Innovative and Sustainable Development of English Language ... Booklet 2… · International Research Seminar 2019 . In Celebration of CULI’s 42nd Anniversary . Innovative and Sustainable

Chulalongkorn University Language Institute (CULI) International Research Seminar 2019 In Celebration of CULI’s 42nd Anniversary

Innovative and Sustainable Development of

English Language Teaching (ELT)

in the Digital World

5th July 2019

Mahitalathibet Building, Chulalongkorn University Bangkok, Thailand

Organized by

CULI Research Department

CULI

For full version of booklet

Table of Contents

Background & Rationale 1

Seminar Program 3

Seminar Venue Maps 4

QR Codes for Seminar Booklet & Evaluation 5

Parallel Session Program 6

Abstracts – Plenary Sessions 8

Abstracts – Featured Sessions 11

Abstracts – Parallel Sessions 13

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Chulalongkorn University Language Institute International Research Seminar 2019 (CULI-IRS 2019)

In celebration of Chulalongkorn University Language Institute’s 42nd Anniversary

“Innovative and Sustainable Development of English Language Teaching (ELT) in the Digital World”

Friday 5th July 2019 Mahitalathibet Building, Chulalongkorn University

Bangkok, Thailand

Background and Rationale

Opportunities to explore current educational issues and challenges in education research can serve as a valuable catalyst for innovations in teaching and learning. Toward this objective, Chulalongkorn University Language Institute is proud to examine the latest research in education under this year’s international research seminar titled “Innovative and Sustainable Development of English Language Teaching (ELT) in the Digital World.”

This international research seminar will help participants stay updated on current approaches to professional development in technology education and seek opportunities for expanding knowledge based on research, theory and current issues among English language professional community.

This year’s international research seminar is also one of CULI’s academic activities to commemorate its 42nd anniversary as well as to demonstrate its commitment to society. This seminar is open to all interested participants free of charge.

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Objectives

1. To promote and disseminate research on ELT for quality teaching and learning

2. To provide an opportunity for English language practitioners, researchers, administrators, policy makers and postgraduate students to share their theoretical and pedagogical perspectives on technology and innovation development

3. To encourage networking among members of the ELT professional community

Participants

English language practitioners, researchers, administrators, policy makers and postgraduate students from local and overseas institutions.

Responsible Organization

Research Department, Chulalongkorn University Language Institute

Venue

Hall Room (202) Mahitalathibet Building, Chulalongkorn University

Date & Time

Friday 5th July 2019 (8:00-16.00)

Registration

Online registration is available for all participants (free registration) at http://www.culi.chula.ac.th/research/irs2019

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Seminar Program

“Innovative and Sustainable Development of English Language Teaching (ELT) in the Digital World”

Friday 5th July 2019 Mahitalathibet Building, Chulalongkorn University

Bangkok, Thailand

Time Activity 8:00-8:45 Registration 8:45-9:00 Opening Ceremony

• Director’s Report by CULI Director • Opening Speech by President of CU

9:00-10:00 Plenary Speaker I Steve Walsh Newcastle University, UK

10:00-11:00 Plenary Speaker II Willy Renandya Nanyang Technological University, Singapore

11:00-12:30 Parallel Sessions 12:30-13:30 Lunch 13:30-14:30 Featured Speakers: CULI Presentations

Wanlee Talhakul & Jirajittra Higgins Chulalongkorn University Language Institute, Thailand

14:30-15:30 Plenary Speaker III Wu Siew Mei National University of Singapore, Singapore

15:30-16:00 Closing Ceremony • Award Presentations • Closing Speech

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Room 202

Mahitalathibet Building

2nd floor

7th floor

Registration Opening ceremony Plenary sessions Parallel sessions Featured speakers Closing ceremony

Parallel sessions Room 703

Vocabulary Room 704

Technology in ELT Room 709

Listening & Vocabulary Room 710

Pronunciation Room 711

Discourse Analysis Room 712

Language & Education

Room 703

Room 704

Room 709 Room710 Room 711 Room 712

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For full version of booklet

For CULI-IRS 2019 evaluation

For Plenary session evaluation

Room 202 Reading & Writing

Vocabulary Room 703

Room 704

Technology in ELT

Listening & Vocabulary

Room 709

Room 710

Pronunciation

Discourse Analysis

Room 711

Room 712

Language & Education

Parallel Session Evaluation

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CULI-IRS 2019 Parallel Session Program

