4. Codeswitching in Universities in Thailand and Bhutan

Tayjasanant, Chamaipak; Robinson, Matthew

doi:10.21832/9781783090914-008

Cited by 3 publications

(3 citation statements)

References 6 publications

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“…On the other hand, whereas Tian and Kunschak (2014) reported using the L1 only 9.5% and 11.1% of time in the teacher talk by two Chinese EFL teachers during their lessons to non-English major students in a prestigious university in Beijing, Zhou (2011) found an average of 26.5% and 48.6% of L1 use in terms of time in the teacher talk by two other Chinese EFL teachers over four and five skill-based lessons, respectively, to English majors in another prestigious university in China. The amounts of L1 use in the teacher talk in these studies were attributed to various factors, such as students' willingness to use the TL (Humphries and Stroupe 2014), students' English proficiency (D. Liu et al 2004;Tian and Kunschak 2014;Zhou 2011), teachers' English proficiency (D. Liu et al 2004;Zhou 2011), teachers' beliefs about classroom language use and codeswitching (Tayjasanant and Robinson 2014), teachers' assessments of the cognitive and linguistic demands of reading texts on students (Nagy and Robertson 2009), activity type (Nagy and Robertson 2009), lesson type (Tian and Kunschak 2014;Zhou 2011) and the assessment format of public examinations (D. Liu et al 2004). These factors can be glossed as learner-related (e.g.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Humphries and Stroupe (2014) reported that two Japanese EFL lecturers employed 90% and 72% of time of their teacher talk in the L1 during their respective EFL lesson of a grade 11 class in a community college in Japan. Tayjasanant and Robinson (2014) studied four EFL lessons delivered by two Thai instructors to non-English majors of a university in Thailand, and found that one instructor spent 80.3% of time of her teacher talk in the L1, while another used the L1 32.7% of time in her teacher talk. On the other hand, whereas Tian and Kunschak (2014) reported using the L1 only 9.5% and 11.1% of time in the teacher talk by two Chinese EFL teachers during their lessons to non-English major students in a prestigious university in Beijing, Zhou (2011) found an average of 26.5% and 48.6% of L1 use in terms of time in the teacher talk by two other Chinese EFL teachers over four and five skill-based lessons, respectively, to English majors in another prestigious university in China.…”

Section: Literature Reviewmentioning

confidence: 99%

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Perceived-target-language-use survey in the English classrooms in China: investigation of classroom-related and institutional factors

Yan

Fung

Liu

et al. 2015

Journal of Multilingual and Multicultural Development

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2015): Perceivedtarget-language-use survey in the English classrooms in China: investigation of classroomrelated and institutional factors, Journal of Multilingual and Multicultural Development,This quantitative study investigated the extent and contexts of target language (TL) use in English language classrooms. Participants were 2906 students from seven secondary schools and four universities in the more developed cities in southern China. They were put into five groups according to their educational stage and whether their content subjects were taught in the TL. A 5-point interval scale was used in the questionnaire to elicit responses about the amount of TL use. The mean percentages of TL use reported by different groups were compared using t-test or one-way analysis of variance (ANOVA). How classroom-related factors and institutional factors associated with the amount of TL use in the English-as-a-foreign-language (EFL) classrooms were analysed. Findings include: (1) the amount of TL use dropped significantly from the junior secondary level to the senior secondary level, during which more concerns were given to prepare students for the university entrance exam, (2) a significantly smaller amount of TL use was reported in less well-resourced secondary schools and (3) a significantly larger amount of TL use was reported in the secondary schools and universities if the TL was also used as the medium of instruction for content subjects. Findings have implications for language teaching policy and practice.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Perceived-target-language-use survey in the English classrooms in China: investigation of classroom-related and institutional factors

Yan

Fung

Liu

et al. 2015

Journal of Multilingual and Multicultural Development

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show abstract

“…The role of language in education, in general, and English, in particular, is a key factor that impacts the overall effectiveness of Bhutan's system of governmentrun education [9]. Tayjasanant & Robinson, [10]. Therefore, it was made mandatory to teach all the subjects in English except Dzongkha.…”

Section: Introductionmentioning

confidence: 99%

Benefits of Communicative Method of Teaching Grammar in a Bhutanese Higher Secondary School: A Qualitative Study

Lhadon

Daker

Wangmo

et al. 2023

AJESS

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The effective method to teach grammar to students has been a point of disputation between advocates for language acquisition and linguistics. The study investigated the benefits of the Communicative Method of Teaching Grammar (CMTG) in a Higher Secondary School under Thimphu Thromde. The study was based on the constructivist paradigm and adopted a qualitative case study research design. The study involved twelve students and three English teachers selected purposefully from a Higher Secondary School in Thimphu. The data was collected through one-on-one interviews, Focus group discussions (FGDs), and lesson observations. The data collected was analysed employing the thematic analysis procedure of Creswell & Creswell [1]. The findings revealed the benefits of CMTG. The results showed that the benefits of CMTG included enhancing speaking abilities, fostering creativity, comprehensible input, and the ability for effective communication. This study recommends that English teachers pursue professional development in the Communicative Method of Teaching Grammar (CMTG) and maintain an average class size of 20 to 25 students. This study also suggests providing classrooms with a sufficient variety of technologically advanced instruments. The CMTG should be used to teach grammar to students, and relevant stakeholders in education should provide policy recommendations on how to train in-service and pre-service teachers on its use. The benefits of CMTG could be thoroughly investigated in future studies utilizing a quasi-experimental design.

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English in Thailand

Snodin,

Savski,

Sameephet

2024

The Oxford Handbook of Southeast Asian Englishes

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This chapter describes how English made its journey into Thailand and discusses the changing status of English throughout its history. This includes detailed analysis of the current English language policy and explorations of the current use of English in Thai society. The chapter also describes the possible unique or distinctive forms and functions of Thai English and provides an overview of published studies on English in Thailand and Thai English from 1986 up to 2021. The chapter ends with a discussion about the current and emerging trends of English in Thailand and a prediction what the future might hold for English in the country.

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4. Codeswitching in Universities in Thailand and Bhutan

Cited by 3 publications

References 6 publications

Perceived-target-language-use survey in the English classrooms in China: investigation of classroom-related and institutional factors

Perceived-target-language-use survey in the English classrooms in China: investigation of classroom-related and institutional factors

Benefits of Communicative Method of Teaching Grammar in a Bhutanese Higher Secondary School: A Qualitative Study

English in Thailand

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