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|Proceedings of 13th International Conference on Humanities & Social Sciences 2017 (IC-HUSO 2017) 2nd-3rd November 2017, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand
IC-HUSO 2017
1. Marketability of Drafting Technology and Drafting Related Works 1199
Ella Suzanne E. Flores, Novelyn A. Luardo, Michael Art R. Napoles
2. Dubbing of Films: Interpreting and Analyzing Non-Verbal 1209 Communication Towards Audiovisual Translation
Airen C. Sajulga, Melba B. Ijan
3. The Development Of An “English For Communication” 1219
Training Course For Thai Traditional Doctors And Their Assistants
To Promote Tourism In Phetchaburi
Kannika Talalak
4. Using Facebook as an Educational Tool for Teacher Trainees in Japanese: 1232
From the Training Institution’s Viewpoint
Manami Fujihira
5. Effects of English Speech and Anxiety in Speaking English of First Year 1233
Undergraduate Students in Private University
Bundit Anuyahong
Panel 22 : Language and Literature
|Proceedings of 13th International Conference on Humanities & Social Sciences 2017 (IC-HUSO 2017) 2nd-3rd November 2017, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand
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IC-HUSO 2017
Marketability of Drafting Technology and Drafting Related Works
Ella Suzanne E. Flores1, Novelyn A. Luardo2, Michael Art R. Napoles3
1,2,3Department of Technology Teacher Education, College of Education, 1,2,3MSU-Iligan Institute of Technology, Philippines
3E-mail: [email protected]
Abstract
This study aims to investigate the marketability of the course Drafting Technology or
drafting related works in the labor market. A descriptive method of research was utilized employing
both qualitative and quantitative approaches. There were 55 graduates surveyed using the snowball
technique in gathering the data. A revised questionnaire was adopted from CED Alumni as a main
tool in gathering the data needed in this study.
The respondents were the Drafting Technology Graduates and individuals employed in
drafting related works. The profile shows that majority of the respondents are female. It is great to
know that more than half of the respondents are employed as regular or permanent in a company
offering 20,000 and above range of earning monthly. Most of the respondents are under technical
position followed by professional which takes them less than a month in landing to their present
job. Most of the respondent found their job from the recommendations and as walk in applicant
that they prefer to stay because of well compensation and is related to their course or program
studied.
Drafting Technology and drafting related courses is highly demanded in the labor market.
Therefore, innovation of strategies and instruction in teaching is suggested, and there are new
technology introduced in the labor market that could be considered and integrated in the
curriculum. Outdated and Insufficient facilities may decrease if given attention.
Keywords: Drafting Related Works, Marketability of Drafting, Marketability
1200 Proceeding of 13th International Conference on Humanities & Social Sciences 2017 (IC-HUSO 2017)
2nd-3rd November 2017, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand |
IC-HUSO 2017
Introduction
A labor market is the place where workers and employees interact with each other. In the
labor market, employers compete to hire the best, and the workers compete for the best satisfying
job. According to The Economic Times labor market needs jobs that can develop the country‘s
economic growth. Philippines population grows every year that enters labor force. But still there
are some who finds hard to get a job even there are many unfilled jobs. According to the
Department of Labor and Employment (DOLE), the reason for this is the job mismatch. There are
students who enrolled courses that they think will land them to a well-paid job, but in the end as
they graduate such demand already drop. S.T.E.M (Science, Technology, Engineering and
Mathematics) courses are demand in the market today, because, they believe that this courses are
the ―wave of the future‖ said IMoney
There are students that are aiming to take S.T.E.M courses offered from Institutes. But
before admission the office administer Examination to measure individual capacities. And not
everyone is fortunate to get the passing rate for such courses, which force them to take the course
offered from the Institute according to their level of capacities.
In (DTTE) Department of Technology Teacher Education program of College of Education
in Mindanao State University – Iligan Institute of Technology, most of the students enrolled in the
program are not vertically inclined. That they only choose to continue the program despite to their
different interests and lack of the course background, because of no choice at all, and some uses
the program as a stepping stone to shift to their desired courses.
This Study will hopefully determine the demand of the course Drafting Technology in the
labor market, and will able to compete in National and Abroad standards. This Study will hopefully
help upgrade the program and will able to contribute to future revision of the curriculum to level
the demand of other courses globally.
Statement of the Problem
This study aims to investigate the marketability of the course Drafting Technology or
drafting related courses in the labor market. It sought to answer the following questions.
1. What is the profile of the respondents in terms of its:
1.1 Age
1.2 Gender
1.3 Civil Status
1.4 Permanent Address
1.5 Monthly Income
1.6 Course graduated
1.7 Year graduated
1.8 Is the course they graduated was their first choice?
|Proceedings of 13th International Conference on Humanities & Social Sciences 2017 (IC-HUSO 2017) 2nd-3rd November 2017, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand
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1.9 Highest Educational Attainment
1.10 School graduated
1.11 Present job
1.12 Name of the company/industry they employed
1.13 Length of service on their present job
1.14 Present employment status
1.15 How long did it take to land in your present job?
1.16 Is the job related to their course?
1.17 Job Level Position
2. How do the respondents find their present job?
3. What are the reasons of staying on their present job?
4. How do the respondents perceive the Drafting Technology course?
Theoretical Framework
Drafting Technology course is a program that prepares individuals to generally apply
technical skills to create working drawings and computer simulations for a variety of applications.
Behind every product, building, or process are drawings and models made by someone using the
techniques and principles taught in drafting or drafting technology courses. In the labor market,
employers compete to hire the best, and the workers compete for the best satisfying job. The
Influence and impact of the drafting technology course in the labour market are identified by
different reasons. This study is anchored by various theories such as; Parsons‘ Theory (1854),
Holland's theory of career choice (1919) and Happenstance theory (1928).
People perform best when they are in jobs best suited to their abilities. In the basis of
Parsons‘ theory (1854), He developed the idea of matching careers to talents, skills and personality.
Parsons stated that occupational decision making occurs when people have achieved an accurate
understanding of their individual traits (aptitudes, interests, and personal abilities), knowledge of
jobs and the labour market, rational and objective judgement about the relationship between their
individual traits, and the labour market. This theory supports the study in terms on what factors an
individual needs for them to be able to find a job or a career.
Holland‘s theory of career choice (1919) refers on the theory on how careers are determined.
According to him, we want jobs with people like us. John Holland's Theory of Career Choice
(RIASEC) maintains that in choosing a career, people prefer jobs where they can be around others who
are like them. They search for environments that will let them use their skills and abilities, and express
their attitudes and values, while taking on enjoyable problems and roles. Behaviour is determined by
an interaction between personality and environment. Holland‘s theory is centred on the notion that most
people fit into one of six personality types: Realistic, Investigative, Artistic, Social, Enterprising, And
Conventional. This theory supports the study in terms on how the environment can affect an individual
in finding the best career choice that best suits for them.
1202 Proceeding of 13th International Conference on Humanities & Social Sciences 2017 (IC-HUSO 2017)
2nd-3rd November 2017, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand |
IC-HUSO 2017
John Krumboltz's planned Happenstance theory (1928) makes it OK to not always plan,
because unplanned events could lead to good careers. He states that indecision is desirable and
sensible, as it allows the opportunity for clients to benefit from unplanned events. This theory is
called planned happenstance. This emerging theory specifically addresses the need for people to
deal with change within the rapidly changing labour market. Managing life transitions is seen as
an essential career management skill. Krumboltz‘s theory offers insight on how to deal with the
limited degree of control we have over some career experiences.
Scope and Limitations of the Study
This study is limited on the self-made checklist questionnaire and limited to respondent’s
perception towards the Marketability of Drafting Technology course. This study was limited to any
BSTTE/BSIEd- Drafting Technology graduates, Cad Operators, Graphic Artist and any individual
taking Drafting related works who were able to respond through mail and personal interview. Due
to time and funding constraints, only 56 individuals, local and abroad were purposively chosen as
participants of this study. This research was conducted in Iligan City. Those working abroad were
reached through mails and through the help of social network and to their common friends.
Research Methodology
This chapter describes and discusses how the researchers will gather the necessary data and
information that will be used in the entire study. It describes who will be the respondents of the
research. This also includes the research design and the research locale where the study will be
conducted.
Subject of the Study
The respondents of this study are the graduates of Bachelor of Technology Teacher
Education major in Drafting Technology (BSTTE-DT) or the past (BSIEd-DT) Bachelor of Science
in Industrial Education major in Drafting Technology in Mindanao State University – Iligan
Institute of Technology who are now working locally and abroad. And the graduates of any related
Drafting Courses, and even those who are undergraduate but are already working on any drafting
related works.
Research Design
|Proceedings of 13th International Conference on Humanities & Social Sciences 2017 (IC-HUSO 2017) 2nd-3rd November 2017, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand
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The researchers used a Descriptive method of research in which in this type of research it
describes what exists and may help to uncover new facts and meaning. This study also employed
both quantitative and qualitative approaches. The quantitative approach focused on gaining
numerical findings was used with the survey method. And, the interview made the qualitative
approach in which it focused on personal accounts, observations, description and individual
insights of the respondents through the prepared questionnaire.
Results and Discussion
This Chapter presents the Analyses and Interpretation of the results from the gathered
data. Data were tabulated, computed, and analyzed. The focus of this interpretation is on the
Marketability of the Drafting Technology and Drafting Related Course in the Labor Market.
Table 1.6 Summary of Frequency and Percentage on the response of the Respondents on
their Course Graduated
Course Graduated Frequency Percent
College level 3 5.5
BSIEd/ BSTTE DT 34 61.8
Civil Eng. 1 1.8
Civil Eng. Tech 6 10.9
BS Archi 2 3.6
Vocational 2 3.6
Nursing 1 1.8
AB History 1 1.8
Comp. Sci 1 1.8
Marketing 1 1.8
None 3 5.5
Total 55 100.0
In table 1.6, six (6) respondents graduated Civil Engineering Technology with a
percentage of ten point nine percent (10.9%), three (3) respondents fall in the ―College level‖
1204 Proceeding of 13th International Conference on Humanities & Social Sciences 2017 (IC-HUSO 2017)
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IC-HUSO 2017
with a percentage of five point five percent (5.5%), two (2) respondents graduated BS
Architecture with a percentage of three point six percent (3.6%), also with vocational courses
having two (2) respondents with a percentage of three point six percent (3.6%), one (1) respondent
each in Nursing, AB History, Computer Science, and Marketing with a percentage of one point
eight percent (1.8%). Three (3) of the respondents with a percentage of five point five percent
(5.5%) stated that they did not graduate any course.
