Exploratory Action Research in Thai Schools

Permanent URI for this collection

https://hdl.handle.net/20.500.14069/698

This collection contains the accounts of 12 Thai English as foreign language (EFL) teachers who teach in primary and/or secondary schools in Thailand and were involved in a six-month-long British Council Exploratory Action Research (EAR) pilot project. The project arose as a result of the Ministry of Education (MoE)’s proposals for teacher professional development. Part of the MoE’s objectives was for teachers to be equipped to carry out classroom investigations with a view to becoming more self-directed agents of change who could meet and resolve classroom challenges through research. However, it was recognised that teachers are not necessarily trained or experienced in conducting research, and it is important to provide them with support when beginning classroom investigations.

To this end, the British Council in Thailand in combination with King Mongkut's University of Technology Thonburi, decided to pilot a small-scale capacity-building programme. The programme was offered online over a period of nine months in 2022-23. There were two stages:

a research phase during the first four months, where participating teachers attended six online workshops to introduce them to EAR, and they were also mentored in one-on-one sessions as they did their research.
a dissemination stage where teachers were supported to present their research at the international Thai TESOL Conference, followed by writing up their research for publication.

The mentoring aspect of the programme was considered very important, as one intended outcome is to build up a body of local school and university-based mentors who have experience in EAR and who can act in the future to support other practitioners who wish to conduct classroom research in Thailand.

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Now showing 1 - 5 of 12

Perceptions of students and issues in teaching and learning writing
(2023) Tharamanit, Anuchit
Context: At Takpittayakhom School in Tak Province, Thailand, this study explores the challenges Year 12 students (17-18 years old) face in writing English, particularly grammatical accuracy and sentence construction. Aims: To improve students' grammatical competence in writing through task-based language teaching and the GPAS 5 Step model, focusing on collaborative group work. Methods: The study employed video recordings, attitude questionnaires, and observation forms to investigate students' attitudes towards English writing, common grammatical errors, and difficulties in free writing tasks. Findings: Students struggled with thinking in Thai and writing in English, experiencing high levels of uncertainty and foreign language anxiety. Main difficulties included grammar (83.33%), vocabulary (64.58%), and word choice (18.75%). The preferred feedback method was teacher corrections. Implications: The study highlights the value of engaging and supportive teaching strategies to address grammatical and vocabulary challenges. Promoting group work, providing clear feedback, and using task-based activities can enhance students' writing skills and reduce anxiety.
Students' difficulties in learning vocabulary in reading and writing classes
(2023) Woodeson, Kanchanokchon
Context: This study was conducted at Ammartpanichnukul School in Krabi Province, Thailand, focusing on Grades 10-12 students (16-18 years old). It explored students' difficulties in learning vocabulary for reading and writing classes in an environment rich in domestic and international tourism. Aims: To enhance students' vocabulary acquisition, aiming to speed up the understanding of word meanings and improve reading comprehension skills. Methods: Focus group discussions, peer observations, and reflective journals were employed to understand students' learning methods and the effectiveness of various vocabulary teaching strategies. Findings: Students used a variety of methods to improve their vocabulary, including internet surfing, watching movies, and doing online exercises. Innovations in teaching strategies, such as using pictures for word meaning association and activities for understanding word forms and pronunciation, led to students understanding difficult vocabulary without dictionaries and correctly using vocabulary in sentences, although idiomatic expressions remained challenging. Implications: Effective vocabulary teaching may require engaging, multifaceted approaches that include visual aids, morphological instruction, pronunciation practice and reference to students' interests and everyday life.
What strategies improve students confidence to speak in the target language?
(2023) Bhurampawe, Bhunnarak
Context: This study takes place in Kuthong Phitthayalai School, a rural upper secondary school in Khon Kaen, Thailand. It focuses on Grade 11 students (17 years old) who have shown reluctance to participate in speaking activities in English, despite studying the language since Grade 7. Aims: To explore the reasons behind students' hesitance to speak English, to evaluate the effectiveness of various speaking activities, and to identify strategies to boost their confidence in speaking English. Methods: The teacher employed reflective journals, observation forms, and focus group interviews over a three-week period to assess students' attitudes towards speaking English and the challenges they face. Findings: Students enjoyed speaking English in game-based activities but were hesitant to speak individually due to fear of making mistakes and a lack of confidence in their language skills. Strategies such as brainstorming, group work, and focusing on familiar topics helped increase their confidence. Implications: Incorporating interactive and familiar context-based activities, along with peer support, can enhance students' confidence in speaking English. Encouraging group work and using a variety of engaging methods to practice speaking can improve language learning outcomes.
How to enhance students' writing skills?
(2023) Juiboonmee, Menada
Context: This research was conducted in a rural school in Thailand, focusing on Grade 12 students (17-18 years old) to address challenges in English writing skills. Aims: The study aimed to enhance students' writing skills, specifically targeting their ability to write accurately and expressively in English. Methods: Employing questionnaires, peer observations, and reflective journals, the research explored students' preferences in writing tasks, reasons behind writing errors, and feelings about sharing written experiences. It also examined the teacher's role in supporting accurate writing through a process-writing approach. Findings: Students preferred writing tasks that were relatable to their lives and expressed difficulties in using vocabulary and syntax effectively. A process-writing approach, which included pre-writing, drafting, revision, editing, and sharing stages, improved students' vocabulary acquisition and writing confidence. Implications: The study highlights the effectiveness of the process-writing approach in improving students' writing skills and suggests the need for vocabulary support, practice, and detailed feedback in the classroom.
How to improve students' pronunciation skills?
(2023) Muprasert, Pheerapol
Context: In a primary school in Samut Sakhon Province, Thailand, Grade 4 to 6 students (10-12 years old) faced difficulties in pronouncing the letters of the English alphabet correctly. Aims: The study aimed to improve students' pronunciation of English letters/sounds, focusing on overcoming interference from their mother tongue and the complexities of the English spelling system. Methods: The teacher employed focus group discussions, classroom observations, and a reflective journal to evaluate the effectiveness of pronunciation teaching strategies, including minimal pairs and final consonants practice. Findings: The interventions led to significant improvements in students' ability to accurately match letters of the alphabet with their corresponding sounds, with two-thirds of the class showing progress. Almost all students reported increased satisfaction and confidence in their pronunciation skills. Implications: Systematic pronunciation instruction, incorporating warm-up activities, flashcards with minimal pairs, and explicit teaching on the use of lips, mouth, and breathing for pronunciation, can enhance learners' pronunciation skills and confidence.

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