From this page you can:
| Home |
Author details
Author Steven Ray McKee
Available item(s) by this author
Add the result to your basket Make a suggestion Refine your search Apply to external sourcesSIU IS. Comparing Two Teaching Methods, with and without Reading Strategies for Grade 10 in Surasakmontree School / Prapassorn Phadannok / Bangkok: Shinawatra University - 2017
Collection Title: SIU IS Title : Comparing Two Teaching Methods, with and without Reading Strategies for Grade 10 in Surasakmontree School Material Type: printed text Authors: Prapassorn Phadannok, Author ; Steven Ray McKee, Associated Name ; Palphol Rodloytuk, Associated Name Publisher: Bangkok: Shinawatra University Publication Date: 2017 Pagination: vi,49 p. Layout: ill,Tables Size: 30 cm. Price: 500.00 General note: SIU IS: SOLA-MTEIL-2017-04
Independent Study. [M.Ed.[Teaching English]]. Shinawatra University, 2017.Languages : English (eng) Descriptors: [LCSH]Language Development
[LCSH]Reading (Secondary) -- Bangkok -- Surasakmontree school
[LCSH]Reading -- Study and teachingKeywords: Reading strategies,
Teaching method,
Comparing,
Improvement,
EffectivenessAbstract: The purpose of this study was to compare effectiveness in teaching English reading with strategies to without strategies.
There are many survey reports claimed that people in Thailand are lacking of reading. So reading English topics would be lesser. This has not yet mentioned in comprehensive English reading which will be very a few.
This study was aimed to improve English reading skills of students in secondary school in Thailand.
Even result of the study showed not much successful, but author’s intention still want to see teachers are looking for new strategies to be used to improve students’ ability in English reading skill.Curricular : BALA/MTEIL Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=26631 SIU IS. Comparing Two Teaching Methods, with and without Reading Strategies for Grade 10 in Surasakmontree School [printed text] / Prapassorn Phadannok, Author ; Steven Ray McKee, Associated Name ; Palphol Rodloytuk, Associated Name . - [S.l.] : Bangkok: Shinawatra University, 2017 . - vi,49 p. : ill,Tables ; 30 cm.
500.00
SIU IS: SOLA-MTEIL-2017-04
Independent Study. [M.Ed.[Teaching English]]. Shinawatra University, 2017.
Languages : English (eng)
Descriptors: [LCSH]Language Development
[LCSH]Reading (Secondary) -- Bangkok -- Surasakmontree school
[LCSH]Reading -- Study and teachingKeywords: Reading strategies,
Teaching method,
Comparing,
Improvement,
EffectivenessAbstract: The purpose of this study was to compare effectiveness in teaching English reading with strategies to without strategies.
There are many survey reports claimed that people in Thailand are lacking of reading. So reading English topics would be lesser. This has not yet mentioned in comprehensive English reading which will be very a few.
This study was aimed to improve English reading skills of students in secondary school in Thailand.
Even result of the study showed not much successful, but author’s intention still want to see teachers are looking for new strategies to be used to improve students’ ability in English reading skill.Curricular : BALA/MTEIL Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=26631 Hold
Place a hold on this item
Copies
Barcode Call number Media type Location Section Status 32002000592871 SIU IS: SOLA-MTEIL-2017-04 c.1 SIU Independent Study Graduate Library Thesis Corner Available 32002000592905 SIU IS: SOLA-MTEIL-2017-04 c.2 SIU Independent Study Graduate Library Thesis Corner Available
Collection Title: SIU IS Title : KWL-PLUS Technique on Developing English Reading Comprehension in Classroom Teaching: 8TH Grade Students (Mattayomsuksa II) in Suksanari School, Bangkok Material Type: printed text Authors: Witchayaset Kasemsakkarin, Author ; Steven Ray McKee, Associated Name ; Palphol Rodloytuk, Associated Name Publisher: Bangkok: Shinawatra University Publication Date: 2017 Pagination: vi, 55 p. Layout: ill, tables Size: 30 cm. Price: 500.00 General note: SIU IS: SOLA-MTEIL-2017-01
Independent Study. [M.Ed.[Teaching English]]. Shinawatra University, 2017.Languages : English (eng) Descriptors: [LCSH]English language -- Technical English -- Study and teaching
[LCSH]Language Development
[LCSH]Reading comprehension -- Bangkok -- Suksanari School -- 8TH Grade Students (Mattayomsuksa II)Keywords: Reading Comprehension,
KWL-PlusAbstract: The purpose of this study is finding the result of using KWL-PLUS Technique on Developing English Reading Comprehension in Classroom Teaching: 8TH Grade Students (Mattayomsuksa II) in Suksanari School, Bangkok, in which I am who is an English Teaching think that teaching English in the class can enhance the reading comprehension skill for the students. Firstly, the students were tested by pretest. Secondly, they were taught by using KWL-PLUS technique, do some exercises and worksheets. And finally, they were tested by posttest.
