Learning English in the periphery: A view from Myanmar (Burma)

Tin, Tan Bee

doi:10.1177/1362168813505378

Cited by 19 publications

(14 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As a result of the country's political and educational situations, research in ELT in Myanmar, especially classroombased research, is sparse (Tin, 2014). Given the scarcity of publications in the periphery (including Myanmar), this study took the form of a naturalistic classroom-based inquiry in a general English class at a major university in Myanmar.…”

Section: Context Of Myanmarmentioning

confidence: 99%

How Teacher and Grammarly Feedback Complement One Another in Myanmar EFL Students’ Writing

Thi

Nikolov

2021

Asia-Pacific Edu Res

View full text Add to dashboard Cite

Providing feedback on students’ writing is considered important by both writing teachers and students. However, contextual constraints including excess workloads and large classes pose major and recurrent challenges for teachers. To lighten the feedback burden, teachers can take advantage of a range of automated feedback tools. This paper investigated how automated feedback can be integrated into traditional teacher feedback by analyzing the focus of teacher and Grammarly feedback through a written feedback analysis of language- and content-related issues. This inquiry considered whether and how successfully students exploited feedback from different sources in their revisions and how the feedback provisions helped improve their writing performance. The study sample of texts was made up of 216 argumentative and narrative essays written by 27 low-intermediate level students at a Myanmar university over a 13-week semester. By analyzing data from the feedback analysis, we found that Grammarly provided feedback on surface-level errors, whereas teacher feedback covered both lower- and higher-level writing concerns, suggesting a potential for integration. The results from the revision analysis and pre- and post-tests suggested that students made effective use of the feedback received, and their writing performance improved according to the assessment criteria. The data were triangulated with self-assessment questionnaires regarding students’ emic perspectives on how useful they found the feedback. The pedagogical implications for integrating automated and teacher feedback are presented.

show abstract

Section: Context Of Myanmarmentioning

confidence: 99%

How Teacher and Grammarly Feedback Complement One Another in Myanmar EFL Students’ Writing

Thi

Nikolov

2021

Asia-Pacific Edu Res

View full text Add to dashboard Cite

show abstract

“…Thus, by looking at all the common errors, it can be realized that most errors of intermediate students are caused by L1 interference on L2. For learning and teaching English pronunciation in Myanmar context, most of the teachers do not teach English phonetics in their classrooms (Tin, 2013). They thought that it is time-consuming.…”

Section: Discussion and Recommendationmentioning

confidence: 99%

An Analysis of Common Pronunciation Errors Made by Adult Burmese EFL Learners: A Study Taken at the Experts English Language Center in Yangon, Myanmar

Zaw¹

2022

Journal for Research Scholars and Professionals of English Language Teaching

View full text Add to dashboard Cite

This paper examines the common pronunciation errors in segmental features of English pronunciation made by Burmese adult EFL learners in Yangon, Myanmar. The study was conducted at The Experts English Language Center where most Burmese adult EFL learners attend English classes in Yangon, Myanmar. This research paper was written from the view of traditional English pronunciation teaching approach rather than using English as a Lingua-Franca framework in pronunciation teaching. As a traditional English language teaching approach, the pronunciation standard model used in this research to identify the common errors was the British RP (Received Pronunciation) model. The reason is that most Burmese students usually learn English to find work or education opportunities in English speaking countries (Min, 2008). And most English language proficiency tests such as IELTS used Received Pronunciation model in their assessments. Therefore, RP model together with the Read Aloud Test from Ann Baker's Ship or Sheep Pronunciation book were used to answer the research questions. The results were interpreted qualitatively with a consideration of reliability, suitability and validity. After common errors were identified, the root causes of those errors were highlighted with suitable recommendations for both English teachers in Myanmar and future researchers.

show abstract

“…As for future research in teaching reading comprehension, any kind of teaching methods can be used in the framework of a reflective teaching model and allow teachers to examine their effectiveness. Classroom research about ELT in Myanmar is scant (Tin, 2014), and thus, this classroom research using the RBRT approach is useful in improving the ELT teaching learning process in Myanmar. In the Myanmar context, teacher educators and decision makers of the government soundly believe that English language teaching and its trainings are regarded as one main pillar of promoting the national education system (Soe, 2015).…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of the reflection-based reciprocal teaching approach for reading comprehension achievement in upper secondary school in Myanmar

Magyar

Habók

2021

Asia Pacific Educ. Rev.

View full text Add to dashboard Cite

This study investigates the effectiveness of the reflection-based reciprocal teaching (RBRT) approach for Myanmar upper secondary school students’ reading comprehension in English. In the RBRT approach, the main frame is based on the reflective teaching model for reading comprehension (Oo and Habók in Int Electron J Elementary Educ 13(1):127–138, 2020), in which the reciprocal teaching method (involving questioning, clarifying, summarizing, and predicting) was applied. This study used cluster randomized trials. Two groups participated in the research: the experimental group, who were taught with the RBRT approach, and the control group, who were taught with traditional methods. Results showed that the RBRT approach has a strong effect on students’ English reading comprehension achievement. The experimental group increased its achievement on the posttest significantly, and the students’ results showed high effect size. It was also found that teachers’ reflection on the instructional context had a considerable impact on raising students’ reading comprehension achievement. The RBRT approach can be successfully applied in the classroom environment to develop students’ reading comprehension in English in Myanmar.

show abstract

Learning English in the periphery: A view from Myanmar (Burma)

Cited by 19 publications

References 24 publications

How Teacher and Grammarly Feedback Complement One Another in Myanmar EFL Students’ Writing

How Teacher and Grammarly Feedback Complement One Another in Myanmar EFL Students’ Writing

An Analysis of Common Pronunciation Errors Made by Adult Burmese EFL Learners: A Study Taken at the Experts English Language Center in Yangon, Myanmar

Effectiveness of the reflection-based reciprocal teaching approach for reading comprehension achievement in upper secondary school in Myanmar

Contact Info

Product

Resources

About