Table 1.8 Summary of Frequency and Percentage on the response of the Respondents on
their Highest Educational Attainment
Highest Educational Attainment Frequency Percent
Undergraduate 7 12.7
Bachelor‘s degree holder 28 50.9
Master‘s degree holder 3 5.5
Masters units only 7 12.7
Doctoral Degree holder 1 1.8
Doctoral Units only 1 1.8
others 8 14.5
Total 55 100.0
Table 1.8 presents the Respondents‘ Highest Educational Attainment. The table shows
that seven (7) respondents with a percentage of twelve point seven percent (12.7%) are
Undergraduate, also, in the ―Master‘s Units Only‖ having seven (7) respondents with a
percentage of twelve point seven percent (12.7%), three (3) respondents with a percentage of five
point five percent (5.5%) falls in the ―Master‘s degree holder‖, one (1) respondent each in the
―Doctoral Degree Holder‖ and ―Doctoral Units Only‖, eight (8) respondents with a percentage
of fourteen point five percent (14.5%) falls on ―Others‖. It is stated in the table presented above
that the majority of the respondents had attained the ―Bachelor‘s Degree Holder‖ as to their
highest educational attainment, with the total number of twenty eight (28) respondents and a total
percentage of fifty point nine percent (50.9%).
|Proceedings of 13th International Conference on Humanities & Social Sciences 2017 (IC-HUSO 2017) 2nd-3rd November 2017, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand
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Table 1.10 Summary of Frequency and Percentage on the response of the Respondents on
their Present Job
Present Job Frequency Percent
Draftsman 12 21.8
CAD Operator 5 9.1
Teacher 14 25.5
Graphic Artist 12 21.8
Freelance 3 5.5
Consultant 1 1.8
Secretary 2 3.6
OFW 4 7.3
Fraud Specialist 1 1.8
none 1 1.8
Total 55 100.0
Table 1.10 presented the frequency and percentage level of the respondents‘ present job.
The table stated that five (5) respondents with a percentage of nine point one percent (9.1%) as
CAD Operators, four (4) respondents with a percentage of seven point three percent (7.3%), three
(3) respondents with a percentage of five point five percent (5.5%) as Freelancers, two (2)
respondents with a percentage of three point six percent (3.6%) as Secretary, one (1) respondent
each with a percentage of one point eight percent (1.8%) works as Consultant and Fraud Specialist.
The table above shows that the job as a teacher has the highest frequency and percentage level with
fourteen (14) for the frequency and twenty five point five percent (25.5%) for the percentage level.
Followed with the job as a draftsman and a Graphic artist both having a total frequency level of
twelve (12) and a total of percentage level of twenty one point eight percent (21.8%).
University of Kent Careers and Employability Service said, the world of work is in a state
of continual change: your career today may involve moving between a number of different job
functions and employers, and those jobs and employers are themselves likely to change and
develop during the time you are employed in them. Employers are therefore seeking graduates who
are enterprising, resourceful and adaptable and who, as well as their degree, possess a range of
skills which can be used in a wide variety of settings as well as in their careers. These are known
as employability skills.
1206 Proceeding of 13th International Conference on Humanities & Social Sciences 2017 (IC-HUSO 2017)
2nd-3rd November 2017, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand |
IC-HUSO 2017
According to https://www.geteducated.com/career-center/detail/what-is-a-bachelors-
degree ―The bachelor‘s degree remains the standard for entry into many professional careers.
Getting a bachelor‘s degree can be the ticket to a more promising career.‖ In contrary Zahir Irani
in the Telegraph said ―The negative connotations that still hang around the term 'vocational' are
relics of an era when there were strong class distinctions between people who undertook academic
study and those who needed more practical skills to fit into the order of things.
A degree could, in theory, be non-vocational for those with the background and connections
that essentially guaranteed them a career.‖ You can't rely on your degree alone to automatically
open doors after you graduate. It will certainly unlock doors - in other words it will make you
eligible to apply for jobs that specify "must be a graduate", and the subject or class of your degree
may also be important to certain employers. But however good your degree class, however relevant
your subject to the career that you'll be applying for, it is likely that you will be competing for this
job with a number of other graduates who are equally well-qualified academically. Once your
degree has unlocked the door, you'll need the right mix of skills, abilities and personal qualities in
order to turn the handle and give the door the push that will open it to you.
Conclusions and Recommendations
The respondents were the Drafting Technology Graduates and individuals working in
drafting related courses. The profile shows that majority of the respondents are female. It is great
to know that more than half of the respondents are employed as regular or permanent in a company
offering 20,000 and above range of earning monthly. Most of the respondents are under technical
position followed by professional which takes them less than a month in landing to their present
job. Most of the respondent find their job from the recommendations and as walk in applicant that
they prefer to stay because of well compensation and is related to their course or program studied.
Drafting Technology and drafting related courses is highly demanded in the labor market.
That Drafting Technology is highly demanded but the supply is low. There are individuals who are
still working in drafting related works though not a graduate of the program. Therefore, innovation
of strategies and instruction in teaching is suggested, and there are new technology introduced in
the labor market that could be considered and integrated in the curriculum. Outdated and
Insufficient facilities may decrease if given attention.
|Proceedings of 13th International Conference on Humanities & Social Sciences 2017 (IC-HUSO 2017) 2nd-3rd November 2017, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand
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1. Further improvement on outdated and insufficient facilities.
2. Offering a short term courses related to drafting technology.
3. Recommending that the findings of this study should be presented in the department
curriculum committee as basis in curriculum revision.
Further improvement on software to aligned in the labor market standards.
Bibliography
Andy Rachleff. 2012. ―How Do I Choose Where To Work?‘Retrieved on February 2017 from
https://blog.wealthfront.com/choose-right-job-company/
Ashley Stahl. 2015. ―Six Reasons Why Your College Major Doesn't Matter‖ Retrieved on
February 2017 from https://www.forbes.com/sites/ashleystahl/2015/08/12/six-reasons-
why-your-college-major-doesnt-matter/#11c3194c35a0
Bayt.2015. ―Choosing the Right Company for You‖ Retrieved on February 2017
from https://www.bayt.com/en/career-article-2681/
Bill Conerly.August 2012. ―The Six Classes That Will Make Any College Grad
Employable‖ Retrieved on January 2017 from https://www.forbes.com/sites/billconerly/2012/08/21/how-to-make-a-college-
graduate-employable/#63bb71e617e0
F. John Reh. 2016. ―The Use and Creation of Position Grade Levels‖ Retrieved on February 2017 from https://www.thebalance.com/employee-grade-levels-2276045
GetEducated.com.2017.‖ What is a Bachelor's Degree?‘ Retrieved on February 2017 from https://www.geteducated.com/career-center/detail/what-is-a-bachelors-degree
IET.2017.‖ The benefits of work experience‖ Retrieved on February 2017 from
http://www.theiet.org/students/work-careers/work-experience/benefits.cfm
James Harter.2015. ―Engage Your Long-Time Employees to Improve Performance‖
Retrieved on February 2017 from https://hbr.org/2015/03/engage-your-long-time-
employees-to-improve-performance
Kaskasia College.2017. ―Drafting Technology‖ Retrieved on February 2017 @
http://kaskaskia.edu/DraftingTechnology/Default.aspx
Laurie Kulikowski.2016. ―10 Highest-Paying Jobs in 2016 If All You Care About Is Money‖
Retrieved on February 2017 from https://www.thestreet.com/slideshow/13490804/1/10-
highest-paying-jobs-in-2016-if-all-you-care-about-is-money.html
On the basis of the conclusions drawn, the following are recommended:
Recommendations
1208 Proceeding of 13th International Conference on Humanities & Social Sciences 2017 (IC-HUSO 2017)
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Lindsay Kolowich. August 2015. Why Your Employees Are Leaving (And How to Make Them
Stay) Retrieved on February 2017 @ https://blog.hubspot.com/agency/why-employees-
leave#sm.0001qszj751b94fl3xi6rqqhwxzx5
Louis Bacani. May 2014. ―CHED lists in-demand, priority college courses until 2018‖
Retrieved on February 2017from http://www.philstar.com/campus/2014/05/26/1307196/ched-lists-demand-priority-college-courses-until-2018
Martha C. White. 2015. ―Here's How Long It Really Takes to Get a Job‖Retrieved on February
2017 from http://time.com/money/4053899/how-long-it-takes-to-get-hired/
Miriam Caldwell . 2017. ―Making It Between College and Your First Job‖ Retrieved on February 2017 from https://www.thebalance.com/making-it-between-college-and-your-first-job-2386193
Peter McGuire. 2016. ―7 common mistakes in choosing a college course‖Retrieved on
February 2017 from http://www.irishtimes.com/news/education/7-common-mistakes-
in-choosing-a-college-course-1.2474056
Ryan Hickey, Petersons & EssayEdge.2016.‖ How and when going to the 'right school' may
affect job prospects‖ Retrieved on February 2017 from
http://college.usatoday.com/2016/02/29/how-and-when-going-to-the-right-school-may-affect-job-prospects/
Stacy Zeiger.2017. ―The Importance of Job Categories and Levels for Human Resources‖
Retrieved on February 2017 from http://smallbusiness.chron.com/importance-job-
categories-levels-human-resources-35915.html
University of Kent.2017. ―Introduction to Employability Skills‖Retrieved on February 2017
from https://www.kent.ac.uk/careers/sk/skillsintro.htm
University of Pittsburgh.2017. ―Employment Status for Staff Positions‖ Retrieved on February
2017 from http://www.hr.pitt.edu/staff-hand/employment#Employment Status
Vincent S. Flowers and Charles L. Hughes.July 1973. ―Why Employees Stay‖ Retrieved on February 2017 from https://hbr.org/1973/07/why-employees-stay
World Bank. 2011. ―Gender Differences in Employment and why they Matter‖ Retrieved on February 2017 from http://www.gsdrc.org/document-library/gender-differences-in-employment-and-why-they-matter/
Zahir Irani.2014.‖ Vocational degrees: a misleading idea‖ Retrieved on February 2017 fromhttp://www.telegraph.co.uk/education/universityeducation/10606416/Vocationa l-degrees-a-misleading-idea.html
|Proceedings of 13th International Conference on Humanities & Social Sciences 2017 (IC-HUSO 2017) 2nd-3rd November 2017, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand
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Dubbing of Films: Interpreting and Analyzing Non-Verbal Communication
Towards Audiovisual Translation
Airen C. Sajulga1, Melba B. Ijan2
1,2Department of Filipino and Other Languages, College of Arts and Social Sciences 1,2Mindanao State University-Iligan Institute of Technology, Iligan City, Philippines
1E-mail: [email protected]
Abstract
This research was focus on interpreting and analyzing non-verbal communications in the
original film and how it was rendered in the translated film . Skopos Theory was used in this
study which states that the translator has a control in the process of translation . She has the right
in translating of the film for the sake of the film ’s output which is the translated film . It was
found out that there is a unique way of dubbing in the Philippines. Even if scenes in the original
film where not dubbed in the source language, it was rendered and dubbed in the translated film
using the translated language. There are 4 different styles in this case: (a) Dubbing Text in the
Screen, (b) Dubbing Based on Facial Expression, (c) Dubbing Based on Character’s Movement
and Position, and (d) Dubbing Based on Original’s Not Clearness.
