Research in English Language Instruction

3) Does learners’ level of confidence in making pragmatically appropriate refusals improve after receiving explicit feedback and prompts? If so, which kind of feedback is more effective? 2. What are the population and sample? How the samples were justified? The population for the research is first year English major students of Faculty of Archeology at Silpakorn University. The participants were 39 EFL students who took the course English preparation I in the first semester of the academic year 2007. To divide them into three groups of two experimental and one control group, they were categorized into the high-proficiency(H) and the low-proficiency (L) subgroups using the average mean scores (X) of their pretest. Based on the results, each of three groups comprised 8H and 5L, totaling 13 students. 3. What are the focused variables? How were they operationalized? The focused variables are oral refusal production, pragmatic awareness and confidence as the dependent variables and explicit feedback and prompts as the independent variables. The oral refusal production was measured three times: with the pre-test, the immediate post-test and the delayed post-test while pragmatic awareness and confidence were assessed twice with the pre-test and the post-test. For the explicit feedback, the teacher immediately responds to the learners’ error by providing the information regarding the error source together with the correct answer. Prompts are also done by the teacher, giving immediate response to a learner’s error by not providing the right answer, but a cue to help the learner discover the answer by him/herself. 244

4. What are the research tools the researcher used? The research tools that the researcher used are oral production tests, pragmatic awareness multiple choice tests, confidence rating scales and interviews. 5. How did the researcher explain the construction and validation process of the research tools? For the construction and validation process of the research tools, Firstly, for the oral production tests, they were conducted in a language laboratory where each subject had their own headphones, microphone, and tape recorder. To avoid any misunderstandings, all test instructions and situations were provided both in forms of sound-recordings and paper scripts. The two versions of the tests were validated by three experts in the areas of EFL teaching and learning assessment. The tests were then revised according to the experts’ comments and were proofread by a native speaker. Secondly, for pragmatic awareness multiple choice tests (MCT), it was developed based on the framework of the pragmatic awareness multiple choice questionnaire designed by Cook and Liddicoat (2002). It included three refusal alternatives comprising 1) a direct refusal 2) a conventionally indirect refusal,3) an unconventionally indirect refusal. It had two versions, one for the pre-test and the other one for the post-test. The tests were validated by three experts in the areas of EFL teaching and learning assessment. The revised version is proofread by a native speaker. Next for the confidence rating scales, the validation process is the same as the above two, but the experts are in the area of psycholinguistic and EFL teaching. Finally, the interview questions and the discussion task were validated by three experts in the area of psycholinguistic and EFL teaching. 245

6. What were the research design? This study follows the experimental research design consisting of two experimental groups and one control group to compare the refusal production, awareness, and confidence of the learners of the three groups as measured by the refusal production tests, pragmatic awareness tests, and confidence rating scales. Firstly, among the variables, the oral refusal production was measured three times: with the pre-test, the immediate post-test, and the delayed post-test while pragmatic awareness and confidence were measured two times, in pre-test and post-test. Next, the researcher matched the subjects in each group with their ability in making oral refusal using their pre-test scores to make the three groups comparable. Then, the participants in the treatment group 1 got the immediate response to their error with the information regarding the error source together with the correct answer. For the treatment group 2, the teacher gave the immediate response to their error by not providing the right answer, but a cue. 7. How did the researcher collect data? The researcher collected the data in five phases: pre-tests conducted in the language laboratory one week before the teaching period, teaching period lasting ten weeks, immediate post-tests conducted one week after the instructional period, delayed post- tests conducted in the same laboratory 13 weeks after the end of the course and the interview with the H and L representatives. 8. How did the researcher analyze the data to answer the research questions? To answer the first research question, a number of statistical analyses such as a Kolmorov-Smirnov one sample test for the scores from the oral pre-test, one factor analysis of variance (ANOVA) with Post-hoc Tukey analyses for the scores on each test given to the two experimental groups and the control group and again the ANOVA for scores obtained from three oral production tests. To answer the second research question, the Kolmorov-Smirnov test for the production tests’ scores, the t-test for the scores from the pragmatic awareness pre- 246

and post-test of each group and ANOVA for scores from the pre- and post-test of all three groups were applied. To answer the third research question, Kolmorov-Smirnov test for the pre-test scores, the t-test for scores from the rating scales of the pre- and post-test production of each group and ANOVA for the rating scales on the pre- and post-test of all three groups were applied for data analysis. Case study 2: The effects of error treatments and students’ language abilities on the usages of tenses through the use of computer-assisted language learning 1. What are research questions in each case? The research questions addressed in this study are as follows: 1. Do the types of error treatment given through CALL have an effect on the usage of English tenses of the students? 2. Are there any differences among the usage of English tenses of undergraduate students with different language abilities: high achievers, moderate achievers, and low achievers? If so, how students with different abilities use the tenses? 3. Is there an interaction effect between error treatments given through CALL and students‟ language abilities on their usage of English tenses? 4. Do the different types of error treatment given through CALL yield different retention rates in the delayed test? 5. What are the students‟ perceptions of their learning and their opinions on the CALL software programs? 2. What are the population and sample? How were the samples justified? The population of this study was first-year undergraduate students in the academic year 2006 of Huachiew Chalermprakiet University, Thailand. The total number of students presented on its official website on 25th October, 2006 was 908. The population included students from 12 faculties. Also, the students were taking the course GE 1063 English for Communication II in semester 2, 2006. 3. What are the focused variables? How were they operationalized? The dependent variable is the usage of English tenses of the students represented by scores from the posttest and the delayed test. 247

4. What are the research tools the researcher used? Research instruments refer to the data collecting tools. There were 3 research instruments used in the present study: Test of English Tenses Usage (TETU), self- rating scales, and an opinionnaire. 5. How did the researcher explain the construction and validation process of the research tools? The Test of English Tenses Usage (TETU): The TETU was used three times, in the pretest, posttest and delayed test. The content validity of the test items was evaluated by 3 experts in the field of language teaching and testing. The experts were asked to rate each item as to whether it was congruent with the objective stated. Then, the Item-Objective Congruence (IOC) Index was calculated. Self-rating scales: The information here could be used to back up results from the opinionnaire items that asked about attitudes towards the programs. The quality of the self-rating scales was assessed by Cronbach‟s alpha formula via the SPSS package. The Opinionnaire: The items could be grouped into 4 categories. The first category (items 1-6) asked about the contents, design, and the interface. The second category (item 7 and item 9) asked about the students‟ attitudes towards the program that they were using. The third category comprised item 8 and item 13 that asked about the students‟ attention when practicing. The last category asked for the students‟ opinions towards the feedback they received. Cronbach‟s alpha formula via the SPSS package was used to analyze the data. 6. What were the research designs? The present study is a true experimental research design. The researcher used cluster random sampling technique together with random assignment when assigning samples to treatment groups. In addition, „matching‟ was applied in order to increase the likelihood that the two groups of subjects were equivalent. The samples were reached by three steps; the cluster random sampling technique; all students were pretested in the first week; and student who passed the pre-requisite course. 7. How did the researcher collect data? 248