Mahitalathibet Building, Chulalongkorn University Bangkok, Thailand

Room 11.15-11.40 11.40-12.05 12.05-12.30

202

Reading & Writing Critical Literacy in an EFL Classroom: Going the Extra Mile in Reading Sirawit Apairach, Chulalongkorn University, Thailand

The Effect of Jigsaw Technique on English Reading Comprehension Skill in a Thai Secondary School Adun Udombua & Pilanut Phusawisot, Mahasarakham University, Thailand

703

Vocabulary

Senior Students’ Lexical Problems with Translation of Minfong Ho’s Sing to the Dawn from English into Thai Thassanee Thasrabiab, Walailak University, Thailand

Learning Anatomy Vocabulary through Virtual Reality Yossiri Yossatorn1, Cathy Weng2 & Ratchadawan Nimnual3, 1Navamindradhiraj University, Thailand 2National Taiwan University of Science & Technology, Taiwan 3King Mongkut’s University of Technology Thonburi, Thailand

A Corpus-Based Study of English Zoology Academic Word Lists Thana Kruawong & Supakorn Phoocharoensil, Thammasat University, Thailand

704

Technology in ELT Funny English in the Digital World Kandaporn Jaroenkitboworn, Chulalongkorn University, Thailand

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Room 11.15-11.40 11.40-12.05 12.05-12.30

709

Listening & Vocabulary Enhancing Learner Autonomy through an Extensive Listening Program: a Practical Experience with Tertiary Level Students in Vietnam Liem Do Huy, Van Lang University, Vietnam

Micro and Macro Skills of Listening Comprehension: Difficulties of Bangladeshi IELTS Test-takers S M Akramul Kabir, University of Canterbury, New Zealand

Multiliteracy in Pedagogy: Video Mediated Speaking in Google Classroom Laela Hikmah Nurbatra, University of Muhammadiyah Malang, Indonesia

710

Pronunciation Thai Secondary School Students’ Perceptions of English Pronunciation Models Thanee Khiadthong, King Mongkut's University of Technology Thonburi, Thailand

The Effect of Language Exposure and Language Transfer on English Consonant Pronunciation Kitthitar Wattanakornpisarn, Mahidol University, Thailand

Improving Upper Secondary School Students’ Pronunciation Skill on the Problematic Sounds through the Natural Approach Natnaree Sittikraipong & Pilanut Phusawisot, Mahasarakham University, Thailand

711

Discourse Analysis

An Analysis of Speech Acts of International Advertising Slogans Natnicha Bhoosahas, North Bangkok University, Thailand

Metro Bus Project as an Election Gimmick: An Eco-Linguistic Analysis of Newspaper Editorials Ayesha Asghar Gil1 & Shahbaz Haider2, 1University of Agriculture, Pakistan 2Government College University, Pakistan

Unveiling Discursive Strategies in Controversial Product Advertisements on Facebook Nattawaj Kijratanakoson, Chulalongkorn University, Thailand

712

Language & Education Assessment of Cross Cultural Experiences in English Language Teaching Naseef M.N., Mahatma Gandhi University, India

Selective Activities for Intercultural Competence Development in English Language Education Nguyen Thi Khoi Bui, An Giang University, Vietnam

Student Input on Activities and Excursions in English for Domestic Tourism Wutthiphong Laoriandee, Chulalongkorn University, Thailand

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Professor Steve Walsh

Newcastle University, UK

Innovation and Excellence in English Language Teacher Education

In this paper, I argue that good teachers are not ‘born’ but ‘self-made’. I make the case for a regeneration of reflective practice (RP) and argue that if RP is to ‘work’, there is a need for a more dialogic and collaborative approach. The paper extends the arguments made in Walsh and Mann (2015, 2017), using examples of reflection data, and arguing that reflection needs appropriate digital tools, a metalanguage and dialogue with another professional to provide new lines of collaborative and dialogic communication. The case is made for tools to be sufficiently flexible that they can be tailored to specific contexts and facilitate the kind of detailed, up-close, professional understanding that RP was originally designed to foster. Drawing on the featured data-sets, I demonstrate how the use of appropriate tools and accompanying dialogue are more likely to result in changes in professional practice and excellence in teaching.

