LEARN Journal : Language Education and Acquisition Research Network 

Abstract: This study investigates the use of English as the medium of instruction (EMI) by a non-native speaker as part of shadow education. Data were collected from a group of Thai students (n = 5) enrolled in an English course at a local tutorial school during their last year of tertiary education. Specifically, the study focused on the perceptions and experiences of the participants' being tutored under EMI by a non-native teacher. Email interviews were conducted with the participants and were later transcribed. In addition, three essays were collected from each of the participants, totaling 15 pieces and analyzed focusing on global, morphological and syntactical levels. Also, interaction behavior and attitudes towards English were observed. Salient findings are as follows: 1) the participants appeared to display positive perceptions towards EMI instruction; 2) drastic improvements were observed in terms of word choices and more correct syntactical structures and 3) most participants were willing to speak English more often among themselves. Limitations were reported and implications discussed about teaching performances.

Abstract: This study attempted to examine: 1) the professional competencies in English reading comprehension of student teachers before and after instruction using a task-based learning approach combined with graphic organizer techniques, 2) the professional competencies in English writing of student teachers before and after the same instructional method, and 3) the self-assessment of these competencies before and after the intervention. The sample comprised 30 student teachers majoring in Early Childhood Education and Mathematics at the Faculty of Education of a university located in Thailand during the academic year 2023. These participants were obtained through cluster random sampling using sections as the sampling units. The research employed an experimental design, specifically a one-group pretest-posttest design. The experiment began with a pretest, followed by 18 instructional sessions aimed at enhancing the professional competencies in English reading and writing through a task-based learning approach combined with concept graphic organizer techniques. Key research instruments included: 1) three learning units for developing professional competencies, 2) tests measuring these competencies, and 3) self-assessment questionnaires. Data were analyzed using basic statistics, including mean, standard deviation, and paired t-tests. The results revealed that: 1) the professional competency in English reading of student teachers significantly improved after the intervention (p < 0.05), 2) the professional competency in English writing also significantly improved post-intervention (p < .05), and 3) student teachers' self-assessments of their competencies in both English reading and writing were significantly higher after the intervention (p < 0.05).

Abstract: English is a demanding language for EFL students especially ones without access to additional support like tutorials, extra classes, and opportunities to use English in their daily lives. Scaffolding the writing process for students and making automatic use of genre knowledge would help them improve their English writing performance. Little is known about how genre knowledge with scaffolding instruction can help undergraduate students write an argumentative text in English that is composed of complex stages and sub-stages, for them to write a good thesis. This study aims to explore if the use of scaffolded genre-based pedagogy applied in a writing process can improve the argumentative writing skills of undergraduate students. This study employs two-cycle action research involving 25 students enrolling in Argumentative Writing subject at the university. An observation form and documentation are used as the research instruments. Data from the observation and documentation were analyzed qualitatively. The results of the analysis have indicated that scaffolding students to write argumentative texts based on the genre of the text has assisted them in developing their writing skills.

Abstract: The purpose of this study was to investigate the relationship of factors influencing behavioral intention to participate in hybrid education of undergraduate university students majoring in English in Chengdu Universities, China. Questionnaires were collected with 450 respondents from three public universities in Chengdu with the reliability (Cronbach Alpha Coefficient) of 0.918. Confirmatory Factor Analysis (CFA) was run to identify the factors influencing behavioral intentions to participate in hybrid education. Subsequently, Structural Equation Modeling (SEM) was used to ascertain the causal relationships between factors. It was found that perceived usefulness, perceived ease of use, and perceived convenience indirectly influenced behavioral intention to participate in hybrid education and was mediated by attitude towards use with the direct impact of social influence and effort expectancy on behavioral intention. It is expected that, the model of the relationship of factors influencing behavioral intention to participate in hybrid education created in this study would be beneficial for undergraduate students majoring in English, in Chengdu Universities or alike, to achieve their goals in learning English both online and onsite effectively.