Teachers’ Perceptions for Teaching English in the Near Future
Article Sidebar
เผยแพร่แล้ว:
ธ.ค. 1, 2018
Main Article Content
บทคัดย่อ
A shift of a world to a digital era drives everything to move on, and teaching English is one of those moves. As the time passes by, various influences make some changes to ELT methodologies. This study aims to investigate how teachers perceive English language teaching (ELT) from the past to the present in relation to changes and factors causing those changes as well as what ELT will be like and how teachers prepare themselves for ELT in the near future. Twelve teachers of English in Pathumthani participated in this study. The data were collected through semi-structured interviews, then analyzed, transcribed and categorized into themes. The teachers concluded that the increased implementation of educational technology has contributed to the change in the way English has been taught compared to that of the previous years. However, the changes of ELT projected for the future were categorized into 3 themes: technology, student and teacher. The results showed that technology will be increasingly integrated in English language teaching. In addition, the teachers pointed out that students will be keen on using technology, but they may lack the focus and the willingness to study. Accordingly, teachers’ roles will be changed from only being a teacher to being a facilitator or motivator. The factor controlling the directions of ELT in the future will be educational policy. Furthermore, the teachers’ preparations were classified into 3 aspects: technological skills, pedagogical skills and social skills related to students’ learning styles and needs. On the basis of these findings, the pedagogical implications and suggestions are included in this paper.
Article Details
บท
บทความวิจัย
References
Abilasha, R., & Ilankumaran, M. (2014). Trends in English Language Teaching: A Novel Perspective. International journal on studies in English language and literature (IJSELL), 2(11), 46-52.
Ahmad, S., & Rao, C. (2013). Applying Communicative Approach in Teaching English as a Foreign Language: a Case Study of Pakistan. Porta Linguarum 20, 187-203.
Al-Awidi, H. M., & Ismail, S. A. (2014). Teachers’ Perceptions of the Use of Computer Assisted Language Learning to Develop Children’s Reading Skills in English as a Second Language in the United Arab Emirates. Early childhood education journal, 42(1), 29-37.
Almekhlafi , A. G., & Almeqdadi, F. A. (2010). Teachers’ Perceptions of Technology Integration in the United Arab Emirates School Classrooms. Educational technology & society, 13(1), 165-175.
Alsied, S. M., & Pathan, M. M. (2013). The Use of Computer Technology in EFL Classroom: Advantages and Implications. IJ-ELTS: International refereed & indexed journal of English language & translation studies, 1(1), 61-71.
Amina, M., & Salim, M. (2015). The Use of Educational Technology in EFL Teaching and Learning: Case Study of Second Year Students at Tlemcen University. Ministry of Higher Education and Scientific Research. Retrieved from http://dspace.univ-tlemcen.dz/bitstream/112/7904/1/meiloudi-amina.pdf
Asawaniwed, P., & Boonmoh, A. (2012). Attitudes of Thai EFL Learners toward the Use of Blogs. Proceedings of the 4th TCU international e-Learning conference “Smart Innovations in Education & Lifelong Learning” (IEC2012), 313-319.
Brown, H. D. (2007). Principles of language learning and teaching. Pearson Education, Inc. New York, USA.
Cadias, A. M. (2013). Breaking the Controversies behind Thailand’s “No Fail” Policy.
Chang, M. (2011). EFL Teachers’ Attitudes toward Communicative Language Teaching in Taiwanese College. Asian EFL Journal. Professional Teaching Articles – CEBU, 1(53), 17-34.
Chen, Y. (2013). The Impact of Integrating Technology and Social Experience in the College Foreign Language. TOJET: The Turkish online journal of educational technology, 12(3), 169-179.
Darasawang, P. (2007). English Language Teaching and Education in Thailand: A decade of Change. English in Southeast Asia: varieties, literacies and literatures Newcastle D. Prescott (ed.), Cambridge Scholars Publishing, 187-204.
Darasawang, P., & Watson Todd, R. (2012). The effect of policy on English language teaching at secondary schools in Thailand. In E. Low & A. Hashim (Eds.), English in Southeast Asia: features, policy and language in use (pp. 207–220). Philadelphia: John Benjamins.
Deerajviset, P. (2014). Technology in EFL Teaching and Learning in Thailand: An Overview of Research and Issues. Journal of Mekong societies, 10(1), 71-112.
