Volume 19, Number 1, June 2021 DOI: 10.56040/e-flt.191
Rungsima Jeanjaroonsri
(Language Institute, Thammasat University, Thailand)
A study of the use of code-switching: Functions and perceptions in a Thai tertiary EFL classroom (pp. 5–19)
Citation in APA 7:
Jeanjaroonsri, R. (2022). A study of the use of code-switching: Functions and perceptions in a Thai tertiary EFL classroom. Electronic Journal of Foreign Language Teaching, 19(1), 5–19. DOI: 10.56040/191.643
With the linguistic globalization of English, code-switching has become a common phenomenon in communication. In the classroom, however, there are polarising perceptions regarding alternating between languages. At one end, several researchers believe that language learning should be clear of the interference of first language so as to expose students to as much target language input as possible, while those who favor code-switching contend that bilingual teaching is natural and more effective for teachers and students. The present study investigated the use of code-switching by a Thai university language lecturer in an English foundation course to see how code-switching was carried out in practice and what effects it had on English as a foreign language teaching and learning from the perspectives of the teacher and thirty-one students. Through classroom observations, a questionnaire and semi-structured interviews, it was revealed that code-switching was perceived positively and used for two main purposes. First, to accommodate language learning by making the target language more comprehensible and, second, to lower students’ affective filter by establishing rapport and supportive learning environment. It thus appears that the alternate use of students’ first language and the target language can be beneficial in the language classrooms to help promote language acquisition and cordial classroom interaction.
Narathip Jindapitak, Adisa Teo, & Kristov Savski
(Language Institute, Thammasat University, Thailand)
The impacts of awareness of global Englishes on learners’ attitudes toward language variation (pp. 20–35)
Citation in APA 7:
Jindapitak, N., Teo, A., & Savski, K. (2022). The impacts of awareness of global Englishes on learners’ attitudes toward language variation. Electronic Journal of Foreign Language Teaching, 19(1), 20–35. DOI: 10.56040/jtse1912
Although English language variation is an inevitable and a natural linguistic phenomenon, language attitudes research has suggested that varieties other than the mainstream native-speaker standards usually receive unfavorable social evaluations. This may reflect the existence of prejudices and discrimination against speakers of many Englishes. Global Englishes literature, however, offers a news pluralistic lens to examine English, providing key implications for language education. While practical proposals have recently been made for how this lens may be used in the context of English teaching, there is as yet only sporadic evidence of how English learners respond to efforts to transform attitudes. This study aimed to examine how a group of Thai learners of English responded to a 9-week global Englishes awareness raising program. Findings obtained through classroom observations, analysis of an online chatroom and interviews suggest that learners developed an increased awareness of the global role of English and experienced a critical reorientation of beliefs about English language variation, gaining enhanced tolerance. These findings point to the importance of teaching English beyond prescribed linguistic skills and helping English learners a pluralistic view of English through the analysis of critical issues related to the global spread of English.
Orrathip Geerativudhipong¹, Yi-Ming Gloria Kao², Vannaporn Phongpheng¹, & Songsri Soranasataporn¹
(¹Mahidol University, Thailand)
(²National Taiwan University of Science and Technology, Republic of China)
Designing and developing a situation-based instructional model for an online Thai course for foreigners (pp. 36–50)
Citation in APA 7:
Geerativudhipong, O., Kao, Y.-M. G., Phongpheng, V., & Soranasataporn, S. (2022). Designing and developing a situation-based instructional model for an online Thai course for foreigners. Electronic Journal of Foreign Language Teaching, 19(1), 36–50. DOI: 10.56040/okvs1913
This research aims to develop and evaluate a situation-based instructional model for an online course of Thai as a foreign language (TFL) and to evaluate the effectiveness of the instructional model. There were two experiments (35 and 43 participants, respectively) to explore the impacts of I4PAT between non-Thai major and Thai major students. The experimental groups were taught with I4PAT model (introduction, phonemic training, present, practice, production, assessment, and technology) through an online Thai language instruction, whereas the control groups were taught with the paper-based Thai language instruction. For each experiment, we compare the effects of using I4PAT model through an online Thai language instruction and paper-based Thai language instruction. The results showed that 1) the efficiency of the I4PAT model was 93.84/99.70 for the first experiment and 94.07/97.95 for the second experiment which are higher than the criterion at 90/90, 2) learners’ achievement after taking the course of Thai language among first and second experiments was significantly improved, and 3) learners’ achievement after learning with I4PAT model through an online Thai language instruction among first and second experiments was significantly higher than learning with the paper-based Thai language instruction. The findings indicate the effectiveness of the I4PAT model for an online Thai language instruction. Moreover, the I4PAT model could be applied for the instruction of other languages, both in online and offline modes.