The main study was conducted in semester 2, academic year 2006. The process of data collection was as follows: Week 1: It was explained to all subjects that they had been chosen to participate and pre-test Week 2:Students were labeled as High, Moderate, or Low Achievers. After matching the scores, the subjects were randomly assigned to 2 feedback groups– overt correction or self-correction. The subjects were also asked to answer the self-rating scales in this week. Weeks 3-5: The subjects practiced only with the program they received. Week 6: The researcher checked the information from the database to make sure that they all completed the program. The posttest was conducted. Also, the opinionnaire and the self-rating scales were distributed to the students. Week 12: After the posttest, the subjects stopped practicing with the program. The delayed test was administered in week 12. 8. How did the researcher analyze the data to answer the research questions? The data were analyzed by a number of statistical analyses to answer the research questions. 1. To answer research questions 1-3, the following analyses were used: - Means, standard deviations, and ranges of scores were employed to give a general picture of the subjects in the pretest, posttest, and delayed test. - Two-way analysis of variance (ANOVA) was used to identify the main effects and the interaction effect as posed in Questions 1, 2, and 3. - Percentages, one-way ANOVA, and Scheffe Test were used to explain the differences elicited by Question 2. 2. To answer research question 4 concerning the retention of the two error treatments, two-way repeated measures ANOVA were used to compare the mean scores that the self-correction and the overt correction groups produced from the pretest, posttest and delayed test. 3. To answer research question 5 concerning the students‟ opinions and perceptions, the following statistical analyses were used: - Frequencies and means were calculated to provide a general picture of the responses from the opinionnaire. 249

- One-sample t-test was applied to identify if the mean score of the SC and that of the OC group could pass the criteria set at 3.50 points. - Chi-square test (Fisher‟s exact test) was applied to identify whether there was a significant difference in the proportions of the answers from the opinionnaire by students in the self-correction group and by those in the overt correction group. - Independent-samples t-test and dependent-samples t-test were used to analyze data from the self-rating scales to identify the differences between the OC and the SC groups and to identify the differences between pre-treatment and post-treatment scales respectively. Case study 3: Effects of differentiated writing instruction by tier assignment on writing ability of ninth grade students 1. What are research questions in each case? The two research questions are: 1. To what extent does differentiated writing instruction by tiered assignments affect writing ability of students? 2. What are students‟ opinions towards differentiated writing instruction by tiered assignments? 2. What are the population and sample? How the samples were justified? The participants of this study were 12 ninth-grade students from a mixed-ability class. The participants were studying Standard English III at Triamudom-suksapattanakarn Ratchada School, Second Semester, academic year 2010. They must come from different ability levels. Also, the students - who were chosen to be participants of this study - must attend the class regularly. 3. What are the focused variables? How were they operationalized? Dependent variables were Students’ writing ability and Students’ opinions towards differentiated writing instruction by tiered assignments. 4. What are the research tools the researcher used? There were in total five research instruments, which were used together to answer the research questions of the present study. These instruments were categorized 250

based on the purpose of use. This criterion led to two categories: Instructional tools and Data collection tools. In instructional tools, there are Lesson Plans and Writing Rubric. In Data collection tool, there are English Writing Test, English Writing Tasks, and Interviews. 5. How did the researcher explain the construction and validation process of the research tools? Lesson Plans: Three experts, who had more than five years of EFL teaching experience and had taught EFL writing as well, were invited to validate three examples of lesson plans. Item-Objective Congruence index was employed in validating this research instrument. Writing Rubric: This research tool was adapted from REEP writing rubric. The rubric was employed after students had accomplished the pre-English test, post-English test and other English writing tasks based on their tier level. English Writing Test: The same group of experts, who evaluated the lesson plan, was also invited to validate the English writing test. These three experts, besides having their teaching experience in EFL writing classrooms, they also have strong knowledge about test development. The Item-Objective Congruence index was deployed in the validation process. English Writing Tasks: There were three levels of tiered writing tasks which were: Tier A, Tier B and Tier C. Interviews: The same group of experts - who evaluated the lesson plan and English writing test - were invited to validate the effectiveness of the two opening questions. 6. What were the research designs? This study employed one-group pretest-posttest, quasi-experimental design. To measure the effects of the writing instruction, both qualitative data and quantitative data were collected and analyzed. The quantitative data drawn from the comparison of pre-test and post-test results. The qualitative data was obtained from the analysis of the individual student’s pattern of writing development. Students’ opinions towards the instruction were also investigated. The qualitative data elicited from the interviews was examined. 7. How did the researcher collect data? 251

The research procedures of this study were divided into three phases. The first phase concerned the preparation of differentiated writing instruction by tiered assignments. The second phase involved the implementation of the instruction. The third phase entailed the evaluation of the instruction employed in teaching English writing. 8. How did the researcher analyze the data to answer the research questions? Research question 1 of this study dealt with the effects of differentiated writing instruction by tiered assignments on writing ability of students. Their pre-test mean scores and post-test mean scores were compared. After that, the progress in writing made by students from each level was tested. Mean scores, S.D., and Wilcoxon Matched-Pairs Signed-Rank Test were used. Research question 2 focused on students‟ opinions towards differentiated writing instruction by tiered assignment. Qualitative data was obtained from the content analysis of the interviews. 252

Chapter 5: Activity 1: Read the following article and notify the way the author narrated the context of the study, provided detailed information about each case, explanations of the research procedures and reported the findings in light of the research questions. Lee, I. (2010). Writing teacher education and teacher learning: Testimonies of four EFL teachers. Journal of Second Language Writing, 19, 143–157 Provision of the Provision of the Explanations of Report of the context of the detailed the research findings study information about procedures each case For the context, For each case, the After choosing The author the author first author described introduced the the information of four participant described the program that the each participant study took place before she joined teachers selected finding based on which is a two- the M.A course. year, part-time MA based on the two research in ELT program To do that, the offered by a author first gives good results they questions. university in Hong short summary of Kong. the participant’s obtained for their answer which is Then the then followed by classroom For the first requirements the the description of participants need the original wording research projects, question, the to meet were of the participants. explained such as - the author author presents completing 24 units of work asked open- the teachers’ comprising eight ended interview perspectives of questions to the their own learning teachers about and development their own after joining the development writing teacher and change education which took place course by using the only after all the participants’ own grades for the MA words. 253