Plenary Speaker I

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Professor Willy Renandya

Nanyang Technological University, Singapore

Can technology improve L2 proficiency?

In this presentation, I examine how technology can be used in ways that reflect well-accepted second language acquisition principles (e.g., language learning is facilitated when learners receive comprehensible language input, when they get ample opportunity to notice non-salient language features and when they engage in meaningful communication via repeated practice). I will address the following questions in my presentation:

• How can technology be used to help L2 learners become fluent speakers of English?

• How can technology enhance the quantity and quality of language input?

• How can technology be used to encourage noticing of non-salient language features?

• How can technology provide more opportunities for genuine and meaningful communication?

• How can technology make language learning more engaging and motivating?

I will argue that when the use of technology is supported by established SLA principles, we can expect to see significant improvement in our students’ overall proficiency.

Plenary Speaker II

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Associate Professor Wu Siew Mei

National University of Singapore, Singapore

Embedded English Language Teaching using the digital platform: Policies, practices and challenges

One form of innovative English language Teaching (ELT) adopted at the Centre for English Language Communication (CELC) includes embedded modules and programmes. The integration of academic written and spoken skills into the context of disciplinary courses to various degrees has been variously reported in ELT and learning literature, especially in Australian universities and universities in the United Kingdom. Amongst the various approaches to developing academic literacy skills, it has been reported that embedding the training of these skills within the respective disciplines has proven the most efficient with far reaching effects on students. This paper presents selected initiatives at CELC which aim at different levels of the integration of these academic literacy skills with relevant disciplinary content which provides the academic platform for the learning of these skills. The range include instances of full integration, where the disciplinary content specialists are also the academic rhetoric experts, to other approaches which integrate disciplinary content only at the materials design level. The paper also discusses conceptual and practical challenges, including the need to contend with the knowledge of disciplinary content at various stages of curricular design. Amongst other strategies such as further extending dialogic spaces for effective implementation, it recommends the use of selected forms of digital technology to negotiate the specific difficulties of harnasing the strengths of both faculty in the disciplines and academic literacy experts in the context of institutional support which may be less than consistently robust at various stages of implementation of the embedding approach.

Plenary Speaker III

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Assistant Professor Wanlee Talhakul

Chulalongkorn University Language Institute, Thailand

CULI’s ELT with Innovative Development

With the technology disruption and the 21st century learners’ characteristics in this digital age, Chulalongkorn University (CU) inevitably needs to establish strategies to reach its vision at being the world class national university, generating knowledge and innovation for the creative and sustainable transformation of Thai society. As an integral part of CU mainly being responsible for providing English language instruction to students of eighteen faculties, Chulalongkorn University Language Institute (CULI) has developed its English teaching and learning to conform to CU policies. This presentation focuses on the introduction of CULI’s English fundamental course ‘Experiential English’ in which about 5,000 freshmen are required to enroll every year. Based on various studies of mobile phone benefits, the mobile learning project ‘CULI Application’ was invented to accommodate these students to be autonomous learners. A new extra-activity was also initiated through the cloud storage technology to improve the students’ English language skills, real-world experiences, global exposure and life-long learning.

Featured Speaker I

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Jirajittra Higgins

Chulalongkorn University Language Institute, Thailand

Practices EFL Flipped Classrooms: Implication of Thailand Education 4.0

The flipped classroom instruction is an innovative approach which integrates technology into a traditional instruction. This presentation explains the purpose of a research study and reports on practices in relation to integrating technology through flipped instruction into English as a foreign language (EFL) classrooms and how the course was designed with the implication of Thailand Education 4.0. as well as students’ opinions towards the flipped classroom. The study was conducted in an English class with undergraduate students at a prestigious university in Thailand where the flipped classroom was designed and implemented with innovative learning management tools before class, during the class and after class in order to enhance students 21st learning skills: Critical thinking, Creativity, Collaboration and Communication through various learning activities. The survey questionnaire was also applied in order to explore students’ opinions toward this instruction. The findings have shown that not only has integrating technology into classrooms facilitated students’ competence and learning skills for 21st century citizens as required, but also that the students’ opinions toward this instruction was highly positive.