Keywords: audiovisual translation, dubbing, film, skopos theory
1210 Proceeding of 13th International Conference on Humanities & Social Sciences 2017 (IC-HUSO 2017)
2nd-3rd November 2017, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand |
IC-HUSO 2017
1. Introduction
Translations in written documents just like books, articles, and other literary piece from
one language to another are not a new thing. Recently, translation that includes media and
technology are very common nowadays. One that is very popular right now is the translation of
films. The translation in film is called screen translation or multimedia translation or commonly
called as audiovisual translation or AVT. Diaz-Cintas (2009) once said that, the globalization and
digitalization of multimedia is the reason to the production and distribution of audiovisual text. Advanced technologies contributed to the rapid transition of translation towards digital time that
is why it is the most successful research discipline: It only proves that AVT studies are rampant
nowadays because of the desire to watch a foreign film and the need to translate it with the help
of technology. There is a difference in the translation in written text and AVT. The translation in written
text mainly focused on translation between a two written text. In the case of AVT, it is not only
focused on the text but the other factors found in a film that may affect the translation of it just
like music, images, and movements. These factors are very important together with the text in
creating an AVT because these may the reasons of changes in the translation process. There are
two types of approaches in audiovisual translation- the substitution of original dialog of a new
soundtrack called revoicing and the translation in a written text that can be seen in the screen
called subtitling. Revoicing can be identify in two ways: you can replace the language to a new
one called lip synchronized dubbing or only a partial of it with a background of it in the original
language called voice-over. The preferred method of translation depends on the tradition of target language, genre,
and other kind of tv programs in a country. In the Philippines, dubbing is the most used in
recording an AVT. The translation of tv shows and films was prominent in the Philippines that
was accepted by the Filipinos. In the Philippine context, the AVT was popularized in 1990’s that
according to Diaz-Cintas (2009) was the golden time of AVT studies. In the latter end of first
decade of 21th decade, foreign shows in different Asian and American dramas in television,
popularly the films in the west, Japanese anime series, and even documentaries were translated in
Filipino. Mexican dramas were the first foreign show to rise before lead by Marimar, the first
foreign telenovela in the Philippines in 1994 (www.starmometer.com/2008/07/10/top-10-highest-rating-imported-tagalized-tv- series). The show was very popular and was followed by the people
because it was aired in Filipino language.
|Proceedings of 13th International Conference on Humanities & Social Sciences 2017 (IC-HUSO 2017) 2nd-3rd November 2017, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand
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Translation in films does not only focus on scripts. A Translator must consider the raw
copy of the film and analyze the elements found on a film. One should contextualize the movie to
it’s target audience. One must analyze how the gestures and movements will be interpreted in
target language and culture. Because of the development and rampant used
of technology, more foreign films were
translated and aired in different TV programs. Every Filipinos were given a chance to watch
any foreign films. But the language barrier is
one of the problem arises because TV stations
should consider the viewer’s language. They
should cater a large amount of viewers that is
why translation is needed from English to
Filipino language before it was aired in TV
screens. Translator has a vital role in this
process. Using the concept of Skopos Theory that focused on the function of a translated text,
translator has the right to adjust the text from source language to translated language. Changes
and add-ons are possible in order to contextualize the translated film to it’s target culture and
language. This explains the conceptual framework of this study as shown in the figure above.
2. Method
Qualitative design of research was used in this study while descriptive method was used
in the analysis of content. The study aimed to find another ways of interpreting and translating a
film from the original. The goal was to find how actions, movements, and gestures were
interpreted in the translated film without any dialogs from the original.
The researcher looked a copy of translated films that were shown in different TV
Networks (ABS-CBN, GMA, and TV5). After gathering the translated films, the researcher also
looked for an original copy of the film in English as the source language. Using the convenience
sampling, the researcher used three (3) films which had copies both in English and Filipino. The
films are: Jurassic Park, Night at the Museum, and The Hunger Games.
The researcher had an over-all copy of 6 films. The researcher watched the films and noted on
how scenes specifically the movements, gestures were interpreted in the translated film. After
transcribing the film, each techniques were used in the film was analyzed.
1212 Proceeding of 13th International Conference on Humanities & Social Sciences 2017 (IC-HUSO 2017)
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3. Results
This part discusses the other characteristics of dubbing that happened in the 3 translated
foreign films. The researcher found that, aside from translating the script from one language to
another, there are cases that certain part of the film, the translated film rendered some lines just
give more emphasis to the film. There are 4 different styles in this case: (a) Dubbing Text in the
Screen, (b) Dubbing Based on Facial Expression, (c) Dubbing Based on Character’s Movement and
Position, and (d) Dubbing Based on Original’s Not Clearness.
a. Dubbing Text in the Screen
Dialog in Translated Film Scene in Original Film
Mula sa kasunduan sa pagrerebelde: Bilang parusa sa kanilang
paghihimagsik, ang bawat distrito’y
mag-aalalay ng isang babae’t lalake
na may edad na mula 12 hanggang
18 sa araw ng Reaping. Ang mga
Tribute na napili ay ibibigay sa
kustodiya ng Capito. Sila’y
maglalaban hanggang kamatayan,
isa lang ang matitira bilang
kampyeon. Mula noon hanggang sa
magpakailanman ang paligsahang
iyon ay kilala bilang The Hunger
Games.
Text written only in the screen
Maglagay ng marami para
manatiling buhay. Message written in a letter
Kiss ba ang tawag mo dun? Message written in a letter
The table above showed some of the dialogs added in the translated film The Hunger
Games that cannot be found in the original script. The dialogs added are based on the written text
in the screen. Below are the print screened scenes from the film:
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Series of Texts in the Screen
First of it were the texts written on the screen and
translated and dubbed as “ Mula sa kasunduan sa
pagrerebelde: Bilang parusa sa kanilang
paghihimagsik, ang bawat distrito’ y mag-aalalay
ng isang babae’ t lalake na may edad na mula 12
hanggang 18 sa araw ng Reaping. Ang mga Tribute
na napili ay ibibigay sa kustodiya ng Capito. Sila’y
maglalaban hanggang kamatayan, isa lang ang
matitira bilang kampyeon. Mula noon hanggang sa
magpakailanman ang paligsahang iyon ay kilala
bilang The Hunger Games” . These dubbed dialogs
are not found in the script of the original film. It was only written in the screen in English as the
source language of the film. The scene above
served as the opening scene of the film. Based on
the translated film, the written texts are translated in Filipino and dubbed in the translated film
the reason why there’ s a voice in this particular scenario together with the text found on the
screen. Same process was used in others like “Maglagay ng marami para manatiling buhay.” And
“ Kiss ba ang tawag mo dun?” that was written only on a piece of paper. In this way dubbing
introduced its other characteristics, a dubbing not only as a mere vocalizing of translated text
based on a script but the ability to add a voice or a dialog to a particular scene that didn’t occur in
the original. As for this case, translating a text in a screen and dubbed it adds more emphasis in
that particular scenario. Below are the other examples of it.
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b. Dubbing Based on Facial Expression
Dialog in Translated Film Scene in the Orginal Film
Haa! Ramdam na ramdam ko yun. Mouth opened and a little bit
shocked-I just love that.
Nakakatuwa! A smiling facial expression
Okay? Mouth opened
Haaay! Ano ba yan! Mouth opened while PAG-ILING
Okay! nod
Uhm! shock
Oo! nod only to answer the question
Huh? Huh? Huh? a hesitant facial expression
Salamat po. No dialog just a partially opened
mouth
The first example was the dialog from the translated film ““Haa!” Ramdam na ramdam ko
yun”. In the original film, the character didn’t deliver any lines before she said, ““I just love that”. What happened was just she open her mouth as an expression but in the translated film, a dialog
was added to justify that facial expression. The translator based only her added line to the position
and formation of her mouth the reason why “haa” was added with the same length of time before
the following dialog.
This concept was also based from the Theory of Luminous Details by Ezra Pound in
which it focuses on translation in specific details, in every piece of words, and even specific
details of an image (Dizon, 2012). This means that, even the small details of a certain film, a
simple gesture, expression of face, movement and etc, are subject for interpretation and
translation according to context. Just like the example above wherein translator interpreted and
translated the expression of the face to it’s target language.
Other example is the adding of a line, “Salamat po” that cannot be found in the original
film. What happened in that scenario was only the formation of the lips mouthing “thank you” but
no sounds uttered by the character while looking at the camera closer to her inside the arena. The
character considered that she cannot be heard because only a surveillance camera was infront of
her. But in the translated film, a voice was rendered saying “salamat po”. In this part, the translator
took the chance of the mouth’s formation in the original film and translated it in the target language.
