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CULI Research Seminar 2017

Table of Contents

Background and Rationale 3

Seminar Programs 5

Floor Plans 8

Plenary Speakers 11

Featured Speakers 17

Parallel Speakers I (Morning Sessions) 23

Parallel Speakers II (Afternoon Sessions) 35

Announcements 47

Organizing Team 51


2 Interrogating Professional Development in ELT: Challenges and Opportunities for the Teacher


Chulalongkorn University Language Institute

International Research Seminar 2017

In Celebration of Chulalongkorn University Language Institute’s 40th Anniversary

“Interrogating Professional Development in ELT: Challenges and

Opportunities for the Teacher”

Friday, July 14, 2017

Prem Purachatra Building, Chulalongkorn University Language Institute,

Bangkok, Thailand

Background and Rationale

The professional development (PD) of the teacher is a constant concern among

educational institutions. Supporting PD has long been viewed as an effective means of helping

teachers maintain their interest and enthusiasm in their profession. With emerging new

educational paradigms and trends, those involved in English language teaching (ELT), including

teachers, administrators, researchers, and policy-makers, should rethink how to engage teachers in

PD. From a traditional perspective, the provision of PD support for teachers is considered to be

the responsibility of educational institutions. A more recent, critical perspective, however,

advocates that teachers themselves should also seek opportunities for their professional growth,

particularly through engaging in self-reflection practices and peer-support activities. Reconciling

the two perspectives will optimally help teachers keep pace with the disciplinary knowledge and

skills useful for their professional pursuits.

Last year, Chulalongkorn University Language Institute’s (CULI) International Research

Seminar featured the theme “Action Research in ELT for Quality Instruction,” where scholars and

those interested in the field of English language teaching gathered to discuss and share research

information as well as exchange their hands-on teaching experiences concerning their classroom

research. In order to build on last year’s theme, this year’s seminar, entitled “Interrogating

Professional Development in ELT: Challenges and Opportunities for the Teacher,” will focus on

current approaches to professional development for English language teachers. This seminar will

help the participants stay current in the field of ELT, particularly those who seek opportunities for

expanding their knowledge base regarding research, theory, and issues in teaching. The seminar is

thus aimed at serving as a convivial forum for scholarly discussions among those who are

currently involved in, or planning to embark on, the ELT profession. Through the lens of PD, the

participants will have ample opportunity to share their research experiences, pedagogical ideas,

theoretical insights, and teaching concerns on a wide range of current issues in ELT. Not only will

this seminar keep the participants abreast of an assortment of teacher-development activities, but

Interrogating Professional Development in ELT: Challenges and Opportunities for the Teacher 3


will also raise their awareness of the importance of developing long-term career goals and

opportunities over time.

This year’s international research seminar is also one of CULI’s academic activities

commemorating its 40th anniversary, as well as demonstrating its commitment to society. The

seminar is open to all interested participants free of charge.

Objectives

1. To promote and disseminate research on ELT for quality teaching and learning

2. To provide an opportunity for English language practitioners, researchers, administrators,

and policy-makers to share their theoretical and pedagogical perspectives on promoting

PD among ELT professionals

3. To encourage networking among members of the ELT professional community

Participants

English language practitioners, researchers, administrators, policy-makers, graduate

students, and interested professionals from local and overseas institutions

Responsible Organization

Research Coordination and Dissemination Unit, Research Department, CULI

Venue

Prem Purachatra Building, CULI, Chulalongkorn University

Date and Time

Friday, July 14, 2017 (8:00-15:30 hr.)

Registration

Online registration is available from April 1, 2017 for all participants (free registration). For

further information about online registration, please visit: http://www.culi.chula.ac.th/Research/

Expected Outcomes

The participants will have the opportunity to:

1. broaden their views concerning English language research and teaching as part of their

PD;

2. gain hands-on experiences in how to implement PD support for those involved in the ELT

profession; and

3. establish a network with other members of the ELT professional community.



