Pub Date : 2024-07-10DOI: 10.61508/refl.v31i2.274278
Nuchsara C. Thongsan, Rob Waring
This study explores the key challenges encountered in the implementation of extensive reading in the Thai context. The samples were 400 Thai students and teachers who were already familiar with the concept of ER. The participants' opinions, thoughts, and beliefs about the implementation of ER were also gathered through surveys and semi-structured interviews. The results reveal that these challenges include teachers’ beliefs about ER; insufficient support from schools and educational authorities; teachers' workload and lack of training; and students' motivation and reading habits. Overcoming these challenges requires collaborative efforts between educational institutions, administrators, teachers, and students to provide adequate resources, training, and a supportive environment to promote a reading culture in the EFL classroom in Thailand. Extensive reading programs (ERP) can be effectively implemented in Thailand by recognizing and resolving these issues, which will improve language learning outcomes and a lifelong motivation for reading among students.
本研究探讨了在泰国实施广泛阅读所遇到的主要挑战。样本为 400 名泰国学生和教师，他们已经熟悉了广泛阅读的概念。此外，还通过问卷调查和半结构式访谈收集了参与者对实施广泛阅读的意见、想法和信念。结果显示，这些挑战包括教师对 ER 的看法、学校和教育当局的支持不足、教师的工作量和缺乏培训，以及学生的学习动机和阅读习惯。要克服这些挑战，需要教育机构、管理者、教师和学生共同努力，提供充足的资源、培训和支持性环境，在泰国的 EFL 课堂上推广阅读文化。通过认识和解决这些问题，可以在泰国有效实施广泛阅读计划（ERP），从而提高语言学习成果和学生的终身阅读动力。
{"title":"Challenges in Implementing Extensive Reading in Thailand","authors":"Nuchsara C. Thongsan, Rob Waring","doi":"10.61508/refl.v31i2.274278","DOIUrl":"https://doi.org/10.61508/refl.v31i2.274278","url":null,"abstract":"This study explores the key challenges encountered in the implementation of extensive reading in the Thai context. The samples were 400 Thai students and teachers who were already familiar with the concept of ER. The participants' opinions, thoughts, and beliefs about the implementation of ER were also gathered through surveys and semi-structured interviews. The results reveal that these challenges include teachers’ beliefs about ER; insufficient support from schools and educational authorities; teachers' workload and lack of training; and students' motivation and reading habits. Overcoming these challenges requires collaborative efforts between educational institutions, administrators, teachers, and students to provide adequate resources, training, and a supportive environment to promote a reading culture in the EFL classroom in Thailand. Extensive reading programs (ERP) can be effectively implemented in Thailand by recognizing and resolving these issues, which will improve language learning outcomes and a lifelong motivation for reading among students.","PeriodicalId":508660,"journal":{"name":"rEFLections","volume":"23 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141658944","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 : 2024-05-03DOI: 10.61508/refl.v31i2.272906
Pattira Sumalee, Apisak Sukying
This study investigated the effect of derivational suffix instruction on vocabulary knowledge. Fifty-eight high school learners were recruited to participate in the study. The learners were divided into control (n = 29) and experimental (n = 29) groups. The experimental group received a Fundamental English II course with an emphasis on derivational suffix instruction, whereas the control group only received a Fundamental English II course. Two receptive and productive derivational suffix tests were designed and validated to measure high school learners’ suffix knowledge. A questionnaire was also administered to explore the experimental participants’ perceptions of derivational suffix instruction in facilitating vocabulary knowledge. Descriptive and inferential statistics were conducted to analyse the quantitative data, including pair-sample t-tests and independent-sample t-tests. The results showed that high school learners in both groups performed significantly better on the posttest than on the pretest. The results also revealed that experimental learners significantly outperformed their control counterparts. These findings suggest the efficacy of derivational suffix instruction on English vocabulary knowledge in Thai high school learners. In addition, the questionnaire analysis indicated that high school learners had positive perceptions towards derivational suffix instruction as a method to improve their vocabulary knowledge. Together, the current findings highlight the importance of derivational suffixes in vocabulary acquisition and development. Other relevant implications and suggestions for future studies are also discussed.