The result had shown that the student had the different between pretest and posttest. So, it means that teaching by using KWL-PLUS technique can develop their reading comprehension skill.
According to the students’ reading comprehension skill development, teacher have learned that KWL-PLUS technique can help them to question themselves what they know, what things that they want to know, things that they have learned after reading and in the last mention is they can summarize the who story by using KWL-PLUS: SUMMARIZE MAPPING that is the real improvement for students.
Curricular : BALA/GE/MTEIL Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=26629 SIU IS. KWL-PLUS Technique on Developing English Reading Comprehension in Classroom Teaching: 8TH Grade Students (Mattayomsuksa II) in Suksanari School, Bangkok [printed text] / Witchayaset Kasemsakkarin, Author ; Steven Ray McKee, Associated Name ; Palphol Rodloytuk, Associated Name . - [S.l.] : Bangkok: Shinawatra University, 2017 . - vi, 55 p. : ill, tables ; 30 cm.
500.00
SIU IS: SOLA-MTEIL-2017-01
Independent Study. [M.Ed.[Teaching English]]. Shinawatra University, 2017.
Languages : English (eng)
Descriptors: [LCSH]English language -- Technical English -- Study and teaching
[LCSH]Language Development
[LCSH]Reading comprehension -- Bangkok -- Suksanari School -- 8TH Grade Students (Mattayomsuksa II)Keywords: Reading Comprehension,
KWL-PlusAbstract: The purpose of this study is finding the result of using KWL-PLUS Technique on Developing English Reading Comprehension in Classroom Teaching: 8TH Grade Students (Mattayomsuksa II) in Suksanari School, Bangkok, in which I am who is an English Teaching think that teaching English in the class can enhance the reading comprehension skill for the students. Firstly, the students were tested by pretest. Secondly, they were taught by using KWL-PLUS technique, do some exercises and worksheets. And finally, they were tested by posttest.
The result had shown that the student had the different between pretest and posttest. So, it means that teaching by using KWL-PLUS technique can develop their reading comprehension skill.
According to the students’ reading comprehension skill development, teacher have learned that KWL-PLUS technique can help them to question themselves what they know, what things that they want to know, things that they have learned after reading and in the last mention is they can summarize the who story by using KWL-PLUS: SUMMARIZE MAPPING that is the real improvement for students.
Curricular : BALA/GE/MTEIL Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=26629 Hold
Place a hold on this item
Copies
Barcode Call number Media type Location Section Status 32002000592830 SIU IS: SOLA-MTEIL-2017-01 c.1 SIU Independent Study Graduate Library Thesis Corner Available 32002000592863 SIU IS: SOLA-MTEIL-2017-01 c.2 SIU Independent Study Graduate Library Thesis Corner Available
Collection Title: SIU IS Title : A Study of Vocabulary Learning Strategies Used by Matthayom 6 Secondary Students Studying English At Matthayom Wat-Benchamabophit School Material Type: printed text Authors: Jedcharoen Maseesuk, Author ; Steven Ray McKee, Associated Name ; Palphol Rodloytuk, Associated Name Publisher: Bangkok: Shinawatra University Publication Date: 2017 Pagination: vi, 41 p. Layout: Tables Size: 30 cm. Price: 500.00 General note: SIU IS: SOLA-MTEIL-2017-03
Independent Study. [M.Ed.[Teaching English]]. Shinawatra University, 2017.Languages : English (eng) Descriptors: [LCSH]English language -- Vocabulary -- Study and teaching
[LCSH]Language Development
[LCSH]Vocabulary -- Study and teaching (Secondary) -- Bangkok -- Matthayom Wat-Benchamabophit SchoolKeywords: Vocabulary Learning Strategies,
Matthayom 6 Secondary StudentsAbstract: The aims of this study were to 1) study vocabulary learning strategies commonly used by Matthayom 6 secondary students studying English of Matthayom Wat Benchamabophit School and 2) to investigate vocabulary learning strategies that assist Matthayom 6 secondary students studying English of Matthayom Wat Benchamabophit School to enhance their vocabulary acquisition
The subjects of this study were 75 Matthayom 6 secondary students studying English of Matthayom Wat Benchamabophit School. A questionnaire based on Schmitt’s (1997) taxonomy was used as the research instrument of this study; it consisted of the respondents’personal information, the use of vocabulary learning strategies and comments on use of vocabulary learning strategies. The statistical procedure used to analyze the data in this study was frequency, percentage, mean, and standard deviation.