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c. Dubbing Based on the Position and Movement of the Character
Dialog in the Translated Film Scene in the Original Film
Uuurgghh! Puta! Galaw ng katawan na nahihirapan
Wow! Boses ng batang nakatalikod lamang
Hooooy!!! Hoooy!! Lalakeng tumatakbo at tanging likod
lang ang nakikita sa screen
Handa na kayo mga amigo? Tingin sa mga kliyente nito
Ikabig mo. iwasan mo ang amog Kinakabig ng lalake ang lubid
Marami na akong nabalitaan tungkol
sayo
Habang ipinapakilala ng babae ang
bisita sa kanyang asawang
nakatalikod
Paparating na siya! Sigaw lamang
Tama ka! Halika na! Boses ng babae habang naglalakad
Ayon siya! Sigaw lamang ng pangalan
Body movement or kinesics is one kind of Non-verbal Communication. Together with the
movement of the body is a message conveyed to the audience without any verbal language. And
because a film is composed of image and character’s movement, viewers tend to interpret these
elements to formulate a message. One thing that a translator looked after that is they interpreted
and translated these elements using the target language. A new form was created-from a non-verbal communication to verbal communication. Just like the example, “Uuurgghh! Puta!”
wherein this dialog was added because of the movement of the character appeared in the screen
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that he’s in pain when he landed on the floor. Other example is the utterance of the word “WOW” that was only based on a male child facing back while walking towards the tablet of Akhmenrah. Since the amusement of the child cannot be directly seen, the translator used the character’s
position which is facing back to the camera to add dialog in that particular scene. This means, one
can add a dialog to a scenario if the character talking was not directly seen or the angle of the
camera is too wide, not focused to the character talking. Just like the added statement “Handa na
kayo mga amigo?” wherein the character talking which is the tourist guide is too far from the
camera, the reason why you cannot see him talking. One reason also why dialogs were added
especially to intense scenario is to add more feelings and emotions to the character just like when
shouting, running, crying, and etc. Pictures illustrated below are the examples of dubbing based
on character’s movement and position.
d. Dubbing Based on Unclearness
Dialogs in Translated Film Scenes in the Original Film
Oo nga tama ka roon. Pero sa tingin ko
ah, kailangan natin hahahaha! Hayaan
niyo na. Mabuti pa, uminom nalang
tayo. Sa tingin ko magiging maganda
itong taong ito. Aw oo naman. Oh sige
kumuha ka lang. Sa totoo lang ah. Magiging engrrande ang presentation
natin. Walang duda yun. Ginagawa ko
ang lahat para magiging enggrande ito. Aw oo naman. Basta magtiwala lang
kayo. Mabuti pa, uminom na tayo. Hello partner! Oh hinay-hinay lang ha.
Hindi klarong boses na nagsasalita na
mahigit sa iisang tao lamang
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Pasensya na kayo! Oh salamat-salamat! Oh teka simong umorder ng
lechon ha? Sinabi ko bang umorder
kayo nito? Wala naman akong
sinasabi diba?
Bakit hindi mo sinalo ma?Ikaw talaga. Okay tira tira! Ay isa pa ayan!
Random na boses mula sa pelikula
Isang maanghang sa buhay! Isang---- Mag-enjoy sa masasarap na pagkain sa
aming magagandang restaurant
Fading ang boses
Dubbing based on unclearness happened when a character delivering his dialog but
cannot be hear clearly. One example of dubbing based in unclearness is “Oo nga tama ka roon. Pero sa tingin ko ah, kailangan natin hahahaha! Hayaan niyo na. Mabuti pa, uminom nalang
tayo. Sa tingin ko magiging maganda itong taong ito. Aw oo naman. Oh sige kumuha ka lang. Sa
totoo lang ah. Magiging enggrande ang presentation natin. Walang duda ‘yun. Ginagawa ko ang
lahat para magiging enggrande ito. Aw oo naman. Basta magtiwala lang kayo. Mabuti pa,
uminom na tayo. Hello partner! Oh hinay-hinay lang ha. Pasensya na kayo! Oh salamat-salamat! Oh teka sinong umorder ng lechon ha? Sinabi ko bang umorder kayo nito? Wala naman akong
sinasabi diba?”What happened in this particular scene is that people are chatting, talking in
different small groups. But the center of the camera angle was focused to Seneca, the gamemaker
of the play. In this case, the translator considers the unclearness of the original scene. The chit-chats were not clear even if the camera was focused to a particular character that is why Seneca’s
voice was clearer in the translated film even if it isn’t in the original.
Same situation goes to the next statement that, “Bakit hindi mo sinalo ma? Ikaw talaga. Okay tira tira! Ay isa pa ayan!”. This line was delivered when the parents are watching a video of
their child playing in the sand. The original film didn’t have a clear dialog in the scene but the
translator somehow cleared this vividness through delivering this dialog.
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4. Discussion and Conclusion
This research was focus on interpreting and analyzing non-verbal communications in the
original film and how it was rendered in the translated film. Skopos Theory was used in this
study which states that the translator has a control in the process of translation. He/she has the
right in translating of the film for the sake of the film’s output which is the translated film. It was
found out that there is a unique way of dubbing in the Philippines. Even if scenes in the original
film where not dubbed in the source language, it was rendered and dubbed in the translated film
using the translated language. Qualitative design of research was used in this study while
descriptive method was used in the analysis of content. The study aimed to find another ways of
interpreting and translating a film from the original. The goal was to find how actions,
movements, and gestures were interpreted in the translated film without any dialogs from the
original.There are 4 different styles in this case: (a) Dubbing Text in the Screen, (b) Dubbing Based
on Facial Expression, (c) Dubbing Based on Character’s Movement and Position, and (d) Dubbing
Based on Original’s Not Clearness.
Based on the results and findings of the study, one must say that dubbing as a form of an
audiovisual translation is different from any forms of translation. The translator does not only in
the translated script but to other elements found in a film. Dubbing in a film from one language to
another does not only worked on translated scripts but with the sounds, movements and gesture
of the character should be interpreted for a better output of the translated film.
Adding of dialogs that cannot be found on the original script can be done in dubbing. This served
as an alternative to scenes which are not rendered clearly, and dialogs in the original film are not enough to
the scenes, interpret actions and movements not interpreted in the original scene. It is one nature of
audiovisual translation, the translator’s focus was not only in the text or language used in a film, but the
elements found a film. Because of this condition, the translator has the privilege to add or manage in the
process of translating the script of a film which is based in Skopos Theory.
5. References
Diaz-Cintas, J. (2009).New Trends in Translation Studies. Canada: Cromwell Press Group, Ltd.
Dizon, R. B. (2012). Teorya at Praktika sa Pangsasalin. MSU-Iligan Institute of Technology.
Starmometer. (2008). Top 10 highest rating tagalized tv series.
www.starmometer.com/2008/07/10/top-10-highest-rating-imported-tagalized-tv- series.
Vermeer , H.(1989a). Skopos and translation commission.Heidelberg: Universitat.
Nord, C. (1991). Skopos, Loyalty and Translational Conventions. Target, 3 (1) , 91-109.
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The Development Of An “English For Communication”
Training Course For Thai Traditional Doctors And Their Assistants
To Promote Tourism In Phetchaburi
Kannika Talalak
English Program, Faculty of Humanities and Social Sciences Phetchaburi Rajabhat University, Thailand
E-mail: [email protected]
Abstract
The purpose of the research was: 1) to develop an “English for Communication” Training
Course for Thai traditional doctors and their assistants to promote tourism in Phetchaburi, 2) to
investigate the efficiency and effectiveness of the “English for Communication” training course,
3) to investigate Thai traditional doctors and their assistants’ satisfaction toward the “English for
Communication” training course. The sample for this research was 15 Thai traditional doctors and
20 Thai traditional doctors’ assistants who responded to a questionnaire and agreed to attend at
least 80% of the training course. Data was gathered by structured interviews, questionnaires,
communication evaluation forms, and an ad-hoc approach to observation forms. The percentage,
mean, standard deviation and t-test dependent were the statistical methods used to analyse the data.
The results were as follows: 1) the “English for Communication” training course passed IOC at
level 1.00, showing that it was possible to use it in the future, 2) the efficiency and effectiveness
of the “English for Communication” training course resulted as follows: 2.1) the efficiency score
of the “English for Communication” training course reached the efficiency (E1/E1) at 75.01/76.10
which was higher than the expected criterion 75/75, 2.2) the Thai traditional doctors and their
assistants’ English communication scores were significantly higher than pre-test scores at a level
of .05, 2.3) following up 1 month after training showed that Thai traditional doctors and their
assistants could apply this knowledge daily life for servicing foreign tourists and working
effectively. This has had a great positive impact on their service and impressed foreigners in the
field of tourism. 3) Thai traditional doctors and their assistants’ satisfaction with the “English for
Communication” training course was at the highest level.
Keywords: English for Communication, Thai Traditional massage, Tourism
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1. Introduction
Nowadays, many companies are aware that English is very important for employees. Job
advertisements often specify that applicants must have English skills. If the applicants do not know
English, or can speak only a little, they will have fewer work opportunities. Lack of understanding
of the language has become an inevitable barrier to finding work, so all people who want to get
hired must improve their English skills. It is said that English is the language of communication,
and the ASEAN requires that English be its working language. When we have to interact with
people of different cultures, English is used in everyday life, and it will become increasingly
influential. (Onwimon, 2012) Onwimon (2012) thinks that every business can move forward smoothly and
work efficiently if everyone can understand what others are talking about. English is the ASEAN
working language, which means that citizens of ASEAN member countries need to use more
English. It is not only people who work in government workplaces and people who do international
business that must use English for communication; it is everybody who lives in ASEAN member
countries. English is the most important language for communication around the world. As a
consequence of the important role of the ASEAN Economic Community, more foreign investors
want to invest in Thailand.
However many Thai laborers cannot use English language for communication. Thai people
are quality laborers but when you look at their language skills, it is found that they are less capable
with English than other foreign workers. Thai workers have very weak English skills, so they must
be aware of the importance of English, as it will prevent them from progressing or feeling
comfortable in their jobs. (Charoensuk, 2011, p.38) Educational institutions play an important role
in developing people’s English skills. They do this by reviewing policies, using progressive
teaching methods, and finding out how to focus on using English for work and applying English to
daily life. This helps students improve their English skills so that they can use it in their daily lives
and careers effectively.
Today Thai traditional massage is popular among foreigners. It is a profession that has
brought repute to Thailand and promotes tourism. It is a profession that requires the workers to
speak English in order to communicate with foreign clients and give a good impression.
