Faculty of Education - Theses
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ItemCommunicative activities for developing English speaking proficiency in Thailand( 2005)This study investigated the effectiveness of the two communicative activities, Information-gap and Role-play, in developing students' speaking proficiency in an English as a Foreign Language (EFL) classroom. It also provides an understanding of the dynamics of the learning process in the language classroom which resulted in students' progress in speaking. The study comprises a piece of reflective practice in the teacher-researcher's own practice, drawing on an integrated set of qualitative methods to gather data from all involved. This study was conducted in a normal language classroom of thirty-eight students in Thailand, and nine participants were targetted: 3 High, 3 Medium and 3 Low, based on language proficiency levels. Three research questions guided the study: (1) Can Thai students be assisted to use communicative activities, Information-gap and Role-play so as to overcome their weaknesses in speaking English?, (2) What most assists in the creation of meaningful situations?, and (3) What assists with the breaking down of affective barriers to participating in the two communicative activities? Data were gathered from four sources: Speaking Tests as Pretest and. Posttest, student diaries, teacher's journal and ethnographic interviews. The Speaking Test . used as both Pretest and Posttest was analysed by using mean, standard deviation and t-test Dependent measures to test the difference in students' English speaking proficiency between before and after the two communicative activities program. Results of this study reveal that using the two communicative activities, as an: innovative program had a significant impact on improving EFL students' speaking proficiency. Meaningful situations were established using pairwork and group work, both important features of Communicative Language Teaching in the language classroom. This novel classroom organisation created a positive atmosphere,. reducing affective barriers to language learning. Moreover, the dynamic classroom initiated a cycle of student progress in the language learning process which formed the basis of their progress in speaking English competently. Quantitative and qualitative data mutually supported the positive conclusions of the study. Based on the findings, recommendations have been provided for teachers in arranging the EFL speaking classroom. The Information-gap and the Role-play, are highly recommended as effective methods in the improvement of students' speaking proficiency. Additionally, this study attempts to conceptually establish a hierarchy in the relationship of these two activities that will be the most effective for assisting EFL learners in Thailand, at least, to achieve proficiency in spoken English. This study also proposes key factors that teachers must take into account in their attempt to achieve the goal of successfully teaching speaking skills in large EFL classrooms. In particular, it suggests - that when teaching materials designed for the two named activities are introduced to EFL teachers at all levels of education in Thailand, they may achieve success. There is a great deal the teacher must and can do to bring about success in this field. These include designing the materials carefully and arranging the classroom in new and challenging ways, ways which are, nonetheless, compatible with the realities of modern Thailand. Most particularly the teacher must be able to support the learners in their initial endeavours, as they begin to work in very different ways to those they have been used to, within themselves about their own spoken English; in how they work with their friends and classmates; and, especially, in how they relate and work with their teacher. Encouraging them to get through the challenges this offers by taking the time to consciously reflect on what is going on, was shown to be one way this could be done successfully.
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ItemThe clinical learning of pre-registration student nurses: challenges for clinicians' practice( 2005)This research investigated to what extent does workplace supervision of undergraduate nursing students by registered nurse clinicians confront clinical practice in the acute care hospital setting. Significant aspects of this are clinical education of nursing students mainly in Australia, the persisting difficulties of access to clinical placements, educational preparation of clinical supervisors and the clinical learning environment. This contextual study was an iterative case study, which was undertaken in five stages, each stage prerequisite to, and informing the next. The findings revealed the extent of collaboration between four participating universities and a major metropolitan teaching hospital. Perceptions of the educational role of the registered nurse clinician were explored as seen by nurse unit managers, the undergraduate student nurses, clinical teachers and the clinicians themselves. Also factors were identified in the clinical environment which the participants thought could influence undergraduate students' learning. The study concludes with recommendations to increase accessibility to clinical places, and the preparation, support, and recognition of the clinicians for their clinical education role.
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ItemThe effectiveness of Web-based language learning: a case study of web-based instruction for a foundation English course at one Rajabhat Institute in Thailand( 2005)This study investigates the impact of one instance of Web-based instruction on students' reading skills and their motivation for self-regulated learning. Due to the problem of mass teaching in the Foundation English subject, one Rajabhat Institute in Thailand was selected as the context of the study. Four Web-based lessons for this subject were developed based on a theory of L2 reading and Web-based instruction. Ten students were purposefully selected based on the information provided on a background questionnaire. Their learning behaviours while participating in the Web-based lessons were video recorded. Stimulated-recall interviews were employed in order to ask students to clarify their salient behaviours. A second questionnaire was used after students had finished studying in order to obtain information about their perceptions of the Web-based lessons. Grabe's (1991) notion of five component skills and knowledge areas in reading was used to analyse students' reading processes. The major findings of this study are that students' linguistic competence and background knowledge appear to play a significant role in L2 reading comprehension. However, in the context of Web-based reading, students' attention to studying within the learning supporting aspects of instructional design also has an impact on their understanding. In the observed process of self-study with Web-based instruction, students used metacognitive knowledge to monitor their comprehension and non-comprehension. This included awareness of using strategies to make sense of what they learned and deal with any problems of comprehension failure. These findings provide evidence that instructional design is the most important aspect in developing Web-based instruction. This study shows that a well-organised design with the features that support students' understanding and content that is relevant to their particular fields enhances both comprehension and motivation to learn. For students with a teacher-directed background, providing a similar kind of instructional support increases their confidence to be self-regulated learners. The significance of these findings in relation to the solution of the problem of mass teaching at the Rajabhat Institute in this study, is that Web-based instruction should be integrated with videoconference teaching. This integration not only facilitates students' understanding of the lesson content but also familiarises them with the on-line learning environment. Preparing students to be e-learners is one of the promising ways to promote lifelong learning, the main aim of educational reform in Thailand.