Promoting pre-service EFL teacher reflection: An investigation of reflection levels in Thai context

Swatevacharkul, Rosukhon

doi:10.17509/ijal.v9i2.20244

Cited by 4 publications

(3 citation statements)

References 14 publications

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“…Moreover, reflection training should aim at turning students into critical friends. Indeed, critical friends can provide both productive feedback and emotional support (Swatevacharkul, 2019). This means that collaborative learning should be a part of the teaching and learning activities in the English public speaking classrooms.…”

Section: Figure 5 the Reflection Process In The Alpmentioning

confidence: 99%

The effect of autonomous learning process on learner autonomy of English public speaking students

Boonma

Swatevacharkul

2020

Indonesian J. Appl. Linguist.

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Buta The objectives of this study were to examine the effect of the autonomous learning process (ALP) on learner autonomy of undergraduate students in English public speaking class and its effect size; and to explore how learner autonomy is revealed through the ALP. This study employed a variant of a mixed-methods approach, which is an embedded experimental design. Employing the cluster sampling method, nineteen Thai students were included. The students were trained in the ALP based on the four dimensions of learner autonomy (technical, psychological, political-critical, and sociocultural.) Quantitative data were collected from the Learner Autonomy for Public Speaking (LAPS) questionnaires and analyzed by the dependent samples t-test. Qualitative data were drawn from the Overall Written Reflections, and thematic content analysis was used to analyze the data. The findings revealed that the level of students’ learner autonomy in the post-questionnaire significantly increased from the pre-questionnaire (p = 0.00). Its effect size is large (d = 1.28), and learner autonomy, as revealed through the ALP, can be classified into five emerging themes. The themes are (1) use and plans of the learning strategies, (2) evaluation of learning and learning strategies, (3) capacity to provide and accept praise and criticism, (4) increased positive emotions and (5) sense of awareness and a better understanding of self. Recommendations for further study are provided.The objectives of this study were to examine the effect of the autonomous learning process (ALP) on learner autonomy of undergraduate students in English public speaking class and its effect size; and to explore how learner autonomy is revealed through the ALP. This study employed a variant of a mixed-methods approach, which is an embedded experimental design. Employing the cluster sampling method, nineteen Thai students were included. The students were trained in the ALP based on the four dimensions of learner autonomy (technical, psychological, political-critical, and sociocultural.) Quantitative data were collected from the Learner Autonomy for Public Speaking (LAPS) questionnaires and analyzed by the dependent samples t-test. Qualitative data were drawn from the Overall Written Reflections, and thematic content analysis was used to analyze the data. [A1] The findings revealed that the level of students’ learner autonomy in the post-questionnaire significantly increased from the pre-questionnaire (p = 0.00). Its effect size is large (d = 1.28), and learner autonomy, as revealed through the ALP, can be classified into five emerging themes. [A2] The themes are (1) use and plans of the learning strategies, (2) evaluation of learning and learning strategies, (3) capacity to provide and accept praise and criticism, (4) increased positive emotions and (5) sense of awareness and a better understanding of self. Recommendations for further study are provided. [A1]S-V agreement [A2]Emerging themes or emerging themes, or emergent themes?

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Section: Figure 5 the Reflection Process In The Alpmentioning

confidence: 99%

The effect of autonomous learning process on learner autonomy of English public speaking students

Boonma

Swatevacharkul

2020

Indonesian J. Appl. Linguist.

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“…Communicative Approach has been trained for teaching and learning. Schools and teachers focus on teaching and learning for exams, so they also use traditional teaching rather than focusing on communication skills, teaching processes or techniques is not adapted to learners, leaving learners in short of opportunities to develop or practice their English communication skills [15], [18].…”

Section: Introductionmentioning

confidence: 99%

Rethinking active learning program for primary English teachers through connoisseurship technique

Nuangchalerm

Kulachit

2021

EduLearn

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From the importance of Englishin world of internationally communicated, the problems of learning management in each area seems to be differenced, language and culture are needed for recognizing, active learning is called for effectiveness instruction, and primary English teachers need to prepared in modern classroom. This research employed evaluative research to employ active learning for primary English teachers through professional program. Data were collected by setting a connoisseurship technique. Seven experts are appointed and read carefully a tentative program for primary English teachers. The connoisseurship technique allowed all experts share their experiences and ideas to promote active learning in freely. Video recording and note taking were recorded during the validation activity. Active learning program for primary English teachers is approved before implementation in different school contexts. The uncertainty situations, COVID-19 pandemic may be affected to schooling, teachers have to redesign lesson. The implementation though active online learning is needed to discuss and rethinking how it be effectively in authentic classroom.

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“…As stated in Zulfikar (2019), Donald Schön extending Dewey's concept, posited three types of reflection: reflection on, in and for action. Reflection on action is conducted to identify one's previous practice in order to improve future action (Schön, 2017). Reflection in action is teachers' consciousness of their ongoing practices.…”

Section: Introductionmentioning

confidence: 99%

Reflective Practice as Tools to Explore in-Service Teachers’ Beliefs and Classroom Practices: Indonesian Efl Teachers’ Voices

Saputra

Suherdi

Rodliyah

2020

J. appl. linguist. lit.

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Reflective practice is widely acknowledged as the most effective means to create effective teacher who wants to have better understanding of their works. It has been explicitly stated in western academic teacher education curriculum due to its significant impact on constructing life-long learning for teachers. However, this beneficial contribution of teachers’ professional development is not growing within the context of English as a foreign Language (EFL) teaching. Accordingly, this descriptive qualitative research aimed at (1) investigating teachers’ beliefs in teaching and learning English by utilizing reflective tools, and (2) attempting to identify whether or not their beliefs are implemented in their practices in which the reasons will also be explored. The data were gathered through interviews and classroom observations as the main source. Three English teachers were investigated to elicit their beliefs about teaching and learning. The findings showed years of teaching experiences and past experiences as a learner are the most arisen theme in which the initial facet strongly affects the way they perceive teaching, and the latter occurrence theme indirectly shape the teachers’ beliefs. As regards to the relation of their practices and their stated belief, however, not all of their beliefs were implemented in the classroom due to several factors such as the students’ factors, time-constraint, and the school obligations.

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Promoting pre-service EFL teacher reflection: An investigation of reflection levels in Thai context

Cited by 4 publications

References 14 publications

The effect of autonomous learning process on learner autonomy of English public speaking students

The effect of autonomous learning process on learner autonomy of English public speaking students

Rethinking active learning program for primary English teachers through connoisseurship technique

Reflective Practice as Tools to Explore in-Service Teachers’ Beliefs and Classroom Practices: Indonesian Efl Teachers’ Voices

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