Discussions based on the study "The Development of the Thai Massage Business Potential in
Chiang Mai" (Tonwanawarak, 2015, p. 3 5 ) found that Thai massage businesses should provide
English training courses to their employees to better serve foreign customers. Thai massage
businesses should be aware of the importance of English and should require this as a qualification
for job applicants. Thai traditional massage therapists must have English skills. A discussion of the
qualitative results from a study on the problem of servicing foreign tourists in the Thai massage
business and how to promote and develop the Thai massage business in Chiang Mai showed that
there were few massage therapists who could speak English. (Tonwanawarak, 2015, p. 35).
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In initial exploratory pilot study that interviewed Thai traditional doctors and their
assistants who were working in a hospital, the researcher found that most Thai traditional doctors
and their assistants have some basic knowledge of English but they could not speak it. This could
have been due to lack of interest in English, and lack of workplace use. This leads to a problem
when working for and servicing foreigners. The research interviewed Thai traditional doctors and
their assistants about their interest in attending a training course to improve and increase their
English for communication. Most of them are interested in attending the training course. The
researchers then asked them about the areas in which they wanted to improve, and they said that
they wanted to improve their English skills for greeting and inviting people to get a massage, asking
for personal information to register new customers, asking about medical history and giving basic
health checks, answering questions about service rates, giving advice before giving a massage,
giving recommendations and instructions while giving a massage, and other areas that related to
Thai traditional massage.
English for Communication is an important part of working preparation for the ASEAN
Community. It is also an important part of helping Thailand’s economy grow quickly because it
allows us to communicate with foreigners who visit Thailand and use services in the business,
travel, food and healthcare sectors, such as Thai massage. Therefore, the ability of Thai traditional
massage therapists to use English is a part of foreigners’ decisions to visit Thailand and get Thai
traditional massage.
Therefore, it is necessary to develop an English communication training course for Thai
Traditional doctors and their assistants to serve foreigners and meet their needs. This will increase
work performance and effectiveness and impress foreigners so they will want to come back to use
the service again.
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Formulation of
Objectives
Selection of
Content /
Organization of
Content
Determination of What to
Evaluate and the Means of
Doing It
Summative
Evaluation
Implementation
Framework
The researcher developed a framework of an “English for Communication” training course by adapting
from (Taba, 1962) as follows:
Basic Data Analysis
Improvement
Diagnosis of Needs
Research
Development
Research
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2. Method
The Development of an “English for Communication” training course for Thai traditional
doctors and their assistants to promote tourism in Phetchaburi was a Research and Development study
(R&D). The researcher presented the study in four steps: The first step is research (Diagnosis of needs).
The second step is development (Development of the training course). The third step is implementation
(Trial of the course). The last step is evaluation: (Assessment and improvement of the training course)
as follows:
The first step is research (Diagnosis of needs)
The researcher divided this step into two parts: investigating and analysing documents and
relevant documents, and surveying and investigating participants’ needs.
Firstly, investigating and analysing documents and relevant documents.
The researcher studied and analysed the training course and the development of the training course,
focusing on the English language training course and the development of training courses based on
relevant papers and research investigating theoretical concepts, research related to teaching English to
Thai traditional doctors and their assistants and problems encountered by Thai traditional doctors and
their assistants with using English for communication by investigating information from the texts,
relevant documents and research.
Secondly, investigation of participants’ needs
The researcher analysed the opinions of Thai massage experts, a Thai traditional doctors, Thai
traditional doctors’ assistant and a foreign teacher who loves getting Thai traditional massage and
frequently gets Thai traditional massage to investigate the problem of using English for communication
and the necessity of developing a training course using a structured interview and questionnaires.
The second step is development (Development of the training course)
The researcher divided this step into three parts: The first part is development of a training
course framework, the second part is evaluation of the training course framework, and the last part is
improvement of training course.
The first part is development of a training course framework.
The researcher used the data from step 1 to analyse and develop an “English for Communication”
training course as follows:
Firstly, the problems of using English for communication were investigated by analysing the work
situation of Thai traditional doctors and Thai traditional doctors’ assistants.
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Secondary, the teaching methods that would increase the efficiency and effectiveness of the work of
Thai traditional doctors and Thai traditional doctors’ assistants and that could be used in their daily
lives were investigated.
Thirdly, purpose of the study which to evaluate knowledge and communication skills.
Lastly, evaluation before, during, and after each lesson was conducted using a communication
evaluation form.
The second part is valuation of the training course framework.
After the training course framework had been completed, it was evaluated by reviewing the efficiency
and effectiveness as follows:
Firstly, a research advisor evaluated the training course and then the researcher improved it following
the research advisor’s advice.
Secondly, the efficiency and effectiveness of the training course were evaluated by experts (one
curriculum experts and two English teachers) to check content validity using an IOC (Index of Item
Objective Congruence) Evaluation of efficiency and effectiveness of a training course by experts that
consisted of one curriculum experts and two English teachers to check content validity by using IOC
(Index of Item Objective Congruence) (Thaweerat, 1997).
N
RIOC
IOC = Index of test consistency with purpose
R = Sum of all experts’ opinion points.
N = Total number of experts
The experts’ IOC criteria were as follows:
+ 1 means experts were sure that content of training course was correct and consistent with objectives
0 means experts were not sure that content of training course was consistency with objectives
- 1 means experts think that content of training was not accurate, not consistency and corresponded to
objectives
Lastly, the appropriateness of the training course was evaluated by three experts. The Likert rating scale
was used to determine the mean of the appropriateness. If the mean of the respondents’ opinions was
3.50, the researcher had to improve by following the five experts’ advices.
The third is improvement of the training course framework.
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Firstly, if the evaluation of efficiency and effectiveness of the training course by the three experts was
at a level of 0.5 or higher, the training course could be used by Thai traditional doctors and Thai
traditional doctors’ assistants. If it was lower than level .05, the researcher had to improve it following
experts’ advice.
Lastly, the average of the respondents' opinions ranged from 3.50, the researcher had to improve the
course according to expert advice. The data analysis used basic statistics: mean.
The third step is implementation (Trial of the training course)
This step was divided into two steps, trial training course. The training course is detailed below.
Firstly, the trainees registered for training
Secondly, the trainees attended an opening ceremony presenting terms and conditions of the training.
Thirdly, the trainees’ knowledge and communication skills were tested before the course with
a role play activity.in Thai massage practice. The trainees interacted with virtual Thai massage
practitioners. The trainees interacted with foreign teachers. (Based on the given conversation layout
which content covered Lesson 1 - 7 in the course book.) Two foreign teachers evaluated them using an
evaluation of communication form. The score was divided into 5 levels: 5 = very good, 4 = good, 3 =
fair, 2 = almost fair, 1 = improve. The total score was 30 points.
Lastly, the trainees underwent training in each unit as defined in the training course. The
training methods were as follows:
Foreign teachers presented vocabulary, sentences, and conversations based on the contents of each unit.
The trainees took the role-play test. At this stage, the trainees performed a role-play based on a given
situation. There were specifications and details for the role play. This required the trainees to prepare 5
minutes beforehand to spend 10 minutes performing the role-play according to the layout given at the
end of each lesson in the course book. Two foreign teachers evaluated them using the evaluation of
communication form. Test results were reviewed and problems and suggestions were discussed. Post-
test, trainees did a role-play with a foreign teacher following the contents of Unit 1-Unit 7.Trainees
assessed their satisfaction.
The last step is evaluation (assessment and improvement of the training course).
The researcher collected all data that was analysed and processed, then examined the hypothesis to
ensure that the training course was as effective as possible.
First, analysis of the effectiveness of training course at E1 / E2 = 75/75 level (Promvong, 2013, p. 1-16).
Then, comparison of scores before and after training by analysis, SD and t-test dependent
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After that, Analysis of the satisfaction of Thai traditional doctors and their assistants using mean
Standard Deviation and Interpretation Criteria.
Finally, follow-up 1 month after training.
Real life situations where trainees used English for communication were observed by foreign teachers
using an Ad-hoc approach to evaluate their interaction and their ways of solving the problems of Thai
traditional doctors and their assistants.
3. Results
First, basic data was gathered by interviewing Thai traditional doctors, Thai traditional
doctors' assistants, Thai massage experts, and a foreign teacher who loved getting Thai traditional
massage. In conclusion, English is very essential and important for those who give Thai traditional
massage to foreigners. Most of the massage therapists cannot use English for communication
because a lack of basic English and experience. Therefore, it is necessary to provide teaching
activities to improve their English communication skills in a way that is appropriate to the needs
and situations of their workplace.
Second, Diagnosis of the need for an “English for communication” training course
Out of 50 Thai traditional doctors and Thai traditional doctors' assistants who filled out the
questionnaire, 80 percent responded that they wanted to attend the training course, and 100 percent
responded that they needed to improve their speaking skills.
Third, the researcher selected 7 out of 20 topics for the training course based on the questionnaire.
The questionnaire showed that 83.26 percent of Thai traditional doctors and Thai traditional
doctors’ assistants were interested in learning about greeting and inviting people to get a massage,
78.60 percent in asking for personal information, 74.42 percent in asking about medical history
and giving basic health checks, 71.63 percent in answering questions about service rates, and 66.51
percent in giving advice before giving a massage. They were sixth-most interested in giving
recommendations and instructions while giving a massage and seventh-most interested in making
appointments.
Next, the “English for Communication” training course for Thai traditional doctors and
their assistants to promote tourism in Phetchaburi passed IOC at level 1.00, showing that it was
possible to use it in the future.
Then, the mean and standard deviation of experts’ opinions about the appropriateness of the
“English for Communication” training course for Thai traditional doctors and Thai traditional
doctors' assistants was at the highest level.
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Then, the total scores of the pretest of the samples were 492 at 46.86 percent and the sum
of the scores from the activities of the 7 lessons of the 35 samples was 5513.5 at 75.01 percent.
The lesson that the samples got the highest scores in was lesson 1: Greetings and inviting people
to get a massage. The samples got the lowest scores in lesson 6: Giving recommendations and
instructions while giving a massage because the researcher ordered the lessons from the easiest to
the most difficult.
After that, the test scores from each lesson (Lessons 1-7) of the “English for
communication” training course were at 74.76 percent from total 210 which was 75.01 percent,
which is equal to the efficiency of the result of E1 =75. The mean scores of post-test were 22.83
from 30 scores which were at 76.10 percent was equal to the efficiency of the result E2=75.