本研究调查了派生后缀教学对词汇知识的影响。研究招募了 58 名高中生参与研究。学习者被分为对照组（29 人）和实验组（29 人）。实验组学习基础英语 II 课程，重点是派生后缀教学，而对照组只学习基础英语 II 课程。设计并验证了两个接受性和生产性派生词缀测试，以测量高中学习者的词缀知识。此外，还发放了一份调查问卷，以探讨实验参与者对派生词缀教学在促进词汇知识方面的看法。对定量数据进行了描述性和推论性统计分析，包括配对样本 t 检验和独立样本 t 检验。结果显示，两组高中学习者的后测成绩均明显优于前测成绩。结果还显示，实验组学生的成绩明显优于对照组学生。这些结果表明，派生后缀教学对泰国高中学习者的英语词汇知识有一定的效果。此外，问卷分析表明，高中学习者对派生后缀教学这种提高词汇知识的方法持积极态度。总之，目前的研究结果凸显了派生词缀在词汇习得和发展中的重要性。此外，还讨论了其他相关影响以及对未来研究的建议。
{"title":"The Effects of Derivational Suffix Instruction on English Vocabulary Knowledge in Thai High School Learners","authors":"Pattira Sumalee, Apisak Sukying","doi":"10.61508/refl.v31i2.272906","DOIUrl":"https://doi.org/10.61508/refl.v31i2.272906","url":null,"abstract":"This study investigated the effect of derivational suffix instruction on vocabulary knowledge. Fifty-eight high school learners were recruited to participate in the study. The learners were divided into control (n = 29) and experimental (n = 29) groups. The experimental group received a Fundamental English II course with an emphasis on derivational suffix instruction, whereas the control group only received a Fundamental English II course. Two receptive and productive derivational suffix tests were designed and validated to measure high school learners’ suffix knowledge. A questionnaire was also administered to explore the experimental participants’ perceptions of derivational suffix instruction in facilitating vocabulary knowledge. Descriptive and inferential statistics were conducted to analyse the quantitative data, including pair-sample t-tests and independent-sample t-tests. The results showed that high school learners in both groups performed significantly better on the posttest than on the pretest. The results also revealed that experimental learners significantly outperformed their control counterparts. These findings suggest the efficacy of derivational suffix instruction on English vocabulary knowledge in Thai high school learners. In addition, the questionnaire analysis indicated that high school learners had positive perceptions towards derivational suffix instruction as a method to improve their vocabulary knowledge. Together, the current findings highlight the importance of derivational suffixes in vocabulary acquisition and development. Other relevant implications and suggestions for future studies are also discussed.","PeriodicalId":508660,"journal":{"name":"rEFLections","volume":"116 S4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141017546","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 : 2024-04-17DOI: 10.61508/refl.v31i1.272397
Hiroshi Nakagawa
This paper presents a midterm review of a 4-year factor analysis project aimed at validating an outcome-based assessment of study-abroad programs attended by Japanese students. This paper outlines how the results from the initial two years captured changes in perceptions and reasons for studying abroad. It found that students have become increasingly focused on how the experience will impact their future careers. This is a shift from those who studied abroad before the COVID-19 pandemic. Those students motivations for studying abroad were primarily internal and experiential, such as wanting to improve their language skills and experience life in another country, or external and passive reasons arising from the circumstances or opinions of family or friends. The research also indicates how awareness of this shift could assist administrators in designing and conducting successful international experiences.
