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All Journal ELT Echo Studies in English Language and Education
Sumit Choemue
Xavier Learning Community
Arts Humanities Education Languange, Linguistic, Communication & Media

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THAI UNIVERSITY STUDENTS’ ATTITUDES TOWARDS ELF IN CLASSROOM CONTEXTS: A MIXED-METHODS STUDY Sumit Choemue; Retno Muljani
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 6, No 1 (2021): JUNE
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v6i1.7317

Abstract

English has long acted as a powerful language in the world since it is spoken by various people from diverse cultural backgrounds and places around the globe. As a number of non-native speakers (NNSs) are rapidly growing, English as a Lingua Franca (ELF) has become more widespread among English users. This study aimed to investigate Thai university students’ attitudes towards ELF. Particularly, attitudes towards learning English, varieties of English, and ELF used as a medium of instruction in the classroom were examined. Employed a mixed-methods research design, the questionnaire and semi-structured interview were used to collect the data. 23 undergraduate students studying at Xavier Learning Community (XLC), Chiang Rai, Thailand, participated in this study. The findings revealed that effective communication with other English speakers was the paramount goal of learning English. Moreover, the students have begun to express positive attitudes towards different varieties of English used in the classroom as they showed their interest in non-native cultures. This study suggested that supportive learning environments where the students could expose to various varieties of English both inside and outside the classroom would raise their awareness of ELF. Also, ELF teachers should adjust their teaching strategies to meet students’ needs in the future.
Discourse markers in academic and non-academic writings of Thai EFL learners Sumit Choemue; Barli Bram
Studies in English Language and Education Vol 8, No 3 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (500.657 KB) | DOI: 10.24815/siele.v8i3.20122

Abstract

The ability to use discourse markers (DMs) to create cohesion and coherence of a text is essential for EFL learners at the university level to express ideas and thoughts in various types of writing assignments, such as academic papers and reflections. Hence, this study attempted to shed more light on the use of DMs in academic and non-academic writings of Thai EFL learners. The main objective was to investigate the types, overall frequency, and differences, and similarities of discourse markers in both styles of writing. Sixty essays, consisting of 20 academic essays and 40 non-academic ones, were selected as the primary data. Academic essays were selected from the Critical Reading and Writing course of Xavier Learning Community (XLC), Thailand, while the non-academic ones were selected from the XLC English Newsletter. The data were analyzed based on Fraser’s taxonomy (2009). The results showed that 2.521 DMs distributed in five types, namely contrastive discourse, elaborative discourse, inferential discourse, temporal discourse, and spoken discourse markers, were identified in the 20 academic and 40 non-academic essays.  The most frequently used DM was elaborative discourse markers (EDM), F=1,703. This study concluded that raising awareness of DMs would assist Thai EFL learners in producing an effective and coherent piece of writing. 
Discourse markers in academic and non-academic writings of Thai EFL learners Sumit Choemue; Barli Bram
Studies in English Language and Education Vol 8, No 3 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i3.20122

Abstract

The ability to use discourse markers (DMs) to create cohesion and coherence of a text is essential for EFL learners at the university level to express ideas and thoughts in various types of writing assignments, such as academic papers and reflections. Hence, this study attempted to shed more light on the use of DMs in academic and non-academic writings of Thai EFL learners. The main objective was to investigate the types, overall frequency, and differences, and similarities of discourse markers in both styles of writing. Sixty essays, consisting of 20 academic essays and 40 non-academic ones, were selected as the primary data. Academic essays were selected from the Critical Reading and Writing course of Xavier Learning Community (XLC), Thailand, while the non-academic ones were selected from the XLC English Newsletter. The data were analyzed based on Fraser’s taxonomy (2009). The results showed that 2.521 DMs distributed in five types, namely contrastive discourse, elaborative discourse, inferential discourse, temporal discourse, and spoken discourse markers, were identified in the 20 academic and 40 non-academic essays.  The most frequently used DM was elaborative discourse markers (EDM), F=1,703. This study concluded that raising awareness of DMs would assist Thai EFL learners in producing an effective and coherent piece of writing. 
Co-Authors Bram, Barli Retno Muljani