Classroom Management in English Language Teaching

92 look at their work, it can be very difficult to monitor. If you have to work in this layout, think about the space at the front of the class and the aisles between the rows. For group tasks, make use of these. Look for alternative spaces for certain group tasks, such as corridors, the playground or halls. The seating arrangement of traditional rows or columns is illustrated in Figure 7.1. Figure 7.1: The Seating Arrangement of Traditional Rows or Columns Advantages: When using traditional rows or columns, individual work and productivity are encouraged. Disruption and cheating are minimised, and it is easier for the teacher to supervise students. Disadvantages: It is not suitable for student-centred discussion and group work. Moreover, in this seating arrangement, it is easier for students to lose focus on their studies. It also leads to an uneven distribution of interaction in class, and it is difficult for teachers to move easily from student to student. Students in the front row will participate more, while those at the back may lose focus. 7.4.3 Horseshoe or U-Shape For this formation, tables are placed in a horseshoe or three-sided square shape. This is great if a teacher is doing board work and speaking activities. The teacher will be able to see all the

93 students. In addition, there is space in the middle of the horseshoe and around the outside to monitor. If the class is very large, the teacher can achieve a similar effect by placing one horseshoe inside another and using double rows. The horseshoe or U-shape configuration is appropriate for small and medium-sized classes. In this configuration, both student-to-student interaction and teacher-to-student interaction are supported. The horseshoe configuration provides teachers with an opportunity to work with students on a one-on-one basis. The horseshoe configuration is illustrated in Figure 7.2. Figure 7.2: Illustration of the Horseshoe or U-Shape Advantages: In this configuration, it is easier for teachers and students to interact with the entire class. Discussion and participation are encouraged. The connection between students and educatorsis fostered, and a large area is provided for presentations and demonstrations. Disadvantages: The horseshoe or U-shape seating arrangement is not suitable for work in small groups and causes tension for shy students when expressing their ideas in class. Further, it may be difficult for teachers to control student behaviour.

94 7.4.4 Clusters Arranging classroom seating in a cluster configuration or small groups can promote student- to-student interaction. Skills such as communication, problem-solving and collaboration can be developed. In this configuration, students are provided with a safe and comfortable environment to share ideas. The cluster classroom configuration is shown in Figure 7.3. Figure 7.3: Configuration of Cluster Classroom Seating Advantages: Clustering classroom seating into small groups helps encourage the interaction of all students and creates a personal and safe environment for students to convey their ideas. This configuration helps promote student cooperation and teamwork. Disadvantages: Arranging classroom seating into clusters can increase the noise level and distractions in the classroom. In this seating arrangement, some students may take less responsibility and leave diligent students to complete tasks. It is also difficult for teachers to assess student understanding.

95 7.4.5 Alternative Configurations 7.4.5.1 Runway The runway classroom seating arrangement is best used for small classes. Teachers use the runway between two rows of facing desks to conduct lessons. This layout is useful for lecture-based classes and discussion. The runway seating configuration is presented in Figure 7.4. Figure 7.4: Configuration of Runway Classroom Seating 7.4.5.2 Stadium To arrange the seating configuration into a stadium style, the classic row configuration is combined with runway seating in clusters, all facing the same direction. This layout is suitable for teacher-centred classes. The stadium seating configuration is presented in Figure 7.5.

96 Figure 7.5: The Stadium Seating Configuration 7.4.5.3 Combination This classroom layout is practical for students at various learning levels. The classroom seating configuration is mixed to match student ability. Some areas of the classroom are set up as rows for students who need to focus on individual work, and the other area is set up as a mini-horseshoe for students who require discussion-based activities. The combination classroom configuration is presented in Figure 7.6.

97 Figure 7.6: The Combination Classroom Configuration Note: Figures 7.1–7.6 are adapted from Displays2Go (George Patton Associates 2016). 7.5 Implementing Group Work in the Classroom One factor that can motivate students, encourage active learning and develop key critical thinking, communication and decision-making skills is group work. Group work can frustrate students and teachers if it is not planned and facilitated well. In the next section, various suggestions are presented to help implement group work in the classroom. 7.5.1 Preparing for group work To prepare for group work, the teacher must first think carefully about how students will be physically arranged in groups. It should be easy for students to move comfortably when they work in groups. The teacher should consider the layout of the classroom and the number of students in the class. The teacher should ensure that students in the class will be able to hear one another clearly. Next, the students should be allowed to talk about their experience with group work and create some ground rules for successful collaboration.