Featured Speaker II

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Sirawit Apairach

Chulalongkorn University, Thailand

Critical Literacy in an EFL Classroom: Going the Extra Mile in Reading

The notion of critical literacy offers language teachers a fresh perspective on fostering a critical learner. Critical literacy practices, however, have not received much attention, particularly in the EFL tertiary education in which the ability to think from a critical stance is much sought-after. The present study aimed to explore 32 Thai public university students' critical reading abilities in two lessons of an English foundation course. The critical literacy lesson framework and critical literacy strategies were employed in one of the lessons in order to examine the extent to which they could help improve students’ critical literacy. The study also sought to understand students’ experience and reflections regarding the critical lessons in which they engaged. In the initial phase, a self-reflection questionnaire was administered at the end of the two lessons. The second phase of the study included three focus group interviews in which students’ opinions and in-depth reflections were elicited. The statistical findings revealed that students’ performance comparatively improved in the second lesson where the critical literacy lesson framework and strategies were implemented. The interview data also showed students’ positive engagement in the lesson, regardless of different English proficiency and familiarity of the texts. Despite any potential challenges many EFL teachers might face, the present study would, all in all, give a practical perspective on effective ways to approach critical literacy and how worthwhile it is to go the extra mile in a language classroom.

Parallel Session – Room 202 (S1)

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Adun Udombua

Pilanut Phusawisot Mahasarakham University, Thailand

The Effect of Jigsaw Technique on English Reading Comprehension Skill in a Thai Secondary School

Reading comprehension is considered one of the most challenging problems of students at this school. When students get involved with some reading passages, they are unable to identify the essential components of the passage. Therefore, the researcher became interested in finding an effective way to solve these problems. The purposes were to investigate the effects of using jigsaw technique on students’ English reading comprehension skill, and to investigate how the jigsaw technique affected students’ English reading comprehension skill. This study was a quasi-experimental design. The participants consisted of 60 eleventh graders of three classrooms at a secondary school in KhonKaen province, Thailand. The control group was 30 eleventh graders and the experimental group was 30 eleventh graders selected by simple random sampling. Four lesson plans were designed based on jigsaw technique with the cycles of task-based language learning. The instruments consisted of a pre-test and a post-test, a questionnaire, a semi-structured interview, and a dairy. The data were analyzed using independent t-tests, paired t-tests, content analysis, and triangulation technique. The findings revealed that the post-test scores of the students learning through the implementation of jigsaw technique with task-based language learning were higher than those who learnt in the traditional style. The finding indicated that the students improved their English reading comprehension skill after learning through jigsaw technique and task-based learning. Moreover, the dynamic of home group and expert group facilitated students’ reading comprehension as the students were involved with other students. This helped them better comprehended the text they read. The findings suggested pedagogical implications for reading instruction.


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Thassanee Thasrabiab

Walailak University, Thailand

Senior Students’ Lexical Problems with Translation of Minfong Ho’s Sing to the Dawn from English into Thai

According to Thai Qualifications Framework (TQF 1) of Bachelor of Arts (English), Translation is compulsory as a core course for undergraduate students in English Program. After that, they may go further with elective courses in specific translation and some may eventually challenge themselves to a final project on that. The article is focused on the observation about translation work made by fourth- year undergraduate students enrolling a course entitled Senior Project at Walailak University located in Nakhon Si Thammarat, Thailand. The work is based on Minfong Ho’s Sing to the Dawn which is rendered into Thai from English. When doing the translation, it is found that they have to deal largely with lexical problems namely word choices, culture-specific items, and idioms. Although at first, they pay attention to syntactic construction, it turns out that word- level structure also plays a key role in translation.