Seminar Program




Prem Purachatra Building (Room 103), Chulalongkorn University,

Bangkok, Thailand

Time Activity

8:00-8:45 Registration

8:45-9:00 Opening Ceremony

9:00-10:00 Keynote Speech

Pornapit Darasawang, Ph.D.

King Mongkut’s University of Technology Thonburi, Thailand

10:00-10:15 Break

10:15-11:15 Plenary speaker I

Helen Louise Basturkmen, Ph.D.

The University of Auckland, New Zealand

11:20-12:00 Featured speaker I

Jiraporn Intrasai, Ph.D.

Mae Fah Luang University, Thailand

Parallel Sessions I (9 sessions)

12:00-13:30 Lunch

13:30-14:10 Featured speaker II

Lillian L. C. Wong, Ph.D.

The University of Hong Kong, SAR

Parallel Sessions II (8 sessions)

14:15-15:15 Plenary speaker II

Low Ee Ling, Ph.D.

National Institute of Education, Singapore

15:15-15:30 Closing Ceremony





Chulalongkorn University Language Institute


Parallel I (11:20-12:00 hr.)

Session Presenter Research Title Room

A 1 Retno Wulandari Students’ Motivation in Learning TOEFL: A

Case Study at Service English Unit (SEU),

Diponegoro University, Indonesia

201

A 2 Nathan Thomas Diaries as a Tool for Teaching, Learning, and

Professional Development

202

A 3 Nichapat Phusit and

Watthana

Suksiripakonchai

A Study of Thai University Students’ Attitudes

towards Pronunciation Models in English as a

Lingua Franca

209

A 4 Satita Watanapokakul CULI ZOO: An Edutainment Game-based

Supplementary E-learning Program for English

for Veterinary Profession I

210

A 5 Gary Torremucha and

Nipaporn

Chalermnirundorn

Independent Learning with Moodle Learning

Management in English as a Second Language of

Tertiary Level Learners

213

A 6 Chaiwat Kaewphanngam Digital Technologies for Professional

Development of K12 Language Teachers:

Thailand’s Path towards Sustainable

Development Goals

214

A 7 Mark B. Ulla Filipinos as NNES-EFL Teachers in Thailand:

Challenges and Opportunities

305

A 8 Sirirat Pholmoo Shakespearean Zombies in Literature Class:

Romeo and Juliet in Disguise

312

A 9 Annabel Bhamani

Kajornboon

Assessing Language Writing of Bhutanese and

Thai BBA Students

313



Parallel II (13:30-14:10 hr.)

Session Presenter Research Title Room

B 1 Chalermporn Choosri Relationship between Motivation and Students’

English Learning Achievement: A Study of the

Second–Year Vocational Certificate Level

Hatyai Technical College Students

201

B 2 Manachai Inkaew Relationship between Hotel Employees’

Backgrounds and Intercultural Communicative

Competence Level: A Case Study of Hotel Front

Office Personnel in Bangkok

202

B 3 Thitaree Chanthawat Enhancing Students’ Motivation by English

Camp Experience

209

B 4 Michael Thomas Gentner Reading for Communicative Skills 213

B 5 Yossiri Yossatorn Attitudes of Undergraduate Medical Students

towards an English Communicative Course

214

B 6 Chad Cottam Smartphone Movies: 5 Task-based Learning

Examples for the EFL Classroom

305

B 7 Nattharmma Thong-iam

and Pramarn

Subphadoongchone

Exploring EFL University Lecturers’ Assessment

Literacy: Implications for Continuing

Professional Development

312

B 8 Singhanat Nomnian Thai PhD Students and Their Supervisors at an

Australian University: Working Relationship,

Communication, and Agency

313




Plenary

Speaker

s


Helen BasturkmenUniversity of Auckland

EAP/ESP Teacher Education Development

Abstract

Teaching English for Academic Purposes (EAP) and for Specific Purposes (ESP)

are demanding areas of teaching in which to work. Teaching in these areas typically

includes a range of tasks, such as investigating learner needs and specialist discourse,

developing courses and materials in addition to classroom teaching. Therefore, teachers

face a range of tasks which require knowledge and skills and forms of teacher education

including professional development for in-service and experienced teachers. To date, the

literature in EAP and ESP has tended to foreground the needs of learners and background

the learning and knowledge needs of teachers. This talk reviews themes in the literature

on teacher education in ESP and perspectives on EAP/ESP teachers’ need for subject

content knowledge. I describe two research studies of experienced ESP/EAP teachers.