The findings of the study revealed that the majority of respondents were male. The class of respondents ranged from Matthayom 6. Most respondents have studied English for more than 12 years. The respondents were at the fair level of vocabulary knowledge. Almost half of the respondents got English’s grade of semester 1/2016 respondents got a grade 3.5
The use of vocabulary learning strategies was divided into five strategies: determination strategies, social strategies, memory strategies, cognitive strategies, and metacognitive strategies. Regarding determination strategies, a monolingual dictionary was most often used by most respondents. In terms of social strategies, asking classmates for a word meaning or definition was most often used. Connecting the word with the background knowledge was most often used as memory strategy. Most respondents often used taking note in class in terms of cognitive strategies. Concerning metacognitive strategies, the results showed that listening to English songs was most often used. Most respondents expressed their opinions that speaking with foreign friends or foreigners were the other vocabulary learning strategies, apart from the five vocabulary learning strategies, used to acquire English vocabulary.Curricular : BALA/MTEIL Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=26632 SIU IS. A Study of Vocabulary Learning Strategies Used by Matthayom 6 Secondary Students Studying English At Matthayom Wat-Benchamabophit School [printed text] / Jedcharoen Maseesuk, Author ; Steven Ray McKee, Associated Name ; Palphol Rodloytuk, Associated Name . - [S.l.] : Bangkok: Shinawatra University, 2017 . - vi, 41 p. : Tables ; 30 cm.
500.00
SIU IS: SOLA-MTEIL-2017-03
Independent Study. [M.Ed.[Teaching English]]. Shinawatra University, 2017.
Languages : English (eng)
Descriptors: [LCSH]English language -- Vocabulary -- Study and teaching
[LCSH]Language Development
[LCSH]Vocabulary -- Study and teaching (Secondary) -- Bangkok -- Matthayom Wat-Benchamabophit SchoolKeywords: Vocabulary Learning Strategies,
Matthayom 6 Secondary StudentsAbstract: The aims of this study were to 1) study vocabulary learning strategies commonly used by Matthayom 6 secondary students studying English of Matthayom Wat Benchamabophit School and 2) to investigate vocabulary learning strategies that assist Matthayom 6 secondary students studying English of Matthayom Wat Benchamabophit School to enhance their vocabulary acquisition
The subjects of this study were 75 Matthayom 6 secondary students studying English of Matthayom Wat Benchamabophit School. A questionnaire based on Schmitt’s (1997) taxonomy was used as the research instrument of this study; it consisted of the respondents’personal information, the use of vocabulary learning strategies and comments on use of vocabulary learning strategies. The statistical procedure used to analyze the data in this study was frequency, percentage, mean, and standard deviation.