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Yossiri Yossatorn

Navamindradhiraj University, Thailand

Cathy Weng National Taiwan University of Science & Technology, Taiwan

Ratchadawan Nimnual King Mongkut’s University of Technology Thonburi, Thailand

Learning Anatomy Vocabulary through Virtual Reality

Technology has become prevalent in educational disciplines, including medicine. Various advances are constantly designed and introduced to classrooms, with an aim to enhance learning. Anatomy is regarded fundamental and cumbersome in terms of vocabulary memorization. Virtual Reality (VR) is one of the latest advances which is gradually applied to classrooms to help augment learning experiences. With the technological benefits, the current study designed and developed a VR program for learning anatomical vocabulary. The three-dimensional (3D) and game-engine software were employed in the program development. The developed contents were presented through fully immersive VR gears: head-mounted display and sensory handheld remote controls. This allows users to simultaneously explore and learn vocabulary of different parts of the body. The program effectiveness and usage satisfaction were examined by medical and VR experts, and twenty students. The results illustrated a high level of the program (x ̅ = 4.65) and operating system and usage satisfaction (x ̅ = 4.57). The results indicated that the developed program is practical and can pave the way to educational training and future investigation and development.


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Thana Kruawong

Supakorn Phoocharoensil Thammasat University, Thailand

A Corpus-Based Study of English Zoology Academic Word Lists

This study aimed to (1) generate the common vocabulary used in zoology research articles and identify their frequencies and (2) to validate the word lists by zoology experts. The Zoology Research Articles Corpus (ZRAC) was compiled from 268 Zoology research articles published during January 2016 – February 2019 from the International Journals of Zoology by Zoological society of London. The ZRAC consists of 1,530,384 words. The AntWordProfiler (1.4.0) software was used to analyze the frequency of the words. The results revealed that there are 504 high frequency content words. Later seven university lecturers teaching zoology were asked to clarify the specification of the words in zoology field. After the expert judge approach, 218 words (43.25%) were removed from the list which was then categorized into word families. The word lists were generated using the Coxhead's range and word frequency criteria called the Zoology Academic Word Lists (ZAWL). The ZAWL aims to assist undergraduate and graduate students in their preparation for zoology related fields with essential words for the reading and writing of research papers. Additionally, ZAWL can be applied in vocabulary pedagogy for zoology lecturers in selecting appropriate vocabulary to teach undergraduate and graduate classes.


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Kandaporn Jaroenkitboworn

Chulalongkorn University, Thailand

Funny English in the Digital World

Facebook is currently one of the most popular social medium used for many purposes. Public pages on Facebook for learning and teaching English have also been rapidly emerging and seem to be more and more captivating as the number of people following the pages has been increasing. Therefore, this paper aims to study the English language learning on Facebook by collecting data from one of the most popular public pages, entitled “English is Fun”. The scope of the study covers only the posts that are English jokes, since reading jokes is one of the enjoyable ways of learning and jokes can be a good source of teaching materials. Seventy five jokes (out of 200 posts) during 1 – 16 April 2019 were collected and analyzed. The study result revealed that there were two major types of jokes: one was in a textual form while the other was a mixed-code message (a combination of verbal and non-verbal elements). The latter was further classified into two subtypes: one had the verbal element as the primary factor to provoke humor while the other required the interaction between the verbal element and non-verbal element. In terms of content, teachers and education were mostly made fun of.


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Liem Do Huy

Van Lang University, Vietnam

Enhancing Learner Autonomy through an Extensive Listening Program: a Practical Experience with Tertiary Level Students in Vietnam

The study aimed at exploring possible effects of Extensive Listening (EL), with the main focus to be at investigating students’ learner autonomy strategies and their L2 (English) listening ability improvement in an extensive listening program at Van Lang University in Ho Chi Minh City, Vietnam. Subjects involved in the study were third-year English-majored students at intermediate level English proficiency. The learners’ strategies questionnaire was adapted from O’ Maley and Chamot’s (1990), Oxford (1990) and Vandergrift (2006). The materials used in the ER program were from the Internet and chosen by students themselves. Research instruments involve pre-and post-study listening tests, pre-and post- study questionnaires, and semi-structured interviews. After the 9-week EL program, the post-test listening scores showed that the students’ English listening ability was improved. Findings from the questionnaires indicated that subjects had some notable changes in their use of metacognitive strategies at the end of the study. All subjects developed positive attitudes toward listening and learner autonomy. It can be seen that EL enhances listening ability, promotes learners’ autonomy, and enables them to become more autonomous listeners.


