English for Geotourism Speaking Achievement of the Youth Guides at Khorat Geopark Area in Nakhon Ratchasima via Language Instruction Innovation

Malinee Phaiboonnugulkij, Rujira Srisupha, Mayuree Kanta, Wijitporn Janpong

Abstract


This study aims to compare the youth guides’ speaking scores before and after learning through English for Geotourism Instruction Innovation at Khorat Geopark Area in Nakhon Ratchasima, investigate the differences among their tasks’ mean scores and their speaking components. The sample group consists of 109 youth guides who are Grade 11 English-major students from, Mueang Nakhon Ratchasima, Sung Noen and Chaloem Phrakiat Districts. The instruments include lesson plans for English for Geotourism Youth Guides, Students Manual, English Instruction Innovation for Geotourism Communication at Khorat Geopark Area Nakhon Ratchasima, and Pre-post speaking tests for English for Geotourism Youth Guides. Paired-samples t-test, One-Way ANOVA, descriptive statistics including minimum, maximum, means and standard deviations are used in data analysis. Results showed that the youth guides had a significant difference between pre-and post-test scores at.00 level in English for Geotourism. They gained significantly higher post-test scores than that of the pre-test scores. A significant difference indicates that learning through English for Geotourism Instruction resulted in higher post-test tasks scores. The significant differences are also found in pre- and post-task scores and the speaking components’ scores at.00 level. These findings confirm that this language innovation instruction is an effective open learning resource that can facilitate self-regulated learning and languages used in English for Geotourism. The findings can be applied to construct language innovation instruction to exclusively develop speaking skill in other English for specific purposes field.

Keywords


Language Instruction Innovation, English for Specific Purposes, English for Geotourism, Speaking Achievement, Youth Guide, Khorat Geopark

Full Text:

PDF

References


Bagheri, M., & Zenouzagh, Z. M. (2021). Comparative study of the effect of face-to-face and computer mediated conversation modalities on student engagement: speaking skill in focus. Asian-Pacific Journal of Second and Foreign Language Education, 6(1), 1-23.

Barhoumi, C., & Hamza kabli, T. B. H. (2013). The improvement of lifelong learning in Saudi Arabian University from individual learning to social constructivist e-learning environment based new education technologies. European Scientific Journal, 9(13), 78–98.

Barrett, N. E., & Liu, G. Z. (2019). Factors that influence the development and performance of academic oral presentations using a blended learning environment. Journal of Computer Assisted Learning, 35(6), 708-720.

Churcher, K.M.A, Downs, E., &Tewksbury,D. (2014). Friending Vygotsky: A social constructivist pedagogy of knowledge building through classroom social media use. The Journal of Effective Teaching, 14(1), 33-50.

Douglas, D. (2000). Assessing languages for specific purposes. Cambridge: Cambridge University Press.

Godwin-Jones, R. (2020). Building the porous classroom: An expanded model for blended language learning. Language Learning & Technology, 24(3), 1-18.

Gunduz, N., & Hursen, C. (2015). Constructivism in teaching and learning; content analysis evaluation.

Procedia-Social and Behavioral Sciences, 191, 526-533.

Khorat Geopark Office. (2020). Khorat Geopark: Cuesta and Fossil Land Booklet. Khorat Geopark Office.

Lantolf, J. P., & Appel, G. (Eds.). (1994). Vygotskian approaches to second language research. Greenwood Publishing Group.

Meskill, C., Anthony, N., & Sadykova, G. (2020). Teaching languages online: Professional vision in the making.

Office of the National Economic and Development Council. (2019). The National Economic and Development Plan on Strategy 5 (Tourism) Manual. Retrieved March 2021from http://nscr.nesdb.go.th/wp-content/uploads/2019/12/สรุปแผนแม่บทภายใต้ยุทธศาตร์ชาติ.pdf

Phaiboonugulkij, M., Punnasirawat, S., Viriyapanyanont,T. and Homklang, S. (2019). Blended classroom in English for Specific Purposes Courses: English for Domestic Tourism Prototype Lessons. Paper presented at The 11th National Academic Research Conference: Connecting Local Research to International Perspective at Nakhon Ratchasima Rajabhat University, from August 6th-7th, 2019.

Phaiboonnugulkij, M. (2018). Relationships between metacognitive strategies and characteristics of Professional tour guide trainees in English for Tourism. Advances in Language and Literary Studies, 9(3), 87-97.

Phaiboonnugulkij, M. (2016). Tap into Students’ Metacognitive Strategies Report via the Internet-Mediated Contextualized English for Domestic Tourism Lessons (InConMedt). International Journal of Applied Linguistics and English Literature, 5(2), 171-182.

Phaiboonnugulkij, M. (2015). Insights into the Internet-Mediated Contextualized English for Domestic Tourism Lessons (InConMedt): A Practical Guideline. Pertanika Journal of Social Sciences & Humanities, 23(4), 1177 – 1190.

Phaiboonnugulkij, M., & Prapphal, K. (2013). Online Speaking Strategy Assessment for Improving Speaking Ability in the Area of Language for Specific Purposes: The Case of Tourism. English Language Teaching, 6(9), 19-29.

Phaiboonnugulkij, M. and Prapphal, K. (2012). Language for Specific Purposes (LSP) Web-based Assessment and the Speaking Performances of Two Ability Groups. PASAA A Journal of Language Teaching and Learning, 44,1-38

Provincial Office of Nakhon Ratchasima Rajabhat. (2018). Agenda of Promoting Khorat Geopark to Global Geopark. Provincial Nakhon Ratchasima Rajabhat University.

Schcolnik, M., Kol, S., & Abarbanel, J. (2006). Constructivism in theory and in practice. In English teaching forum (Vol. 44, No. 4, pp. 12-20). US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC 20037.

Simonova, I. (2019). Blended approach to learning and practicing English grammar with technical and foreign language university students: comparative study. Journal of Computing in Higher Education, 1-24.

Vygotsky, L. S. (1978). Mind in society. The development of higher psychological processes. In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.). Cambridge, MA : Harvard University Press.

Wang, Y. C. (2014). Using wikis to facilitate interaction and collaboration among EFL learners: A social constructivist approach to language teaching. System, 42, 383-390.

Yang, Y. F., & Hsieh, P. Y. (2015). Negotiation of meaning to comprehend hypertexts through peer questioning. Language Learning & Technology, 19(2), 69-84.




DOI: http://dx.doi.org/10.7575/aiac.alls.v.12n.4.p.79

Refbacks

  • There are currently no refbacks.




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

2010-2021 (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.