chantaraphat, Natjiree Jaturapitakkul
This paper aims to explore how higher proficiency students delivered peer tutoring programs to help improve lower proficiency students’ speaking ability and build up their confidence in English speaking due to limited research studies on peer tutoring, especially in Thailand. Three groups of fourth-year undergraduates, each consisting of a high proficiency user of English as a tutor and three lower proficiency users, participated in the study. Video recordings of each tutoring session, the tutors’ record forms, semi-structured interviews and speaking tests were implemented as research instruments. All data were analyzed quantitatively and qualitatively through thematic analysis. The findings showed that a peer tutoring program can enhance the tutees’ speaking ability and assist them in gaining more confidence in speaking. Also, the results revealed that the tutees could obtain higher scores in the post-test by applying some of the tutor’s techniques. The tutoring sessions helped them learn how to form full sentences and anticipate possible test content, and encouraged them to be willing to speak. This paper suggests that peer tutoring can be promoted either inside or outside the classrooms so as to improve the speaking ability and confidence for low proficiency students
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