The findings of the study revealed that the majority of respondents were male. The class of respondents ranged from Matthayom 6. Most respondents have studied English for more than 12 years. The respondents were at the fair level of vocabulary knowledge. Almost half of the respondents got English’s grade of semester 1/2016 respondents got a grade 3.5
The use of vocabulary learning strategies was divided into five strategies: determination strategies, social strategies, memory strategies, cognitive strategies, and metacognitive strategies. Regarding determination strategies, a monolingual dictionary was most often used by most respondents. In terms of social strategies, asking classmates for a word meaning or definition was most often used. Connecting the word with the background knowledge was most often used as memory strategy. Most respondents often used taking note in class in terms of cognitive strategies. Concerning metacognitive strategies, the results showed that listening to English songs was most often used. Most respondents expressed their opinions that speaking with foreign friends or foreigners were the other vocabulary learning strategies, apart from the five vocabulary learning strategies, used to acquire English vocabulary.Curricular : BALA/MTEIL Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=26632 Hold
Place a hold on this item
Copies
Barcode Call number Media type Location Section Status 32002000592897 SIU IS: SOLA-MTEIL-2017-03 c.1 SIU Independent Study Graduate Library Thesis Corner Available 32002000592921 SIU IS: SOLA-MTEIL-2017-03 c.2 SIU Independent Study Graduate Library Thesis Corner Available
Collection Title: SIU IS Title : The Use of Language Games in Teaching English for Vocational Students at Thanyaburi Technical College Material Type: printed text Authors: Charnrit Pusuwan, Author ; Steven Ray McKee, Associated Name ; Palphol Rodloytuk, Associated Name Publisher: Bangkok: Shinawatra University Publication Date: 2017 Pagination: v, 47 p. Layout: Tables Size: 30 cm. Price: 500.00 General note: SIU IS: SOLA-MTEIL-2017-02
Independent Study. [M.Ed.[Teaching English]]. Shinawatra University, 2017.Languages : English (eng) Descriptors: [LCSH]English language -- Technical English -- Study and teaching
[LCSH]Games
[LCSH]Language DevelopmentKeywords: Use of Language Games Teaching English,
Vocational StudentsAbstract: The purposed of this study were to study the vocational students’ satisfaction towards different games used in teaching English and to investigate the attitudes towards using language games for vocational students in English class. The sample of this study were 31 vocational students majoring in Electrical Power who studied the English conversation in the semester of the academic year 2016 at Thanyaburi Technical College. The findings of this study were summarized as follows:
1) The vocational students’ satisfaction towards using language games in teaching English was at high level in overall (X = 4.31). There were 3 games obtained the satisfaction at very high level. Treasure hunting game received the highest mean score (X = 4.77), followed by instruction balloon game (X = 4.61) and guessing Word game (X = 4.51) respectively. The other games were at a high level. This could be interpreted that vocational students like to study English though these types of games.
2) The average score of vocational students’ attitudes towards the impact of using language games in teaching English was at high level (X = 4.61). It could be concluded that vocational students had the positive attitudes towards using language games in English Class.
3) It was also suggested by students using games in the classroom that teachers should play fun games in the class because they could make students fun, feel relaxed and not too serious in the English class as well as could help them learn vocabulary better.Curricular : BALA/GE/MTEIL Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=26630 SIU IS. The Use of Language Games in Teaching English for Vocational Students at Thanyaburi Technical College [printed text] / Charnrit Pusuwan, Author ; Steven Ray McKee, Associated Name ; Palphol Rodloytuk, Associated Name . - [S.l.] : Bangkok: Shinawatra University, 2017 . - v, 47 p. : Tables ; 30 cm.
500.00
SIU IS: SOLA-MTEIL-2017-02
Independent Study. [M.Ed.[Teaching English]]. Shinawatra University, 2017.
Languages : English (eng)
Descriptors: [LCSH]English language -- Technical English -- Study and teaching
[LCSH]Games
[LCSH]Language DevelopmentKeywords: Use of Language Games Teaching English,
Vocational StudentsAbstract: The purposed of this study were to study the vocational students’ satisfaction towards different games used in teaching English and to investigate the attitudes towards using language games for vocational students in English class. The sample of this study were 31 vocational students majoring in Electrical Power who studied the English conversation in the semester of the academic year 2016 at Thanyaburi Technical College. The findings of this study were summarized as follows:
1) The vocational students’ satisfaction towards using language games in teaching English was at high level in overall (X = 4.31). There were 3 games obtained the satisfaction at very high level. Treasure hunting game received the highest mean score (X = 4.77), followed by instruction balloon game (X = 4.61) and guessing Word game (X = 4.51) respectively. The other games were at a high level. This could be interpreted that vocational students like to study English though these types of games.