The first asked teachers in New Zealand to share their experiences of developing a

particular ESP course. Findings from the study shed light on the range of tasks that

developing the course involved for the teachers concerned and led to the second study.

The second study, a collaborative research project, inquired into the perceived needs and

learning to teach ESP experiences of teachers in university settings in Spain. Findings

from this study are presented and discussed.

Biodata

Helen Basturkmen is Associate Professor in Applied Language Studies and

Linguistics at the University of Auckland, New Zealand where she teaches postgraduate

courses in Discourse Analysis, English for Specific Purposes and Research Methodology

and the undergraduate course in Developing Second Language Literacy. Her research in

English for Specific Purposes and English for Academic Purposes aims to provide

descriptions of language use in specific settings and is motivated by pedagogic concerns,

such as understanding learners’ or novices’ difficulties or potential difficulties in

producing or understanding academic discourse. The research thus aims to bridge



linguistic enquiry and research in Language Teaching and Learning. Her work draws on

linguistic approaches in discourse analysis and uses these to analyse spoken or written

texts. These approaches include genre analysis, cohesion/coherence and pragmatics. Her

research often involves the analysis of naturally occurring texts and samples of language

use/communication in specific academic settings. On the basis of linguistic evidence, the

research aims to shed light on how forms of communication may impact on learners’

understanding or provide particular opportunities for noticing language features. Her

research using such discourse analytic approaches has regularly appeared in leading

publications. A second area of research concerns the design features of EAP instruction,

such as the kinds of pedagogic language descriptions provided, and the processes

involved in course development. She has published articles in various international

journals including, System, Language Teaching, Modern Language Journal, Applied

Linguistics, English for Specific Purposes Journal, Journal of English for Academic

Purposes, Language Awareness, Language Learning and TESOL Quarterly. She has

written two books on English for Specific Purposes (Lawrence Erlbaum, 2006; Palgrave

Macmillan, 2010) and edited the four-volume work English for Academic Purposes in the

Critical Concepts in Linguistics Series (Routledge, 2015). She is an editorial review board

member of the Journal of English for Academic Purposes.



Ee-Ling LOW

Nanyang Technological University Singapore

Preparing the Best and the Brightest ELT Professionals for the 21st

Century

Abstract

Language planning, cautious policy implementation and rigorous Language

Teacher Education lie at the heart of Singapore’s sustained high performance on

internationally benchmarked tests of student achievement. This paper focuses on

Singapore’s Language Teacher Education set against the backdrop of the island, city

state’s careful and deliberate Bilingual Education Policy and argues that these form the

foundation of the nation’s educational success. Previous research has established that

language competency is one of the most significant factors that impacts academic

achievement. In this paper, Singapore’s educational success is viewed through the lens of

how prudent language policy and planning, coupled with a carefully thought-through and

judiciously implemented pre-service programme for English Language teachers has set

Singapore firmly on achieving and possibly being able to sustain its educational success.

Key initiatives introduced and implemented to ensure that the best and the brightest enter

the profession and efforts to make teacher education relevant, responsive and rigorous for

21st century classrooms are also highlighted.

Biodata

Professor Ee-Ling Low is Professor of Applied Linguistics and Teacher Learning

at the English Language & Literature Academic Group at the National Institute of

Education (NIE), Nanyang Technological University (NTU). Professor Low is Chief

Planning Officer, a member of the institute’s senior management team and an elected

member of the NTU Senate. Her previous appointments include Head of Strategic

Planning and Academic Quality (SPAQ) (2014-2017), Associate Dean for Programme

and Student Development at the Office of Teacher Education (2009-2013) and Sub-Dean

for Degree Programmes (2004-2009). She has played a leading role in the



conceptualization of the following strategic documents for NIE, Singapore: NIE Moving

Forward: Towards 2017 Strategic Roadmap and Teacher Education for the 21st Century

(TE21): A Blueprint for Teacher Education in Singapore (2009).