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S M Akramul Kabir

University of Canterbury, New Zealand

Micro and Macro Skills of Listening Comprehension: Difficulties of Bangladeshi IELTS Test-takers

Listening skill is neither taught nor tested in both the main-stream secondary and higher secondary public exams of English language education in the country. That is why, the higher secondary students do not face the test of listening skill, until they attempt for IELTS test. While attempting listening test of IELTS, the post-higher secondary main-stream students face huge difficulties in both micro and macro skills of listening. This study explored the causes of listening difficulties of Bangladeshi IELTS test-takers based on micro- and macro skills of listening comprehension that is adapted by Brown & Lee in 2015 from Richards’s (1983) seminal Article on taxonomy of listening skills. In exploring the difficulties of IELTS listening skill, a multi-method research design was used. To collect data for this study, six IELTS preparatory-course trainers, six high-achievers of IELTS test have been interviewed and a survey of 224 preparatory IELTS test-takers has been administered. The initial finding shows that the main difficulty for the students is their inability to recognize known words and new vocabulary while listening in IELTS. The findings of the study may help IELTS trainers assist the test-takers to deal with the difficulties of IELTS listening test.


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Laela Hikmah Nurbatra

University of Muhammadiyah Malang, Indonesia

Multiliteracy in Pedagogy: Video Mediated Speaking in Google Classroom

The use of social networks and online learning platform have been embraced in EFL learning. Google classroom, as one of the online platform is aimed to bridge teachers and students’ interactions virtually (Bhat, Raju, Bikramjit, & D’Souza, 2018; Solihati & Mulyono, 2017). In regards to that, multiliteracy is highlighted as educational innovation which can be explored through Google classroom. As a shift mode from traditional learning which simply regards education as a process in transferring knowledge, multiliteracy is seen as endless meaning construction from various resources in various contexts (Rivas & Cardozo, 2018). With the urgency to explore multiliteracy in online EFL learning platform, this study presents the way video-mediated speaking activities contribute to multiliteracy theoretical framework. In Indonesian context, this study uses multiliteracy as theoretical framework to analyze video mediated speaking in Google classroom. In doing so, the paper presents suggestions on how the multiliteracy can be developed in digital learning. In addition to that, students and teachers’ reflections on how multiliteracy is implemented through a video mediated speaking in Google classroom will be examined.


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Thanee Khiadthong

King Mongkut's University of Technology Thonburi, Thailand

Thai Secondary School Students’ Perceptions of English Pronunciation Models

The teachers’ English pronunciation can impact on EFL students’ perception to learn English. The notion of that a variety of English pronunciation models should be considered as understanding factors is more questionable nowadays. In this study, various English pronunciation models of English teachers were examined and investigated towards the school student’s views. The 30 students were randomly recruited as the participants from 300 Grade10 students. They were asked to listen to 16 recordings--each is recorded by different utterances and accents from four English speakers from American, England, Indian and Thailand randomly--and wrote what they heard to measure intelligibility. After that, 9-point Likert rating scale and open-ended questions were completed to discover their comprehensibility perceptions. The findings showed that participants were able to the most easily understand Thai model whereas the Indian was performed as the most difficult of all, yet the Thai model was not rated so very easy as their actual intelligibility like the Indian models. It is shown implications of problematic perspectives towards the concept of Teaching English as an international language (TEIL) which is becoming trendy in English Language Teaching (ELT) not only in the university levels, but also in the school levels, or teaching English for commination is being considered as an omnipresent challenge approach.


