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All Journal IJoLE: International Journal of Language Education English Language Teaching Educational Journal
Rungwaraphong, Piyawan
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Inductive teaching approaches in business English writing in an EFL context: Paper-based and product-based instructions Rungwaraphong, Piyawan
English Language Teaching Educational Journal Vol 4, No 1 (2021)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v4i1.3227

Abstract

The study reported in this article compared two different inductive instructional methods implemented in a Business English writing training, including paper-based instruction (PPI) and product-based instruction (PDI). It assessed the effectiveness and examined practical issues of the implementation of each method. A total of 46 Thai students majoring Business English program in a Thai university took part in this study. The students were randomly divided into two groups and put into either PPI or PDI training module. Data were collected from direct observations, focused-group discussions, and students’ writing scores. Qualitative data from the focused-group discussions and observation field notes were analyzed thematically using the grounded theory while students’ writing scores were cross-examined. Results of the study indicate that the fundamental dichotomies between both approaches include the tangibility, authenticity and contextuality. Students’ difficulties in formulating grammar and rules in writing on their own, and students’ perception of learning as a burden were found as the challenges occurred in both modules. The findings also indicate that both PPI and PDI modules trigger the dynamics and positive atmosphere; however, PDI resulted in more vigorous dynamics as student movements and interactions were relatively higher. Finally The findings of this study are beneficial instructors who are seeking innovative instructional methodology to improve their teaching of business English writing. Based on the findings of this study, PDI will enable instructors to create chances for students to learn in authentic professional environments, contexts and culture that are casted in the real-life business situations.
A Phenomenological Diagnosis of the ProDuct-based Instruction in EFL’s Writing Class: Barriers and Strategies to Tackle Rungwaraphong, Piyawan
International Journal of Language Education Vol. 5, No. 4, 2021
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v5i4.19701

Abstract

This paper presents a phenomenological diagnosis of the implementation of ProDuct-based Instruction (PDI) in EFL’s writing class in Thailand contexts. PDI is a new instructional method for teaching business English writing. Its key is in the products that are tangible and appeal to human senses; the product’s tangibility serves as a scaffold to help students generate ideas and stimulate analysis and interrogations. The study focused on the first phase of PDI, in which students were required to learn inductively, and was conducted to explore barriers that both the learners and the instructors encounter while learning inductively in the researcher’s PDI approach, and to discover possible solutions to tackle with those barriers. Participants were 3 Thai lecturers of English writing and 60 Thai students from three government universities in Thailand. Data was collected through vignettes, participant observations, and   students’ written texts. Results indicate three major barriers of implementing inductive phase of PDI in Thailand contexts, which include: students’ English reading and grammar skills; students’ inference skill; and teachers’ inductive teaching expertise. The study suggests solutions to tackle these barriers, which include creating a guided graphic organizer, providing formative assessment and feedback for the students, and organizing a PDI training for the teachers who want to adopt PDI in their profession.
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