She obtained her PhD in Linguistics (Acoustic Phonetics) from Cambridge

University, UK under the NIE/NTU Overseas Graduate Scholarship award. She is a

Fulbright Advanced Research Scholar and she spent her Fulbright scholarship at the

Lynch School of Education at Boston College.

Professor Low was recently invited by the Organisation for Economic Co-

operation and Development (OECD) as an international expert to participate in the

Teaching and Learning International Survey (TALIS) Initial Teacher Preparation study.

Professor Low is an internationally renowned expert in Pronunciation Research in

relation to World Englishes and Applied Linguistics. The pronunciation metric system

which she devised in her early career (known as the Pairwise Variability Index or PVI)

was a breakthrough as it was able to robustly capture rhythmic patterning empirically.

The PVI is still widely used today by leading researchers in the field as well as in many

multidisciplinary domains including music and language pathology. More recently, her

sole authored scholarly book “Pronunciation for English as an International Language:

From Research to Practice” published by Routledge in 2015, cements her authority in this

field. Notably, she was appointed series editor of the Routledge Studies in World English

book series in 2015.

She is an invited keynote speaker to numerous international conferences and

symposia in both World Englishes and Teacher Education and has won numerous

competitive research grants in both these fields both locally and internationally. She is

Singapore’s representative on the Stanford University International Teacher Policy Study

(ITPS) and the Harvard Graduate School of Education’s Global Education Innovation

Initiative (GEII) projects.




Feature

d

Speaker

s


Assistant Professor Dr. Jiraporn Intrasai

Mae Fah Luang University, Thailand

Test Development: An English Exit-Exam

Abstract

The study aimed to develop an English exit-exam for the fourth-year undergraduate

students at the Faculty of Agro-Industry and the Faculty of Sciences, King Mongkut’s

Institute of Technology Ladkrabang. The exam was developed for assessment of English

learning throughout four years of university study and was organized into three stages:

design, operationalization, and administration (Bachman & Palmer, 1996). The Classical

Test Theory (CTT) and the Item Response Theory (IRT) were used for test item analyses,

namely reliability, item difficulty, item discrimination, efficiency of distractors, test

takers’ abilities and guessing parameter. The statistical procedures were implemented for

analyzing and improving the quality of individual test items. The overall result revealed

that the test with item difficulty of 0.7 – 5.00 was suitable for test takers from upper basic

levels to advanced levels. The revisions of the test items were made in accordance with

the statistical analyses and the objectives of test design.

Biodata

Assistant Professor Dr. Jiraporn Intrasai is the Dean of the Faculty of Liberal Arts,

Mae Fah Luang University, Chiang Rai, Thailand. Before the newly appointed Dean, she

was an assistant professor in the English Section, Faculty of Industrial Education, King

Mongkut’s Institute of Technology Ladkrabang. She completed her doctoral degree in

Linguistics at University of Deleware, U.S.A, and her Master’s degree in Educational

Linguistics at Srinakharinwirot University (Prasarnmitr). Her interests include

linguistics, language acquisition/learning, reading, writing, teaching English as a foreign/

second language, and testing.



Lillian L. C. Wong

University of Hong Kong

Professional development in IT for ELT: Challenges and opportunities

for teachers

Abstract

With the advance of technology, education administrators around the world have

introduced initiatives to incorporate information technology (IT) to equip students with

essential and competitive skills for the information age. As a result, English teachers are

coming under increasing pressure to utilize IT in their teaching. For those who may not be

"technologically literate", this presents considerable challenges and fears. This

presentation reviews the factors which affect the incorporation of technological

innovation in language teaching and argues that the decisive factor for successful change

lies with the teachers who implement changes in the classroom. It further reviews how the

diffusion of the technological innovation has been managed and the impact it has on

teachers.