2) The average score of vocational students’ attitudes towards the impact of using language games in teaching English was at high level (X = 4.61). It could be concluded that vocational students had the positive attitudes towards using language games in English Class.
3) It was also suggested by students using games in the classroom that teachers should play fun games in the class because they could make students fun, feel relaxed and not too serious in the English class as well as could help them learn vocabulary better.Curricular : BALA/GE/MTEIL Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=26630 Hold
Place a hold on this item
Copies
Barcode Call number Media type Location Section Status 32002000592855 SIU IS: SOLA-MTEIL-2017-02 c.1 SIU Independent Study Graduate Library Thesis Corner Available 32002000592889 SIU IS: SOLA-MTEIL-2017-02 c.2 SIU Independent Study Graduate Library Thesis Corner Available
Collection Title: SIU Thesis Title : The Intention to Enroll in English Language Courses on MOOCs (Massive Open Online Courses): An Asian Perspective Material Type: printed text Authors: Yadanar, Author ; Steven Ray McKee, Associated Name ; Robert Kirk Patrick, Associated Name Publisher: Bangkok: Shinawatra University Publication Date: 2015 Pagination: v, 47 p. Layout: Table Size: 30 cm. Price: 500.00 General note: SIU THE: SOLA-MTEIL-2015-02
Thesis. [M.Ed.[Teaching English]]. Shinawatra University, 2015.Languages : English (eng) Descriptors: [LCSH]English language
[LCSH]Online learningKeywords: MOOCs,
Asian learners,
English LanguageAbstract: In this global world, e-learning is very popular in education because it makes learning easier and more effective. People prefer learning online because it is adaptable to their schedules and it is readily assessable. The understanding of e-learning has increased over the past few years and e-learning is now more widely accepted as an alternate educational medium. In the online learning environment, MOOCs, which stands for Massive Open Online Courses, have grown rapidly in the last 3 years in Western countries. MOOCs offer a wide variety of interesting courses. The purpose of the study is to investigate Asian learners’ intentions to enroll in English Language on MOOCs and their perspectives regarding these courses. The study was conducted at Shinawatra University and online with Asian students. The data was analyzed with SPSS (version16.0). The results show that a few Asian learners have investigated MOOCs. Moreover, most students had little knowledge regarding MOOCs. This study encourages teachers and learners to acquire more information about MOOC and to improve their needed skills by enrolling in MOOCs. Moreover, the knowledge about MOOCs is needed to be distributed in Asian countries in the near future. Curricular : BALA/GE/MTEIL Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=26159 SIU Thesis. The Intention to Enroll in English Language Courses on MOOCs (Massive Open Online Courses): An Asian Perspective [printed text] / Yadanar, Author ; Steven Ray McKee, Associated Name ; Robert Kirk Patrick, Associated Name . - [S.l.] : Bangkok: Shinawatra University, 2015 . - v, 47 p. : Table ; 30 cm.
500.00
SIU THE: SOLA-MTEIL-2015-02
Thesis. [M.Ed.[Teaching English]]. Shinawatra University, 2015.