98 7.5.2 Designing the group activity To design the group activity, the teacher should inform the students of the instructional objectives: what they want to achieve through the small group activity, including knowledge and skills. The activity should relate to the objectives of the class. Moreover, the class content should be designed to support student learning. Roberson and Franchini (2014) emphasised that to do group work successfully, students need to realise that group work is an activity that serves learning goals. Some questions that should be considered are: what is the objective of the activity? How will that objective be furthered by asking students to work in groups? Is the activity challenging or complex enough to require group work? Will the project require true collaboration? Is there any reason why the assignment should not be collaborative? 7.5.3 Make the task challenging Students should be first given a relatively easy task to arouse their interest in group work and encourage their progress. Collaborative exercises should be stimulating and challenging, incorporating different opinions. Importantly, the teacher should assign a fair work load and group tasks that encourage every student to be involved. Students in the class should be personally responsible for the success of their teammates and realise that their individual success depends on the group’s success. They argued that this type of cooperative learning tends to result in learners promoting each other’s success. Another strategy for promoting interdependence is to specify common rewards for the group, such as a group mark. 7.5.4 Deciding on group size To decide on group size, teacher should consider the number of students, the size of the classroom, the various voices needed within a group and the task assigned. Groups of four or five tend to balance the needs for diversity, productivity, active participation and cohesion. The less skilful the group members, the smaller the groups should be (Gross Davis 1993). 7.5.5 Deciding how to divide students into groups In addition to deciding on group size, how to divide students into groups is important. Dividing students into groups based on student choice may be the quickest method. This means that students will work together with friends or with the same people. There are two recommended methods for dividing students into groups. First, group composition should be

99 varied, and second, diversity within groups should be increased. For example, students should be assigned randomly to groups by counting off and grouping them according to number. Diversity within a group for factors such as gender is important, and students may be grouped before class. Teachers may collect data from each student on the first day of class to gain important information about their backgrounds, knowledge and interests. Teachers may ask students to express their preferences, for example, list three students with whom they would most like to work or two topics they would like to study. 7.5.6 Allow sufficient time for group work The teacher should estimate the amount of time it should take to finish the activity. It is difficult for the teacher to cover as much material if they lecture for the whole class period. Therefore, the teacher should prepare content appropriately to give groups time to work. Importantly, also plan for a plenary session in which group results can be presented or general issues and questions can be discussed. The teacher may expect students to answer so that the answers can be prepared during the plenary session. Collaborative work should be designed in multiple forms, such as pairs, small groups and large groups. This is because some students can contribute to the class after they finish studying material, while others may think on the spot. Some students will defer to others in large groups but actively contribute in pairs. 7.5.7 Introducing the group activity Working in groups can be beneficial to students, and there are interesting issues to which a teacher should pay attention. First, the teacher should share the rationale for using group work. Students must understand the benefits of collaborative learning. The teacher should not expect students to understand the objective of group work. Importantly, the group work activity should be connected to the learning outcome whenever possible. Students should organise groups before the class is conducted. If students form groups after they are given instruction, they may be too busy deciding on group membership to listen to the teacher. The teacher should facilitate group cohesion. For example, students may introduce themselves to their group members before their task starts. This can help students know or trust each other and work well together. The teacher should consider using an icebreaker activity for longer periods to build a sense of teamwork. The activity should be explained clearly. Students should be told exactly what they have to do and what the final outcome of their group work should be. The teacher should prepare written or visual materials for students and include

