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All Journal Indonesian Journal of Applied Linguistics (IJAL)
Joseph Foley
Assumption University
Languange, Linguistic, Communication & Media

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Issues on the initial impact of CEFR in Thailand and the region Foley, Joseph
Indonesian Journal of Applied Linguistics Vol 9, No 2 (2019): Vol. 9, No. 2, September 2019
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v9i2.20233

Abstract

This paper outlines the revised version of the Common European Framework of Reference Languages: Learning, Teaching and Assessment (CEFR, 2018), followed by the Frameworks of Reference for English Language Education in Thailand (FRELE-TH). The approaches taken in Japan, Vietnam, Malaysia, and China based on CEFR will also be briefly discussed. A number of issues identified by various researchers have affected the implementation of CEFR, such as the lack of background knowledge of the goals of CEFR, the initial stress on language assessment for teachers and learner/users, the apparent lack of follow-up in terms of training, materials and expertise. Finally, the implementation of CEFR in the region will be emphasized in reference to Teaching English as an International Language (TEIL) and reflected on how this approach could be implemented in the local contexts of Asia.
DEVELOPING ACADEMIC WRITING IN A BUSINESS ORIENTED UNIVERSITY Foley, Joseph
Indonesian Journal of Applied Linguistics Vol 2, No 2 (2013): Volume 2 No. 2 January 2013
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v2i2.163

Abstract

Abstract: This research investigated the development of language choices in the Academic writing of students at an English medium university in Thailand. The first part involved looking at the writing in the first semester of their English program at the university. representing the level of the students’ writing on entry into the university. Seventy two samples of first year students’ writing were collected, but only 12 were randomly selected for this study in order to compare their progress over a period of 14 weeks (first semester). The second part of the research looked at the writing of students’ journals at the end of their second semester of their first year after the implementation of a writing program based on research originally developed in Australia (Derewianka, 2003). A third part of the research investigated the development of students’ writing towards the third year in university with specific reference to their academic writing in the business English program. The focus on Business English was mainly because the university was well known in this field of study. The framework for the analysis of the students’ writing was based on a systemic functional approach (Halliday and  Matthiessen, 2004). In order to provide insights into the meaning and effectiveness of the text, a discourse grammar needs to be functional and semantic in its orientation. This paper discusses the development of the Nominal Group (NG) in the students’ writing in THEME position, as this was felt to be a major issue in the development of academic discourse. However NGs in the RHEME would also be looked, as this was a part of the text structure, where complex nominal groups would be expected as part of the NEW information.  The resulting analysis showed that initially the students had a limited knowledge of the different genres and used an equally limited range of lexical and grammatical choices. After the implementation of a new teaching approach in the second semester of the first year, some improvement could be observed. During the third year of the English program, improvement in the writing of genres used in “business” writing, such as Reports, was clearly evident.
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