Reading and Language Commons^™

Device Ownership, Accessibility, And University Students’ Perceptions Of An Online Foundation English Course In Thailand, Kriengkrai Sakulprasertsri

PASAA

This study explored device ownership and accessibility, and perceptions of Thai university students toward online teaching and learning of a foundation English course during the COVID-19 pandemic. Five hundred and fifty-two university students were randomly selected to complete an online questionnaire, and 20 were randomly selected to participate in semi-structured interviews. The findings of both quantitative and qualitative data analysis are that most university students in the study own a smartphone and iPad with Internet access that enabled them to study the online foundation English course. Students’ perceptions towards online classroom engagement and interaction, online lesson tasks and activities, online …

The Effects Of Multimedia-Enhanced Instruction On Knowledge Gain And Retention Of Esl Learners: An Assessment Of Mayer’S Redundancy Principle, Araya Ramsin

PASAA

This quasi-experimental quantitative study investigated the effects of different formats of multimediaenhanced instruction on knowledge gain and retention of second language learners. The study focused specifically on assessing Mayer’s redundancy principle. Second language learners were randomly assigned into two groups and were presented with two formats of a multimedia-enhanced lesson: (1) images with audio and (2) images with audio and on-screen text. A repeatedmeasures analysis of covariance (ANCOVA) was carried out to evaluate change between pretest and immediate posttest, mean differences in knowledge gain between the two groups, group differences in growth from pretest to immediate posttest, change between immediate …

Exploring And Analysis Of Student Engagement In English Writing Grammar Accuracy Based On Teacher Written Corrective Feedback, Thanakorn Santanatanon, Sumalee Chinoku

PASAA

Whether students benefit from written corrective feedback (WCF) may depend on their level of engagement with the feedback. To date, student engagement with written corrective feedback has been investigated qualitatively. However, the association between student engagement with feedback and learning outcomes that result from that engagement has not been thoroughly examined. Moreover, little attention has been paid to secondary students’ engagement with written corrective feedback because most studies have focused on university students. Therefore, this mixed-method experimental study was conducted to discern if there was an association between student engagement with feedback and English writing grammar accuracy and to explore …

Intercultural Pragmatic Analysis Of “Sorry” In In-Flight Service Refusals By Flight Attendants: A Case Study Of A Thai Airline, Sompong Khanapornvorakarn, Savitri Gadavanij

PASAA

In seeking to investigate the use of “sorry” in interlanguage refusal by Thai EFL users in an intercultural communication context, the present study collected data from Thai flight attendants who served passengers on international flights for a Thai airline, so as to examine how “sorry” is adopted in refusals in the context of in-flight services. A discourse completion task (DCT) questionnaire was employed to solicit responses from ten male and ten female participants. Through Weerachairattana and Wannaruk’s (2016) classification of refusals and the syntactical construction of “sorry” by Arizavi and Choubsaz (2018), the data gathered were coded and analyzed in …

Lasting Effects Of Foreign Language Anxiety With Adults Working In International Organizations, David D. Perrodin, Nucharapon Liangruenrom, Suriyaporn Chancharoen

PASAA

Foreign language anxiety (FLA), the pervasive feeling of mild to severe apprehension when faced with communicating in a foreign language, is universally quite common. The manifestation of FLA in Thailand, where English is taught as a foreign language in secondary schools, is no exception. By employing descriptive phenomenology, this study sought to corroborate the existence of FLA at some stage during Thai secondary EFL classes and discover if FLA continues to trouble Thai adults working in international organizations. The population of this study is 12 Thai adults who are working as office workers, management, and administrative staff in an international …

Finding Aid For The Violet Valley Bookstore Collection

Archives & Special Collections: Finding Aids (alphabetical)

Scope and Content The collection contains news articles and correspondence about Violet Valley Bookstore, an independent bookstore in Water Valley, Miss., as well as promotional materials issued by the store.

