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All Journal Indonesian Journal of Applied Linguistics (IJAL) Studies in English Language and Education
Budsaba Kanoksilapatham
English Department Arts Faculty, Osilpakorn University, Thailand
Education Languange, Linguistic, Communication & Media

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EFL LEARNERS’ AND TEACHERS’ POSITIVE ATTITUDES TOWARDS LOCAL COMMUNITY BASED INSTRUCTION Kanoksilapatham, Budsaba; Channuan, Paweena
Indonesian Journal of Applied Linguistics Vol 7, No 3 (2018): Vol. 7 No. 3, January 2018
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v7i3.9790

Abstract

The new status of the English language as an international language (EIL) in the age of globalisation has contributed to a cultural change of focus in English language teaching (ELT). Instead of paying attention to cultural aspects of native English speakers as in traditional English instruction, cultural diversity now plays a key role in the teaching of culture in order to enhance leaners‟ intercultural awareness. To fill this need, this study aims to document EFL learners‟ and teachers‟ attitudes towards local community instruction in which young Thai students learned English whilst being encouraged to take pride in their local culture. In this study, a set of local community-integrated lessons for elementary English education were constructed and subsequently implemented in Grade 4 classes at schools in the northern region of Thailand. Questionnaires were then administered to the students, and semi-structured interviews were also conducted with the school English teachers to elicit their attitudes towards the integrated lessons. The results indicated that young Thai students, along with their English teachers, have highly positive attitudes towards the local community based instruction. This lead to significant implications related to integrating aspects of local cultural identity into ELT practices.
Thainess-based English lessons: Reshaping grassroots English education Kanoksilapatham, Budsaba
Indonesian Journal of Applied Linguistics Vol 8, No 2 (2018): Current Issues in English Language Education: Perspectives, Directions, and Inno
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v8i2.13275

Abstract

In Thailand, the question of how to improve the abilities of English language learners without affecting their Thai identity has arisen. This article reports a study that demonstrates that a series of specifically northern Thainess-based instructions for Grade 4 pupils in northern Thailand could not only teach the pupils about their northern Thainess, but also improve their English vocabulary. A set of northern Thainess-based English lessons as well as the corresponding Thainess and English vocabulary pretests and posttests were designed for use in four elementary schools in the north of Thailand. The pretest and posttest scores on both aspects showed that both the pupils’ appreciation of Thainess and their knowledge of English vocabulary considerably improved. The result suggests the positive effects of this system of learning.  From a pedagogical viewpoint, it seems that the use of such materials may well be used to improve and reshape English language education throughout the country.
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. 
Teacher talk: An empowering resource for EMI teachers across disciplines Kanoksilapatham, Budsaba
Studies in English Language and Education Vol 12, No 2 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i2.41071

Abstract

The increasing demand for English-Medium Instruction (EMI) in universities faces significant challenges, particularly with instructors limited English proficiency impacting speech intelligibility. This study has the goal of exploring the role of teacher talk as a resource to empower 49 Thai EMI university instructors across seven disciplines. Instruments employed included teacher talk as core training materials for the Thai EMI teachers, a pretest and posttest associated with teacher talk for assessing word stress perception and production, a satisfaction survey to evaluate participants feedback on the training, and a focus group discussion to gather qualitative insights on their experiences. The methodology involved a documentary investigation identifying 20 essential teacher talk functions, from which 80 key multisyllabic words were extracted. These words formed the basis for pretest and posttest assessments administered at the trainings start and end. The training emphasized explicit instruction on accurately producing these key words and sentences related to the 20 functions. Following the training, the participants completed the posttest, a production task involving teacher talk utterances, a satisfaction survey, and a focus group discussion. Results revealed a significant increase in test scores, demonstrating the trainings effectiveness in enhancing the participants word stress knowledge. A team competition-based production task further validated their ability to apply these skills practically. Additionally, a mean perception score of 4.62 and positive feedback from the participants provided strong evidence of the trainings success. The study underscores the value of teacher talk as a training resource, highlighting its potential to empower EMI educators across various disciplines for successful classroom instruction.
Co-Authors Attapol Khamkhien Channuan, Paweena