Therefore, the result of efficiency score of an “English for Communication” training course reached
the efficiency (E1/E2) at 75.01/76.10 which was higher than the expected criterion 75/75, showing
that the “English for Communication” training course was effective.
Finally, Overall, the average scores of pre-test X = 1 4 . 0 6 , the average of post-test X =
22.83, the average of progress score was at 8.77, and the progress average score was 29.23, which
is higher than expected criteria that scores must increase by at least 20 percent. Each Thai
traditional doctor and Thai traditional doctors’ assistant increased their scores. Each had a progress
score from 4 to 16 and progress at 13.33 to 53.33 percent. The results showed that their ability to
communicate in English increased. The researcher took pre-test and post-test average scores to test
the difference using a t-test dependent.
Table Comparison of pre-test scores and post-test scores of Thai traditional doctors and their assistants
N X S.D. t Sig.
Before 35 14.06 3.48 18.48* 1.31
After 35 22.83 2.79
** significance was at level .05.
From Table 1: Overall found that Thai traditional doctors and their assistants’ ability in English for
communication was significantly higher than pre-test scores at a level of .05.
Thai traditional doctors and their assistants’ satisfactions with the “English for Communication”
training course X = 4.68 and SD = 0.12 which was at the highest level.
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Recommendations by the sample group regarding the training course
The samples were the satisfied with the content of an “English for Communication” training
course at the highest level because the content was appropriate to their job and they can use it in daily life.
The sample was satisfied with the “English for Communication” handbook at the highest level
because its objectives matched their needs.
The sample was satisfied with trainers at the highest level because they were funny, answered
questions clearly and they were interested in every trainee.
The sample was satisfied with audiovisuals at a high level because they were up-to-date and
safe to use.
The sample was satisfied with training place at high level because it was clean, conductive to
learning and appropriate for the number of trainees.
The sample was most satisfied with the time of training at the highest level because it was
appropriate to the content of the training.
Result of observations of Thai traditional doctors and Thai traditional doctors assistants 1
month after training: The researcher randomly sampled three Thai traditional doctors and three Thai
traditional doctors' assistants. The researcher investigated the effectiveness of the training course and
examined the difference of their use of English for communication by creating a situation with a foreign
speaker. The situation involved greeting and inviting them for Thai massage, asking for personal
information, asking about medical history and giving basic health checks, answering questions about
the rate for Thai massage services, giving advice before a Thai massage, giving recommendations and
instructing while giving a massage and making appointments. The Thai traditional doctors and Thai
traditional assistants consisted of six people: a Thai traditional doctor and a Thai traditional doctor’s
assistant at Banlad hospital, a Thai traditional doctor and a Thai traditional doctor’s assistant at
Prachomklao Hospital, a Thai traditional doctor and a Thai traditional doctor’s assistant at Cha-am
Hospital. The ad-hoc approach to observation was used. The results of this observation were as follows:
Three Thai traditional doctors could speak quite well, pronounce correctly, and communicate with
foreigners effectively; two Thai traditional doctors’ assistants who worked at Prachomklao Hospital
and Cha-am Hospital could interact with foreigners on all topics quite well and pronounce correctly;
but a Thai traditional doctors’ assistant who worked at Banlat Hospital could only communicate with
foreigners on some topics, so foreigners had to repeat themselves several times and use short sentences.
These differing results were due to differences in experiences of giving services to foreigners, education
level, ability in the basics of English, and age.
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4. Discussion and Conclusion
The development of an “English communication” training course for Thai traditional doctors
and their assistants to promote tourism in Phetchaburi. The results were discussed as follows:
Firstly, in the implementation of an “English communication” training course, the results
showed that the efficiency score of an “English for Communication” training course reached the
efficiency (E1/E2) at 75.01/76.10 which was higher than the expected criterion 75/75. This is primarily
because the trainees had contact and speaking practice with foreigners throughout the duration of the
training course. Thai teachers and teaching assistants also facilitated while they were studying. They
became familiar with foreign teachers. Trainees felt comfortable, excited and embarrassment of using
English for communication was reduced. Trainees always practiced speaking prior, during and after
training with foreign teachers to check their progress and abilities. In addition, the researcher studied
basic information or diagnosis of needs of Thai traditional doctors and their assistants. According to
(Taba,1962) development of training courses, teachers were a key component and used training courses
in application to their real-life situations. The first step of development of a training course was training
course developers or teachers who had explored learners’ needs, analysed the characteristic of each
learner to investigate basic information and the differences between each learner. In addition, the
researcher had developed a training course systematically, ordered content appropriate to everyday life,
selected the right activities, designed teaching materials and planned to evaluate with reference to and
with the ultimate aim of investigating the training course's objectives. (Khositchaiwat, 2013) who
investigated “Development of an English camp training program to enhance English speaking skills,
English camp activity knowledge and social skills for English major students, faculty of education,
Silpakorn University” Their results showed the efficiency score of the training course reached the
efficiency (E1/E2) at 81.12/80.90 which was higher than the expected criterion 75/75. In the research
discussion it was posed that the research had to investigate needs and stressed the necessity of samples
which led to the training course, would be an effective training course. According to (Gaves, 2000),
and (Nunan, 1996) the development of English training courses had to analyse the needs and
requirements (Need Assessment) of related people to identify the goals and objectives of the course.
(Robinson, 1991) said that teaching English for
specific purposes related to training, practicing and knowledge which there were three aspects. The
three aspects were languages, learning, teaching and specific interest of learners. Most students wanted
to study for the specific purposes which they could apply knowledge to use in their work. They didn’t
want to study because they were interested in languages or cultures. However, the development of
training courses needed to appropriate with duration.
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Secondly, result of implementation of an “English for Communication” training course for Thai
traditional doctors and their assistants was the Thai tradition doctors and their assistants’ ability in
English for Communication skills was significantly higher than pre-test scores at the .05 level. In
conclusion, an “English for Communication” training course encouraged knowledge, understanding
and the skills of trainees. This could be due to trainees being given real-life conversation with foreign
teachers while training and at the end of each lesson. Trainees often practiced, which resulted in better
communication skills. This may be due to the content of the training course appropriate to the trainees’
needs. The activities were trainee-centered and focused on the trainees’ needs to use what they would
learn at work, therefore increasing the ability of the trainees (Wattanawong, 2004,p 2-8) said that
training was different from learning. The organization had to provide training course. But he didn’t
mean that training would improve all trainees. So the trainer or organizer had to help trainees improve
their skills in the right way and could apply it in daily life. The student-centered approach would provide
the learner's perceptions to influence their learning. The result of learning would be good. The results
of this research were consistent with the results of the study by (Asavabhokin, 2013: abstracts).
Srinakharinwirot University found that training courses could be used effectively. The result of pre-test
scores was higher and post-test scores was significantly higher than the pre-training score at the 0.05 level.
Lastly, Thai traditional doctors and their assistants' satisfaction with an “English for
Communication” training course were at the highest level. Trainees’ recommendations were that the
related organization should provide training course continuously. The content of the training course
was focused on vocabulary and idioms related to their jobs. They could apply knowledge to use in their
work to impress tourists and led to good opportunities to persuade tourists to get Thai traditional
massage again. English for communication books with beautiful covers, appropriately sized for
carrying, clear fonts, easy to read because there were Thai letters and English letters were all important
factors. Thai traditional doctors and their assistants wanted to study more or rather increase their
training time. As a result, the researcher surveyed the basic needs of the trainees, concerning the content
of the training course, so that content of the training course was appropriate to the trainees’ need to use
what they would learn in their professional capacity. Trainees were aware of the importance of the
training course, to use what they would learn at work. According to (Onwimon, 2012), if you want to
succeed in finding a job, a worker should have English skills. He said that English was a working
language and ASEAN required that English was a “working language”. Everybody had to learn and
try to use English as well. (Charoensuk, 2011,p. 38) said the one of the important roles of the ASEAN
Economic Community where that there were many foreign investors wanting to invest in Thailand.
Thai labourers are quality labours but upon closer inspection, it was found that they do not have any
English skills. Thai workers have very weak English skills, so Thai people must be aware of the
importance of English. (Chostelidou, 2010) studied the development of English for specific purposes
for accountant students, by analysing students’ needs to develop a curriculum. He found that basic
information appropriate to their needs and that they wanted to use English for their real lives.
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In conclusion, developing English skills needs to involve developing English for specific
purposes. This is because the activities were trainee-centred and focused on the trainees’ needs to use
what they would learn at work, therefore increasing the ability of the trainees. So that English for
communication is the most important role to service Thai traditional massage for foreigners to impress
them in such a way as to promote tourism business. This will allow Thai traditional doctors and their
assistants to listen and speak effectively. Therefore they can help to promote the tourism business better.
5. References
Chaiyoung, P. (2013). How to use efficiency criterion in media research and development.
Education, 19(1), 1-16
Chostelidou, D. (2010). A need analysis approach to ESP syllabus design in Greek tertiary
education: a descriptive account of students’ needs. Procedia Social and Behavioral
Science, 2, 4507-4512.
Graves. (2000). Designing language course: A guide for teachers. Boston, MA: Heinle&Heinle.
Nunan, D. (1996). The self-directed teacher: Managing the learning process. In Cambridge
Language Education series, edited by Jack C. Richards. Cambridge: Cambridge University.
Charoensuk, P. (2015). English and Thailand’s economy for ASEAN economic community.
(Electronic version).Journal of Executive, 31(4), pp. 30-34.
Puangrat, T.(1997). Creation and development achievement test. Educational and Psychological
Test Bureau, Srinakharinwirot University.
Robinson, P. (1991). ESP Today: A Practitioner’s Guide. London: Prentice Hall International.
Somkiat, O. (2012). First Page of ASEAN Journal, Khusangkhusom.Vol.33 No747-746,16-17.
Sunita, K.(2013). Development of an English cam training program to Enhance English speaking
skills, English camp activity knowledge and social skills for English major students, faculty
of education, Silpakorn University.
Suwat, W.(2004). Philosophy of training adult. Bangkok. Chulalongkorn University.
Taba, H. (1962). Curriculum development. : Theory and Practice. New York : Harcout Braca & World.
Varunee, A. (2013). Development of an English communication curriculum for non-academic
personnel of Srinakharinwirot University, Doctor of Education, Srinakharinwirot University.
