دوره 12، شماره 3 - ( 1400 )
جلد 12 شماره 3 صفحات 214-187 |
برگشت به فهرست نسخه ها
1- English Lecturer, Department of English, Faculty of Education and Educational Innovation, Kalasin University, Thailand ، thuyloancailay@gmail.com
2- Department of Humanities, Faculty of Sciences and Liberal Arts, Rajamangala University of Technology Isan, Thailand.
2- Department of Humanities, Faculty of Sciences and Liberal Arts, Rajamangala University of Technology Isan, Thailand.
چکیده: (3887 مشاهده)
Thai students’ writing in English is a chronic problem documented in the literature of English Language Teaching (ELT) in Thailand. However, little research has been conducted on how Thai teachers and students perceive the importance of English-writing and what difficulties and expectations/suggestions they have in teaching and learning this skill at upper-secondary schools (U-SS). This study, therefore, plans to fill this gap by employing two sets of surveys and semi-structured interviews with 114 teachers and 170 students from 30 different U-SS in the Northeastern part of Thailand and two provincial supervisors of Foreign-Language-Education Divisions (Pro-Sup). Besides their various stated personal and contextual problems in terms of time constraint, insufficient resources and poorly-motivated and mixed-ability students, national test structures and the presence of untrained English teachers, the participants acknowledged the importance of English-writing and expected to have this skill taught at all school levels. These findings suggest that to improve the teaching and learning practices of this skill at U-SS in Thailand and other countries with similar contexts, relevant support and necessary reforms from teachers, school leaders and national-test and policymakers are needed.
واژههای کلیدی: EFL writing، Thai student، secondary education، writing difficulty، teacher expectation، student expectation
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