English Language Institute, OBEC. (2016). English Language Institute, Office of the Basic Education Commission, Bangkok, Thailand. Retrieved from http://english.obec.go.th/english/2013/index.php/th/10-2012-08-08-06-17-33/2012-08-08-06-17-52/137-english-boot-camp
Flowerdew, J., & Peacock, M. (2001). Research Perspectives on English for Academic Purpose. Cambridge University Press. Cambridge, UK.
Fry, G. W. (2002). The Evolution of Educational Reform in Thailand. Paper presented at the Second International Forum on Education Reform: Key Factors in Effective Implementation, Bangkok, Thailand: Office of the National Education Commission, Office of the Prime Minister, Kingdom of Thailand. Retrieved from http://crd.grad.swu.ac.th/data_km/the%20evolution%20of%20education%20in%20thailand.pdf
Goodman, J. (2017). Unpacking the Narrative of Educational Failure: Thailand in the Standardized Testing Era. 13th International Conference on Thai Studies, Globalized Thailand? Connectivity, Conflict and Conundrums of Thai Studies, 1-22. Retrieved from http://www.icts13.chiangmai.cmu.ac.th/pdf_abstract.php?abs_id=222.
Herschbach, R. D. (1995). Technology as Knowledge: Implications for Instruction. Journal of Technology Education, 7(1), 31-42.
Kara, N., & Cagiltay, K. (2017). In-service Preschool Teachers’ Thoughts about Technology and Technology Use in Early Educational Settings. Contemporary Educational Technology, 8(2), 119-141.
Khojastehmehr, R., & Takrimi, A. (2009). Characteristics of Effective Teachers: Perceptions of the English Teachers. Journal of Education & Psychology, 3(2), 53-66.
Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The Technological Pedagogical Content Knowledge Framework. In: Spector J., Merrill M., Elen J., Bishop M. (eds) Handbook of Research on Educational Communications and Technology. Springer, New York, NY.
Larsen-Freeman, D., & Anderson, M. (2016). Techniques & Principles in Language Teaching (10th ed.). Oxford University Press. Oxford, UK.
Lauder, A. (2008). The Status and Function of English in Indonesia: A Review of Key Factors. Makara, Sosial Humaniora, 12(1), 9-20.
Mappinasse, S. S., & Bin Sihes, A. J. (2014). Evaluation of English as a Foreign Language and Its Curriculum in Indonesia: A Review. Canadian Center of Science and Education, English Language Teaching, 7(10), 113-122.
Mollaei, F., & Riasati , M. J. (2013). Teachers’ Perceptions of Using Technology in Teaching EFL. International Journal of Applied Linguistics & English Literature, 2(1), 13-22.
Mustapha, S. M., & Yahaya, R. A. (2013). Communicative Language Teaching (CLT) in Malaysian context: its’ implementation in selected community colleges. Procedia - Social and Behavioral Sciences, 90, 788 – 794.
Nguyen, H. Warren, W. & Fehring, H. (2014). Factors affecting English language teaching and learning in higher education. English Language Teaching, 7(8), 94-105.
Park, C. N. (2009). Implementing computer-assisted language learning in the EFL classroom: Teachers’ perceptions and perspectives. International Journal of Pedagogies and Learning, 5(2), 80-101.
Richards, J. C., & Rodgers, T. S. (1999). Approaches and Method in Language Teaching. Cambridge University Press. Cambridge, UK.
Richards, J. C. (2006). Communicative Language Teaching Today. Cambridge University Press. New York, USA.
Rodinadze, S., & Zarbazoia, K. (2012). The Advantages of Information Technology in Teaching English Language. Frontiers of Language and Teaching, 3, 271-275.
Sağlam, A. L., & Sert, S. (2012). Perceptions of In-Service Teachers Regarding Technology Integrated English Language Teaching. Turkish Online Journal of Qualitative Inquiry, 3(3), 1-14.
Shyamalee, D. S., & Phil, M. (2012). Use of Technology in English Language Teaching and Learning: An Analysis. IPEDR, IACSIT Press, Singapore, 33, 150-156.
Spaulding, M. (2013). Preservice and In-service Teachers’ Perceptions toward Technology Benefits and Integration. Journal of Learning in Higher Education, 9(1), 67-78.
Stern, H. H. (1992). Issues and options in language teaching (edited posthumously by Patrick Allen & Birgit Harley). Oxford University Press.Oxford, UK.
The Ministry of Education, T. (2008). The Basic Education Core Curriculum B.E. 2551 (A.D. 2008). The Ministry of Education, Thailand. Bangkok, Thailand.
