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    Learner-centred approaches in teaching English in Thailand : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Manawatū, New Zealand
    (Massey University, 2020) Namwong, Ong-Art
    This thesis investigates the implementation of learner-centred pedagogies in English classes in public secondary schools in Thailand. It explores the understanding of learner-centred approaches from a range of stakeholders, how these approaches are implemented within classrooms, and the factors supporting or impeding implementation. The thesis also aims to contribute to understanding on how the Thai culture influences the implementation of learner-centred approaches. Past research in this context has typically been small in scale, with low numbers of participants, and a single participant type, e.g. teachers. The current exploratory case study focused on small and extra-large public secondary schools in the educational service area 25, Khon Kaen, Thailand. Data were obtained from a range of participants from Ministry level to students using three different data collection methods: questionnaires, individual interviews and student focus group interviews. In total, data were obtained from 117 questionnaire respondents, 16 interviewees and six student focus groups. This approach allowed for data to be obtained from a wider range of perspectives than previous studies, and also provided methodological triangulation. The findings revealed that teachers did not have a consensus over what learner-centred approaches constitute. In interviews, they provided very brief responses, and demonstrated limited, and somewhat superficial, understanding. This limited understanding was further evidenced when teachers talked about their implementation of learner-centred approaches. In reality, much of what was discussed reflected practices that were traditional and teacher rather than learner-centred. The main barriers in implementing learner-centred approaches were reported as: other school duties and responsibilities, a limited understanding of learner-centred approaches, large class sizes, and inadequate teaching and learning resources. Other issues related to the level of English language proficiency of teachers, opportunities for students to use English outside the classroom and pedagogical training for teachers. Across all phases of this study, it was apparent that the Thai cultural context is influential, and tensions were seen between the policy intentions and Thai cultural norms. For example, discrepancies were observed between the policy directive of learner-centred teaching and the dominant examination-based assessment, the power distance that exists in Thai society and large class sizes which are typical in many Thai schools. The findings of this thesis have significant implications for policy makers, educational trainers, school management, teachers and students. In particular, there is an urgent need to consider how learner-centred approaches can be adapted to align more closely with the Thai culture. Professional development and support for teachers is another aspect in need of urgent attention so that teachers are supported to make changes to their teaching and pedagogy in line with learner-centred approaches. Additionally, support for teachers to improve their levels of English language proficiency is needed so that teachers are more comfortable using English in their teaching. This will also help to provide students with increased opportunities to communicate in English.
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    Needs analysis for an English for Specific Purposes (ESP) course for Thai undergraduates in a Food Science and Technology programme : a thesis presented in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education, Massey University, Palmerston North, New Zealand
    (Massey University, 2015) Chatsungnoen, Paweena
    This thesis aims to explore the English language needs of students and relevant stakeholders for an English for specific purposes (ESP) programme for food science and technology students at Agriculture University in Thailand. The research was conducted using Dudley-Evans and St. John’s (1998) needs analysis as a research framework, and multiple sources of data collection were used. The study investigated the English language skills needed in academic and occupational contexts in the area of food science and technology. The participants in this research included 45 third-year students, six former students, three subject teachers in the food science and technology programme, two ESP teachers, and six employers. The study showed that the students had low levels of English proficiency. Their low levels of English then affected their study in the academic context and their work during the internship programme in the occupational context. Reading and translation were the most needed skills in their academic context, whereas speaking and listening were considered the most needed skills in the occupational context. The study also revealed a mismatch of the perceptions of the students’ needs between the ESP teachers and other stakeholders in both academic and occupational contexts. The changes across two ESP courses in the students’ needs depended on three main factors: learners, professional information, and environmental situations. This thesis contributes to knowledge of the ESP branches required for food science and technology at Agriculture University and using a needs analysis as an on-going process within the overall process of course development. It proposes a redesigned needs analysis model which could be used for future ESP needs analyses at Agriculture University in different disciplines and possibly also be adapted for use in wider Thai and international contexts. Recommendations for supporting the ESP programme at Agriculture University and implications for future research are also provided.
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    Scientific English and Thai students : a study of the comprehensibility of complex structures : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University
    (Massey University, 1982) Chaiyai, Sripanya
    This study attempted to examine (i) the relationship between Thai science students' comprehension of English complex structures and their reading comprehension of scientific English passages, (ii) the patterns among comprehensibility levels of complex structures for good and pool readers and (iii) the differences in the comprehensibility of complex structures within given types for good and poor readers, taken separately. The sample comprised 190 subjects who were drawn from five different Faculties at Khon Kaen University -- Medicine, Nursing, Science, Agriculture and Education. Four tests were constructed -- two measuring comprehension of scientific English, two measuring comprehension of three types of complex structures, viz., complements, comparatives and relatives. On the basis of cloze reading scores, 40 good readers and 43 poor readers were identified. Their structure comprehension scores were analyzed and compared. The results revealed that comprehension of English complex structures and reading comprehension of scientific English passages were positively related. When comprehensibility levels of complex structures were examined for patterns and when patterns characteristic of good and poor readers were compared, the results revealed a group of structures easy for both groups and another group of structures which tended to be relatively difficult for both groups. Easy structures seemed to share several general features notably the presence of particular types of surface cues in the surface structures, the presence of all surface elements and overt rather than covert ordering of surface elements within clauses. Difficult structures, on the other hand, displayed different types of surface cues or had surface cues absent from the surface structures. Moreover in such difficult structures, not all surface elements were present. It was also found that there were differences in the comprehensibility levels of complex structures within the different types. Again the presence or absence of surface cues seemed to affect sentence comprehensibility. The easier structures within the different types tended to contain the surface elements required to understand the sentence. The position of the relative clause seemed also to have an effect on the comprehensibility level of relative sentences. Right-branching relative clauses seemed to be more comprehensible than centre-embedded relative clauses. Finally the data revealed that good readers comprehended complex structures significantly better than did poor readers in most of the structures investigated. Their comprehension of two complex structures, however, was found not significantly different. They were (i) Non-finite (to-infinitive) object complement and (ii) Comparison of inequality where than is absent. Some explanation of the results was attempted and some educational implications were drawn.