{"title":"Factor Analysis of Students’ Perceived Needs Prior to Studies Abroad","authors":"Hiroshi Nakagawa","doi":"10.61508/refl.v31i1.272397","DOIUrl":"https://doi.org/10.61508/refl.v31i1.272397","url":null,"abstract":"This paper presents a midterm review of a 4-year factor analysis project aimed at validating an outcome-based assessment of study-abroad programs attended by Japanese students. This paper outlines how the results from the initial two years captured changes in perceptions and reasons for studying abroad. It found that students have become increasingly focused on how the experience will impact their future careers. This is a shift from those who studied abroad before the COVID-19 pandemic. Those students motivations for studying abroad were primarily internal and experiential, such as wanting to improve their language skills and experience life in another country, or external and passive reasons arising from the circumstances or opinions of family or friends. The research also indicates how awareness of this shift could assist administrators in designing and conducting successful international experiences.","PeriodicalId":508660,"journal":{"name":"rEFLections","volume":" 47","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140691871","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 : 2024-04-17DOI: 10.61508/refl.v31i1.272396
Alvin Espiritu Bersamin, Mark Bedoya Ulla, Aree Saripa, Korawan Suebsom, Henry E. Lemana II
This research aimed to assess the impact of blended learning on the English reading comprehension abilities of second-year Thai vocational students. It also examined how these students perceived their satisfaction regarding their blended learning experience using the Community of Inquiry (CoI) framework. Thirty students enrolled in a Thai vocational college in the southern part of Thailand during the second semester of the Academic Year 2022-2023 participated in the study. These students attended a six-week blended learning (BL) program in which they took a one-group pretest and posttest experimental design. The BL program comprised nine lesson plans, English reading comprehension tests, and online satisfaction items. Data analysis involved paired sample t-tests, mean, and standard deviations. The findings revealed that the posttest scores for English reading comprehension were significantly higher than the pretest scores at a significance level of 0.05. Furthermore, students reported a high mean score of 4.73 (very satisfied) with their blended learning experience after their improved English reading comprehension tests. Implications were discussed, and recommendations were also offered.
本研究旨在评估混合式学习对泰国职业教育二年级学生英语阅读理解能力的影响。研究还利用探究社区（CoI）框架考察了这些学生对混合式学习体验的满意度。泰国南部一所职业学院 2022-2023 学年第二学期的 30 名学生参与了本研究。这些学生参加了为期六周的混合式学习（BL）课程，并在课程中进行了单组前测和后测实验设计。混合式学习项目包括九个教案、英语阅读理解测试和在线满意度项目。数据分析包括配对样本 t 检验、平均值和标准差。结果显示，英语阅读理解的后测成绩明显高于前测成绩，显著性水平为 0.05。此外，在英语阅读理解测试成绩提高后，学生对混合式学习体验的平均满意度高达 4.73 分（非常满意）。会议讨论了这一研究的意义，并提出了建议。
{"title":"Blended Learning and its Impact on English Reading Comprehension among Thai Vocational Students","authors":"Alvin Espiritu Bersamin, Mark Bedoya Ulla, Aree Saripa, Korawan Suebsom, Henry E. Lemana II","doi":"10.61508/refl.v31i1.272396","DOIUrl":"https://doi.org/10.61508/refl.v31i1.272396","url":null,"abstract":"This research aimed to assess the impact of blended learning on the English reading comprehension abilities of second-year Thai vocational students. It also examined how these students perceived their satisfaction regarding their blended learning experience using the Community of Inquiry (CoI) framework. Thirty students enrolled in a Thai vocational college in the southern part of Thailand during the second semester of the Academic Year 2022-2023 participated in the study. These students attended a six-week blended learning (BL) program in which they took a one-group pretest and posttest experimental design. The BL program comprised nine lesson plans, English reading comprehension tests, and online satisfaction items. Data analysis involved paired sample t-tests, mean, and standard deviations. The findings revealed that the posttest scores for English reading comprehension were significantly higher than the pretest scores at a significance level of 0.05. Furthermore, students reported a high mean score of 4.73 (very satisfied) with their blended learning experience after their improved English reading comprehension tests. Implications were discussed, and recommendations were also offered.","PeriodicalId":508660,"journal":{"name":"rEFLections","volume":" 28","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140692584","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 : 2024-03-27DOI: 10.61508/refl.v31i1.271945