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Kitthitar Wattanakornpisarn

Mahidol University, Thailand

The Effect of Language Exposure and Language Transfer on English Consonant Pronunciation

This research aims to investigate the pronunciation of Thai EFL students at the phoneme level. It focuses on how students produce English voiced and voiceless stops consonant /p/, /b/, /t/, /d/, /k/, and /g/ at initial and final positions and finds out the reason behind the incorrect production of phonemes. Forty undergraduate students were asked to pronounce sentences contained the targeted sounds in the questionnaire. Half of the participants neither had overseas experience in any English-speaking countries before nor learn with English native speakers for more than one year continuously, while another half had. Each participant pronunciation was analyzed by PRAAT using a spectrogram to measure voice onset time and voicing. The results showed that participants with no language exposure had more difficulty in pronouncing English consonants that do not exist in Thai phonology. From the finding, it can be concluded that exposure to the target language and mother tongue interference plays a major role in affecting the accuracy of EFL learners’ pronunciation. Given this, the author has put forward several suggestions in teaching and learning process, learners should have more chance to expose to the language as much as possible and teachers should be aware of the language differences.


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Natnaree Sittikraipong

Pilanut Phusawisot Mahasarakham University, Thailand

Improving Upper Secondary School Students’ Pronunciation Skill on the Problematic Sounds through the Natural Approach

The purposes of this study were to investigate whether or not the natural approach could help students improve their pronunciation skill on the problematic sounds and to investigate how the natural approach helped students improve their pronunciation skill on the problematic sounds. The participants were 8 upper secondary school students studying at a private school in Khon Kaen province, Thailand. They were those who had the most questionable pronunciation skill. The instruments for data collection consisted of English pronunciation pretest-posttest, a semi-structured interview, and a dairy. Six lesson plans specifically designed based on the natural approach together with the cycles of action research cluded passages, songs, movies, games, tasks and series and open-dialogs that comprised the problematic sounds which were the final sounds of /d/, /t/ and /Id/. The data were analyzed using mean scores, percentage and content analysis. The findings revealed that (1) the scores of the students’ English pronunciation skill was higher after learning through the use of natural approach, and (2) the natural approach was proved to be an effective way to help the student improve their English pronunciation skill. Finally, the findings also suggest pedagogical implications for teachers who wish to improve students’ pronunciation skills.


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Natnicha Bhoosahas

North Bangkok University, Thailand

An Analysis of Speech Acts of International Advertising Slogans

The purposes of this study were to analyze how advertising slogans were created to transform information and persuade reader by analyzing the trend of speech act in International Advertising Slogans in 2017. The aspect of the types of speech act used in advertising slogan were investigated. The data were collected from the website; Top-advertising-slogans-of-2017 and 50 Best Advertising Slogans of Modern Brands and, consisting of seventy-three advertisements. They were divided into five parts: famous advertising slogans, foods and beverages, clothing and fashion, automobiles and electronics: broadcasting, communication. The theories used in this study were based on the work of Searle’s (1969) - Classification of speech acts. The finding showed that directive speech act were analyzed the highest usage in advertising slogans. The declarative and commissive speech act were analyzed the least usage in advertising slogans. The similarity is that there is representative speech act in every slogan and there is no declarative speech in all slogans. Besides, the differences of speech act in advertising slogans may occur because of the amount of advertising space and function of speech acts.


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Ayesha Asghar Gil

University of Agriculture, Pakistan

Shahbaz Haider Government College University, Pakistan

Metro Bus Project as an Election Gimmick: An Eco-Linguistic Analysis of Newspaper Editorials

Eco-linguistics promotes “culture of peace” through the development of “respect and care” among the societies (Arrane, 2014). This research focused the ecologically destructive issue like Metro Bus project in Pakistan by applying Ecological Critical Discourse Analysis (ECDA). It examined two editorials from two popular newspapers: Dawn and The Express Tribune of Pakistan language usage, by transitivity and ergativity systems as a tool from Systemic Functional Linguistics (SFL) framework. The findings revealed that editorialists built a fine grained linguistic façade to reflect a rift between society ecological balance and ideological presuppositions of government behind metro bus project. Editorialist used 48 % material for mismanagement in metro bus construction, 26% relational to formulate cause effect relationship and 18% verbal processes to quote different stakeholders to disclose hidden agendas. Similarly, 333 mediums disclosed metro bus excessive cost and ill planning of infrastructure’s construction and 25 agents (public) demonstrated the underlined governmental tactics to win public confidence for upcoming election success. This research focuses on the eco-literacy via enhancement of reading competency in English Language Learners to understand effect of local issue on the ecology of a society (Halliday. 2001, p.112).


