rEFLections最新文献

Challenges in Implementing Extensive Reading in Thailand 在泰国实施广泛阅读的挑战

rEFLections Pub Date : 2024-07-10 DOI: 10.61508/refl.v31i2.274278

Nuchsara C. Thongsan, Rob Waring

引用次数: 0

The Effects of Derivational Suffix Instruction on English Vocabulary Knowledge in Thai High School Learners 派生词后缀教学对泰国高中生英语词汇知识的影响

rEFLections Pub Date : 2024-05-03 DOI: 10.61508/refl.v31i2.272906

Pattira Sumalee, Apisak Sukying

{"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}

引用次数: 0

Factor Analysis of Students’ Perceived Needs Prior to Studies Abroad 学生留学前认知需求的因子分析

rEFLections Pub Date : 2024-04-17 DOI: 10.61508/refl.v31i1.272397

Hiroshi Nakagawa

引用次数: 0

Blended Learning and its Impact on English Reading Comprehension among Thai Vocational Students 混合式学习及其对泰国职业院校学生英语阅读理解能力的影响

rEFLections Pub Date : 2024-04-17 DOI: 10.61508/refl.v31i1.272396

Alvin Espiritu Bersamin, Mark Bedoya Ulla, Aree Saripa, Korawan Suebsom, Henry E. Lemana II

{"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}

引用次数: 0

An Analysis of Agency in Thai Education Policy: A Corpus- Driven Approach 泰国教育政策中的代理分析：语料库驱动法

rEFLections Pub Date : 2024-03-27 DOI: 10.61508/refl.v31i1.271945

Natakorn Satienchayakorn, P. Jimarkon

{"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}

引用次数: 0

Second Language Literacy Pedagogy: A Sociocultural Theory Perspective 第二语言读写教学法：社会文化理论视角

rEFLections Pub Date : 2024-03-27 DOI: 10.61508/refl.v31i1.271946

Zefki Okta Feri, A. Ashadi, M. Margana, Christina Lhaksmita Anandari

引用次数: 0

Finite Complement Clauses in Disciplinary Research Articles Authored by Filipino Academic Writers 菲律宾学术作家撰写的学科研究文章中的有限补语句子

rEFLections Pub Date : 2024-03-27 DOI: 10.61508/refl.v31i1.271944

Hjalmar Punla Hernandez

{"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}

引用次数: 0

Intercultural Sensitivity as a Factor in Perceived Culturally Responsive Teaching of Teachers in Northern Thailand 跨文化敏感性是影响泰国北部教师文化适应性教学的因素之一

rEFLections Pub Date : 2024-03-18 DOI: 10.61508/refl.v31i1.271669

Pimmada Charoensilp

{"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}

引用次数: 0

Investigating Motivations of Learning Languages Other Than English: A Case of Learners of Japanese in Thailand 调查学习英语以外语言的动机：泰国日语学习者案例

rEFLections Pub Date : 2024-03-07 DOI: 10.61508/refl.v31i1.271377

Jenjira Jitpaiboon, Atichat Rungswang, Yuki Miyamoto

{"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}

引用次数: 0