Using the Flipped Model to Foster Thai Learners’ Second Language Collocation Knowledge

Suranakkharin, Todsapon

doi:10.17576/3l-2017-2303-01

Cited by 25 publications

(39 citation statements)

References 24 publications

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“…Possible answers might be that the errors occurred because the students were unaware of contexts when selecting the appropriate prepositions or they might have lacked the knowledge about some aspects of collocations, i.e., "adjective + preposition" or "verb + preposition." Another possible cause could be in accordance with the study of Suranakkharin (2017). He found that collocation competence was one of the problematic learning areas of Thai university students.…”

Section: Translation Error Analysissupporting

confidence: 59%

Critical Reading Skills and Translation Ability of Thai EFL Students: Pragmatic, Syntactic, and Semantic Aspects

Sriwantaneeyakul¹

2018

ELT

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Translation ability requires many language skills to produce an accurate and complete text; however, one important skill, critical reading in the research, has been neglected. This research, therefore, employed the explanatory sequential mixed method to investigate the differences in Thai-English translation ability between students with a high level of critical reading skill and students with a low level of critical reading skill, and to examine the relationship between translation ability and critical reading skill. Moreover, translation error analysis, with four main aspects, pragmatic, syntactic, semantic, and miscellaneous errors, was also conducted to explore the dominant translation errors committed by both groups of students. To this end, the participants of the study were 60 English major students from a Thai university. The results of the study showed that there was a significant difference in Thai-English translation ability between the students with a high level of critical reading skill and the students with a low level of critical reading skill, and a significant correlation between translation ability and critical reading skill. In the translation error analysis, the semantic aspect, particularly the wrong use of words, was found to be the most frequent error committed by both groups of students.

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Section: Translation Error Analysissupporting

confidence: 59%

Critical Reading Skills and Translation Ability of Thai EFL Students: Pragmatic, Syntactic, and Semantic Aspects

Sriwantaneeyakul¹

2018

ELT

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“…Although assignment instructions were made available in what were deemed highly visible parts of the interface, some students may have required additional guidance in navigating it. Additional guidance may have also been necessary because it has been noted Thai students may not be used to operating on their own in an active learning context, such as one created by using a flipped classroom approach (Suranakkharin, 2017;Thaichay & Sitthitikul, 2016). Suranakkharin (2017), in a study of using the flipped classroom approach to help Thai EFL learners master English collocations, discussed the importance of having a facilitator in the success of flipped classroom instruction and subsequent student perceptions.…”

Section: Discussionmentioning

confidence: 99%

Insights From the Implementation of a Flipped Classroom Approach With the Use of a Commercial Learning Management System

Lakarnchua¹,

Balme²,

Matthews³

2020

Turkish Online Journal of Distance Education

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As an option to help cope with challenges such as differing student needs, lack of student interest, and limited contact hours, the commercial learning management system (LMS) Blackboard was used to support a flipped classroom approach in a first-year English as a foreign language course at a large Thai public university. The aims of the study were to determine students' perceptions of the course and how it affected their second language writing anxiety, in order to improve later versions of the course. Data were collected over the course of two non-consecutive measures from 272 participants in the first semester and 141 in the second. Data on students' perceptions and anxiety were collected using a questionnaire and the Second Language Writing Anxiety Inventory (Cheng, 2004). After quantitative and qualitative analysis, results showed that participants' second language writing anxiety was not significantly affected by the modified course. Their perceptions of the course appeared to be impacted by technological difficulties that occurred. The results seem to indicate that frustration with technology should be of greater concern when attempting to utilize an LMS or similar platform.

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“…One of these approaches include the use of flipped teaching, where the learning materials are delivered outside class time through interactive means, and class times are solely used for practice. Suranakkharin (2017) revealed that students who attended flipped classes have higher English collocations in the post-tests than in the pre-tests. However, results of the post-tests reveal that the outcomes of flipped and conventional classrooms do not substantially differ.…”

Section: Other Strategies Used To Address Collocational Competencementioning

confidence: 97%

“…Besides the corpus-based and traditional methods used to address collocational competence, some researchers (Suranakkharin, 2017;Nagy, 2020;Özcan & Kert, 2020;Ginanti, 2020) proposed other methodologies that can help counter the lack of collocational competence amongst English language learners.…”

Section: Other Strategies Used To Address Collocational Competencementioning

confidence: 99%

Collocational Competence as a measure of ESL / EFL Competency: A Scoping Review

Tan

Azmi

2021

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The purpose of this review is to identify the appropriate strategies or methodologies that can help address those problems related to collocational competence amongst English as a Second Language (ESL) and English as a Foreign Language (EFL) learners. The topic of collocational competence needs to be explored given that having collocational competence would advantage language learners to attain second or foreign language fluency. Collocational competence is in fact a reliable indicator of high language proficiency level. Numerous studies that explored collocational competence found that most learners are still facing difficulties in mastering different types of collocations. This problem seems unending despite major advancements in teaching technologies. Therefore, new and exciting ways of learning and teaching collocations that cater to students' individual needs and that are useful for teachers should be devised. A scoping review protocol was established for this study. A total of 21 articles from 2010 to 2020 were qualitatively synthesised. Of the 21, nine articles on corpus-based methodology, eight articles on traditional methods of teaching collocations and three articles discussing other relevant learning and teaching strategies that focus on solving the problem of lack of collocational competence were isolated and analysed. The findings suggested that implementing an indirect corpus approach in language classrooms may be the most suitable and practical approach that can cater to almost all levels of proficiency whilst consuming a limited amount of resources. The use of corpora in language classrooms is beneficial as it also offers reliable references for learners to explore and for teachers to adopt and teach.

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Using the Flipped Model to Foster Thai Learners’ Second Language Collocation Knowledge

Abstract: In recent years, interest in flipped classrooms

Cited by 25 publications

References 24 publications

Critical Reading Skills and Translation Ability of Thai EFL Students: Pragmatic, Syntactic, and Semantic Aspects

Critical Reading Skills and Translation Ability of Thai EFL Students: Pragmatic, Syntactic, and Semantic Aspects

Insights From the Implementation of a Flipped Classroom Approach With the Use of a Commercial Learning Management System

Collocational Competence as a measure of ESL / EFL Competency: A Scoping Review

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