Children’S Literature At Fifty: Pedagogy Under The Covers, Elisabeth Rose Gruner

English Faculty Publications

Like so many scholars of children’s literature, I came to children’s lit- erature through teaching. Trained as a Victorianist, I saw a gap in my department’s course offerings and somewhat naively offered to fill it with a children’s literature course, banking on my work on childhood in the Victorian novel and my pedagogical skills to carry me through. The Children’s Literature Association and Children’s Literature were my mentors during those years—as they continue to be—teaching me how to teach and think about children’s literature both as a genre and as a course of undergraduate study.

Francelia Butler’s entrée into the …

The Role Of Word Knowledge In Error Detection: A Challenge To The Broken-Error-Monitor Account Of Dyslexia, Lindsay N. Harris, Benjamin Creed, Charles A. Perfetti, Benjamin Rickles

Faculty Articles, Papers, and Other Scholarship

Dyslexic children often fail to correct errors while reading aloud, and dyslexic adolescents and adults exhibit lower amplitudes of the error-related negativity (ERN)—the neural response to errors—than typical readers during silent reading. Past researchers therefore suggested that dyslexia may arise from a faulty error-detection mechanism that interferes with orthographic learning and text comprehension. An alternative possibility is that comprehension difficulty in dyslexics is primarily a downstream effect of low-quality lexical representations—that is, poor word knowledge. On this view the attenuated ERN in dyslexics is a byproduct, rather than a source, of underdeveloped orthographic knowledge. Because the second view implies a …

Asking Appalachia: Appalachian English In The Writing Classroom, Rachel Nicole Hampton

Online Theses and Dissertations

This thesis combines primary and secondary research in order to make an argument about the need for better educational practices for Appalachian students. A problem is first established that, because of how Appalachian people and their culture are represented in the media, negative stereotypes are spread about those from the region who are easily identified by their use of Appalachian English. Standard English is widely taught and students are encouraged to suppress their accent and dialect in order to mediate this. However, these practices allow no room for these students to use and embrace their own language. This thesis investigates …

Spectrum Of Shit, Hannah Hiaasen

Theses and Dissertations

Contending with the loss of a parent to a mass shooting in their workplace, a newsroom, I find myself suspended in time, in an office. Post-its, fans, button-ups, snow globes, clipboards, reporters notebooks, scrap paper, jot downs, keyboards hold me up. I crave the comfort of repetitive cumulative hand work. Quilting, weaving, and cutting away help me breathe, haptically process and memorialize these grieving objects, this grieving person. Weed-wacking towards intimacy, my work employs a range of materials to mourn the mundanity of a workday, fantasize transformative justice, and steward embodied grief to the surface. My only speed is slow-- …

Developing A Standardized English Proficiency Test In Alignment With The Cefr, Kanchana Cheewasukthaworn

PASAA

In 2016, the Office of the Higher Education Commission issued a directive requiring all higher education institutions in Thailand to have their students take a standardized English proficiency test. According to the directive, the test’s results had to align with the Common European Framework of Reference for Languages (CEFR). In response to this directive, this study was conducted to demonstrate how to develop such a test. Grounded in the conceptual frameworks of test usefulness, standardized tests, test development processes, and the CEFR, the study explored six stages in developing a 100-item-multiple-choice standardized English proficiency test: test planning, test design and …

The Roles Of Grammar In English Language Teaching: Local Viewpoints, Saksit Saengboon, Panyaatisin Kosin, Anuchit Toomaneejinda

PASAA

The roles of grammar in the teaching of English as a foreign language (EFL) have long been discussed. This study explored viewpoints of five categories of local stakeholders regarding the roles of grammar in the Thai EFL context. Questionnaires were administered to two groups of Thai university students, and focus-group and semi-structured interviews were conducted with three other groups of both English lecturers and students, all of whom were in the academic context. This five-pronged method of data collection was intended to triangulate data sources. The study found that, contrary to popular belief, the majority of the participants agreed that …

Corpus To Enhance Verbal Complements Among Low English Proficiency Thai Learners, Passaraporn Suriyapee, Nattama Pongpairoj

PASAA

This study investigated how the corpus-based teaching approach could enhance L2 acquisition of English infinitive and gerund complements among low English proficiency young Thai learners of English. The students were divided into two groups of 32. One group learned English verbal complements through the corpus approach while the other did through the traditional approach. Data were collected through a pretest, a posttest, and an interview. The pretest results revealed low scores on English verbal complements in both groups and, based on a T-test, there was no significant difference regarding their English verbal complement knowledge. After the treatment, both groups could …

