A Study of Teachers’ Speech Acts in Learner-centered Classrooms Using English as a Medium

Abstract

Since 1999, teachers at all levels in Thailand have had to change their role from "knowledge transmitters" to "learning experience organizers" in accordance with educational reform guidelines that emphasize learner-centered learning. This research aims to examine the speech acts of teachers in learner-centered classrooms using English as the medium of instruction which may reflect teachers’ roles in classrooms. The data collection process was conducted by audio-recording of teaching sessions and interviews with three randomly selected Thai teachers teaching English courses to English major students during classroom discussion activities on randomly selected days over the course of one semester. The length of all the recordings, transcribed for analysis, was twenty hours in total. The researchers used Searle's (1969) speech act theory as the framework for data analysis. The result revealed three main categories of speech acts used in learner-centered teaching: Directives, Representatives, and Expressives occurred with frequency respectively. The Directives included eight types, the Representatives six, and the Expressives five. There were no Commissives or Declarations found. The high usage of Directives reflects that the teachers had the intention to encourage learners to construct knowledge independently during classroom activities. This aligns with the role of teachers in learner-centered classrooms as facilitators providing assistance and guidance to students. Moreover, the most frequently used speech act was Explanations, indicating that teachers still have the role of explaining, transferring knowledge, and directing what is correct or useful to the students. The results of this research may contribute to developing teachers' roles towards learners, helping to achieve the goals set by Thailand's educational policies and subsequently impacting the quality of educational management at different levels.