Difference between revisions of "Saniboo-Sinwongsuwat2016"
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|Author(s)=Hayas Saniboo; Kemtong Sinwongsuwat | |Author(s)=Hayas Saniboo; Kemtong Sinwongsuwat | ||
|Title=Improving English conversation skills through online conversation lessons and classroom interactions with English speakers | |Title=Improving English conversation skills through online conversation lessons and classroom interactions with English speakers | ||
| − | |Tag(s)=EMCA; Thai; Classroom; L2; Applied; Second language acquisition; | + | |Tag(s)=EMCA; Thai; Classroom; L2; Applied; Second language acquisition; |
|Key=Saniboo-Sinwongsuwat2016 | |Key=Saniboo-Sinwongsuwat2016 | ||
|Year=2016 | |Year=2016 | ||
| − | |Journal= International Journal of Language Studies | + | |Language=English |
| + | |Journal=International Journal of Language Studies | ||
|Volume=10 | |Volume=10 | ||
|Number=1 | |Number=1 | ||
| − | |Pages= | + | |Pages=111–124 |
| − | |URL= | + | |URL=https://ecc.isc.gov.ir/showJournal/4986/64745/822983 |
|Abstract=The purpose of this study was to improve the oral English performance of Thai lower-secondary students. The participants in the study were 50 Grade 8 students from Rajaprachanukroh Songkhla Province School in academic year 2014. They were purposively sampled and divided into two groups, one learning through online conversation lessons and the other via classroom interaction with an English speaker. They were individually interviewed to assess their oral English performance before the treatments and after completing the lessons. Students' interviews and conversations practices were video-recorded for close analysis following Conversation Analysis (CA) principles and rated on the following features: fluency, vocabulary, appropriacy, pronunciation, and grammar. The research instruments employed in this study were oral communication tasks for pre- and post-tests. The research findings based on statistical and CA analyses shows that the students' oral English performance considerably improved through the use of online lessons and classroom interaction with an English speaker. The learners engaged in classroom interaction, however, became significantly more fluent and had a wider range of vocabulary than those learning through online conversations, even though their performance in pronunciation were similar. Thus, it is recommended that teachers utilize online lessons not as the sole language learning activity but as a supplement to classroom interaction to strengthen particular speech features. | |Abstract=The purpose of this study was to improve the oral English performance of Thai lower-secondary students. The participants in the study were 50 Grade 8 students from Rajaprachanukroh Songkhla Province School in academic year 2014. They were purposively sampled and divided into two groups, one learning through online conversation lessons and the other via classroom interaction with an English speaker. They were individually interviewed to assess their oral English performance before the treatments and after completing the lessons. Students' interviews and conversations practices were video-recorded for close analysis following Conversation Analysis (CA) principles and rated on the following features: fluency, vocabulary, appropriacy, pronunciation, and grammar. The research instruments employed in this study were oral communication tasks for pre- and post-tests. The research findings based on statistical and CA analyses shows that the students' oral English performance considerably improved through the use of online lessons and classroom interaction with an English speaker. The learners engaged in classroom interaction, however, became significantly more fluent and had a wider range of vocabulary than those learning through online conversations, even though their performance in pronunciation were similar. Thus, it is recommended that teachers utilize online lessons not as the sole language learning activity but as a supplement to classroom interaction to strengthen particular speech features. | ||
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Latest revision as of 10:47, 22 December 2019
| Saniboo-Sinwongsuwat2016 | |
|---|---|
| BibType | ARTICLE |
| Key | Saniboo-Sinwongsuwat2016 |
| Author(s) | Hayas Saniboo, Kemtong Sinwongsuwat |
| Title | Improving English conversation skills through online conversation lessons and classroom interactions with English speakers |
| Editor(s) | |
| Tag(s) | EMCA, Thai, Classroom, L2, Applied, Second language acquisition |
| Publisher | |
| Year | 2016 |
| Language | English |
| City | |
| Month | |
| Journal | International Journal of Language Studies |
| Volume | 10 |
| Number | 1 |
| Pages | 111–124 |
| URL | Link |
| DOI | |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
The purpose of this study was to improve the oral English performance of Thai lower-secondary students. The participants in the study were 50 Grade 8 students from Rajaprachanukroh Songkhla Province School in academic year 2014. They were purposively sampled and divided into two groups, one learning through online conversation lessons and the other via classroom interaction with an English speaker. They were individually interviewed to assess their oral English performance before the treatments and after completing the lessons. Students' interviews and conversations practices were video-recorded for close analysis following Conversation Analysis (CA) principles and rated on the following features: fluency, vocabulary, appropriacy, pronunciation, and grammar. The research instruments employed in this study were oral communication tasks for pre- and post-tests. The research findings based on statistical and CA analyses shows that the students' oral English performance considerably improved through the use of online lessons and classroom interaction with an English speaker. The learners engaged in classroom interaction, however, became significantly more fluent and had a wider range of vocabulary than those learning through online conversations, even though their performance in pronunciation were similar. Thus, it is recommended that teachers utilize online lessons not as the sole language learning activity but as a supplement to classroom interaction to strengthen particular speech features.
Notes