Natakorn Satienchayakorn, P. Jimarkon
The most important skill in modern education is critical thinking and its necessary elements are agencies and voices which are force, ability, or power to make decisions or changes. Despite numerous efforts to increase Thai students’ critical thinking skills, their ability to construct social and academic arguments is still far too weak. In addition, while these efforts mainly focus on students’ critical thinking skills, little attention has been given to other education stakeholders such as education, institutions, schools, and teachers which potentially provide room for teachers and students to be critical. In this study, we investigated the ideological indexation of education stakeholders in a series of Thai educational policies (TEPs) years 2016-2018 from the Ministry of Education, Thailand. In TEPs, we utilized the corpus linguistic frequency function to locate the possible stakeholders and applied the framework of syntactic corpus analysis for agency identification (FO-SCAAI) to lexically elicit their agencies and voices which are important elements in modern education. The findings revealed an understanding of the representation of varying degrees of education stakeholders’ agencies in TEPs. The implications of this study will lead to the realization that education stakeholders lack agencies and voices. We hope that upon realizing their lack of agency, the involved parties will make changes by providing more agencies to education stakeholders through modern education in Thai education policies.
{"title":"An Analysis of Agency in Thai Education Policy: A Corpus- Driven Approach","authors":"Natakorn Satienchayakorn, P. Jimarkon","doi":"10.61508/refl.v31i1.271945","DOIUrl":"https://doi.org/10.61508/refl.v31i1.271945","url":null,"abstract":"The most important skill in modern education is critical thinking and its necessary elements are agencies and voices which are force, ability, or power to make decisions or changes. Despite numerous efforts to increase Thai students’ critical thinking skills, their ability to construct social and academic arguments is still far too weak. In addition, while these efforts mainly focus on students’ critical thinking skills, little attention has been given to other education stakeholders such as education, institutions, schools, and teachers which potentially provide room for teachers and students to be critical. In this study, we investigated the ideological indexation of education stakeholders in a series of Thai educational policies (TEPs) years 2016-2018 from the Ministry of Education, Thailand. In TEPs, we utilized the corpus linguistic frequency function to locate the possible stakeholders and applied the framework of syntactic corpus analysis for agency identification (FO-SCAAI) to lexically elicit their agencies and voices which are important elements in modern education. The findings revealed an understanding of the representation of varying degrees of education stakeholders’ agencies in TEPs. The implications of this study will lead to the realization that education stakeholders lack agencies and voices. We hope that upon realizing their lack of agency, the involved parties will make changes by providing more agencies to education stakeholders through modern education in Thai education policies.","PeriodicalId":508660,"journal":{"name":"rEFLections","volume":"3 26","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140375228","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 : 2024-03-27DOI: 10.61508/refl.v31i1.271946
Zefki Okta Feri, A. Ashadi, M. Margana, Christina Lhaksmita Anandari
{"title":"Second Language Literacy Pedagogy: A Sociocultural Theory Perspective","authors":"Zefki Okta Feri, A. Ashadi, M. Margana, Christina Lhaksmita Anandari","doi":"10.61508/refl.v31i1.271946","DOIUrl":"https://doi.org/10.61508/refl.v31i1.271946","url":null,"abstract":"","PeriodicalId":508660,"journal":{"name":"rEFLections","volume":"36 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140376983","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 : 2024-03-27DOI: 10.61508/refl.v31i1.271944
Hjalmar Punla Hernandez
