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- 저자 : Kok Eng Tan (검색결과 3 건)
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Kok Eng Tan,Apinya Manochphinyo 아시아영어교육학회 2017 The Journal of Asia TEFL Vol.14 No.3
Written corrective feedback (WCF) is widely used to point students to the grammatical errors in their written work and help reduce them. This paper reports a quasi-experimental study that compared the effectiveness of direct and indirect teacher WCF in a Thai context. One hundred and twenty Thai students at two public universities in southern Thailand were assigned to write argumentative essays within a treatment period; each treatment had 60 students. The feedback was given by four ESL/EFL lecturers at the two universities. Grammatical aspects focused on were tenses, subject-verb agreement, articles, singular/plural nouns, prepositions and adjectives/adverbs. Means for the number of errors were obtained at three points, namely, pretest, immediate posttest and delayed posttest. The findings revealed that time and WCF type as main effects showed differentiated results on all six grammatical aspects. Interaction effects between time and WCF were found for tenses and subject-verb agreement. For between-subjects effects, indirect WCF was more effective than direct WCF. For within-subjects effects, generally the differences in the mean values were significant between pretest and delayed posttest, but not between pretest and immediate posttest. These findings have implications for writing instruction and research in an ESL/EFL tertiary context.
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Willingness to Communicate among Thai EFL Students : Does English Proficiency Matter?
Kok Eng Tan,Ekkapon Phairot 아시아영어교육학회 2018 The Journal of Asia TEFL Vol.15 No.3
Willingness to communicate (WTC) is a key concept in English language learning and communication. The literature has shown that WTC in a non-native English speaking environment is influenced by a multiplicity of factors, one of which is English proficiency. However, findings on its effect on WTC have been inconclusive. Therefore, this study investigated whether there was a statistically significant difference in WTC levels among students with different English proficiency levels and the ability of proficiency to predict WTC. The participants were 375 twelfth-grade Thai EFL students from two Southern Thailand government secondary schools. They responded to an adapted WTC scale which had been translated into the Thai language. The one-way ANOVA followed by a Tukey HSD test were used to analyse significant differences, while a simple linear regression assessed the ability of proficiency to predict WTC inside and outside the classroom. The results revealed that there were statistically significant differences in WTC between low, moderate and high proficiency students. It was also found that English proficiency could predict students’ WTC inside and outside the English classroom, but it only accounted for a small percentage of the variance. Findings of the study have implications for English language teaching and WTC research.
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Yap Soon Li,Tan Kok Eng,Rohaya Abdullah 아시아영어교육학회 2020 The Journal of Asia TEFL Vol.17 No.3
This study aims to examine the significant difference in reading comprehension performance after explicit instruction in morphology. This quasi-experimental study investigated specifically the effect of explicit teaching on compounding, inflectional and derivational morphological awareness upon Malaysian primary school learners’ reading comprehension in the ESL context. Convenience sampling was applied in recruiting 125 pupils from two government primary schools in a suburb area. The experimental group was given the explicit instruction in morphology during their reading lessons for 12 consecutive weeks, and the control group had been taught without this intervention. After controlling for learners’ pre-test scores, ANCOVA statistical result concluded that the experimental group could achieve higher scores in their post-tests, which indicated a significant difference in reading comprehension performance. Therefore, it is essential for curriculum developers to give recognition of the importance of morphology. Educational practitioners and academics should explore further the teaching of morphology in order to improve their learners’ reading comprehension skill.
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