Yustinus Calvin Gai Mali & Thomas Lee Salsbury
(Universitas Kristen Satya Wacana, Indonesia)
(Washington State University, USA)
An Associate Professor and A Doctoral Student Learn From Each Other: Critical Friendship (pp. 51–67)
Citation in APA 7:
Mali, Y.C.G., & Salsbury, T.L. (2022). An Associate Professor and A Doctoral Student Learn From Each Other: Critical Friendship. Electronic Journal of Foreign Language Teaching, 19(1), 51–67. DOI: 10.56040/msaa1914
Teaching evaluation mechanisms are often a process of isolated reflection on teaching. In some cases, university lecturers also do not have support systems for their teaching development. Feelings of isolation and the absence of support systems, when taken together, hinder positive teaching-related changes in university instructors’ future classrooms. In this paper, the authors promote the idea of forming a critical friendship (CF) through the successful building of trust. This qualitative case study reports on a CF between an associate professor (as an observed lecturer) and a doctoral student (as a critical friend) at a state university in the USA. More specifically, the paper explores teaching lessons that both participants can gain from the CF. Data were garnered from video recordings of teaching practices from a course on methods for teaching English language learners, observation notes, and semi-structured interviews. This study reports on the CF’s success based on explicit principles around trust, reflection, peer observation, and interaction between the observed lecturer and the critical friend. Limitations of the current study and directions for further research are discussed.
Fanny Janneth Baquero Chaguendo & Pascal Dupont
(Université Toulouse Jean Jaurès, Toulouse, France)
L'erreur et son traitement. Une étude de cas d'étudiants colombiens de français langue étrangère (in French) [The error and its treatment. A case study of Colombian FLE students] (pp. 68–84)
Citation in APA 7:
Baquero Chaguendo, F. J., Dupont, P. (2022). L'erreur et son traitement. Une étude de cas d'étudiants colombiens de français langue étrangère (in French) [The error and its treatment. A case study of Colombian FLE students]. Electronic Journal of Foreign Language Teaching, 19(1), 68–84. DOI: 10.56040/efbd1915
This article presents the results of a research that highlights the characteristic mistakes made by Spanish-speaking students’ future teachers of French as a foreign language (FLE) and their support by teachers. It is structured by the crossing of two theoretical frameworks, namely: the error in learning and the type of intervention to correct errors. Its methodology involves the analysis of error, based on a data collection, which will be carried out among learners and teachers using questionnaires, and observations to form the corpus that will enable us to present the results of the survey conducted, and then to bring to light the didactic issues in the process of teaching/learning French as a foreign language.
Cet article présente les résultats d’une recherche qui met en évidence les erreurs caractéristiques commises par des étudiants hispanophones futurs enseignants de français langue étrangère (FLE) et leur prise en charge par les enseignants. Il est structuré par le croisement de deux cadres théoriques, à savoir: l'erreur dans les apprentissages et le type d’intervention afin de corriger les erreurs. Sa méthodologie mobilise l’analyse de l’erreur, à partir d’un recueil de données, lequel sera effectué auprès des apprenants et des enseignants à l’aide de questionnaires, et des observations pour constituer le corpus qui nous permettra de présenter les résultats de l’enquête conduite, pour ensuite, mettre au jour les enjeux didactiques dans le processus d’enseignement/apprentissage du français langue étrangère.
Dwi Sloria Suharti¹, Edi Suwandi², Ainu Zumrudiana², Nunun Indrasari³, Iin Widya Lestari² & Nurti Rahayu⁴
(¹Universitas Muhammadiyah Tangeran, Indonesia)
(²Universitas Nahdlatul Ulama Sunan Giri, Indonesia)
(³Universitas Islam Negeri Raden Intan Lampung, Indonesia)
(⁴Trisakti Institute of Tourism, Indonesia)
Negotiating the dual identities of the student-teacher as both a curriculum technician and a curriculum maker (pp. 85–100)
Citation in APA 7:
Suharti, D.S., Suwandi, E., Zumrudiana, A., Indrasari, N., Lestari, I.N., Rahayu, N. (2022). Negotiating the dual identities of the student-teacher as both a curriculum technician and a curriculum maker. Electronic Journal of Foreign Language Teaching, 19(1), 85–100. DOI: 10.56040/anig1916
This study explores the cognitive conflicts experienced by Indonesian student-teachers as they navigate their dual identities as both curriculum technicians and curriculum makers. Current education theories suggest that teacher identity-building courses should focus on providing a foundation for teachers’ growth, not just as curriculum technicians adhering to syllabus content and guidelines, but also as curriculum makers who can design and develop engaging and effective learning experiences. However, striking a balance between these two identities can create conflict for student-teachers. This study uses photovoice and interviews to examine how Indonesian student-teachers negotiate their dual identities while developing lesson plans in accordance with the new government curriculum, Merdeka Belajar. The data collected sheds light on the students' self-reflections on their professional identities, and how they plan to enact their decisions in their future teaching careers. The findings contribute to a better understanding of the challenges faced by student-teachers and the formation of their teacher identity and emphasizes the importance of balancing efforts to negotiate roles during the identity development phase.
Review
Mary Nerissa Castro
(University of San Jose-Recoletos, Philippines)
Citation in APA 7:
Castro, M.N (2022). Review of 'Mobility of Knowledge, Practice, and Pedagogy in TESOL Teacher Education: Implications for Transnational Contexts', edited by A. Ahmed & O. Barnawi. Electronic Journal of Foreign Language Teaching, 19(1), 101–104. DOI: 10.56040/mcrk.191x