100 time estimates for activities. Ground rules should be set for group interaction. Students should know how group members should interact, including some principles, such as respect and methods for decision-making. 7.5.8 Monitoring the group task To monitor the group task, the teacher should circulate among the groups and answer any questions raised, while trying to avoid interfering with group functioning. Time should be provided for students to solve their own problems. The teacher can sometimes be absent from the class so that students feel free to discuss and share their opinions about the activity. The teacher should explain the answers to students who do not understand and have some disagreements. However, the teacher should, within reason, let students struggle to find the answers to accomplish the task (Race 2000). Please remind students that the teacher’s role is to be a facilitator so that they will not expect much help during the activity. 7.5.9 Ending the group task Teachers should end the group task by providing a plenary session for students to do group reporting. This is because students may want to know how their group work contributes to the class. Importantly, effective group reporting can make students feel that they are engaged in a creative exchange of ideas (Brookfield & Preskill 1999). However, the teacher should not take time to end the session because this activity is only intended to wrap up the group work. Before the end of the activity, students should have the opportunity to reflect on the group work process, and they should be given questions for further research for the next class. **************

101 Chapter Eight: Classroom Management Tips 8.1 Introduction The classroom management tips in this chapter are guided by the English Institute Office of the Basic Education Commission (2559).This chapter is divided into three sections. The first section introduces the suggestions from the manual of creating an atmosphere of English teaching (English Institute Office of the Basic Education Commission, 2559). Suggestions regarding English classroom management are provided, including continuing professional development (CPD), professional learning community (PLC) and English as an additional language (EAL). Necessary tips for classroom management are presented. Opinions of various foreign teachers regarding teaching English in Thai classrooms are mentioned. 8.2 Suggestions for English Classroom Management The manual of creating English teaching atmosphere (English Institute Office of the Basic Education Commission, 2559) provides some suggestions for English classroom management, including CPD, PCL and EAL. Details are given in the following section. 8.2.1 Continuing Professional Development According to the English Institute Office of the Basic Education Commission (2559), the CPD framework asserts that ‘Learning and training is the essence of being professional teacher’ (p. 47). CPD is the process of developing knowledge and teaching skills. A teacher is able to continually increase their knowledge and teaching experience in formal and informal ways. For example, teachers attend formal academic conferences, seminars and training. They can also develop their teaching skills by learning online or attending sub-group meetings to exchange knowledge with their colleagues. Importantly, both ways should have a system of recording or keeping practical experience to apply and improve teaching. In conclusion, learning from experience will help teachers develop and advance in their careers.

102 8.2.2 Professional Learning Community Throughout this decade, the English Institute Office of the Basic Education Commission has had a policy of encouraging teachers to develop their professional skills by using PLC—a community of learning for the self-development of professional teachers. Nationwide training is provided to English teachers by the English Language Teaching Centre (ERIC). Teachers practise what they have been taught and are followed up by the Basic Education Commission. Interested teachers are able to obtain more information from the ERIC. PLC is a cooperative mission among educational managers, educators and academic staff working together as a team to develop the educational organisation. The training focuses on effective student learning. The details are presented in the following figure. Identifying the problem analysing the cause analysing the solution planning operation taking action evaluating processes and results making conclusions and reporting. For example, a PLC group includes two or three English teachers, the head of the English program, an assistant and the director of academic affairs. The group seeks solutions to student learning problems. Students are not confident speaking English. They are afraid of mispronunciation. Increasing student confidence by practising language drills using correct pronunciation patterns planning with aims/indicators, target groups, materials and detailed lesson plans teaching students by following prepared lesson plans evaluating Drawing conclusion and reporting

103 8.2.3 English as an Additional Language EAL provides English tutorial classes for students who have lower English abilities but attend the same classes as students who have normal English competency. Teachers are assigned to arrange the curriculum and spend time helping these students until they have sufficient English knowledge to study with their peers. The tutorial course should be arranged to avoid disturbing the routine timetable. Importantly, assigned teachers should consider the differences between students: their basic knowledge, talent, aptitude, preferences and learning styles. Some students enjoy studying using pictures. Other students may learn well by listening to voices or music, or by speaking, writing, moving and touching. Some students prefer individual work to group work. Teachers who are in charge of EAL activities should have this information about each student so that they can create a learning atmosphere for individual students. Some students may enjoy group work. Other students prefer studying alone with materials.

104 Different students have different learning styles. Teachers should consider the differences between students and arrange activities appropriate for individual learning styles. The details are presented in Table 8.1.