Viriyapong, R., & Harfield, A. (2013). Facing the challenges of the One-Tablet-Per-Child policy in Thai primary school education. (IJACSA) International Journal of Advanced Computer Science and Applications, 4(9), 176-184.
Vungthong, S., Djonov, E., & Torr, J. (2017). Factors contributing to Thai teachers’ uptake of tablet technology in EFL primary classrooms. Asian EFL Journal, 19(2), 8-28.
Xu, L. (2012). The Role of Teachers’ Beliefs in the Language Teaching-learning Process. Theory and Practice in Language Studies, 2(7), 1397-1402.
Yu-lin, C. (2015). The Impact of Technology-Integrated Instruction to Elementary Students’ Language Learning Motivation and Performance. Journal of Literature and Art Studies, 5(8), 679-685.
Ahmad, S., & Rao, C. (2013). Applying Communicative Approach in Teaching English as a Foreign Language: a Case Study of Pakistan. Porta Linguarum 20, 187-203.
Al-Awidi, H. M., & Ismail, S. A. (2014). Teachers’ Perceptions of the Use of Computer Assisted Language Learning to Develop Children’s Reading Skills in English as a Second Language in the United Arab Emirates. Early childhood education journal, 42(1), 29-37.
Almekhlafi , A. G., & Almeqdadi, F. A. (2010). Teachers’ Perceptions of Technology Integration in the United Arab Emirates School Classrooms. Educational technology & society, 13(1), 165-175.
Alsied, S. M., & Pathan, M. M. (2013). The Use of Computer Technology in EFL Classroom: Advantages and Implications. IJ-ELTS: International refereed & indexed journal of English language & translation studies, 1(1), 61-71.
Amina, M., & Salim, M. (2015). The Use of Educational Technology in EFL Teaching and Learning: Case Study of Second Year Students at Tlemcen University. Ministry of Higher Education and Scientific Research. Retrieved from http://dspace.univ-tlemcen.dz/bitstream/112/7904/1/meiloudi-amina.pdf
Asawaniwed, P., & Boonmoh, A. (2012). Attitudes of Thai EFL Learners toward the Use of Blogs. Proceedings of the 4th TCU international e-Learning conference “Smart Innovations in Education & Lifelong Learning” (IEC2012), 313-319.
Brown, H. D. (2007). Principles of language learning and teaching. Pearson Education, Inc. New York, USA.
Cadias, A. M. (2013). Breaking the Controversies behind Thailand’s “No Fail” Policy.
Chang, M. (2011). EFL Teachers’ Attitudes toward Communicative Language Teaching in Taiwanese College. Asian EFL Journal. Professional Teaching Articles – CEBU, 1(53), 17-34.
Chen, Y. (2013). The Impact of Integrating Technology and Social Experience in the College Foreign Language. TOJET: The Turkish online journal of educational technology, 12(3), 169-179.
Darasawang, P. (2007). English Language Teaching and Education in Thailand: A decade of Change. English in Southeast Asia: varieties, literacies and literatures Newcastle D. Prescott (ed.), Cambridge Scholars Publishing, 187-204.
Darasawang, P., & Watson Todd, R. (2012). The effect of policy on English language teaching at secondary schools in Thailand. In E. Low & A. Hashim (Eds.), English in Southeast Asia: features, policy and language in use (pp. 207–220). Philadelphia: John Benjamins.
Deerajviset, P. (2014). Technology in EFL Teaching and Learning in Thailand: An Overview of Research and Issues. Journal of Mekong societies, 10(1), 71-112.
English Language Institute, OBEC. (2016). English Language Institute, Office of the Basic Education Commission, Bangkok, Thailand. Retrieved from http://english.obec.go.th/english/2013/index.php/th/10-2012-08-08-06-17-33/2012-08-08-06-17-52/137-english-boot-camp
Flowerdew, J., & Peacock, M. (2001). Research Perspectives on English for Academic Purpose. Cambridge University Press. Cambridge, UK.
Fry, G. W. (2002). The Evolution of Educational Reform in Thailand. Paper presented at the Second International Forum on Education Reform: Key Factors in Effective Implementation, Bangkok, Thailand: Office of the National Education Commission, Office of the Prime Minister, Kingdom of Thailand. Retrieved from http://crd.grad.swu.ac.th/data_km/the%20evolution%20of%20education%20in%20thailand.pdf
Goodman, J. (2017). Unpacking the Narrative of Educational Failure: Thailand in the Standardized Testing Era. 13th International Conference on Thai Studies, Globalized Thailand? Connectivity, Conflict and Conundrums of Thai Studies, 1-22. Retrieved from http://www.icts13.chiangmai.cmu.ac.th/pdf_abstract.php?abs_id=222.
