The CEFR-TBL in Fostering Thai Pre-Service Teachers' English Speaking Ability Using the Peer Interview Task

Autor/inn/en	Phaisannan, Thatsanaphan; Charttrakul, Kanjana; Damnet, Anamai
Titel	The CEFR-TBL in Fostering Thai Pre-Service Teachers' English Speaking Ability Using the Peer Interview Task
Quelle	In: Advances in Language and Literary Studies, 10 (2019) 5, S.10-19 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	Preservice Teachers; Speech Communication; Student Attitudes; Video Technology; Undergraduate Students; Peer Groups; Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Task Analysis; Program Design; Case Studies; Teacher Education Programs; Action Research; Guidelines; Educational Innovation; Teacher Role; Teaching Methods; Program Descriptions; Rating Scales; Nonverbal Communication; Language Teachers; Instructional Materials; Thailand; Europe + Suchen Sie Ihr Suchwort? Schülerverhalten; Gleichaltrigengruppe; Peer Group; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Aufgabenanalyse; Programme design; Programmaufbau; Programmplanung; Case study; Fallstudie; Case Study; Projektforschung; Richtlinien; Instructional innovation; Bildungsinnovation; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Rating-Skala; Non-verbal communication; Nonverbale Kommunikation; Language teacher; Sprachunterricht; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Europa
Abstract	This study aims to promote English pre-service teachers' speaking ability by integrating task-based learning (TBL) and the CEFR (Council of Europe, 2001) in designing an innovative program (the CEFR-TBL). This presentation discusses the results of an investigation of the preservice teachers' speaking ability using peer-interview technique. Also, their perceptions towards the CEFR-TBL Innovative Program were examined. The participants were thirty-six 4th year students in English Education Program at a Rajabhat University in the central part of Thailand. Research method applied in this study was action research and case study approach. Data sources were collected from interview video recordings, and a set of questionnaire. Data analysis employed Grounded theory (Strauss & Corbin, 1999) for qualitative data, and means and S.D for quantitative ones. Findings from the peer interview task revealed five aspects of students' English speaking although they were able to successfully communicate in their interview conversation. Also, the results from the questionnaire showed that the students perceived the benefits of the CEFR-TBL Innovative Program and that the program enhanced them in using English in both verbal and non-verbal communication. (As Provided).
Anmerkungen	Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC, Australia 3011. Tel: +61-3-9028-6880; e-mail: editor.alls@aiac.org.au; Web site: http://journals.aiac.org.au/index.php/alls/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01