The presentation describes a study into innovation and change relating to IT and

teacher professional development, looking at an innovative programme initiated by the

Education Bureau of the Hong Kong government to help over 1,800 English teachers

develop IT skills. This two-year longitudinal study collected both quantitative and

qualitative data to investigate the ways in which English teachers sought to integrate their

use of IT into their classroom practice and uncover teachers’ processes of change. The

study shows how teachers integrated IT into their pedagogical contexts while at the same

time remaining in control of their professional practices. The findings point to important

relationships between pedagogy and technology as well as between the adoption of the

technological innovation and teachers’ beliefs and practices. Challenges and opportunities

for curriculum innovation and teacher change are highlighted and implications for

assisting teacher professional development are explored.



Biodata

Lillian L. C. Wong has a doctorate in applied linguistics and is a Senior Lecturer

in the Centre for Applied English Studies at the University of Hong Kong. She is

Coordinator of the Graduate School English Programme, supervisor of MA in Applied

Linguistics and MA TESOL students, and teaches English for academic and specific

purposes and information technology in language teaching and learning at undergraduate,

postgraduate and teacher education levels. Dr. Wong is Chair of the Research and

Professional Development Committee and Language Education SIG for her Centre. She

has served as Chair of the Professional Development Committee (2005-2006) and on the

Board of Directors (2012-2015) for TESOL International Association. She was Chair of

the International Conference “Faces of English: Theory, Practice and Pedagogy” (June,

2015) and “Faces of English 2: Teaching and Researching Academic and Professional

English” (June, 2017).

Dr. Wong has received research grants for over 15 projects in the areas of teacher

professional development, innovation and change in language education, information

technology in English language teaching and learning, e-portfolios and assessment,

sociolinguistics, language education planning and policy, autonomous learning, learning

motivation, learner differences, learning styles and strategies, EAP and ESP. The most

recent grant of USD500,000 is for developing a continuing professional development hub

for university English teachers. She has given over 130 papers including plenary and

invited presentations around the world. Her recent publications include “The Learning

Styles and Strategies of Effective Language Learners” (System, 2011, with Nunan, D.),

Innovation and Change in English Language Education (Routledge, 2013, with Hyland,

K.), and Faces of English Education: Students, Teachers and Pedagogy (Routledge,

2017, with Hyland, K.). Dr. Wong is on the Editorial Board of Asian Journal of Applied

Linguistics and Journal of Asia EAP.




Parallel

Speaker

s I(Morning

Sessions)


A 1 Retno Wulandari

Diponegoro University, Indonesia

Students’ Motivation in TOEFL Preparation: A Case Study at Service

English Unit (SEU), Diponegoro University, Indonesia

Abstract

The TOEFL (Test of English as a Foreign Language) score is an internationally acknowledged requirement for academic works in English-speaking countries. In Indonesia, the TOEFL is essential for undergraduate students before attending their final exam in university, and an entrance requirement for postgraduate programs. This paper aims at investigating students’ motivation and perception in preparing for the TOEFL at university level. The research involved 40 students taking a Pre-TOEFL preparation course at Service English Unit (SEU), the language center at Diponegoro University, Indonesia. Questionnaires and interviews were used for collecting data. The results showed that most respondents (90%) were willing to learn about the TOEFL despite the fact that some of them attended it as a compulsory program from their campus. This means that most respondents possessed intrinsic motivation to learn the TOEFL. Meanwhile, 30% admitted that they would like to continue their studies abroad, and around 60% believed that learning about the TOEFL would accelerate their career. Almost all of the respondents received support from their workplaces and families. Generally, respondents also perceived positive perception over the pre-TOEFL preparation course. Although almost half faced difficulties in learning about the TOEFL, more than 60% found it interesting. Moreover, students confessed that their comprehension in general and academic English was increasing.