Provision of the Provision of the Explanations of Report of the context of the detailed the research findings study information about procedures For the second each case course were research question, released. the author courses, with each - Next, the mentioned that course involving 42 teachers the writing teacher hours of classroom read the education course learning, preliminary promoted teacher submitting short analysis to verify learning in six answers online to the author’s pertinent areas. questions based interpretations. 1. The teachers on the assigned became deeply readings on a dissatisfied with weekly basis as the extant part of course practices and assessment and began to broaden undertaking a mini- their vision about classroom research writing and writing project and submit instruction a report of 2,000 learning through words at the end first-hand of the course experience from classroom research deepened teachers’ understandings of the teaching and learning of writing, changed their cognitions (Borg, 254

Provision of the Provision of the Explanations of Report of the context of the detailed the research findings study information about procedures each case 2003), and helped them develop critical reflection and personalized theories of writing. In Iris Case, She normally teaches the students explicitly on how to write a certain type of writing, she also compared herself with the “marking machine” while the students are “robots” that keep making mistakes. As she taught the students the way she has learned or apprenticeship of observation. However, through her class research the approach that she uses can harm the students. After she 255

Provision of the Provision of the Explanations of Report of the context of the findings study detailed the research information about procedures each case engages students in the peer review the students improve not only their writing but also critical thinking and independence writing as well. Hence, she changed her way of thinking and will keep using the peer feedback in her class. In the case of Betty, her focus is on the grammar and relies much on the textbook as according to the school policy. She identifies the problem and mentioned that the prewriting stage is also very crucial. Moreover, marking students' writing work is such a workload. 256

Provision of the Provision of the Explanations of Report of the context of the findings study detailed the research information about procedures each case However, after using the PEER Review, surprisingly students are becoming good at editing and the result is impressive. The relationship also improves as the students and teachers build a better rapport with each other. Cindy : Focus on marking students' errors rather than the contents or organization. After using Peer Feedback, the low motivated students were excited to see the comments from their friends. So she finally changed her mind that learning is a process not products. 257

Provision of the Provision of the Explanations of Report of the context of the findings study detailed the research information about procedures each case Alice : Focus on writing in different genres. After exploring the genre- based approach in the course and applying to her class. She found that the students’ performance has significantly improved. She has an idea on sharing the approach with her colleagues and thought it will be very beneficial to all students. 258

Activity 2: Read the case studies below and note on some important point related to case study research and the use of learning diaries in the research. Case study 1: Note on how case study research design was mentioned in the abstract section of the research paper Abstract On a multifaceted basis, this paper explores the challenges experienced by native and non-native English language teachers (NESTs and NNESTs) in a tertiary-level EFL setting in Turkey. Adopting a qualitative case study design, the data were gathered from five NESTs through interviews and from five NNESTs through hand-written accounts based on the template for challenges in ELT (TCELT), and analyzed through deductive thematic analysis. The findings showed that the NESTs and NNESTs perceive similar as well as different challenges in the language preparatory program where they are co-teaching. Student-related and institutional parameters accounted for the NNESTs’ problems, whereas on the part of the NESTs, teacher-related and cross-cultural factors accompanied these parameters. The findings were furthered by the teachers’ elaborations on the causes and pedagogical consequences of the challenges, and their strategies for coping with them. In light of the teachers’ accounts, the paper concludes by offering several suggestions for the elimination of the perceived challenges in an attempt to improve the effectiveness of the program. (Source: Yusuf Demir. (2017). What, How, and Why? A Multi-dimensional Case Analysis of the Challenges Facing Native and Non-native EFL Teachers. PASAA, (54) July December 2017, 141-176.) Case study 2: Note on how case study research was explained in the introduction and method section in the research paper This research is based on the Journey through Space and Time (JTST) educational astronomy project for primary and junior high school science curricula in Australia, which seeks to improve students’ astronomy content knowledge through science inquiry. The focus of the current project is on the learning needs of students for 259

whom the language of instruction is a foreign or second language (EFL/ESL). This article reports the results of a pilot case study conducted in Bishkek, Kyrgyzstan in December 2017. The research employed a Type II Case Study design. Data were collected through video and audio recordings of classroom interactions. The Astronomy Diagnostic Test measured changes in content knowledge and written feedback at the end of the course and helped to understand students’ overall impression from the course. The study revealed that engaging Kyrgyzstani EFL students aged between 12 and 15 years in making videos about their learning of astronomy significantly facilitated their content knowledge acquisition. This research contributes to the existing knowledge about the use of technology in students’ science education, and specifically as a tool to enhance EFL students’ understanding of the integrated science, technology engineering and mathematics (STEM) curriculum. The results of the shared knowledge construction stimulated by the collaboration in video production create a case for further research in EFL students’ disciplinary literacy development. Method Study design The pilot astronomy course The Secrets of the Stars was conducted in Bishkek in December 2017 and facilitated by the first author. This pilot study employed mixed methods within a quasi-experimental longitudinal design (Shadish, Cook & Campbell, 2002), Type II Case Study (Yin, 2014) to measure the effect of the course on students’ content knowledge and learning. Quantitative data collected through The Astronomy Diagnostic Test (McKinnon, 2013) were complemented by qualitative data collected through participant observation (Patton, 2002), which included both video recordings of the lessons as well as audio recording of collaborative work during each lesson as the students made their videos in small groups. Each component allowed for the triangulation of results and were used to enhance research validity and to gain a better understanding of the concepts under investigation. Instructor The course instructor has an expertise in teaching English to the speakers of other languages (TESOL), but it was the first time she had applied English to teaching astronomy using digital storytelling. Thus, prior to commencing this study, she participated in professional learning for delivering the JTST educational package (McKinnon, 2013), and sought advice and coaching on how to 260