105 Table 8.1: Arranging Materials and Activities Appropriate for Individual Learning Styles Learning Style Materials Activities Student prefers using pictures, images, models orally describing people or pictures, images and and figures pictures spatial understanding. Student prefers using sounds, music and chanting singing songs and chanting sound and music. Student prefers using reading text, conversation jigsaw reading, small talk, words, both in speech and and scripts role plays and skits writing. authentic materials cooking instructions and Student prefers using asking for and giving their body, hands and directions sense of touch. Student prefers using chart numbers, timetables talking about travelling logic, reasoning and and figures schedules systems. worksheets, dialogues and information gaps, re- Student prefers to learn in groups or with other exercises ordering dialogues and relay people. and recall Student prefers to work and study alone. reading texts, books and treasure hunts, jigsaw stories reading, retelling a story, my reading records and dictionary use competitions To organise class activities appropriate to students’ language abilities, it is necessary for a teacher to understand the English competency levels of students in the class. The following are the details of student competency levels in using English. The first level is called ‘new to English’. Students who are new to English are those unfamiliar with English. English activities provided for these students include learning vocabulary by listening and pronouncing simultaneously, answering easy questions, games and taking notes from the whiteboard. The second level is called ‘early acquisition’. Beginner learners are classified as early acquisition learners. A teacher usually provides English activities in the form of storytelling, asking easy questions, speaking clearly after the teacher, making short

106 phrases or short conversation and making easy requests using easy vocabulary, phrases and sentences. The next level is called ‘becoming familiar’. At this level, students are familiar with using English. Their language ability has increased. They understand and can follow more complicated instructions. Students can communicate with people using the sentences they have learned. However, they are still confused about the ordering of parts of sentences. The fourth level is called ‘becoming competent’.At this level, student English ability is increasing. They are able to hold group discussions and express their opinions. They can answer complicated questions and express their ideas in English. Students know difficult vocabulary words and complex tenses. ‘Becoming fluent’ is the fifth level, at which students start to use English fluently. For example, they are able to understand native speakers speaking at a normal speed. They can speak English almost as well as native speakers. Some students can answer complex questions and draw conclusions from what they have heard. At the last level, students ‘fluently use English’. For example, they are able to hold group discussions and present academic information. They can use various advanced idioms and vocabulary. They fluently use English as well as native speakers. The next section presents tips for teachers regarding classroom management. 8.3 Classroom Management Tips According to the Glossary of Education Reform (2014), classroom management tips refers to the wide variety of skills and techniques that teachers use to keep students organised, orderly, focused, attentive, on task and academically productive during class. Various classroom management tips are mentioned in this chapter, such as collecting information, the strategic use of questioning, giving feedback and introducing peer and self-assessment. 8.3.1 Collecting Information 8.3.1.1 Draw a face At the end of an activity or lesson, ask learners to draw a face to show how confident they are about the topic. A smiley face means students are ready to move on. If the students draw a neutral face, they may be fairly confident. If they draw a sad face, the teacher should know that the students are not confident. Therefore, the teacher needs to review the content to ensure

107 that all students in the class understand what has been taught before moving to the next section. 8.3.1.2 Summary sentence The teacher may ask learners to write one sentence to summarise what they know about the topic at the start or end of a lesson. The teacher could focus this by telling the students to include, for example, ‘what’, ‘why’ or ‘how’. 8.3.1.3 Pair share At the end of a lesson, the teacher can ask the learners to share with their partner. For example, they could share three new things they have learned, what they found easy, what they found difficult and something they would like to learn in the future. 8.3.1.4 Traffic lights Traffic lights is an activity in which the teacher gives the learners red, yellow and green cards (or they can make these themselves at home). At different points during the lesson, the teacher asks students to choose a card and put it on their desk to show how much they understand (red = do not understand, yellow = partly understand, green = totally understand). 8.3.1.5 Post-its Students in groups, pairs or as individuals are given post-it notes to answer questions to evaluate their learning. These questions could be: what have I learned? What have I found easy? What have I found difficult? What do I want to know now? 8.3.1.6 KWL At the beginning of a topic, learners create a grid with three columns: what they know; what they want to know; and what they have learned. They start by brainstorming and filling in the first two columns and then return to the third at the end of the unit. 8.3.1.7 Most…thing The teacher can ask learners what was the most, for example, useful, interesting or surprising, thing they learned today or in this unit.