Biodata

Retno Wulandari is a lecturer in the English Department, Faculty of Humanities, Diponegoro University, Indonesia. She majors in American literature with specialization in diaspora, identity, and Food Studies. Currently, she is teaching American Prose, American Children Literature, Public Speaking, and English for PR. She is also teaching Pre-TOEFL preparation class at the Service English Unit (SEU) of Diponegoro University, in addition to having attended courses on English skills teaching and literature.



A 2 Nathan Thomas

King Mongkut’s University of Technology Thonburi, Thailand

Diaries as a Tool for Teaching, Learning, and Professional Development

Abstract

At present, many teachers view professional development as a rigid requirement

sought after purely to meet standards. Courses, workshops, and seminars are held by

‘experts’ in the field, brought in to increase knowledge, develop skills, and enhance

practice. While these activities do add to our professional repertoire, one aspect that is

often overlooked is the amount of knowledge and skills local teachers bring to their

practice. Their stories are rarely told despite the value such exploration could bring to

light. Stories unlock meaning, provide insight, and entertain as well as enlighten. This

presentation will look at the ways in which teachers can use diaries in the three domains

of teaching, learning, and professional development. First, pedagogical diary usage –

students as writers – will be introduced. Practical activities to develop language with

meaningful output will be presented. Second, reflective practice diary usage – teachers as

writers – will describe how documenting and sharing stories from the classroom enriches

our teaching and benefits mental health. Finally, diaries as a form of data collection and

meaning making in research will demonstrate how both student written and teacher

written diaries can be used for empirical research. Implications for students, teachers, and

researchers at all levels will be discussed.

Biodata

Nathan Thomas is an MSc Teaching English Language in University Settings

(TELUS) candidate at the University of Oxford. Prior to his current study, he earned an

MEd in International Teaching, an MA in Applied Linguistics, a BA in English, and

various certificates in TESOL and TEFL. He is interested in silent and reticent learners,

affordances in ELT, second language identities, and complexity theory.



A 3 Nichapat PhusitWatthana Suksiripakonchai

Srinakharinwirot University, Thailand

A Study of Thai University Students’ Attitudes towards Pronunciation Models in English as a Lingua Franca

Abstract

English as a lingua franca (ELF) has been a controversial topic in English

language teaching and learning. The traditional view of ownership goes against the

alternative view of English being a global property. Attitude is a cultural dimension that

plays a pivotal role in shaping teachers and learners of English about the status of the

English language today. With the scholarly push on ELF across the field of English

language teaching around the world, Thailand is without exception. ELF has been

introduced in Thai classrooms in order to promote communication in a multilingual

setting. This quantitative research examined the attitudes of university students in the

Thai context. The participants of the research were selected using a convenience random

sampling technique. Researcher-made questionnaires were used as the research

instrument. Findings of the research showed the power of attitude and how it influenced

Thai university students with regard to the way they perceived ELF. Implications of the

findings also indicated the direction of English language teaching and learning in

Thailand.

Biodata

Nichapat Phusit is a student at Srinakharinwirot University. This research

(Independent Study) was conducted as part of her requirements to complete a Master of

Arts Program in English under the supervision of Dr. Watthana Suksiripakonchai.

Nichapat holds a Bachelor of Arts (English) from Kasetsart University.

Watthana Suksiripakonchai is a lecturer at the Faculty of Humanities,

Srinakharinwirot University.



A 4 Satita Watanapokakul

Chulalongkorn University Language Institute, Thailand

CULI ZOO: An Edutainment Game-based Supplementary E-learning Program for English for Veterinary Profession I

Abstract

This presentation focuses on the role of edutainment at the tertiary level. Since

game-based learning is now considered as an alternative pedagogy, adaptable for Net Gen

learners, a game-based e-learning program for the English for Veterinary Profession I

Course, called CULI ZOO, has been developed to increase students' learning ability,

promote learner autonomy, motivate students to learn, and engage students in a

meaningful, interactive environment of learning. In this talk, I will present the

background of teaching EFL in Thailand, the rationale of the game-based learning

framework, and the development of this program and give a mini demonstration of CULI

ZOO.