make videos from specialists in this area and from her past students, to whom she had assigned making videos about grammar as a home task in her past courses (Chubko, 2017). To better understand the process of video making, the instructor prepared an introductory video about herself and her pathway towards becoming a teacher of astronomy. This allowed her to identify the stages of the video making task and the approximate amount of scaffolding required for each of the stages. Participants Participation in this pilot astronomy course was offered as an incentive for students already attending English language courses and was advertised as an opportunity to practice English and test their ability to apply the acquired English language skills in a real-life context. To be enrolled in this astronomy course, students had to be aged between 10 and 16 years, be non-native speakers of English and possess an intermediate level of proficiency in English (level B1-B2) that classifies the student as an ‘Independent user’ (Council of Europe, 2018). At this level, students are expected to understand the key points of various types of verbal and written input and make meaningful contributions to classroom interactions (Council of Europe, 2018). Nine graduates from the intermediate level English language extracurricular universitybased courses for teenagers were recruited for the research. The real names of the participants are substituted with pseudonyms to protect their anonymity. Overall, there were five male participants: Chyngyz, Manas, Sanjar and Stas (all aged 12 years), as well as Talant (aged 15 years). There were four female participants: Kamilla (12 years), Diana (14 years), as well as Elena and Sayora (both 15 years). All of the participants spoke Russian as their first language (L1). Five of the participants had Kyrgyz ethnicity (Chyngyz, Manas, Talant, Sanjar & Kamilla); therefore, they were native speakers of Kyrgyz language, while other students were learning Kyrgyz at school as a second language. English was a foreign language for all the participants. Additionally, some of the research participants were learning at least one other foreign language, for example French, at school. Thus, to a greater or lesser extent, all of the research participants were multilingual EFL students. Ethics committee approval This research project was granted approval from the University’s Human Research Ethics Committee (HREC), Project ID: 15076, approval date 8 March 2017. 261

(Source: Nadezhda Chubko, Julia E. Morris, David H. McKinnon, Eileen V. Slater and Geoffrey W. Lummis. (2019). Engaging adolescent Kyrgyzstani EFL students in digital storytelling projects about astronomy. Issues in Educational Research, 29(4), 1107- 1130. Case study 3: Download the following thesis and identify the use of observation checklist as follows: 1. How was it constructed in the research instrument section? 2. How were the data collected and analyzed? 3. How the findings in relation to the observation were reported and discussed based on the relevant research objective? Thesis: Poornima Kaur Singhnarang. (2016). Effects of teachers’ motivating styles on leaner autonomy on English as a foreign language elementary students. Master of Education in Teaching English as a Foreign Language, Faculty of Education, Chulalongkorn University. 1. How was it constructed in the research instrument section? There were three types of data collection instruments used in this study which are Questionnaire, Observation Checklist and Stimulated Recall. Questionnaire was the first instrument used to gather information on teacher’s motivational style, whether they are leaning towards autonomy-supportive or controlling style. While Observation Checklist, gathers researcher’s perception of the teacher’s motivating style by closely observing in the real classroom. Last instrument is the Stimulated Recall which is used to get further insight into a teacher's thoughts for learner autonomy and reasoning for their actions in the classroom. Semi-structured interview questions were used along with the scenes from video recording of classroom observations to gain the teacher's viewpoint on Learner Autonomy in their classroom. The intention of the interview is to find the reason under that particular behaviour that is observed in their class. The interviewer and interviewee will watch the videorecording together and the teacher will explain simultaneously what was done and why depending on the questions asked. The 262

stimulated recall interview can be either structured or unstructured and it can be focused on either the whole lesson or some part. 2. How were the data collected and analyzed? The data were collected by following three phases. In phase 1, teacher motivating styles questionnaires were distributed to EFL elementary level teachers to categorize them into different motivating styles such as autonomy-supportive, controlling or controlling or in the middle. In phase 2, each participant from three different groups were observed in the classroom and each of them were observed three times. Teachers’ instructional behaviours were detected by a checklist and also the observation was videotaped to look back at any points for the researcher. In phase 3, the researcher analyze the data from the questionnaire and the observation. Then the researcher conducted a stimulated recall interview to collect in-depth information. For the data analysis, the quantitative data from the questionnaire and the checklist was analyzed by using descriptive statistics. The further information from the observation that checklist may not have gathered is collected through the Stimulated Recall Interview and analyzed qualitatively. 3. How the findings in relation to the observation were reported and discussed based on the relevant research objective? The overall result from the observation checklist answered the second research question: To what extent does each motivating style affect learner autonomy of EFL students. Since observations were made to each teacher three times consequently, a total of 9 observations were made. The finding of each teacher’s controlling behavior and autonomy-supporting behaviours during three observations were shown in separate tables. And it is found out that each teacher was autonomy-supportive to different extents which also affected the learner autonomy differently in the classroom. 263

Activity 3: Classroom Observation Task: Let’s practice on observation • Watch the video. • Decide on what (the purpose) and how (method) you would observe from the English classroom. • Use the observation to analyze what you would like to observe. This observation task is based on coding system for type and tally Name of observer: Date and time of observation: Element observed: Teacher and/or students: Grade level and/or subject: Objective of observation: Instruction to the observer: Tally the number of times each interactive behavior occurs during your observation period. Try to record at least one example of each type of interaction. At the end of the observation period, total the number of all teacher-student interactions and calculate the percentage of the total for each interaction. Type of interactive behavior Tally of times Percentage observed Indirect Accept Feeling 0 0% e.g. “I know some of you don’t feel well. You may be discouraged, but let’s keep trying.” 264

Type of interactive behavior Tally of times Percentage observed Praises/Encourages II 8% e.g. ”I like what you’re saying.” “Good.” Can you tell us more.?” Accepts or Uses Student Ideas 0 0% e.g. “Nick said General! Lee was an outstanding leader—let’s talk about that.” Asks Questions I 4% e.g. “Why do you think General Lee surrendered at that time? “what was the turning point of the war?” Direct Lectures I 4% e.g. Explain task Give Directions IIIII IIIII I 44% e.g. “Think about the question,” Answer questions 1- 6 on page 97. Criticizes or justifies Authority 0 0% e.g. “I don’t like the way you crumbled your paper.” Student Talk Student Talk-Response IIIII IIIII 40% e.g. Students answered all directed questions in one or two words or with deeper explanations. 265

Type of interactive behavior Tally of times Percentage observed Student Talk-Initiation 0 0% e.g. “I agree with Tom, but I think Lee should have waited longer before he surrendered.” Totals 25 100% Most Frequently Used Type of Interaction Giving directions (Source: Reeds, A.J.S & V.E. Bergemann. (2005). A Guide to Observation, Participation, and Reflection in the classroom.) Activity 4: Read the research paper employing Case study research and answer the following questions to learn the basic concepts and the characteristic of the research procedures and how the report was presented. • Leki, I. (1995). Coping strategies of ESL students in writing tasks across the curriculum. TESOL Quarterly, 29(2), 235-260. • Kamhi-Stein, L.D. (2003). Reading in two languages: How attitudes toward home language and beliefs about reading affect the behaviors of “under-prepared” L2 college readers. TESOL Quarterly, 37(1), 35-71. Questions for you to answer when you read case study samples 1) What is the research question? 2) In what context was the research conducted? 3) Who were the participants in the study? How were they selected? What were their relevant characteristics? 4) What was the theoretical orientation of the researcher? 5) What was the roles of the researchers? 6) What data-collection procedures were used? How much time was spent collecting data? 7) How were data analyzed? What were the findings? 266

