TRANSITIONAL LEARNING EXPERIENCES AND ADJUSTMENT CHALLENGES OF FIRST-YEAR ENGLISH MAJOR STUDENTS AT A THAI PUBLIC UNIVERSITY
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Abstract
This study employed an explanatory sequential mixed-methods design to investigate the transition-related challenges encountered by first-year English major students at a public university in Thailand. The ecological approach to language learning proposed by van Lier, L. was adopted as the theoretical framework. Quantitative data were collected from 93 students through a 20-item questionnaire with a reliability coefficient of .942. Subsequently, qualitative data were elicited using semi-structured interviews with 19 students. The collected data were analyzed using means, standard deviations, and deductive thematic analysis. Quantitative findings revealed that social-emotional adjustment challenges had the highest mean among the three domains ( = 3.61, S.D. = 0.72). This was followed by learning and technology-related challenges (
= 3.49, S.D. = 0.71) and English language and academic challenges (
= 3.27, S.D. = 0.69), respectively. Students’ overall perceived adaptation challenges across all three domains were rated at a high level (
= 3.41, S.D. = 0.61). The qualitative findings helped explain the reasons underlying the challenges identified in the quantitative results, reflecting the interplay between the learning opportunities afforded by the unfamiliar learning ecology (Affordance) and students’ capacity to make use of those opportunities (Agency). Overall, this study underscores the importance of developing academic, technological, social, and emotional support to promote students’ successful transition to tertiary education.
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References
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