108 8.3.2 The Strategic Use of Questioning Teachers can use questioning techniques to identify and correct misunderstandings and gaps in knowledge. They inform teachers about what learners know, understand and can do. 8.3.2.1 Use open questions Teachers should ask open questions to encourage the use of thinking skills and communication and to elicit more information. Some examples of good question stems are: Is X important? Why is X important? How would you…? Can you explain…? 8.3.2.2 Use ‘might’ When questioning, use the word ‘might’ to encourage learners to think and explore possible answers. For example, notice the difference between ‘Why do teachers ask questions?’ and ‘Why might teachers ask questions?’ The first question makes it seem as though there is one correct answer known by the teacher, while the second question is more open and suggests there are many possible answers. 8.3.2.3 Wait time Tips:  Allow 30 seconds for silent thinking before taking any answers.  Ask learners to first brainstorm in pairs for 2–3 minutes.  Ask learners to write some notes before answering.  Ask learners to discuss with a partner before answering.  Use think, pair and share. 8.3.2.4 Use higher order thinking skills (HOTS) Do not ask, for example, ‘Is flour uncountable?’ Instead, ask, ‘Why isn’t flour countable?’ This way, learners do not simply recall, they also reason. 8.3.2.5 Bounce Ask learners to build on the answers of other students. For example, ask, ‘Maria what do you think about Javier’s answer?’

109 8.3.3 Giving Feedback 8.3.3.1 Comment-only marking Teachers should only write comments on learners’ work, rather than giving marks or scores. This helps students focus on progress instead of rewards and punishments. They will want a mark. However, encourage them to focus on the comments. Comments should make it clear how students can improve. Teachers should ask if students have any questions about the comments and make time to speak with individual students. 8.3.3.2 Feedback sandwich Use a feedback sandwich to give comments. In a feedback sandwich there is a positive comment (e.g., ‘I like…because…’), some constructive feedback including an explanation of how to improve (e.g., ‘This is not quite correct—check the information with….’) and then another positive comment (e.g., ‘You have written a very clear and…’). 8.3.3.3 Time in class to make corrections Time should be provided in class to make corrections or improvements. This gives students time to focus on feedback from the teacher or their peers and make corrections. It also shows learners that feedback is valuable and worth spending time on. Finally, it gives them an opportunity to improve in a supportive environment. 8.3.3.4 Do not erase corrections A teacher should ask students in class how they have corrected and improved their written work before they hand it in. Students should not be allowed to use erasers. Instead, the teacher should tell students to make corrections using a different colour so that the teacher can see what students have done to improve their work. 8.3.4 Introducing Peer and Self-Assessment 8.3.4.1 Peer check The teacher asks learners to read their peers’ written work to look for specific points, such as spelling mistakes or past tense verbs. During speaking activities, such as role plays and presentations, the teacher should ask learners to give peers feedback on specific points, for

110 example, how interesting it was, whether they understood what was said and any questions they have. 8.3.4.2 Self-assessment prompts Examples:  Students are asked to choose one aspect of their work that they are proud of, then they can tell the whole group why in one minute.  Students discuss in three minutes which of the success criteria they have been most successful with, which could be improved and how. 8.3.4.3 Three things At the end of the lesson, the teacher can ask students to make a list of two things they learned and one thing they still need to learn. 8.3.4.4 Portfolios The teacher can ask learners to keep a file containing samples of their work. This may include work done in class, homework, test results, self-assessment and comments from peers and the teacher. 8.3.4.5 Reflection time At the end of the lesson, give learners time to reflect and decide what to focus on in the next lesson. 8.3.4.6 Setting goals The teacher should ask learners to set personal goals, for example, ‘Next week I will read a short story’. 8.3.4.7 Self-assessment forms Students can create self-assessment forms or templates that they can use to reflect on an activity or lesson. For younger learners, a form similar to that shown below would be suitable:

111 My writing is: This task was:  very good! (two smiley faces)  interesting! (two smiley faces)  good. (one smiley face)  OK. (neutral face)  not great, but OK. (neutral face)  boring! (sad face) Below is an example for higher-level or older learners: I can write an email giving news and information. How true is this? Circle the correct number (3 = true, 2 = partly true, 1 = not true). I enjoyed the writing task. Why/Why not? 3 21 I answered all parts of the question. 321 I used paragraphs. 321 I used linking words. 321 I used a range of vocabulary and phrases. 321 I checked my spelling and punctuation. 321 I used the correct verb tenses. 321 What I did well: Something I think I need to work on next time: Teacher’s comments: Note: Some of the activities listed here are taken and adapted from: www.tes.com/teaching- resource/assessment-for-learning-toolkit-6337093 8.4 Various Opinions of Foreign Teachers Towards Teaching English in Thai Classrooms. It is important for English pre-service teacher to enlarge their vision by knowing about the attitudes of foreign teachers towards teaching English in Thai classroom. In the same time, pre-service teachers are able to understand the different context in the terms of classroom problems, teaching experience, and students’ performance between language classes conducted by Thai teachers and native speakers. Therefore, various attitudes of foreign teachers towards teaching English in Thai classrooms will be presented as the followings.

112 gerryBScot Posted May 8, 2013 https://www.thaivisa.com/forum/topic/638087-classroom-management-in-thailand/ “In the great scheme of things I doubt if Thai school children are profoundly different from other school children. Of course there are subtle differences as some of the above posts make clear; shouting angrily in the classroom doesn't really work. One of the issues you will encounter in the class room is that you'll teach kids who don't want to be at school and don't want to learn English or anything else. You will enter class rooms and sense that a number of kids automatically switch off on your arrival. This manifests itself in pen clicking and banging rulers mindlessly etc on desk tops - nothing uniquely Thai about any of this. As a reformed shouter, I decided to try to problem solve some of this. At the start of class I get desk tops cleared of everything including pens and pencils so the students can't pick up things and I usually go straight into an activity that gets them doing things and preferably up out of their seats. I don't get involved in long intros and explanations. Science more so than in many other subjects allows you to do this - depending on your students' age proceed into experiments with an emphasis on them doing, get them interested this way and you might find you are able to overcome their resistance - and, of course, make it fun.” Willyumiii Post Monday 9, 2013 https://www.thaivisa.com/forum/topic/638087-classroom-management-in-thailand/ “The thing I had the most trouble adjusting to in the Thai classroom is that Thais are told to never question authority. That means that you never, never ask the teacher a question! When I started, I use to finish every lesson by asking if anyone had any questions about anything we had discussed that day. The students would always proudly respond \"No Teacher, we have no questions! \"With my western education, I found that I learned more by asking questions then from the actual lesson. Be careful. Even if you are wrong, the students will accept anything you tell them as the unquestionable truth! I wish this part of the culture would change. Asking questions promotes free thinking. Thinking is a good thing!”

113 Chris & Angela Post: October 7, 2015 https://www.tielandtothailand.com/dont-become-a-teacher-in-thailand-if/ “Aside from a few exceptions, the Thai education system has a no fail policy. So whether or not a student participates in class, puts effort into a task, or understands the material, they pass. Many foreign teachers accept this system for what it is and grade on a curve without question. I envied those teachers who can teach with enthusiasm even though they have students in their class who couldn’t be bothered to learn. For me, this was a source of a lot of heartache. I had a hard time accepting that it was ok for students to not participate, put forth effort, or understand the material in class but were still rewarded with passing grades. I couldn’t wrap my brain around the concept of giving a passing grade that had not been earned. In fact, just writing this nearly makes my head explode. If grades don’t matter, then why make teachers (like myself) give and record grades at all? I wish I could take those precious hours wasted on grading and put them towards something that matter to me – whether researching better teaching techniques, finding better classroom material, or hell, napping. To make a long story short, it was a personal struggle whenever I had a student turn in a project or worksheet on which they merely doodled, knowing that the lowest grade they could get was a 60%.And it gets worse: I couldn’t sit down and have a heart-to-heart conversation with these students, hoping to motivate or inspire them, because they wouldn’t have understood me! Those who handed in blank worksheets were the same students who had been allowed to pass, year after year, even though they couldn’t understand English. I have since read dozens of articles about Thailand’s education culture (i.e., losing face over poor grades, cheating is considered helping a struggling friend) as well as Western topics on education and how a child shouldn’t be judged by their grades. Still, I shake my head.” “Thai students are literally a pleasure to teach, it’s all smiles, light-hearted behavior and respect. The one thing I noticed most about Thai students in comparison with the West is a lack of ego. Our egos often create such friction – so worried to let ourselves go. In the Thai classroom I found quite the opposite and teaching there was awesome because of this, also the students actually seem grateful for you teaching them – a notion that is very foreign to anyone who has taught in a British comprehensive school I’m sure.”