8) What conclusions are drawn? Are they logically related to the descriptive data? 9) What is the contribution of the study to our knowledge of social or contextual factors in second language learning? 10)What are the stated implication for teaching? Review Questions • What seems to be common research question in case studies research? • Kamhi-Stein, L.D. (2003). Reading in two languages: How attitudes toward home language and beliefs about reading affect the behaviors of “under- prepared” L2 college readers. TESOL Quarterly, 37(1), 35-71. • RQ1: What is the relationships between reading behavior of the four underprepared readers when reading in English and in Spanish and affective factors including the readers’ a) attitudes towards. The home language and b) belief about reading in English and in Spanish? • RQ2: What is the relationship between four readers’ use of L1 and L2 reading strategies? • Can you identify key problem statement and the purposes of this research? • Leki, I. (1995). Coping strategies of ESL students in writing tasks across the curriculum. TESOL Quarterly, 29(2), 235-260. 1) What is the research question? The research aims to explore the insightful information on the academic literacy experiences across the curriculum of the 5 ESL students in their first term at the U.S.university. 2) In what context was the research conducted? The researcher selected the ESL 5 students who were enrolled for the first time in fall semester 1992 in the U.S. University. 3) Who were the participants in the study? How were they selected? What were their relevant characteristics? 267

The names of the students are Ling (Taiwan), Julie(France), Tula(Finland), Jien(China), and Yang(China). All of the participants meet the requirement of the university that had the TOEFL score above 525. And all the students can perform quite successfully in terms of writing during their first semester in the U.S. University. The criteria of choosing is to focus on the students who never have any experience in the US educational institution and on their first semester on the course that writing is a part of normal course work. Another criteria is that all of the students must come from different countries, and faculty. 4) What was the theoretical orientation of the researcher? The discipline-specific discourse strategies are found in the study that the students not only use in their classroom writing assignment but also use outside class. Since the students are not the native speakers of the English language they need this strategy in their outside university life as well. As they struggle to survive the demands of disciplinary courses. 5) What were the roles of the researchers? The role of the researcher is the interviewers to interview the participants who are ESL students that never have experience in enrolling in the course in the US. The researcher also sits in the classroom to observe the students notes, assignments, etc. As well as a role of interviewing the teachers of the students participants as well. 6) What data-collection procedures were used? How much time was spent collecting data? The data are collected by using the interviews with the students and their professors. The researcher also uses classroom observation on each student as well as examining their writing work in class such as class notes, exam, drafts, of all assignments with teacher’s comment and evaluation. The students also keep a journal that they think is related to the academic experience as well. The interviews were conducted once a week. 268

7) How was the data analyzed? What were the findings? The transcribed interview data were analyzed by using analytic induction. The researcher returns the transcribe to reread and re-examine the data to search for the recurring themes. 8) What conclusions are drawn? Are they logically related to the descriptive data? The result shows that each individual has diverse strategies which rely on different degrees in which the researcher has group into 10 categories includes clarifying strategies, focusing strategies, relying on past writing experiences, taking advantage of first language/culture, using current experience or feedback to adjust strategies, looking for models, using current or past ESL writing training, accommodating teachers’ demands, resisting teacher's demand, managing competing demands, managing course loads, managing workload, regulating the amount of investment made in a specific assignment, regulating cognitive load, and managing the demands of life. 9) What is the contribution of the study to our knowledge of social or contextual factors in second language learning? The result of the study shows that even though the participants have already acquired a number of useful tools for their own writing style, they also struggle and try to find the best for themselves. As for those students who socially engage with others outside class, they still use their strategy in order to live happily in the US. 10)What are the stated implications for teaching? In this research, all of the five students were well equipped with various useful strategies for themself to use in terms of writing. They are also able to switch to the different one when the strategy that they use did not reflect an expected result. It is suggested that teachers should teach different strategies to the students for them to try and adapt to their writing, however, teachers should not introduce the strategies that the students have already acquired. The teacher can ask the students to share their successful writing strategy to their peers in an attempt to better others' writing. 269

• Kamhi-Stein, L.D. (2003). Reading in two languages: How attitudes toward home language and beliefs about reading affect the behaviors of “under-prepared” L2 college readers. TESOL Quarterly, 37(1), 35-71. 1. What is the research question? 1) What is the relationship between the reading behavior of the four underprepared readers when reading in English and in Spanish and affective factors, including the readers' (a) attitudes toward their home language and (b) beliefs about reading in English and in Spanish? 2) What is the relationship between the four underprepared readers' use of L1 and L2 reading strategies? 2. In what context was the research conducted? Four university-level native Spanish speakers from an immigrant background-a population whose achievement is below that of their native-English-speaking peers. All four were considered underprepared for the academic demands of college. 3. Who were the participants in the study? How were they selected? What were their relevant characteristics? - Four bilingual, native-Spanish-speaking female college freshmen - Considered underprepared to meet the academic language demands of college-level courses, as indicated by their scores on (a) the reading skills section of the California State University (CSU) English Placement Test, (b) the verbal skill section of the Scholastic Assessment Test, and (c) the English skills section of the American College Testing examination. 4. What was the theoretical orientation of the researcher? – 5. What was the roles of the researchers? The researcher was an observer. 270

6. What data-collection procedures were used? How much time was spent collecting data? Data were collected through think-aloud protocols, open-ended interviews, self- assessment inventories, and reading comprehension measures in Spanish and English. 7. How were data analyzed? What were the findings? - Qualitative data analysis - Analysis of reading comprehension: counting the number and percentage of correct answers on the multiple-choice, true-false, and fill-in-the-blank questions in English and in Spanish - Analysis of the four participants' reading behaviors and attitudes toward reading: recursive reading - Findings: Qualitative data analysis showed that, at least to some extent, the readers' beliefs about reading influenced reading behavior, which was multi-strategic and flexible for the two readers who viewed reading as a process of meaning construction and logocentric for the two who viewed reading as a word-centered process. 8. What conclusions are drawn? Are they logically related to the descriptive data? The reading behaviors exhibited by the four underprepared readers were influenced, at least to some extent, by their attitudes toward their home language as well as by their beliefs about reading in both languages. 9. What is the contribution of the study to our knowledge of social or contextual factors in second language learning? It contributes to an in-dept understanding of the role that affective factors may play in L2 reading. Reading behavior were influenced by readers’ attitude toward their home language as well as by their belief about reading in both languages. 10. What are the stated implications for teaching? A better understanding of the relationship between reading behavior in two languages and affective factors would greatly assist in the development of programs designed to improve the reading performance of the growing numbers of L2 readers who are considered underprepared for their academic work. 271