Languages : English (eng)
Descriptors: [LCSH]English language
[LCSH]Online learningKeywords: MOOCs,
Asian learners,
English LanguageAbstract: In this global world, e-learning is very popular in education because it makes learning easier and more effective. People prefer learning online because it is adaptable to their schedules and it is readily assessable. The understanding of e-learning has increased over the past few years and e-learning is now more widely accepted as an alternate educational medium. In the online learning environment, MOOCs, which stands for Massive Open Online Courses, have grown rapidly in the last 3 years in Western countries. MOOCs offer a wide variety of interesting courses. The purpose of the study is to investigate Asian learners’ intentions to enroll in English Language on MOOCs and their perspectives regarding these courses. The study was conducted at Shinawatra University and online with Asian students. The data was analyzed with SPSS (version16.0). The results show that a few Asian learners have investigated MOOCs. Moreover, most students had little knowledge regarding MOOCs. This study encourages teachers and learners to acquire more information about MOOC and to improve their needed skills by enrolling in MOOCs. Moreover, the knowledge about MOOCs is needed to be distributed in Asian countries in the near future. Curricular : BALA/GE/MTEIL Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=26159 Hold
Place a hold on this item
Copies
Barcode Call number Media type Location Section Status 32002000590537 SIU THE: SOLA-MTEIL-2015-02 c.2 SIU Thesis and Dissertation Graduate Library Thesis Corner Available 32002000590545 SIU THE: SOLA-MTEIL-2015-02 c.1 SIU Thesis and Dissertation Main Library Thesis Corner Available
Collection Title: SIU Thesis Title : Myanmar EFl Teachers’ and Adult Learners’ Preferences on Oral Error Correction Material Type: printed text Authors: Khaing Mu Mu Zin, Author ; Steven Ray McKee, Associated Name ; Amporn Sa-ngiamwibool, Associated Name Publisher: Bangkok: Shinawatra University Publication Date: 2015 Pagination: v, 55 p. Layout: Table Size: 30 cm. Price: 500.00 General note: SIU THE: SOLA-MTEIL-2015-01
Thesis. [M.Ed.[Teaching English]]. Shinawatra University, 2015.Languages : English (eng) Descriptors: [LCSH]Adults education
[LCSH]English language -- CommunicationKeywords: Oral Error Correction
Myanmar EFL Teachers’ and Adult Learners’ Preferences
Corrective FeedbackAbstract: Error correction is vital for oral communication skill improvement. However, preferences between the teachers and adult learners on oral error correction are different and this affects the learners’ oral communication skill improvement. The purpose of this study was therefore to investigate Myanmar teachers’ and adult learners’ preferences on the following aspects: 1) the necessity of oral error correction on oral skill improvement, 2) the frequency of error correction, 3) the appropriate time of correction, 3) the types of error that need to be treated, 4) the delivering agent of error correction, and 5) the reasons of teachers’ and learners’ preferences on oral error correction. This study was based on triangulation. The subjects were eighty-three adult learners who were studying at two private language schools and twelve Myanmar teachers who taught English language skills in Yangon, Myanmar. The instruments for data collection included a questionnaire and two sets of semi-structured interviews for teachers’ and adult learners’ preferences. The data was quantitatively and qualitatively analyzed. The results revealed both the teachers and students certainly agreed that students’ errors should be corrected.Besides, the vast majority of the teachers believed that the most effective corrective feedback was repetition and learners preferred explicit corrective feedback most. Moreover, certain reasons of teachers’ and learners’ preferences in terms of spoken error correction were significantly indicated in the findings. Curricular : BALA/GE/MTEIL Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=26158 SIU Thesis. Myanmar EFl Teachers’ and Adult Learners’ Preferences on Oral Error Correction [printed text] / Khaing Mu Mu Zin, Author ; Steven Ray McKee, Associated Name ; Amporn Sa-ngiamwibool, Associated Name . - [S.l.] : Bangkok: Shinawatra University, 2015 . - v, 55 p. : Table ; 30 cm.
500.00
SIU THE: SOLA-MTEIL-2015-01
Thesis. [M.Ed.[Teaching English]]. Shinawatra University, 2015.
