The CEFR-TBL in Fostering Thai Pre-service Teachers’ English Speaking Ability Using the Peer Interview Task

Thatsanaphan Phaisannan, Kanjana Charttrakul, Anamai Damnet

Abstract


This study aims to promote English pre-service teachers’ speaking ability  by integrating task-based learning (TBL) and the CEFR (Council of Europe, 2001) in designing an innovative program (the CEFR-TBL). This presentation discusses the results of an investigation of the pre-service teachers’ speaking ability using peer-interview technique. Also, their perceptions towards the CEFR-TBL Innovative Program were examined. The participants were thirty-six 4th year students in English Education Program at a Rajabhat University in the central part of Thailand. Research method applied in this study was action research and case study approach. Data sources were collected from interview video recordings, and a set of questionnaire. Data analysis employed Grounded theory (Strauss & Corbin, 1999) for qualitative data, and means and S.D for quantitative ones.  Findings from the peer interview task revealed five aspects of students’ English speaking although they were able to successfully communicate in their interview conversation. Also, the results from the questionnaire showed that the students perceived the benefits of the CEFR-TBL Innovative Program and that the program enhanced them in using English in both verbal and non-verbal communication.  


Keywords


Pre-service Teachers, Rajabhat University, The CEFR-TBL, English Speaking Ability, Peer Interview

Full Text:

PDF

References


Adams, R. (2003). L2 output, reformulation and noticing: Implications for IL development. Language

Teaching Research, 7(3), 347-376.

ASEAN. (2008). The ASEAN charter. ASEAN: ASEAN Secretariat.

Brindley, J. E., Walti, C., & Blaschke, L. M. (2009). Creating effective collaborative learning groups in an

online environment. The International Review of Research in Open and Distance Learning, 10(3).

Burgoon, J., Guerrero, L. K., & Floyd, K. (2010). Nonverbal communication. Boston: Pearson.

Council of Europe. (2001). Common European framework of reference for languages: learning, teaching,

assessment. Cambridge : Cambridge University Press.

Council of Europe. (2011). Common European framework of reference for languages: Learning, teaching,

assessment. Strasbourg: Cambridge University Press.

Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into Practice, 39(3),

-131.

Darasawang, P. (2007). English language teaching and education in Thailand: A decade of change. In N. D.

Prescott, English in southeast Asia: Varieties, literacies and literatures (pp. 187-204). Cambridge: Cambridge

Scholar Publishing.

Dudley-Evans, T., & St John, M. (1998). Developments in ESP: A multi-disciplinary approach. Cambridge:

Cambridge University Press.

Ellis, R. (1994). The study of second language quisition. Oxford: OUP.

Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.

Ellis, R. (2009). Task-based langauge teaching: Sorting out the misunderstandings. Internation Journal of

Applied Linguistics, 19, 221-246.

English Education Program. (2016a). English education curiculum. Phetchaburi: English Education Program.

English Education Program. (2016b). Preservice teachers' English proficiency. English Education Program

Meeting 5/2016 ,4. Phetchaburi: English Education Program.

Guerrero, L., Hecht, M., & DeVito, J. (2008). Perspectives on defining and understanding nonverbal

communication. In L. Guerrero, & M. Hecht, The nonverbal commination reader (pp. 3-20). Long Grove:

Waveland Press.

Kachru, B. (1985). Standards, codification and sociolinguistic realism: the English language in the outer circle.

In R. Quirk, & H. Widdowson, English in the World. Cambridge, UK: Cambridge University Press.

Kemmis, S., & McTaggart, R. (1990). The action research planner. Victoria, Australia: Deakin University

Press.

Luchini, P. (2004). Developing oral skills by combining fluency-with accuracy-focused tasks: A case study in

China. Asian EFL Journal, 6(4), 20.

McDonough, K., & Chaikitmonkol, W. (2007). Teachers' and learners' reactions to a task-based EFL Course in

Thailand. TESOL Quarterly. 41(1), 107-132.

McKay, S. L. (2002). Teaching English as an international language: Rethinking goals and approaches.

Oxford: OUP.

Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded source book (2nd ed.).

Thousand Oaks, CA: Sage.

Ministry of Education (2013). Common European framework of reference for languages (CEFR).

http://www.thailandteaching.asia/threads/common-european-framework-of-reference-for-languages-cefr.33698

Myers, L. (2000). Task interpretation and task effectiveness: A Vygotskian analysis of a French L2 classroom

Task. Texas Papers in Foreign Language Education, 5(1), 9-21.

Nunan, D. (1992). Research methods in language learning. Cambridge: Cambridge University Press.

Nunan, D. (2004). Task-based language teaching. Cambridge: CUP.

Nunan, D., & Keobke, K. (1995). Task difficulty from the learner's perspective: perceptions and reality. Hong

Kong Papers in Linguistics and Language Teaching, 18,1-12.

Pietri, N. (2015). The effects of task-based learning on Thai students' skills and motivation. ASEAN Journal

of Management and Innovation, 72-80.

Prasansaph, W. (2009). Task-based learning for oral communication: A case study of Thai EFL learners.

Unpublised D.Ed. Thesis, University of Melbourne, Melbourne.

Sirisatit, R. (2010). An activity theory perspective on task-based instruction in a university EFL class in

Thailand; a sociocultural case study. Unpublished Ph.D. Thesis, University of Pittsburgh, Pittsburgh.

Strauss, A., & Corbin, J. (1999). Basic of qualitative research: Grounded theory procedures and techniques.

Newbury Park, California: Sage.

Van den Branden, K. (2009). Mediating between predetermined order and complete chaos: The role of the

teacher in task-based language education. International Journal of Applied Linguistics, 19(3),264-285.

Willis, D., & Willis, J. (2009). Task-based language learning: Some questions and answers. JALT Journal, 33,

-8.

Willis, J. (1996). A framework for task-based learning . Addison Wesley: Longman.

Yin, R. K. (2009). Case study reserch: Design and methods. London: SAGE Publications.




DOI: http://dx.doi.org/10.7575/aiac.alls.v.10n.5p.10

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2010-2020 (CC-BY) Australian International Academic Centre PTY.LTD.

Advances in Language and Literary Studies

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.