Chapter 6: Activity 1 Article Problem Intervention Action Research Findings Identification Procedure 1 The discussion The teacher 1. Clarifying the By involving classes are more asked students study context students like listening to work in 2. Gathering actively in the classes with small groups to information project, a students brainstorm a from student- positive providing list of ideas generated atmosphere was occasional short that could help brainstorming created in the answers in them use more lists; a classroom, one English. English in the perceptions which may have classroom. The questionnaire; effects beyond suggestions a final the original immediately questionnaire questions, as came face-to- at the end of seen by face with the the unit; and a students’ realities of teaching comments that teaching journal. the unit was situation. more interesting 3. Developing action than prior ones. strategies 4. Implementing action plan 5. Reflecting on the plan 272

Article Problem Intervention Action Research Findings Identification Procedure 2 How did the The researcher 1. Selecting study Reflective researcher can asked the pre- context. practice can be make the service teachers 2. Making action used as a frame implicit practical to submit their plan which of reference for experience lesson plans included the university explicit for online and the setting an supervisor, herself regarding researcher gave agreed acting as a how she comments and schedule of mediator, to supervises the feedback at submitting the connect theory pre-service least one week lesson plans and practice for teachers to before the with the pre-service improve their class. The class students, teachers to teaching visit was also preparing for improve their performance in arranged to on-site class quality of their teaching supervise the visit and doing teaching. practicum? pre-service filed note teachers and during the the post class observation observation. meeting was made to give 3. Implementing more the plan comments to 4. Analysing the the pre-service data teachers. 3 What the EFL The researcher 1. Defining the The findings students taught observed her context. from the the researcher own teaching teaching diary 273

Article Problem Intervention Action Research Findings Identification Procedure about language by writing the 2. Gathering provided good teaching and learning? teaching diary quantitative source of data to reflect more data from the related to dept questionnaire. scaffolding, information on 3. Gathering schema theory, what she learnt qualitative data learning styles, from the which was and teacher students. scaffolding development. Data from the diary. 4. Analysing the data and reflecting the task done. Activity 2 What seem to be the sign of successful teaching experience that Sachi had done? First, she changed the approach of teaching to be student-centered by assigning classroom activities that focus on the student’s interest. In this way students will be willing and enjoy sharing what they are passionate about. Hence, their motivation in learning increases. Second, she changed the role of students to be active learners. Students need to come up and present something to their friends. Giving them a chance to construct something on their own would give students responsibility for their own tasks. Third, students are allowed to work in a group if they want to. We can notice that the collaborative work helps the students to build their confidence and can express more ideas. Working together makes the students learn to listen to other's ideas and learn the way to work with others. Fourth, teachers allow students to be as 274

creative as they want. It is a good opportunity for everyone to design their own way of presenting the work and manage their own tasks. We can see that the quiet girl came and read her own work to the friends, and everyone was impressed and touched by her presentation. All in all, I think the changes in the classroom bring about a good learning environment where the students are allowed to be creative and manage their own tasks. As a result, students can learn different topics from their peers and learn to be respectful to others. If you were Sachi, what seemed to be the signs of difficulties here in the classroom? I saw…..What I see from the video is that the students in a classroom are doing their own things e.g., pranking their friends, eating in class, sending love notes, bullying others, and being loud. Chaos occurs in the room and the students show signs of disrespecting others. The teacher also notices the differences, in that room there is one girl who sits down quietly and is in her own world. I heard …. I heard loud noises from the students in the room as well as the gossip and laughter from other teachers. I felt …. Thinking as if it was my first class to teach the students, I definitely feel discouraged and stressed. However, facing the misbehaved students is one of the challenges we will meet as a teacher. So, feeling the need to do something to make the room in order and motivate students to learn is the responsibility of the teacher. 275

If you were Sachi, what evidence you may want to explore.  Interview notes ❑ Observation notes ❑ Questionnaire notes  Students’ work record Exploring question Focus Data How can the Explore teacher’s own  Teacher’s own notes. students be  Notes from informal engaged in the perceptions learning content? conversation with other teachers. Explore others’  Reflective writing by perceptions students.  Notes or recordings of focus group discussions.  Notes or recordings from chat or individual interview. Explore students’  Lesson’s recordings.  Pictures of the class. behaviours  Students’ works or students’ (performance) performances on tasks (written or recorded). Activity 3 Student Case 1 The student wrote her diary to capture her feeling and emotion towards her Japanese class and her experience of the trip in Tokyo. The dairy mentioned about her experience in the class, e.g., the perception of how the teacher teaches, the situation when she lost her face, the learning style that facilitates her learning, the reference towards writing Kanji, the time she sent in class, the attempt of others in learning Japanese, the concern and feeling after she met and spoke with the native 276

Japanese speaker during her trip. For analysing her own diary, she gives the definition of terms of the affective factors which are self-esteem, inhibition, anxiety, and motivation. She uses tables to categorize the factors, tally the marks, and indicate where she uses the information from by stating the line numbers and giving the example sentence. She also made another table to analyse her experience in Tokyo. The result shows that she was highly motivated to learn the Japanese language, however, she also has the same high marks on the inhibition part. For the trip in Japan, she got a high score on self-esteem which means that she has a very low self-esteem when speaking and learning Japanese language. Student Case 2 For the student case two, she also talks about her experience in Japanese class on her perception towards classroom atmosphere, feeling of using Japanese language, and her experience of the trip in Tokyo. In terms of analysing her data on diary she also uses the affective factor to categorize the sentence. Instead of tallying the marks, she uses color shading where yellow indicates self-esteem, green indicates inhibition, blue indicates anxiety, and orange indicates motivation. She also stated the key words for each affective factor. The student then puts the information in the table to show the frequency and percentage of each effective factor. By looking at the table, I can observe that she had high anxiety during her trip to Tokyo and has low self-esteem in the Japanese class. Review Questions 3. What seems to be a common action research study? • It is an investigation by teachers on specific classroom problems for the purpose of curriculum renewal and/or professional development. It focuses on what works best with particular students in particular settings. • The action research is characterized by a continuing effort to closely interlink, relate, and confront action and reflection, to reflect upon one’s conscious and unconscious doings in order to develop one’s actions and to act reflectively in order to develop one’s knowledge (Altrichter, Posch, & Somekh, 1993). 277

4. Can you identify key problem statement of this research? • There is little standard format to follow when you report the findings. • The researcher must be responsible for advocating for change and for researching the topic, so it is more challenging to conduct than conventional research. 278