Languages : English (eng)
Descriptors: [LCSH]Adults education
[LCSH]English language -- CommunicationKeywords: Oral Error Correction
Myanmar EFL Teachers’ and Adult Learners’ Preferences
Corrective FeedbackAbstract: Error correction is vital for oral communication skill improvement. However, preferences between the teachers and adult learners on oral error correction are different and this affects the learners’ oral communication skill improvement. The purpose of this study was therefore to investigate Myanmar teachers’ and adult learners’ preferences on the following aspects: 1) the necessity of oral error correction on oral skill improvement, 2) the frequency of error correction, 3) the appropriate time of correction, 3) the types of error that need to be treated, 4) the delivering agent of error correction, and 5) the reasons of teachers’ and learners’ preferences on oral error correction. This study was based on triangulation. The subjects were eighty-three adult learners who were studying at two private language schools and twelve Myanmar teachers who taught English language skills in Yangon, Myanmar. The instruments for data collection included a questionnaire and two sets of semi-structured interviews for teachers’ and adult learners’ preferences. The data was quantitatively and qualitatively analyzed. The results revealed both the teachers and students certainly agreed that students’ errors should be corrected.Besides, the vast majority of the teachers believed that the most effective corrective feedback was repetition and learners preferred explicit corrective feedback most. Moreover, certain reasons of teachers’ and learners’ preferences in terms of spoken error correction were significantly indicated in the findings. Curricular : BALA/GE/MTEIL Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=26158 Hold
Place a hold on this item
Copies
Barcode Call number Media type Location Section Status 32002000590511 SIU THE: SOLA-MTEIL-2015-01 c.1 SIU Thesis and Dissertation Graduate Library Thesis Corner Available 32002000591139 SIU THE: SOLA-MTEIL-2015-01 c.2 SIU Thesis and Dissertation Graduate Library Thesis Corner Available
Collection Title: SIU Thesis Title : Promoting Cultural Discussion in ESL Classroom through Film and Awareness-Raising Material Type: printed text Authors: Akkades Karnassadej, Author ; Steven Ray McKee, Associated Name ; Palphol Rodloytuk, Associated Name Publisher: Bangkok: Shinawatra University Publication Date: 2017 Pagination: vi, 118 p. Layout: ill, Tables. Size: 30 cm. Price: 500.00 General note: SIU THE: SOLA-MTEIL-2017-02
Thesis. [M.Ed.[Teaching English]]. Shinawatra University, 2017.Languages : English (eng) Descriptors: [LCSH]Cultural
[LCSH]FilmKeywords: Film, ELT, Cultural discussion, Awareness-raising Abstract: Films and Awareness-raising are useful resources for promoting cultural discussions in ESL classroom. They draw the learners’ attention to the clues of the target language. This study would examine whether awareness-raising is effective for promoting discussions of cultural issues in the texts of a film and explore the students’ attitudes towards awareness-raising. The film selected for this study was Love Actually. The participants of this study included 37 students. The instruments included the four steps of awareness-raising instructions and a questionnaire. The conclusion drew from qualitative and quantitative analyses. Descriptive analysis and descriptive statistics used for data analysis. The result of the study showed that films instructions and awareness-raising could be affected and be enhanced students on the target of language and cultural discussion. Students become more aware of their language learning on listening and speaking. In addition, the students’ attitude towards films and awareness-raising were positive. To succeed the next study on ESL classroom, researchers should select the film that is most appropriate for the purpose of cultural promotion and the student English proficiency and turn it into well-planned teaching materials to specifically draw the learners’ attention to learning. Curricular : BALA/MTEIL Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=27653 SIU Thesis. Promoting Cultural Discussion in ESL Classroom through Film and Awareness-Raising [printed text] / Akkades Karnassadej, Author ; Steven Ray McKee, Associated Name ; Palphol Rodloytuk, Associated Name . - [S.l.] : Bangkok: Shinawatra University, 2017 . - vi, 118 p. : ill, Tables. ; 30 cm.
500.00
SIU THE: SOLA-MTEIL-2017-02
Thesis. [M.Ed.[Teaching English]]. Shinawatra University, 2017.
Languages : English (eng)
Descriptors: [LCSH]Cultural
[LCSH]FilmKeywords: Film, ELT, Cultural discussion, Awareness-raising Abstract: Films and Awareness-raising are useful resources for promoting cultural discussions in ESL classroom. They draw the learners’ attention to the clues of the target language. This study would examine whether awareness-raising is effective for promoting discussions of cultural issues in the texts of a film and explore the students’ attitudes towards awareness-raising. The film selected for this study was Love Actually. The participants of this study included 37 students. The instruments included the four steps of awareness-raising instructions and a questionnaire. The conclusion drew from qualitative and quantitative analyses. Descriptive analysis and descriptive statistics used for data analysis. The result of the study showed that films instructions and awareness-raising could be affected and be enhanced students on the target of language and cultural discussion. Students become more aware of their language learning on listening and speaking. In addition, the students’ attitude towards films and awareness-raising were positive. To succeed the next study on ESL classroom, researchers should select the film that is most appropriate for the purpose of cultural promotion and the student English proficiency and turn it into well-planned teaching materials to specifically draw the learners’ attention to learning. Curricular : BALA/MTEIL Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=27653 Hold