Yanisa, T. (2015). Development of massage business’s potential in Chiang-Mai to service foreign
tourists. Bachelor of Arts Program in Tourism Management, Phitsanulok University.
1232 Proceeding of 13th International Conference on Humanities & Social Sciences 2017 (IC-HUSO 2017)
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Using Facebook as an Educational Tool for Teacher Trainees in Japanese:
From the Training Institution’s Viewpoint
Manami Fujihira
Center for Japanese Language and Culture
Osaka University, Japan
E-mail: [email protected]
Abstract
In 2016, the Agency for Cultural Affairs revised the basic requirements to become Japanese
language teachers in Japan. The new standard specifies that Japanese language teacher training
programs starting on and after August 1, 2017, must include at least one accredited course
concerning ‘teaching practice.’ Hence, it is an urgent matter that each university providing such a
program should establish a new course containing practical teaching training in real classrooms
with real students. However, it might be difficult for some universities with few international
students to fulfill all these conditions within their universities . One of the options for them is to
outsource a practical teaching training to domestic or overseas institutions . However, there have
been several difficulties when receiving trainees from other universities, which are as follows;
1) Lack of information on trainees themselves, their preparation and goals, prior to the training,
2) Uncertainty about what coaching and advice trainees have been given from
instructors of sending universities before and during the training, and
3) Difficulties of maintaining close coordination between instructors of sending and
receiving institutions.
Since being certified as a nationwide Joint -usage Center by the Japanese Ministry of
Education, the Center for Japanese Language and Culture of Osaka University (CJLC ) has
provided opportunities for Japanese language teacher trainees of other domestic universities to
undergo various teaching practice . When two students from Aichi Prefectural University
participated in CJLC ’s two -week program in 2016, we tried to overcome the difficulties
mentioned above by using Facebook as online portfolio and communication tool between trainees
and instructors of sending/receiving/third-party institutions. The aims of this paper are to discuss
the merits of using Facebook before/during/after the training program from the viewpoint of the
receiving institution, and to suggest that this method can also be applied to practical teaching
training/school internship outsourced to overseas institutions.
Keywords: Facebook, Joint-usage Center, practical teaching training, training institution
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Effects of English Speech and Anxiety in Speaking English of First Year
Undergraduate Students in Private University
Bundit Anuyahong 1
1 College of General Education and languages,
Thai-Nichi Institute of Technology, Thailand 1 E-mail: [email protected]
Abstract
The purposes of this research were 1) to study effects of English speech of first year
undergraduate students in private university 2) to compare English speech of the undergraduate
students according to speech skills and faculty, and 3) to study anxiety in speaking English of the
first year undergraduate students.
Research samples were 60 first-year undergraduate students derived through a simple
random sampling technique in the first semester of the 2017 academic year. The instruments used
in this experiment included a speech evaluation form, an English speech test, and an anxiety
questionnaire. The experimental process and data collection were conducted as follows: The
subjects were asked to undertake a speech test. Then, on the final week, a questionnaire was used
to survey the subjects’ anxiety in speaking English.
The research findings were 1) the overall English speech ability of first year
undergraduate students was at high level, 2) the first year undergraduate students with different
speech skills had statistically significant differences at 0.05 level in all aspect, 3) the first year
undergraduate students with different faculty had no statistically significant differences at 0.05
level, and 4) First year undergraduate students had anxiety in speaking English at a moderate level.
Keywords: English Speech Ability, Anxiety in Speaking English.
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1. Introduction
English plays a significant role in Thailand's economic, financial, and technological
development and this role and function of English have commonly been accepted by the Thai
public. Moreover, Huang (2005) studied about students’ English talking demonstrated their very
positive attitudes towards English language, recognising not only the occurrence of English in the
world, but also its importance in their access to information, employment opportunities and the
link to the development of the nation. They embraced English for individual and national prestige
and development and they all believe getting good English skills is a good movement and
something needed to be followed rather than resisted.
In many countries, it has been argued that having English proficiency is like possessing a
bright lamp, as it can bring prosperity by ensuring access to education, international business,
science and technology. For such purposes everybody is desired for the means to get suitable
command over this language and to increase the ability to use it properly just like its fluent native
speakers. In most of the countries’ university education is carried out in English (Malik, 2012).
Anxiety, furthermore, one of the most important and pervasive emotions, was described as a
feeling of uneasy suspense by Rachman (1998). Over the years, state anxiety, trait anxiety, and
situation-specific anxiety have become three mainstream approaches to anxiety research in
language teaching and learning (Horwitz et.al., 1986).
In teaching and learning English language at College of General Education and Language,
the undergraduate students need to use English for communication in real life and in workplace.
Therefore, English speech and English speaking ability are developed and assessed before their
graduation.
As a result, the researcher studied effects of English speech and an anxiety in speaking
English of undergraduate students in private university. The results of the study will be guideline
for instructional development and the learners’ competency development in next occasion.
Research Purposes
1. to study effects of English speech of first year undergraduate students in private
university.
2. to compare English speech of the undergraduate students according to speech skills
and faculty.
3. to study anxiety in speaking English of the first year undergraduate students.
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2. Methodology
Research Design
The data was gathered and analysed as follows:
1. Population and Samples
1.1 The population was 600 first-year students at Thai-Nichi Institute of Technology
during the first semester of the 2017 academic year.
1.2 The samples were 60 first-year students derived through a simple random sampling
technique in the first semester of the 2017 academic year.
Duration of Experiment
The experiment ran over twelve weeks which encompassed twelve two-hour classes.
Variables
The variables analysed in this study included:
1. The English speech ability of first year undergraduate students.
2. The anxiety in speaking English of first year undergraduate students.
Research Instruments
1. A speech evaluation form.
2. An English speech test.
3. An anxiety questionnaire.
Data Analysis
The collected data was analysed using a computer program. F-test was used to compare
the differences of the samples’ mean scores according to faculty. The mean and standard
deviation of scores from the English speech evaluation form and anxiety questionnaire were used
to measure data at the end of the speaking class. The experiment lasted twelve weeks.
Data Collection
The experimental process and data collection were conducted as follows:
The subjects were asked to undertake an English speech test with the speech topic on
“What are the best experiences in your life”. Then, on the final week an anxiety questionnaire
was used to survey the subjects’ anxiety in speaking English.
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3. Results
Phase 1: Results of English speech scores analysis of undergraduate students
The assessment of English speech ability of undergraduate students at TNI, the researcher
used English speech ability test which created according to test procedure.
Therefore, percentage of scores was calculated from criteria as following; (adapted from
Thaweerat, 2000; Wongsothorn, 1995).
81-100 means very high
61-80 means high
41-60 means moderate
21-40 means low
1-20 means very low
Table1: Results of English speech ability of 60 first year undergraduate students
No. Faculty Frequenc
y
(10)
Accuracy
(10)
Confidence
(10)
Content
(10)
Comprehensio
n (10)
Scores
(50)
percentag
e
1 Information Technology 6 6 7 7 7 33 66.00
2 Information Technology 6 7 8 8 7 36 72.00
3 Information Technology 7 7 9 8 8 39 78.00
4 Information Technology 7 7 8 7 7 36 72.00
5 Information Technology 6 7 8 8 8 37 74.00
6 Information Technology 8 7 8 7 8 38 76.00
7 Information Technology 8 7 7 8 8 38 76.00
8 Information Technology 8 8 7 7 8 38 76.00
9 Information Technology 6 7 8 8 7 36 72.00
10 Information Technology 7 8 7 7 7 36 72.00
11 Information Technology 7 7 8 7 7 36 72.00
12 Information Technology 6 7 7 7 8 35 70.00
13 Information Technology 7 7 7 8 8 37 74.00
14 Information Technology 6 7 8 7 8 36 72.00
15 Information Technology 7 8 8 8 8 39 78.00
16 Information Technology 6 7 7 7 7 37 74.00
17 Information Technology 6 7 6 6 7 32 64.00
18 Information Technology 6 7 7 7 7 34 68.00
19 Information Technology 6 6 7 8 7 34 68.00
20 Information Technology 6 6 6 6 6 30 60.00
21 Engineering 8 7 8 8 8 39 78.00
22 Engineering 7 7 8 7 8 37 74.00
23 Engineering 7 7 8 8 8 38 76.00
24 Engineering 7 7 8 8 8 38 76.00
25 Engineering 8 8 8 8 8 40 80.00
26 Engineering 8 7 8 8 7 38 76.00
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No. Faculty Frequenc
y
(10)
Accuracy
(10)
Confidence
(10)
Content
(10)
Comprehensio
n (10)
Scores
(50)
percentag
e
27 Engineering 6 7 8 7 7 35 70.00
28 Engineering 8 8 8 8 8 40 80.00
29 Engineering 7 7 7 7 7 35 70.00
30 Engineering 8 8 8 8 9 41 82.00
31 Engineering 8 8 8 8 8 40 80.00
32 Engineering 7 7 8 8 8 38 76.00
33 Engineering 8 8 8 8 9 41 82.00
34 Engineering 8 8 8 8 8 40 80.00
35 Engineering 7 7 8 8 8 38 76.00
36 Engineering 8 8 8 8 8 40 80.00
37 Engineering 9 8 8 9 8 42 84.00
38 Engineering 9 9 9 9 9 45 90.00
39 Engineering 8 7 8 8 8 39 78.00
40 Engineering 8 7 8 8 7 38 76.00
41 Business Administration 8 7 7 7 8 37 74.00
42 Business Administration 9 8 9 8 9 43 86.00
43 Business Administration 8 8 9 9 8 42 84.00
44 Business Administration 8 8 9 9 8 42 84.00
45 Business Administration 8 8 9 9 8 42 84.00
46 Business Administration 8 7 8 8 8 39 78.00
47 Business Administration 8 7 8 9 8 40 80.00
48 Business Administration 8 8 7 8 8 39 78.00
49 Business Administration 8 8 8 8 8 40 80.00
50 Business Administration 8 8 8 8 8 40 80.00
51 Business Administration 9 8 8 8 8 41 82.00
52 Business Administration 9 9 9 8 9 44 88.00
53 Business Administration 7 7 8 7 7 36 72.00
54 Business Administration 7 8 8 8 8 39 78.00
55 Business Administration 7 7 8 8 8 38 76.00
56 Business Administration 8 7 8 8 8 39 78.00
57 Business Administration 8 8 8 8 8 40 80.00
58 Business Administration 8 7 8 8 8 39 78.00
59 Business Administration 7 7 7 7 7 35 70.00
60 Business Administration 7 7 8 8 7 37 74.00
Total mean 7.40 7.36 7.83 7.76 7.76 38.18 76.36
Total scores 2,291
The table showed that the total scores of the 60 first year undergraduate students were
2,291 and 76.36 for the total percentage which effects of English speech ability of first year
undergraduate students were at high level.