Finite complement clauses (FCCs) are an understudied syntactic structure of L2 advanced academic writing. The present study cross-investigated FCCs in qualitative (QUALI) and quantitative (QUANTI) research articles written by Filipino academic writers (FAWs) in Applied Linguistics (APPLING), Communication (COMM), and Measurement and Evaluation (MEEV). Specifically, it determined the FCCs with the most occurrences across five disciplinary research article sub-registers and identified whether these FCCs differ significantly in terms of frequencies of use. With Hernandez’s (2021) framework adapted from Biber and Gray’s (2016) study, this research analyzed five FCCs in 42 disciplinary research articles. Major results revealed that verb-controlled that-clauses (with 33.69 as normalized frequency count) outnumbered other FCCs in research article sub-registers across disciplines. They were more recurrent in QUALI and QUANTI APPLING research articles (7.91 and 7.54, respectively) and QUANTI and QUALI COMM research articles (7.34 and 6.96, respectively) than in QUANTI MEEV research articles (3.94). In addition, a significant difference exists between them and other FCCs at the p<.05 level in terms of frequencies of use. In view of these findings, it can be concluded that verb-controlled that-clauses are the most useful FCCs in APPLING, COMM, and MEEV research articles. Likewise, FAWs across the three disciplines write more informally as signposted by their repeated use of that complementizer with these FCCs controlled by verbs. The study draws its implications for academic writing instruction.
{"title":"Finite Complement Clauses in Disciplinary Research Articles Authored by Filipino Academic Writers","authors":"Hjalmar Punla Hernandez","doi":"10.61508/refl.v31i1.271944","DOIUrl":"https://doi.org/10.61508/refl.v31i1.271944","url":null,"abstract":"Finite complement clauses (FCCs) are an understudied syntactic structure of L2 advanced academic writing. The present study cross-investigated FCCs in qualitative (QUALI) and quantitative (QUANTI) research articles written by Filipino academic writers (FAWs) in Applied Linguistics (APPLING), Communication (COMM), and Measurement and Evaluation (MEEV). Specifically, it determined the FCCs with the most occurrences across five disciplinary research article sub-registers and identified whether these FCCs differ significantly in terms of frequencies of use. With Hernandez’s (2021) framework adapted from Biber and Gray’s (2016) study, this research analyzed five FCCs in 42 disciplinary research articles. Major results revealed that verb-controlled that-clauses (with 33.69 as normalized frequency count) outnumbered other FCCs in research article sub-registers across disciplines. They were more recurrent in QUALI and QUANTI APPLING research articles (7.91 and 7.54, respectively) and QUANTI and QUALI COMM research articles (7.34 and 6.96, respectively) than in QUANTI MEEV research articles (3.94). In addition, a significant difference exists between them and other FCCs at the p<.05 level in terms of frequencies of use. In view of these findings, it can be concluded that verb-controlled that-clauses are the most useful FCCs in APPLING, COMM, and MEEV research articles. Likewise, FAWs across the three disciplines write more informally as signposted by their repeated use of that complementizer with these FCCs controlled by verbs. The study draws its implications for academic writing instruction.","PeriodicalId":508660,"journal":{"name":"rEFLections","volume":"29 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140375766","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 : 2024-03-18DOI: 10.61508/refl.v31i1.271669
Pimmada Charoensilp
This study examined the relationship of teachers’ intercultural sensitivity to their in-class culturally responsive teaching. A total of 168 teachers with teaching experience in multicultural classrooms in northern Thailand answered a questionnaire with two psychological scales: the intercultural sensitivity scale and the culturally responsive teaching practice scale. To supplement quantitative findings, 19 teachers from the total number of participants were included in the semi-instructed interview. By conducting factor analysis, intercultural sensitivity perceived by teachers with multicultural facilitation experience in northern Thailand was extracted into three components: interaction engagement, interaction confidence, and respect for cultural differences. The results from structural equation modelling indicate that teachers’ intercultural sensitivity significantly affects teachers’ perceived culturally responsive teaching practices with the largest coefficient size. This study also discussed the associations between teachers’ culturally responsive teaching practices and other significant background factors based on the local context, including school size, non-local student enrolment frequency, overseas travel experience, and the existence of intercultural colleagues.
