Journal of Asian Language Teaching and Learning (Online)

Study of Phetchabun Rajabhat University Second and Third Year Students’ Listening and Speaking Difficulties in English Language

Ricky Lemons, Asst. Prof. Dr. Samran Tao-ngoen (Author) — Fri, 30 Aug 2024 00:00:00 +0700

This study aimed to explore the English listening and speaking problems and the origins of these problems among PCRU second and third year English major students. A mixed method of qualitative and quantitative research, with the data being calculated using SPSS, was conducted to anonymously investigate 35 student participants from the second- and third-year students studying in the second semester of the academic year 2023-2024 at PCRU, Phetchabun, Thailand. The research questions ask: (a) Which listening comprehension problems arise while students are learning English? (b) Difficult problems with PCRU second- and third-year English major students' listening comprehension of English. (c) The main causes of the English listening and speaking problems that students encountered.

The findings indicated that 1). PCRU second- and third-year students' difficulties in listening to English. There were 17 items, all consisting of negative output. There were 4 items regarding English listening problems that the students rated as high levels of problems: (a) a limited amount of vocabulary; (b) a limited meaning of vocabulary; (c) speed of speech; and (d) accent of speech. 2). Speaking of issues among PCRU second- and third-year English major students, there were 15 items, all consisting of negative output. There were 4 items regarding English speaking problems that the students rated as high levels of problems: (a) limited meaning of vocabulary, (b) limited amount of vocabulary, (c) being too shy, and (d) pronunciation of words.

The World Cultural Content Analysis of English in an TOEIC Commercial Self-Access Material

Karnlapin Rodjanagosol (Author) — Fri, 30 Aug 2024 00:00:00 +0700

This research aims to investigate the cultural components pertaining to World English as they are presented in the listening and reading segments of a self-directed TOEIC study resource. This is qualitative research. The samples were two TOEIC textbooks: Tactics for the TOEIC Test- Reading and Listening Test, and Introductory Course: Student's Book (P) Essential Tactics and Practice. The research tool was a check-list. Data were collected and then analyzed by content analysis. The findings revealed that the study resource includes a variety of accents, such as American, British, and Australian. However, accents from non-native English-speaking countries are underrepresented. The listening materials often refer to cultural practices, holidays, and idiomatic expressions common in the US and UK, with occasional mentions of Australian contexts. Scenarios in the listening exercises predominantly feature business meetings, customer service, and social interactions typical of the western settings. Language Use found that Vocabulary and idiomatic expressions are largely drawn from American and British English, with some Australian terms. Compared to resources for IELTS or TOEFL, which may include a broader range of accents and cultural references, the TOEIC materials seem somewhat limited in their representation of World English.

Needs Analysis of Learning English in Support of Fine Arts Purposes for Undergraduate Students in Western Bangkok

Fri, 30 Aug 2024 00:00:00 +0700

The objectives of this research were to: (1) examine the scope of content required for the subject of English for Specific Purposes (ESP) in the fine arts; (2) investigate the background, current conditions, and expectations regarding the study of ESP in the fine arts; and (3) study opinions on the measurement and evaluation of learning outcomes in the ESP subject of the fine arts. The study employed a survey methodology to collect quantitative data. Using a simple random sampling technique, we selected 200 students from the Faculty of Fine and Applied Arts at Bangkokthonburi University, out of a total population of 680 students in the Faculty of Fine and Applied Arts in Western Bangkok. The research utilized two questionnaires as instruments, and the data were analyzed using basic statistical methods, including percentage (%), mean (), standard deviation (S.D.), and priority needs index (PNI Modified). The findings were as follows: 1. Scope of Content: The analysis revealed that key informants highly valued three specific content areas: (a) describing processes and procedures (= 4.45, S.D. = 0.60), (b) marketing and future trends (= 4.30, S.D. = 0.86), and (c) portfolio development ( = 4.15, S.D. = 0.81). 2. Background, Current Conditions, and Expectations: The students self-assessed their English proficiency levels as follows: A2 Pre-intermediate (95 students, 47.50%), A1 Beginner (49 students, 24.50%), B1 Intermediate (32 students, 16.00%), and B2 Upper-Intermediate (24 students, 12.00%). The students identified speaking as the most critical need in terms of current conditions and expectations regarding language skills (PNI Modified = 0.05), followed by listening and writing (PNI Modified = 0.04). The students perceived reading as the least critical skill (PNI Modified = 0.01). 3. Opinions on Measurement and Evaluation: The students expressed high satisfaction with self-evaluation during the learning process = 4.04, S.D. = 0.95), peer evaluations (= 3.80, S.D. = 0.94), and taking official tests to measure learning outcomes (= 3.63, S.D. = 0.87).

Gamification's Role in Enhancing Vocabulary Acquisition for Adult English Learners

Karnlapin Rodjanagosol (Author) — Fri, 30 Aug 2024 00:00:00 +0700

Gamification, the integration of game design elements into educational contexts, has gained widespread recognition for its potential to enhance learning, particularly in language education. This study investigates the impact of gamification on vocabulary acquisition among adult beginners learning English, a demographic that often encounters challenges related to motivation and engagement. Adult learners, unlike younger students, tend to juggle multiple responsibilities such as work and family, making the learning process more challenging. Consequently, traditional language learning methods may fail to maintain their motivation, resulting in slow progress and a high dropout rate.

By incorporating game mechanics such as rewards, leaderboards, and interactive challenges, this study aims to create a more engaging and effective learning environment for adult learners. The research, grounded in theories by Deterding et al. (2016) and Hamari et al. (2016), focuses on how adult learners can benefit from these innovative methods in ways that traditional methods may not address. A gamified intervention that includes point scoring, level progression, and instant feedback was implemented for a cohort of adult English learners. The study utilized both quantitative and qualitative methods, including pre- and post-intervention vocabulary tests, surveys, and interviews, to assess improvements in vocabulary retention, motivation, and engagement.

Preliminary findings indicate that gamification substantially enhances vocabulary retention compared to traditional methods, supporting the hypothesis that gamification is an effective tool for language education. The results suggest that gamification not only increases engagement but also improves vocabulary acquisition, providing a more interactive and rewarding learning experience. This study adds to the growing evidence supporting gamification and suggests further research on its long-term impacts and effectiveness across different demographics and educational contexts.

An Analysis of Factors Having Impacts on Translation from the Thai Language (L1) to the English Language (L2) in the Group of First-Year Students Studying English for Communication Programme at Thaksin University

Nitikorn Thammakhan (Author) — Fri, 30 Aug 2024 00:00:00 +0700

For the first-year students enrolled in the English for Communication Programme at Thaksin University, translating from Thai to English presents significant challenges in today's contexts. Most of the students frequently encounter various difficulties and obstacles in the translation processes. Consequently, this scholarly article investigates the translation challenges experienced by the first-year students studying English for Communication Programme at Thaksin University. The apparent objective of this academic article aims to analyze factors having impacts on translation from the Thai language (L1) to the English language (L2) in the group of first-year students studying English for Communication Programme. The academic article is composed of five sections: (1) an introduction; (2) an introduction to the Thai language (L1) and the English language (L2); (3) the differences and errors commonly found in syntax between the Thai language (L1) and the English language (L2); (4) translation problems and translation ambiguity; and (5) a conclusion. While translation problems are inevitable due to the complexities of Thai and English as well as cultural differences, they can be alleviated through skilled translation practices, technological advancements, cultural sensitivity, and effective collaboration between instructors and learners.