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Nattawaj Kijratanakoson Chulalongkorn University, Thailand

Unveiling Discursive Strategies in Controversial Product Advertisements on Facebook

A paucity of the investigation regarding the image-text relations in social media advertising prompts the need for this study. Drawing upon Martinec (2013)’s System of Logico - Semantic Relations, this study analyses print advertisements on the official Facebook page of Durex Thailand. Discursive strategies associated with the advertisements are elucidated. Results indicate that the majority of the advertisements belong to the ‘image more general’ category in which the pictorial element is foregrounded than the verbal one. It is also discovered that Durex employs a number of strategies to minimise obscenity inherent in its products. Further implications beneficial to the formulation of the advertisement regarding a sex-related product in a high-context culture are discussed.


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Naseef M.N.

Mahatma Gandhi University, India

Assessment of Cross Cultural Experiences in English Language Teaching

English language being regarded as the accent of the first class community, now switched into a badge of commonness in society that helps to build relations. Cross cultural learning experience can be accomplished through active interaction with a different culture. This paper trying to deliberate innovative techniques, methodologies or strategies that can be opted to empower a minority society through language teaching and learning on the basis of a case study, and an assessment done among hundred non native English speakers of diverse cultural backgrounds about their method of capturing ideas or understanding English language.

Also will examine the possibility and output of educating the migrants through Migrant Literacy Programs in the light of 2018 Kerala Migrant Literacy project as well as about the possibilities of providing education through online or web gadgets free of cost. This would enhance the path of English learning in an effective structure with all cognitive development and cultural enhancement.


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Nguyen Thi Khoi Bui

An Giang University, Vietnam

Selective Activities for Intercultural Competence Development in English Language Education

While language proficiency is no longer the sole goal of English language education, many national language curricular documents have highlighted the importance of developing intercultural competence (IC). However, little has been discussed on how to achieve this goal in practice. Grounded in Byram’s (1997) IC model, this presentation suggests ten selective activities for developing IC in English language education. Descriptions of the activities are illustrated with relevant examples from an online professional development course that involved 84 tertiary English language teachers across cultural and geographical boundaries. Findings from 344 meta-reflections and feedback forms showed that participants positively acknowledged the relevance of these activities to their IC development and the applicability of these activities for their English language teaching. Despite some drop-outs, the Moodle logs also demonstrated participants’ active engagement and interests in the course activities. This talk aims to promote further discussion on how to foster the intercultural dimensions in English language education.


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Wutthiphong Laoriandee Chulalongkorn University, Thailand

Student Input on Activities and Excursions in English for Domestic Tourism

When conducting needs analysis (NA) for an ESP course, input from multiple sources is generally preferred. Belcher (2006) and Basturkmen (2013), however, argued that NA usually involves decisions based on the interests and beliefs of the teachers or institutions about language, teaching and learning rather than learner interests. Following Brown’s (2016) classroom-learning analysis, this presentation propounds a balanced consideration of student input on in-class activities and excursions for a prospective English for Domestic Tourism course. Students (N=196) completed surveys on the activities of four piloted sessions and on desired destinations, duration and activities of the excursions of the prospective course. The survey data were triangulated with interviews. It was found that interactive and creative in-class activities with speaking focus such as creating and presenting group itineraries, and paired role-playing with guided topics were the most preferred. Interestingly, an activity that was too difficult, albeit very interactive, was one of the least preferred. As for excursions, the students favored overnight trips to natural attractions with activities that promoted hands-on experience and speaking skills. The presentation concludes with ways to balance needs from multiple sources ESP course designers could apply to their own situations.


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Documents

Innovative and Sustainable Development of English Language ... Booklet 2… · International Research Seminar 2019 . In Celebration of CULI’s 42nd Anniversary . Innovative and Sustainable