The Effect Of Experience On Semantic Schemata In L2 Teacher Talk, Vahid Rahmani Doqaruni

PASAA

In order to gain a deeper insight into second/foreign language (L2) classroom discourse, teacher talk, as one of the most important aspects of this discourse, needs to be studied from different perspectives. So, the purpose of the present study is to address the association between teachers’ experience and different types of semantic schemata in their talk in L2 classroom contexts. The participants were 12 male EFL teachers who were divided into two equal groups regarding their experience, namely experienced and inexperienced. To collect the required data for this study, the classrooms were observed and audiorecordings were made from one lesson …

Digital Game-Based Learning (Dgbl): The Voice Of Efl University Students And Teachers, Atik Umamah, Ali Saukah

PASAA

Digital games have been integrated into the teaching and learning process along with the immense use of digital games by student gamers. This adoption is to facilitate students with a more interesting and exciting classroom atmosphere. This study was conducted in an attempt to describe the voice of EFL university students regarding the integration of digital game-based learning (DGBL) and to examine the difference in their perception based on gender and interest. Besides, teachers’ voice was explored to better capture the two-sided perspectives. A total of 86 second-year English students responded to an open-ended questionnaire on gamification acceptance. Four English …

Effect Of (Un)Focused Tasks On L2 Learners’ Meaning Negotiation And Negotiation Strategy, Ali Roohani, Maryam Esmaeili

PASAA

This study probed EFL learners’ negotiation of meaning and negotiation strategy in two unfocused and two focused tasks using a counterbalanced design. Each of the focused/unfocused tasks included one opinion-exchange and decision-making task type, which resulted in four particular task conditions. To this end, 36 Iranian intermediate EFL learners majoring in English translation with an age range of 20–24 were invited to work together in groups to carry out tasks, with their voices recorded while performing the tasks. The analysis of the quantitative and qualitative data from the participants’ performances indicated that the unfocused tasks elicited significantly more instances of …

A Systemic Review Of Thai-Accented English Phonology, Jirada Suntornsawet

PASAA

The expansion of the English language produced by non-native speakers has, in recent decades, been discussed by applied linguists from various theoretical perspectives. The discussion has highlighted evidence showing that the multiplicity and diversity of English uses have given rise to an acceleration in the rate of inter variety contacts where pronunciation, as it is claimed, is the principle factor in international intelligibility. Further, it has been demonstrated that difficulty in intelligibility increases with the typological distance between interlocutors’ first languages, referring to the distinct way that English pronunciation is strongly shaped by the phonetics of speakers’ first language. Consequently, …

Book Review: Good Anxiety: Harnessing The Power Of The Most Misunderstood Emotion, Martin Murray

PASAA

No abstract provided.

A Generic Qualitative Study Of Primary Grade Reading Teachers' Challenges And Personal Teaching Solutions, Jennifer Lynn Nunes

Theses and Dissertations

Not all children enter school with the same skill set. Teachers of young children know this. Despite this, schools prescribe curriculum and pacing guides as well as assessments that may fit only a subset of students’ instructional levels. Teachers are left to determine the best way to meet the student and mandated requirements. Teachers from two elementary schools from a neighborhood area were interviewed about their perspectives and how they manage instructional expectations to help students learn grade level expectations.

The following research questions were addressed.1. How and why do teachers report adapting literacy instruction for students who are deficient …

Role Of Morphological Awareness In Language And Literacy In Children With And Without Developmental Language Disorder, Melissa Phelan

Graduate Student Theses, Dissertations, & Professional Papers

Past research has shown phonological awareness is highly correlated with language and literacy success in children with and without Developmental Language Disorder (DLD), but a less examined area of language and literacy is morphological awareness. Delayed morphology in children with DLD has been studied extensively in spoken language, but relatively little in written language in the DLD population. This study explored two research questions: 1) Is morphological awareness related to language and literacy success in children with and without DLD, and 2) Is morphological awareness impaired for those children with DLD and dyslexia similarly to that of phonological awareness. A …