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All Journal Indonesian Journal of Applied Linguistics (IJAL) JET (Journal of English Teaching) Palmyra Fiber as Additional Materials on Solid Concrete Brick of Aggregate
Attapol Khamkhien
Department of English, Faculty of Liberal Arts and Science, Kasetsart University
Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology

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LINGUISTIC FEATURES OF EVALUATIVE STANCE: FINDINGS FROM RESEARCH ARTICLE DISCUSSIONS Khamkhien, Attapol
Indonesian Journal of Applied Linguistics Vol 4, No 1 (2014): Volume 4 No. 1 July 2014
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v4i1.600

Abstract

Abstract: Recent research (e.g., Hunston 2007; Hyland 1999; 2008; 2009) has marked and evidenced the importance of effectively using linguistic features as a major component in expressing stances and as an essential part of the shared knowledge of a professional discourse community by giving space for negotiation and evaluation of viewpoints.  The present study is concerned with the use of the expression of evaluation in academic discourse, focusing on some communicative strategies for indicating stance.  With the corpus-based approach, research articles on applied linguistics and language teaching selected from top-ten journals were systematically complied and analyzed.  The results revealed that professional and experienced writers variably exploit stance markers including epistemic modality, extraposed ‘it’, communication verbs, and personal pronouns in terms of different functional types of evaluative stance.  The findings highlight the importance of understanding the use of stance devices in academics, facilitating a better understanding of novice readers and writers when writing academic productions.  Pedagogically, the description of this study contributes to ways to improvement of practical language and academic writing courses to suit the discourse community. Keywords: Corpus, evaluative stance, discourse, academic research
Computer Assisted Language Learning and English Language Teaching in Thailand: Overview Khamkhien, Attapol
Mediterranean Journal of Social Sciences Vol. 3 No. 1 (2012): January 2012
Publisher : Richtmann Publishing

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Abstract

Currently, computer assisted language learning (CALL) is widely accepted to be a tool which can be used to facilitatethe language learning process, particularly English language teaching (ELT). The use of CALL has provided a powerful mediumfor language learning from both teaching and learning perspectives. However, the integration of CALL programs in languageinstruction requires a certain level of sensitivity and understanding of how to use the programs appropriately. This paper focuseson using CALL in English classrooms in Thailand. It commences with an overview of the development of using computers in theEnglish classroom. Then, advantages and disadvantages of integrating CALL in English instruction are discussed. Next, varioustypes of learning activities that apply computer technology to English learning and instruction in the Thai context are presented.Previous studies on the use and careful integration of CALL, contributing to success of teaching English and facilitating Englishlearning in the Thai context are explored. Pedagogical implications into teaching English with CALL as a tool are suggested.
CLIL implemented and scaffolded in an EFL higher education context: Engineering research methodology course Kanoksilapatham, Budsaba; Khamkhien, Attapol
Indonesian Journal of Applied Linguistics Vol 11, No 3 (2022): Vol. 11, No. 3, January 2022
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v11i3.36913

Abstract

The increasing global and local demands to improve English proficiency have been a burgeoning challenge across the entire paradigm and domains. Specifically, in academia, the ability to read English research articles is of paramount importance. Meanwhile, Content Language Integrated Learning (CLIL) implementation has been recognized to be a successful teaching approach. This study aims to estimate the CLIL impact on enhancing the students’ English research article reading skills, enlarging their vocabulary repertoire, and boosting the students’ and instructors’ satisfaction. The focus of the study is on a “research methodology” course for engineering students in Thailand. Throughout CLIL, the language teachers and engineering teachers closely collaborated, designing course materials and developing language activities. To assess research article reading skills and vocabulary knowledge, two sets of similar pretests/posttests were administered. Then, to assess the students’ level of CLIL satisfaction, questionnaires were completed, and two separate focus group discussion sessions were conducted with the students and teachers. Test score analysis yielded a significantly enhanced output in both the content subject and English vocabulary knowledge. Additionally, questionnaire and focus group discussion data analysis indicated that both the students and teachers had positive attitudes toward CLIL instruction. Taken together, this study demonstrates that to achieve full optimization of CLIL benefits, scaffolding needs to be supplemented to accommodate individual learning contexts. 
Effects of Proficiency and Motivation on the Choices of Language Learning Strategies Khamkhien, Attapol
JET (Journal of English Teaching) Vol. 2 No. 3 (2012): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (333.222 KB) | DOI: 10.33541/jet.v2i3.55

Abstract

The objectives of this investigation were twofold: 1) to identify language learning strategies commonly used by Thai EFL learners, and 2) to determine the roles of three variables contributing to their strategy use: language proficiency and motivation. A set of questionnaires consisting of the Strategy Inventory for Language Learning (SILL), and the Motivated Strategies for Learning Questionnaire (MSLQ) was given to 1,405 Thai university students studying English. The analysis revealed that, in general, memory strategies were found to be the most common learning strategies, whereas social strategies were the least common. Motivation was reported to be the most significant variables affecting their choices of language learning strategies. The analysis revealed certain elucidating facts that can be utilized in future planning of English language teaching to improve the English performance of Thai learners.
Co-Authors Budsaba Kanoksilapatham