Place a hold on this item
Copies
Barcode Call number Media type Location Section Status 32002000597847 SIU THE: SOLA-MTEIL-2017-02 c.1 SIU Thesis and Dissertation Graduate Library Thesis Corner Available 32002000597136 SIU THE: SOLA-MTEIL-2017-02 c.2 SIU Thesis and Dissertation Graduate Library Thesis Corner Available
Collection Title: SIU Thesis Title : Quasi Experiment Teaching English Through Songs Material Type: printed text Authors: Nattawan Rangkaew, Author ; Steven Ray McKee, Associated Name ; Palphol Rodloytuk, Associated Name Publisher: Bangkok: Shinawatra University Publication Date: 2018 Pagination: vi, 55 p. Layout: Tables, ill Size: 30 cm. Price: 500.00 General note: SIU THE: SOLA-MTEIL-2018-01
Thesis. [M.Ed.[Teaching English]]. Shinawatra University, 2018.Languages : English (eng) Descriptors: [LCSH]English language -- Study and teaching
[LCSH]SongKeywords: Student Satisfaction, Quasi Experiment, Bloom’s Taxonomy, Learning English Through Songs Abstract: This thesis assessed the instructional practice of teaching English through songs for the purpose of improving ESL students’ vocabulary, grammar, and phrases. The hypothesis of this research was that a song lesson can help students to feel better regarding their English skills and the improvement of these skills. A quasi experimental assessment was used with a convenience sample of 30 randomly selected nursing students attending Shinawatra University. The data of this research is from the responses given to a questionnaire by students. The nursing students rated their satisfaction score for the various lessons. The researcher used this satisfaction ranking level to calculate and to determine if there was a difference satisfaction level between each group by using ANOVA analysis. The research findings were then analysed and explained using the Bloom’s Taxonomy model.
A ‘Song lesson’ can be considered as an option to supplement traditional instructional planning. Students can remember words or phrases if there is frequent listening to a song. The students can improve their understanding skills which is the second level of Bloom’s Taxonomy. But in the end, a song lesson is very difficult to go beyond the second level of Bloom’s taxonomy because songs are not always grammatically correct. The results of this research indicates that a song lesson can help students to develop a greater interest in studying English and it can help their oral communication skills.Curricular : BALA/GE/MTEIL Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=27780 SIU Thesis. Quasi Experiment Teaching English Through Songs [printed text] / Nattawan Rangkaew, Author ; Steven Ray McKee, Associated Name ; Palphol Rodloytuk, Associated Name . - [S.l.] : Bangkok: Shinawatra University, 2018 . - vi, 55 p. : Tables, ill ; 30 cm.
500.00
SIU THE: SOLA-MTEIL-2018-01
Thesis. [M.Ed.[Teaching English]]. Shinawatra University, 2018.
Languages : English (eng)
Descriptors: [LCSH]English language -- Study and teaching
[LCSH]SongKeywords: Student Satisfaction, Quasi Experiment, Bloom’s Taxonomy, Learning English Through Songs Abstract: This thesis assessed the instructional practice of teaching English through songs for the purpose of improving ESL students’ vocabulary, grammar, and phrases. The hypothesis of this research was that a song lesson can help students to feel better regarding their English skills and the improvement of these skills. A quasi experimental assessment was used with a convenience sample of 30 randomly selected nursing students attending Shinawatra University. The data of this research is from the responses given to a questionnaire by students. The nursing students rated their satisfaction score for the various lessons. The researcher used this satisfaction ranking level to calculate and to determine if there was a difference satisfaction level between each group by using ANOVA analysis. The research findings were then analysed and explained using the Bloom’s Taxonomy model.
A ‘Song lesson’ can be considered as an option to supplement traditional instructional planning. Students can remember words or phrases if there is frequent listening to a song. The students can improve their understanding skills which is the second level of Bloom’s Taxonomy. But in the end, a song lesson is very difficult to go beyond the second level of Bloom’s taxonomy because songs are not always grammatically correct. The results of this research indicates that a song lesson can help students to develop a greater interest in studying English and it can help their oral communication skills.Curricular : BALA/GE/MTEIL Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=27780 Hold
Place a hold on this item
Copies
Barcode Call number Media type Location Section Status 32002000597813 SIU THE: SOLA-MTEIL-2018-01 c.1 SIU Thesis and Dissertation Graduate Library Thesis Corner Available