Biodata

Satita Watanapokakul is currently an assistant professor at Chulalongkorn

University Language Institute (CULI) in Bangkok, Thailand. She obtained her BA in

English from the Faculty of Arts at Chulalongkorn University, her MA in TEFL from

Thammasat University, and her Ph.D. in EIL from Chulalongkorn University.



A 5 Gary Torremucha

Nipaporn Chalermnirundorn

Rangsit University, Thailand

Independent Learning with Moodle Learning Management in English as a Second Language of Tertiary Level Learners

Abstract

This paper presents the key elements and models of independent learning, the

skills required by teachers and learners, the role of assessment in independent learning,

and the factors that influence the independence a learner has to acquire knowledge by his

or her own effort. Thailand’s education is fast becoming technology-dependent since the

government introduced its Cyber-University Project more than a decade ago. Important

historical documents have already been put online to help students and researchers get

easier access anytime and anywhere. The full set of online programs has been arranged by

universities where students are not required to sit in the classroom. More active roles are

given to language learners and independent learning is taking momentum in the area of

language learning. However, these online programs have not made a great impact on

learners even if they are offered lower fees and are recognized here and abroad. They

show little enthusiasm to take online courses. Moodle learning management system is to

be used in this study to assist learners on their personalized learning environment. The

system is available online and accessible on smart phones and tablets. An analysis of

variance and t-test are conducted to compare the degree of independence of

approximately 100 learners at tertiary level. The learners will be divided into two groups;

controlled and experimental. The paper also provides some examples of students’ work

in making projects, classroom activities, home tasks and tests using Moodle learning

management system.



Biodata

Gary Torremucha is a full-time lecturer at Rangsit English Language Institute and

now pursuing his Doctoral degree in Educational Studies. He is also a guest lecturer at

Phranakhon Rajabhat University where he used to work as an assistant to the director of

Phranakhon Language and ASEAN Center and as a program adviser for student affairs

and international relations of College of Teacher Education (English Program). His

particular interests are inter-cultural education and the use of modern technology in

classroom teaching and learning. He is developing the use of various learning

management systems to promote independent learning.

Nipaporn Chalermnirundorn is the director of Master of Education Program in

Curriculum and Instruction, Rangsit University. She was a lecturer at Rangsit

University’s English Language Institute for 10 years and awarded as an outstanding

teacher in 2005, and 2007 to 2015. Nipaporn worked for Thailand TESOL (Organization

of English Teacher in Thailand) as a secretary from 2010 to 2014 and is currently a board

committee member. She carried out research for her Doctoral dissertation on motivation

in teaching and learning ESL. She is interested in Curriculum Design and Instruction,

Technology in Education, TESOL, and ESP.



A 6 Chaiwat Kaewphanngam

Silpakorn University, Thailand

Digital Technologies for Professional Development of K12 Language

Teachers: Thailand’s Path towards Sustainable Development Goals

Abstract

The Thai Government annually spends a large budget on K12 English teachers to improve their knowledge and skills in language teaching. These top-down teacher training activities may not be able to effectively contribute to language teachers’ professional development due to their specific needs, problems and local contexts. In order for K12 English language teachers in Thailand to gain more practical knowledge and skills, it is essential for them to consider the use of current advanced digital technologies for their lifelong professional development (E-Teacher Professional Development) and for Thailand’s path towards sustainable development goals. This presentation is intended to address objectives, frameworks and designs of professional development recommended by well-known English language teaching and learning institutions such as TESOL International Association, Cambridge Teacher Training, and Oxford Teacher Training. Technologies and technology competency related to teacher professional development are also suggested for English language teachers to continuously improve their specific knowledge and skills.

Biodata

Chaiwat Kaewphanngam, founder of Teachers of Million Minds Project, is a Senior Lecturer in the Department of Curriculum and Instruction, Faculty of Education, Silpakorn University. He is the author of a book on Digital Technologies for 21 st Century Language Teaching and Learning. His diverse research activities, focusing on innovative connections between International Education Policies, Teacher Training and Teacher Education, Technology Competency for Language Teachers, Technology Enhanced Language Teaching and Learning, Entrepreneurs and Education, Innovative Education, are complemented by consultancies, and workshops and lectures for universities, public and private sectors. He earned a Master’s Degree in International Educational Development (Language, Literacy and Technology) from Teachers College, Columbia University, New York (Fulbright Scholarship).