Chapter 7: Activity 1: Read the following article. Note on the explanation on the R&D research design that the researcher employed and explain how the framework may be different from what the experimental study used. Sugeng SusiloAdi. (2016). The Development of English Language Learning Instruments Using Audio-Based Media. Journal of Research & Method in Education, 6 (2) (Mar. - Apr. 2016), PP 01-12. Ehsan Namaziandost, Mehdi Nasri, Samira Akbari. (2019). The Impact of Teaching Listening Comprehension by Audio and Video Aids on the Intermediate EFL Learners Listening Proficiencies. Language, Literature and Culture, 2(3), 121-128 The research design The research design The different aspects employed in the R&D employed in the research by Sugeng experimental study by SusiloAdi (2016) Ehsan Namaziandost, Mehdi Nasri, Samira Akbari (2019) Objective: Aims to Objective: Tries to 1.) The experimental investigate, expand, investigate the effects research have a ready-made test, validate audio- of audio and video material which will use with based teaching aids students, while R&D materials research aims at developing Procedure: the material by asking the Procedure: help of the students to test 1.) Equally dividing the material. 1.) Composing of the the participants into 2 review of literature, groups 2.) The result of classroom experimental research observation, and 2.) Pre-testing in both focusing on students’ result, preparation of the groups while the R&D research focuses on the result of 279

The research design The research design The different aspects employed in the R&D employed in the research by Sugeng experimental study by SusiloAdi (2016) Ehsan Namaziandost, Mehdi Nasri, Samira Akbari (2019) report of current 3.) Conducting material that they want to conditions treatment in develop 2.) Formulating experiment group abilities, determining 4.) Post-testing in goals, sorting both groups materials, and 5.) Analyzing the data conducting a small- (score) scale field test 6.) Report finding 3.) Developing the learning instruments 4.) Student testing 5.) Product revision based on comments from experts, teachers, and student testing 280

Activity 2: Read the following case studies of R& D research. Note on the research purposes, research design and procedures, research findings, and the claims on effectiveness of the products and/or prototypes of the study. Case Research Research Research findings Claims on study purposes design and procedures effectiveness of the products and/or prototypes of the study 1 The purpose There are four Researchers To claim on of the study stages involved confirm in the effectiveness of was to in the research conclusion: a new Health describe the procedures: 1. The idea that Studies module development 1. Experience the use of CLIL to based on the of a new 2. Observe and provide and Experiential bilingual reflection integrated the Learning Theory instructional 3. Generalize subject matter and the Content model for and (Health Studies) and Language Health Studies conceptualize with the learning Integrated in a Thai 4. Experiment content knowledge Learning secondary and integrate (English for Special Approach (HEC) school to Content, ESC) for in students task benefit and the multi-purpose performance and fulfill the of learning seems attitude, the needs of to perfectly meet author used the learners with the learning following and learning objectives of the procedures: attitudes for HEC model (new 1. A 5-point Health Studies Health Studies Likert scale module based questionnaire for on the Experiential collecting data Learning Theory and the CLIL). In 281

Case Research Research Research findings Claims on study purposes design and procedures effectiveness of the products and/or prototypes of the study other words, 2. Seven though Experiential qualified experts Learning Theory for data analysis (ELT) and CLIL PS. No equally offer instrument for effective and task performance beneficial evaluation stated strengths, it has in the abstract been deemed most advantageous to utilize both the Theory and the Approach to maximize the Model’s potential. 2. The future results from the HEC model experiment, which is at the half-way point of its investigation, may suggest further details once completed. 282

Case Research Research Research findings Claims on study purposes design and effectiveness of procedures For question 1: the products 2 1) To develop The integration and/or the English There are six between six stages prototypes of content-based stages of of material the study reading procedures: development To claim on materials for 1. Identification framework of effectiveness of Buddhist of needs of Tomlinson (2011) the English student materials and six content-based monks, problems components reading materials 2) To explore 2. Exploration (themes, topics, for quality of the the needs or tasks, transitions, Buddhist student English problems and threads) of Six monks in content-based 3. Contextual T’s approach of student monks’ reading realization Stoller and Grabe attitude (and materials 4. Pedagogical (2017) could performance?), by examining realization effectively produce the author used the attitude of 5. Materials physical and the following student production academic aspects procedures: monks, and 6. Evaluation of of English Development 3) To explore the content-based Approach: quality of the effectiveness of reading materials. Tomlinson’s English the developed framework & Six- content-based materials For question 2: T’s of Stroller reading It is based on and Grabe materials student monk’s Data Collection by examining attitude mainly the attitude of from the whilst-use 1. A semi- teachers. structured interview 2. Needs analysis questionnaires 283

Case Research Research Research findings Claims on study purposes design and procedures effectiveness of 284 the products and/or prototypes of the study and post-use 3. Evaluation evaluation questionnaires questionnaires, Data Analysis both indicated that 1. Content student analysis for monks had a qualitative data positive attitude 2. Descriptive towards the quality statistics e.g., of English content- frequency, based reading percentage, materials in terms mean, and S.D. of academic and for quantitative physical aspects data (content, organization of content, presentation of content, language used, activities applied, layout and design) and the effectiveness in enhancing reading comprehension. The level of satisfaction of the developed

Case Research Research Research findings Claims on study purposes design and effectiveness of procedures the products and/or prototypes of the study materials was at a high level (3.45 and 3.67 respectively). 3. For question 3: It is based on teachers’ attitude mainly from the while-use and post-use evaluation questionnaires, both indicated that English teachers had a positive attitude towards the quality of the English content- based reading materials in terms of academic and physical aspects (content, organization of content, presentation of content, language used, activities 285

Case Research Research Research findings Claims on study purposes design and effectiveness of procedures the products and/or prototypes of the study applied, layout and design, and teachers’ manual) and the effectiveness in enhancing reading comprehension. The level of satisfaction of the developed materials was at a high level (3.78 and 3.51 respectively). 3 The main - The study The results of - The curriculum purpose of procedure implementing the was then verified this study was included 4 main developed by experts and to develop stages: curriculum were as was tried out. and evaluate 1) studying follow: - The pre- the fundamental 1) The English experimental effectiveness information and informative research, a one of the preparation speaking ability of group pre-test- curriculum, 2) designing and students after post-test design enhancing developing learning through was used to informative curriculum the curriculum investigate the speaking 3) pilot studying was significantly effectiveness of ability in and higher than that of the curriculum. English based 286