{"title":"Intercultural Sensitivity as a Factor in Perceived Culturally Responsive Teaching of Teachers in Northern Thailand","authors":"Pimmada Charoensilp","doi":"10.61508/refl.v31i1.271669","DOIUrl":"https://doi.org/10.61508/refl.v31i1.271669","url":null,"abstract":"This study examined the relationship of teachers’ intercultural sensitivity to their in-class culturally responsive teaching. A total of 168 teachers with teaching experience in multicultural classrooms in northern Thailand answered a questionnaire with two psychological scales: the intercultural sensitivity scale and the culturally responsive teaching practice scale. To supplement quantitative findings, 19 teachers from the total number of participants were included in the semi-instructed interview. By conducting factor analysis, intercultural sensitivity perceived by teachers with multicultural facilitation experience in northern Thailand was extracted into three components: interaction engagement, interaction confidence, and respect for cultural differences. The results from structural equation modelling indicate that teachers’ intercultural sensitivity significantly affects teachers’ perceived culturally responsive teaching practices with the largest coefficient size. This study also discussed the associations between teachers’ culturally responsive teaching practices and other significant background factors based on the local context, including school size, non-local student enrolment frequency, overseas travel experience, and the existence of intercultural colleagues.","PeriodicalId":508660,"journal":{"name":"rEFLections","volume":"312 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140232993","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}
Current theories about learning a second language might not fully explain why people want to learn languages other than English (LOTE) in the context of globalization and multilingualism. This study adopted and adjusted Huang’s (2021) motivational dimensions for LOTE learners, specifically focusing on those who learn LOTE as a third language (L3), as is common in Thailand. It aimed to explore the motivations of 167 Thai students in higher education when choosing to study Japanese, using a questionnaire and a focus group. The findings indicate that Culture/Community Interest and Instrumentality-Promotion significantly influence motivation. On the other hand, Instrumentality-Prevention and Intended Learning Effort are closely related and exhibit the least influence. The findings also showed that students’ motivations change depending on their year of study. Third- and fourth-year students valued practical benefits the most, while second-year students were more interested in the culture and community of the target language. In addition, the research also examined students’ perceptions of multilingual learning. This research helps educators, linguists, and policymakers understand why students want to study Japanese and to create effective teaching strategies tailored to students’ interests.
{"title":"Investigating Motivations of Learning Languages Other Than English: A Case of Learners of Japanese in Thailand","authors":"Jenjira Jitpaiboon, Atichat Rungswang, Yuki Miyamoto","doi":"10.61508/refl.v31i1.271377","DOIUrl":"https://doi.org/10.61508/refl.v31i1.271377","url":null,"abstract":"Current theories about learning a second language might not fully explain why people want to learn languages other than English (LOTE) in the context of globalization and multilingualism. This study adopted and adjusted Huang’s (2021) motivational dimensions for LOTE learners, specifically focusing on those who learn LOTE as a third language (L3), as is common in Thailand. It aimed to explore the motivations of 167 Thai students in higher education when choosing to study Japanese, using a questionnaire and a focus group. The findings indicate that Culture/Community Interest and Instrumentality-Promotion significantly influence motivation. On the other hand, Instrumentality-Prevention and Intended Learning Effort are closely related and exhibit the least influence. The findings also showed that students’ motivations change depending on their year of study. Third- and fourth-year students valued practical benefits the most, while second-year students were more interested in the culture and community of the target language. In addition, the research also examined students’ perceptions of multilingual learning. This research helps educators, linguists, and policymakers understand why students want to study Japanese and to create effective teaching strategies tailored to students’ interests.","PeriodicalId":508660,"journal":{"name":"rEFLections","volume":"3 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140258556","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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