114 “In Thailand, you have no teaching assistant to help you, no bilingual staff in the room, once you are in the classroom it’s all on you. Initially, then, I was feeling the pressure. Remember, you don’t have to speak the language of the country you’re in to teach English there. So when you’re teaching English in Thailand, like I was, you don’t have to speak Thai. In fact, if you can speak Thai, you’re not allowed to use it in the classroom. The best system for Language appropriation is full immersion, so you should only communicate in the language you’re teaching, English.” 8.5 Recommendations Over the past few decades Thai educational institutions have been concerned with and have attempted to increase student English literacy, as this area is fundamental to national development and for achieving sustainable development for the country. In English as foreign language contexts in Thailand, a combination of the CLT approach and explicit grammar could represent an appropriate approach for teaching a language. Burn (2009) conducted a survey (distributed through Burn’s personal contacts in each country) of 231 teachers across 18 countries and found that 84.1% of teachers disagreed or disagreed strongly with the statement that grammar should be taught separately without being integrated with other skills. Further, more than 55% of the respondents agreed that grammar should be integrated with other language skills. Furthermore, greater consideration should be given to the approach adopted as the preferred teaching method in English classrooms in Thailand. It is evident that an integrative holistic approach to language acquisition is currently being adopted by many countries across the world. Thailand needs to examine this approach more closely, rely on current research and adapt the approach according to the Thai context. In saying this, many of the new holistic approaches could be modified or adopted to be successful within this context. Greater interrogation of these new approaches are recommended for Thai educational policy makers. As mentioned earlier, a number of recent scholars have proposed greater integration. For example, Pekoz (2016) recommended that grammar be taught in three steps: the pre-stage, while-stage and post-stage. In the pre-stage, teachers should encourage learners to be interested in the grammar topic by giving reasons for studying. During the while-stage, teachers should present the new grammar points by providing meaningful input via contextual

115 examples. Finally, in the post-stage, grammar learners should have an opportunity to use grammar rules in real life situations. Conversely, Boukhzar (2015) developed a Focus-on-Form (FonF) instruction to compensate for the shortcomings in the grammar and the CLT approach. Boukhazar noted that Long (1991) first proposed the FonF approach that directs language learners’ attention to explicit grammatical forms in communicative contexts (Sassaji & Fotos 2011). FonF instruction uses task-based follow-up activities to focus learners’ concentration on explicit formal language aspects in a judicious manner (Cook 2008). This approach which could be adopted for a Thai context comprises both input-processing and consciousness-raising tasks (Freeman 2011). Under this approach, teachers encourage language learners to become aware of grammatical forms while completing activities in communicative tasks. Another approach which could be considered and applied in the Thai context and improve grammar proficiency is proposed by Widodo (2006) proposed five steps for teaching English grammar (particularly, in the context of EFL and ESLthat involved activities. The five-step procedure included building up students’ knowledge of the rules by using leading questions and model sentences. During this stage, students are required to respond to questions orally to stimulate their self-confidence by using the grammatical rule communicatively. The next step seeks to elicit the functions of the rule by teaching grammar with examples to create students’ descriptions of the language use. In this step, features of the sentence are taught explicitly so that students can apply grammar rules appropriately in communicative settings. Following this, teachers familiarise students with the rules being taught through exercises that encourage active student involvement. Subsequently, students’ comprehension of the grammatical items is checked. During this stage, students are assessed as to whether they have understood the grammar rules that have been taught. Finally, students’ comprehension of the grammatical rules being taught is expanded. During this phase, the teacher provides other activities to support students’ concepts or relate what was taught to new concepts by giving students the opportunity work independently and complete tasks from the lesson as homework. ****************

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