Case Research Research Research findings Claims on study purposes design and effectiveness of procedures the products and/or prototypes of the study on implementing before at .05 level competency- the curriculum of significance based 4) evaluating 2) The good approach for and adapting attitude for English upper the curriculum. informative secondary speaking activities school of significance students. which proves the hypothesis 3) Hundred percent of students had an improvement trend of English informative speaking ability 4 1) To develop 1) Problem 1) The blended The research a blended Analysis learning supervision instruments learning 2) Solution model comprised were: supervision Design of 4 components: model to 3) Pilot Study Environment, 1) Reflective enhance 4) Agent, Supervision journal and English- Implementation activities, and reflective ability majored Technologies scoring rubrics student teachers’ 2) The 2) Classroom effectiveness of the observation form 287

Case Research Research Research findings Claims on study purposes design and effectiveness of procedures model revealed the products that participants’ and/or reflective reflective ability prototypes of ability and remained at the the study teaching descriptive performance, level (Level2) as 3) Open-ended group. However, interview 2) To evaluate the two individual questions. Data the reflective ability were analyzed effectiveness increased to using mean and of the model pedagogical level content analysis. in terms of (level3) which the student influence by face- teachers’ to-face interaction reflective with supervisor at ability and the post teaching observation stage performance, and online self- reflection. 3) To explore the student 3) The teachers’ and effectiveness of the the model on the supervisor’s teaching opinions performance towards the increase from initial model. level (level2) to 288

Case Research Research Research findings Claims on study purposes design and effectiveness of procedures proficient level the products (level3) in general. and/or Factors that prototypes of influences are 1. the study Online scaffolding lesson plan 2. FTF interaction with supervisor on post- observation stage 3. Online self- reflection 4) Both students and Teacher have positive opinion towards the process as well as technologies and feedback given by supervisor. 289

Case study 1: Rungrawee Samawathdana, Sumalee Chinokul, & Aimutcha Wattanaburanon. (2010). A new bilingual teaching model for heath studies based on the experiential learning theory and the content and language integrated learning approach. Paper presented in the proceeding Abstract The purpose of this study is to describe the development of a new bilingual instructional model for Health Studies in a Thai secondary school. It is recognized that Health Studies is one of the most difficult subjects for the bilingual students within an L1 environment; the main obstacle being the complicated English topical terminology that is used. Therefore, it made sense that a new instructional model, which incorporated Experiential Learning Theory (ELT) and Content and Language Integrated Learning Approach (CLIL) should be developed. Consequently, in an attempt to promote more effective bilingual learning, this model is now in an experimental stage. The model is named \"HEC\" (A new Health Studies module based on the Experiential Learning Theory and the Content and Language Integrated Learning Approach). So far, the student response has been positive in both their attitude to learning and their task performance. HEC has been evaluated by focusing on several different aspects of the model and by using a questionnaire employing a 5-point Likert scale; this was then analyzed by seven qualified experts with an average result of 4.87. It is hoped that this HEC model will contribute to the development of an innovative and effective bilingual teaching model within an L1 environment. Key Words: Bilingual, Instructional Model, Health Studies, Experiential Learning Theory (ELT), Content and Language Integrated Learning Approach (CLIL), HEC, Attitude, Task Performance 290

Case study 2: Phatchareporn Supphipat and Sumalee Chinokul (2019). The Development of the English Content-Based Reading Materials for Buddhist Student Monks. Suranaree Journal Social Science, 13(1), January-June 2019, 1-22. 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 and English language learning research for teachers, materials developers, and researchers in the field. 291

Case study 3: Nonglak Pangroean (2015). Development of a curriculum to enhance an informative English-speaking ability based on competence-based approach for upper secondary school students. Dissertation, Department of Curriculum and Instruction, Faculty of Education, Chulalongkorn University. Abstract This was a research and development study. The main purposes of this study were to develop and evaluate the effectiveness of the curriculum, enhancing informative speaking ability in English based on competency-based approach for upper secondary school students. The study procedure included 4 main stages: 1) studying fundamental information and preparation; 2) designing and developing curriculum; 3) pilot studying and implementing the curriculum; 4) evaluating and adapting the curriculum. The curriculum was then verified by experts and was tried out. The pre- experimental research, a one group pre-test-protest design was used to investigate the effectiveness of the curriculum. The samples consisted of 40 Grade 11 students from x school, in the academic year of 2015. The experiment took one semester. The research instruments were English informative speaking achievement test. English informative speaking ability assessment with rubric scoring and English informative speaking attitude assessment. Data were analyzed through arithmetic mean, standard deviation, pair t-test and content analysis. The findings were as follows: 1. The developed curriculum to enhance informative speaking ability in English based on competency-based approach for upper secondary school students was consisted of 10 components: 1) principles of curriculum, 2) aims of curriculum, 3) English informative speaking standard competences consist of 15 standard competences, 4) student description, 5) learning outcomes, 6) learning time structure of curriculum, 7) units of teaching, 8) instructional design, 9) teaching materials and 10) evaluations guideline. 2. The results of implementing the developed curriculum were 1) The English informative speaking ability of students after learning through the curriculum was significantly higher than that of before at .05 level of significance, classified by factors of English informative speaking ability find that the English informative speaking literacy and performance skills in both preparation and presentation dimension were 292

significantly at .05 level of significance as well which proves the hypothesis. 2) the good attitude for English informative speaking activities of significance which proves the hypothesis and 3) hundred percent of students had an improvement trend of English informative speaking ability in upward direction respectively which proves the hypotheses. Case study 4: Ponsawan Suphasri. (2015). Development of a blended learning supervision model to enhance English-majored student teachers’ reflective ability and teaching performance. Doctoral thesis in English as an International Language. Graduate school, Chulalongkorn University. The research objectives were (1) to develop a blended learning supervision model to enhance English-majored student teachers’ reflective ability and teaching performance, (2) to evaluate the effectiveness of the model in terms of the student teachers’ reflective ability and teaching performance, and (3) to explore the student teachers’ and the supervisor’s opinions towards the model. This research employed the research and development approach (R&D) as the research design. The procedure consisted of 4 stages: problem analysis, solution design, pilot study, and implementation. The participants were 4 English-majored student teachers from a Thai public university who were attending the 2nd semester teaching practicum of the academic year 2011.The research instruments were: 1) reflective journal and reflective ability scoring rubrics, 2) classroom observation form, and 3) open-ended interview questions. Data were analyzed using mean and content analysis. The research findings were: 1. The blended learning supervision model comprised of 4 components: 1) environment, 2) agents, 3) supervision activities, and 4) technologies; and covered 3 supervision stages: 1) pre-observation, 2) observation, and 3) post-observation. 2. The effectiveness of the blended learning supervision model on English-majored student teachers’ reflective ability revealed that the participants’ reflective ability remained at the descriptive level (level2) as a group. However, there were two individual participants whose reflective ability increased to reach the pedagogical level (level3). Two factors that influenced the participant’s reflective ability were 1) 293