10.17576/3L-2016-2203-10

Tayjasanant, Chamaipak; Suraratdecha, Sumittra

doi:10.17576/3l-2016-2203-11

Cited by 10 publications

(7 citation statements)

References 10 publications

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“…In the realm of English as a Foreign Language (EFL) education, the notion of learner autonomy (LA) has gained a central place. It is because LA has been proved to be one of the driving factors affecting success in EFL learning (Hsieh & Hsieh, 2019;Liu, 2016;Rahman & Suharmoko, 2018;Tayjasanant & Suraratdecha, 2016;Tran, 2020). Undoubtedly, having autonomy greatly contributes to success in EFL learning (Hsieh & Hsieh, 2019;Koirala, 2020;Orawiwatnakul & Wichadee, 2017;Tayjasanant & Suraratdecha, 2016;Tran, 2020).…”

Section: Introductionmentioning

confidence: 99%

Learner Autonomy in EFL Online Classes in Indonesia: Students’ Voices

Yosintha

Yunianti

2021

lkw

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While learner autonomy has proved to be one of the determinants of successful language learning, little has been scrutinized when implemented in EFL online learning settings. This study aimed to investigate learner autonomy in English as a Foreign Language (EFL) online classes as viewed from the students’ standpoints. Through a mixed-method approach, the researchers collected data both quantitatively and qualitatively using questionnaires and interviews. As many as 513 students from 8 universities across Indonesia filled out the questionnaires, and 10 of them were interviewed to corroborate the findings. The quantitative data were converted into percentages, while the qualitative ones were analyzed using content analysis by categorizing them into themes, coding, and evaluating to find connections. The findings show that most students (80.5%) had positive attitudes towards their autonomy during English online learning, as indicated in their motivation to be self-reliant. Even so, this positive attitude did not imply satisfactory learning outcomes, for there were only 18.5% of the students who got an A in their English course. To make learner autonomy impact achievement, lecturers could take pedagogical measures, such as encouraging peer-tutoring, selecting interesting and easy-to-use online learning platforms, and implementing the Project-Based Learning model. These findings imply that teachers should be more thoughtful in selecting learning activities and settings that could stimulate the development of learner autonomy.

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Section: Introductionmentioning

confidence: 99%

Learner Autonomy in EFL Online Classes in Indonesia: Students’ Voices

Yosintha

Yunianti

2021

lkw

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“…With these, the 50 percent -50 percent Hybrid Classroom is the proposed hybrid-learning model. especially the Thai students who are still used to the lecturer 's guidance and support (Tayjasanant & Suraratdecha, 2016). Although 70 percent -30 percent hybrid classroom demonstrated a significant difference in the aspects of high order thinking and integrative learning in ENG102 experimental group based on self-survey questionnaires, the ENG103 50 percent -50 percent experimental groups gained significant difference in academic performance based on course assessments.…”

Section: Discussionmentioning

confidence: 94%

Hybrid learning for the digital natives: Impacts on academic performance and learning approaches

2022

KJSS

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Multitudes of relevant learning modalities have been heavily researched in higher education, seeking effective curricular delivery to address surface learning and the demands of the industries. One of the trends in 21st-century teaching and learning is hybrid learning. Hence, this study aimed to find out if hybrid learning makes a significant difference in students' academic performance and learning approaches in the delivery of English academic courses at an international university in Bangkok, Thailand. This study employed the factorial research method and two types of a hybrid classroom, which were 50 percent -50 percent and 70 percent -30 percent modalities. The effectiveness of the modalities was measured through students' scores in pretest and posttest of Deep Learning Survey Questionnaires and academic performance that demonstrate the three dimensions of deep learning (high order thinking, integrative, and reflective learning). The results showed that the 50 percent -50 percent hybrid learning modality made a significant difference in students' academic performance compared to 70 percent -30 percent hybrid learning modality. However, based on the self-survey questionnaires, 70 percent -30 percent showed a significant difference. This means that self-survey scores do not reflect students' actual academic performance. Based on the findings, it can be inferred that 50 percent -50 percent hybrid learning made a significant difference in academic performance; hence, it is the proposed hybrid-learning model. These results might be useful in the development of a technologyintegrated curriculum in higher education to address the required skills of 21st century graduates.

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“…However, communicating in English places a large burden on a number of Thai students (Pitsuwan, 2014;Prappal, 2003). Such a burden potentially derives from various factors; for example, learning strategies (Oxford, 2003), methods of teaching (Tayjasanant & Suraratdecha, 2016), or syllabus design (e.g., Abhakorn, 2017;Rattanaphumma, 2012).…”

Section: Background Of the Studymentioning

confidence: 99%

The Development of STEP, the CEFR-Based English Proficiency Test

Sridhanyarat¹,

Pathong²,

Suranakkharin³

et al. 2021

ELT

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This study aimed at developing the Silpakorn Test of English Proficiency (STEP), in alignment with the Common European Framework of Reference for Languages (CEFR), and in accordance with the theoretical framework established by Alderson et al. (2006). Four major steps were involved in the test construction. First, English language lecturers who served as content specialists were asked to design can-do statements presented in the CEFR. Then the specialists designed the test specification based on the can-do statements. Four skill areas: listening, semi-speaking, reading, and semi-writing were targeted as the test construct. At this juncture, the content specialists were required to write test items in accordance with the test specification. Next, the test items constructed were determined for their validity and reliability. Finally, a standard setting was carried out. The results demonstrated that the framework offered by Alderson et al. (2006) served as an effective reference document for developing the STEP. In terms of validity and reliability, the STEP was of statistical significance, that is, it could be aligned with the CEFR levels and measure test takers’ English proficiency at a specific CEFR level. The current findings provide useful insights for test developers or researchers who wish to design proficiency tests in alignment with the CEFR.

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10.17576/3L-2016-2203-10

Abstract: ABSTRACT

Cited by 10 publications

References 10 publications

Learner Autonomy in EFL Online Classes in Indonesia: Students’ Voices

Learner Autonomy in EFL Online Classes in Indonesia: Students’ Voices

Hybrid learning for the digital natives: Impacts on academic performance and learning approaches

The Development of STEP, the CEFR-Based English Proficiency Test

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