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

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.
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.
Improving students' critical thinking skills through the use of the QARED model
(2023) Puttarak, Tharach
Context: The study, conducted in a rural school in Lampang, northern Thailand, targets Grade 12 Science, Mathematics, and English students. It addresses the integration of critical thinking skills with English presentations to develop critical presentation skills. Aims: To enhance students' critical thinking abilities in English presentations, focusing on questioning, assertion, reasoning, evidence, and presentation skills. Methods: Using the 'task-teach-task' approach, the study involved 43 students presenting on the medicinal benefits of perilla seeds, incorporating the QARED model to improve criticality in presentations. Findings: Initially, students struggled to provide reasoning or evidence in their presentations. After implementing the QARED model, all students showed improvement in their ability to reason and provide evidence, enhancing their critical thinking presentation skills. Implications: The QARED model can be effective in fostering critical thinking skills in English presentations.
A breakthrough in grammar lessons!
(2023) Kunna, Patcharin
Context: This study was conducted in a Thai secondary school, focusing on enhancing grammar instruction effectiveness for Grade 11 students. Aims: To investigate challenges in teaching grammar and identify strategies that increase student participation and comprehension during grammar lessons. Methods: The teacher utilized reflective journals, video recordings, and student interviews to assess teaching methods and student engagement. Activities were redesigned to be more interactive and communicative. Findings: Implementing diverse, active learning strategies, such as personalization, online exercises, and collaborative writing, improved student participation and engagement in grammar lessons. Implications: Incorporating varied interactive activities into grammar instruction can foster a more engaging learning environment, encouraging student participation and enhancing understanding of grammatical concepts.
How to improve students' speaking skills?
(2023) Mingsakoon, Pajonsak
Context: This study addresses the enhancement of speaking skills among Grade 12 students in a Thai upper secondary school, focusing on overcoming shyness and lack of confidence in English communication. Aims: The research aimed to explore teaching strategies to improve students' speaking skills, addressing issues related to confidence and shyness during English speaking tasks. Methods: Utilizing Exploratory Action Research, the study employed surveys, focus group discussions, and reflective writing by the teacher to evaluate the effectiveness of teaching strategies in promoting speaking skills. Findings: The implementation of multimedia aids, concept-checking questions, pronunciation practices, and structured speaking activities (including pair and group work) enhanced students' confidence and ability in speaking English. These methods facilitated better understanding and practice of language use in context. Implications: Incorporating multimedia resources, engaging in pronunciation drills, and organizing structured speaking tasks are effective strategies for improving English speaking skills among Thai students. These approaches encourage active participation and help overcome barriers to speaking, such as shyness and lack of confidence.

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