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Table 2: results of mean scores and standard deviation of 60 first year undergraduate students
according to faculty
No. Faculty
n Minimum Maximum Mean
Std.
Deviation
1 Information Technology 20 30.00 39.00 35.85 2.32
2 Engineering 20 35.00 45.00 39.10 2.29
3 Business Administration 20 35.00 44.00 39.60 2.32
Total 60 30.00 45.00 38.18 2.82
The table showed that the total of mean scores was 38.18 (S.D=2.82) which in faculty
ranged from (x¯=39.60) for Business Administration, (x¯=39.10) for Engineering, and (x¯ =35.85) for
Information Technology respectively.
Table 3: results of mean scores and standard deviation of 60 first year undergraduate students in
each skill and in the total
Skills
n Minimum Maximum Mean
Std.
Deviation
Frequency 60 6.00 9.00 7.40 0.90
Accuracy 60 6.00 9.00 7.36 0.63
Self-confidence 60 6.00 9.00 7.83 0.66
Content 60 6.00 9.00 7.76 0.67
Comprehension 60 6.00 9.00 7.76 0.62
Total 7.60 0.70
The table showed that the total of mean scores was 7.60 (S.D=0.70) which in skills ranged from
(x¯=7.83) for self-confidence, (x¯=7.76) for comprehension, (x¯=7.76) for content, (x¯=7.40) for
frequency, and (x¯ =7.36) for accuracy respectively.
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Phase 2: The comparison of the English speech for the 60 first year undergraduate students
according to speech skills and faculty. The statistics used in the data analysis consisted of
mean (x¯ ), standard deviation (S.D) and F-test
Table4: The comparison of the English speech for the 60 first year undergraduate students
according to speech skills was as follows:
ANOVA
Sum of
Squares df Mean Square F Sig.
Frequency Between Groups 19.600 2 9.800 19.396 .000
Within Groups 28.800 57 .505
Total 48.400 59
Accuracy Between Groups 4.133 2 2.067 5.949 .005
Within Groups 19.800 57 .347
Total 23.933 59
Self-
confidence
Between Groups 5.733 2 2.867 7.932 .001
Within Groups 20.600 57 .361
Total 26.333 59
Content Between Groups 6.633 2 3.317 9.405 .000
Within Groups 20.100 57 .353
Total 26.733 59
Comprehension Between Groups 4.033 2 2.017 6.147 .004
Within Groups 18.700 57 .328
Total 22.733 59
* Statistical significance at 0.05 level
The table showed that the first year undergraduate students with different speech skills
had statistically significant differences at 0.05 level in all aspect.
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Table 5: The comparison of the English speech for the 60 first year undergraduate students
according to speech faculty was as follows:
ANOVA
Sum of
Squares df Mean Square F Sig.
IT Between
Groups 63.183 9 7.020 1.783 .190
Within Groups 39.367 10 3.937
Total 102.550 19
ENG Between
Groups 26.683 9 2.965 .405 .905
Within Groups 73.117 10 7.312
Total 99.800 19
IT Between
Groups 37.917 7 5.417 1.006 .473
Within Groups 64.633 12 5.386
Total 102.550 19
BA Between
Groups 47.467 7 6.781 1.471 .266
Within Groups 55.333 12 4.611
Total 102.800 19
ENG Between
Groups 42.967 8 5.371 1.040 .463
Within Groups 56.833 11 5.167
Total 99.800 19
BA Between
Groups 57.300 8 7.163 1.732 .196
Within Groups 45.500 11 4.136
Total 102.800 19
* Statistical significance at 0.05 level
The table showed that first year undergraduate students with different faculty had no statistically
significant differences at 0.05 level.
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Phase 3: The results of the students’ anxiety in English speaking from questionnaire were
as follows:
Table 6: mean and standard deviation in anxiety in speaking English of first year students
No. Statements x̄ S.D. level 1 My problem is incomprehensive listening. 3.28 0.91 low
2 Being called on in class whether prepared or not is my problem. 2.24 0.73 low
3 Insufficient preparation for speaking is my anxiety. 2.17 0.68 low
4 I lack of confidence 1.98 0.87 low
5 I fear of speaking English 2.35 0.75 low
6 I fear of speaking English to native English speakers or international peers 2.79 0.69 moderate
7 I feel inferior to peers or native English speaker spoke to 2.21 0.71 low
8 I fear of making mistakes 1.97 0.73 low
9 I have realized I made a mistake while speaking 3.12 0.78 moderate
10 I fear of teacher, classmates, host family, teacher’s negative evaluation 2.99 0.67 moderate
11 I do not understand the class content. 2.24 0.77 low
12 I fear of working in an unfamiliar learning environment 3.02 0.73 moderate
13 I have negative experience of talking with native English speakers 2.65 0.88 moderate
14 I tend to continuously compare with others and competitiveness when I speak. 3.59 0.87 high
15 I fear of being laughed by others due to mistakes made or inaccurate
pronunciation. 3.58 0.79 high
Total 2.67 0.77 moderate
These rating scales were calculated to find out the mean and standard deviation and then
translated based on criteria developed by Best (1977) as follows:
1.00 <= x̄< 1.50 refers to students who had the lowest level of anxiety in speaking English
1.51 <= x̄ < 2.50 refers to students who had a low level of anxiety in speaking English
2.51 <= x̄< 3.50 refers to students who had a moderate level of anxiety in speaking
English
3.51 <= x̄< 4.50 refers to students who had a high level of anxiety in speaking English
4.51 <= x̄< 5.00 refers to students who had the highest level of anxiety in speaking
English
According to the table, it was demonstrated that the students’ anxiety in English speaking
was at a moderate level x̄=2.67). When each item was considered, it was found that the highest
item was from item 14 I tend to continuously compare with others and competitiveness when I
speak (x̄=2.59) and item15 I fear of being laughed by others due to mistakes made or inaccurate
pronunciation (x̄=2.58).
1242 Proceeding of 13th International Conference on Humanities & Social Sciences 2017 (IC-HUSO 2017)
2nd-3rd November 2017, Faculty of Humanities and Social Sciences, KhonKaen University, Thailand |
IC-HUSO 2017
4. Conclusion
1. The effects of English speech ability of first year undergraduate students were at high
level.
2. The first year undergraduate students with different speech skills had statistically
significant differences at 0.05 level in all aspect.
3. The first year undergraduate students with different faculty had no statistically
significant differences at 0.05 level.
4. First year undergraduate students had anxiety in speaking English at a moderate level.
5. Discussion
According to the research results, the TNI students’ level of English speech ability of first
year undergraduate students was at high level. This might be because the first year undergraduate
students prefer English speech in order to improve their speaking skills and confidence in
speaking. On the other hand, English speaking skill is one of the most important of four skills to
be developed as a means of effective communication in second language learning which related
to the notion of Osborn et al (2008) who stated that English speaking skill is one of the important
of four language skills to be increased as a means of successful communication in second
language learning context. Therefore, effective communication by speaking generally generates a
number of benefits for speakers. Effective speaking skill results in achievements may have in
ceremonial speaking activities, job training, activities, job interview, and other business purposes
(Osborn, et al 2008).
Moreover, the first year undergraduate students had anxiety in speaking English at a
moderate level. It might be because the first year undergraduate students had a variety of
background of English skills and different contexts including educational backgrounds which
related to the idea of Horwitz (2001) who advocated that different contexts, ethical and
educational backgrounds have an impact on learners’ level of anxiety. Furthermore, it is vital to
address this in relation to classroom practice and anxiety. Practicing in a classroom may be
comfortable to one group but stressful to other learners from different cultural backgrounds who
habituated to different cultural norms of classroom learning.
6. Acknowledgements
This research is supported by College of General Education and Languages, Thai-Nichi
Institute of Technology, Bangkok, Thailand.
|Proceedings of 13th International Conference on Humanities & Social Sciences 2017 (IC-HUSO 2017)
2nd-3rd November 2017, Faculty of Humanities and Social Sciences, KhonKaen University, Thailand 1243
IC-HUSO 2017
7. References
Best, John W. (1977).Research in Education. 3rd ed. Englewood Cliffs, New Jersey:
Prentice Hall, Inc.
Horwitz et.al. (1986) “Foreign language classroom anxiety,” The Modern Language Journal,
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Horwitz, E. (2001). Language anxiety and achievement. Annual review of applied linguistics,
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Huang, H. W. (2005). The relationship between learning motivation and speaking anxiety
among EFL non-English major freshmen in Taiwan, Unpublished M.A thesis,
Chaoyang University of Technology, Taiwan.
MacIntyre P. D. and Gardner R.(1991). “Methods and results in the study of anxiety and
language learning: a review of the literature,” Language Learning, vol. 41, pp. 85–117.
Osborn, S., Osborn, M., & Osborn, R. (2008). Public speaking guidebook. Boston: Pearson.
Rachman, S. (1998).Anxiety, Psychology Press, Hove, East Sussex, UK.
Spielberger C. D.(1972). “Anxiety as an emotional state,” in Anxiety: Current Trends in
Theory and Research, C. D. Spielberger, Ed., vol. 1, pp. 3–19, Academic Press, New
York, NY, USA.
Thaweerat, P. (2000) Methodology of Behavioral and Social Sciences. 8th Edition, Bangkok:
Chareonphol Publishing.
Wongsothorn, A. (1995) Guideline for Language Testing. Bangkok: Chulalongkorn
University Publishing.
Bio Data
Assistant Professor Dr. Bundit Anuyahong is English lecturer at College of General
Education and Languages, Thai-Nichi Institute of Technology. He got Ph.D. in Curriculum and
Instruction-Teaching English at Silpakorn University. He also obtained double degrees for his
master. One is Master of Education in TEFL from Silpakorn University and Master of Education
in Educational Administration from Naresuan University, Thailand.