Herschbach, R. D. (1995). Technology as Knowledge: Implications for Instruction. Journal of Technology Education, 7(1), 31-42.
Kara, N., & Cagiltay, K. (2017). In-service Preschool Teachers’ Thoughts about Technology and Technology Use in Early Educational Settings. Contemporary Educational Technology, 8(2), 119-141.
Khojastehmehr, R., & Takrimi, A. (2009). Characteristics of Effective Teachers: Perceptions of the English Teachers. Journal of Education & Psychology, 3(2), 53-66.
Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The Technological Pedagogical Content Knowledge Framework. In: Spector J., Merrill M., Elen J., Bishop M. (eds) Handbook of Research on Educational Communications and Technology. Springer, New York, NY.
Larsen-Freeman, D., & Anderson, M. (2016). Techniques & Principles in Language Teaching (10th ed.). Oxford University Press. Oxford, UK.
Lauder, A. (2008). The Status and Function of English in Indonesia: A Review of Key Factors. Makara, Sosial Humaniora, 12(1), 9-20.
Mappinasse, S. S., & Bin Sihes, A. J. (2014). Evaluation of English as a Foreign Language and Its Curriculum in Indonesia: A Review. Canadian Center of Science and Education, English Language Teaching, 7(10), 113-122.
Mollaei, F., & Riasati , M. J. (2013). Teachers’ Perceptions of Using Technology in Teaching EFL. International Journal of Applied Linguistics & English Literature, 2(1), 13-22.
Mustapha, S. M., & Yahaya, R. A. (2013). Communicative Language Teaching (CLT) in Malaysian context: its’ implementation in selected community colleges. Procedia - Social and Behavioral Sciences, 90, 788 – 794.
Nguyen, H. Warren, W. & Fehring, H. (2014). Factors affecting English language teaching and learning in higher education. English Language Teaching, 7(8), 94-105.
Park, C. N. (2009). Implementing computer-assisted language learning in the EFL classroom: Teachers’ perceptions and perspectives. International Journal of Pedagogies and Learning, 5(2), 80-101.
Richards, J. C., & Rodgers, T. S. (1999). Approaches and Method in Language Teaching. Cambridge University Press. Cambridge, UK.
Richards, J. C. (2006). Communicative Language Teaching Today. Cambridge University Press. New York, USA.
Rodinadze, S., & Zarbazoia, K. (2012). The Advantages of Information Technology in Teaching English Language. Frontiers of Language and Teaching, 3, 271-275.
Sağlam, A. L., & Sert, S. (2012). Perceptions of In-Service Teachers Regarding Technology Integrated English Language Teaching. Turkish Online Journal of Qualitative Inquiry, 3(3), 1-14.
Shyamalee, D. S., & Phil, M. (2012). Use of Technology in English Language Teaching and Learning: An Analysis. IPEDR, IACSIT Press, Singapore, 33, 150-156.
Spaulding, M. (2013). Preservice and In-service Teachers’ Perceptions toward Technology Benefits and Integration. Journal of Learning in Higher Education, 9(1), 67-78.
Stern, H. H. (1992). Issues and options in language teaching (edited posthumously by Patrick Allen & Birgit Harley). Oxford University Press.Oxford, UK.
The Ministry of Education, T. (2008). The Basic Education Core Curriculum B.E. 2551 (A.D. 2008). The Ministry of Education, Thailand. Bangkok, Thailand.
Viriyapong, R., & Harfield, A. (2013). Facing the challenges of the One-Tablet-Per-Child policy in Thai primary school education. (IJACSA) International Journal of Advanced Computer Science and Applications, 4(9), 176-184.
Vungthong, S., Djonov, E., & Torr, J. (2017). Factors contributing to Thai teachers’ uptake of tablet technology in EFL primary classrooms. Asian EFL Journal, 19(2), 8-28.
Xu, L. (2012). The Role of Teachers’ Beliefs in the Language Teaching-learning Process. Theory and Practice in Language Studies, 2(7), 1397-1402.
Yu-lin, C. (2015). The Impact of Technology-Integrated Instruction to Elementary Students’ Language Learning Motivation and Performance. Journal of Literature and Art Studies, 5(8), 679-685.