A 7 Mark B. Ulla

Walailak University Language Institute, Thailand

Filipinos as NNES-EFL Teachers in Thailand: Challenges and

Opportunities

Abstract

This present study aims to present the Filipino teachers’ perceptions, conditions,

benefits, and challenges as nonnative English speaking teachers in Thailand. The methods

used were a modified questionnaire, and individual and focus group interviews. The

findings revealed that the respondents held a positive view towards teaching English in

Thailand as it offered them better salary rates and a good chance to develop their teaching

skills. However, some issues such as the dichotomy of being a native English speaker and

a nonnative English speaker, inequality of monthly compensation, and lack of teachers’

professional development programs were also noted. The respondents also reported some

challenges in their classroom teaching, including classroom management, heterogeneous

classroom set-up, cultural differences, and adjustment to the curriculum. The implication

is for the schools’ management, the Ministry of Education officials, and policy makers to

consider and address the issues of the nonnative English speakers as English teachers in

the country.

Biodata

Mark Ulla finished his Master of Arts in English Language Teaching at Mindanao

State University, Marawi City, Philippines where he also obtained his Bachelor of Arts in

English. He is now a lecturer at Walailak University Language Institute, in Nakhon Si

Thammarat, Thailand.



A 8 Sirirat Pholmoo

Phranakhon Si Ayutthaya Rajabhat University, Thailand

Shakespearean Zombies in Literature Class: Romeo and Juliet in Disguise

Abstract

The excerpt of Isaac Marion’s novel Warm Bodies (2010) and the one of William

Shakespeare’s play Romeo and Juliet were used in the first semester of the 2015

academic year Language of Literature class. In the upcoming first semester of the 2017

academic year, these excerpts are used again with some adaptation in order to make the

Language of Literature class more interesting and fun to learn Shakespearean zombies,

combining Romeo and Juliet with R and Julie. The course syllabus is re-organized to

make the students stay focused on the intertwined themes. The excerpt of Romeo and

Juliet is moved from the second half of the semester into the first half so that it can be

accommodated with the one of Warm Bodies. There will be four weeks (12 hours) on the

two excerpts starting from the selected part of the excerpt of Warm Bodies in week 1, the

excerpt of Romeo and Juliet in week 2, the theme-based discussion of the two excerpts in

week 3, and concluding in week 4 with the students’ free writing and speaking of their

created dialogues between R and Juliet based on the contexts of these two characters in

Warm Bodies and Romeo and Juliet, respectively. This re-organized lesson plan can help

the students be familiar with the two selected texts and be able to easily see the influence

of Shakespeare’s Romeo and Juliet on Marion’s Warm Bodies.

Biodata

Sirirat Pholmoo is a lecturer at the English Program, Faculty of Humanities and

Social Sciences, Phranakhon Si Ayutthaya Rajabhat University. She graduated with a

B.A. in English from the Faculty of Arts, Silpakorn University and an M.A. in English

from Faculty of Arts, Chulalongkorn University. She is interested in literature and

English language teaching.



A 9 Annabel Bhamani Kajornboon

Rajamangala University of Technology Phra Nakhon, Thailand

Assessing Language Writing of Bhutanese and Thai BBA Students

Abstract

This research was conducted with first year English Program Bachelor of

Business Administration (BBA) students at Rajamangala University of Technology Phra

Nakhon, Bangkok, Thailand. The students were from Bhutan and Thailand; their English

ability varied. This research was based on the process theory of writing (Murray, 1972).

It is action research designed by the teacher to solve a problem and improve the situation

in the classroom. The students were assigned topics for their writing assignments. The

data were collected from the students and a researcher who were engaged with the

treatment. Each student and the researcher had a one-on-one discussion during the

assessment. The students’ writing assignments were a formative assessment which was a

tool to give ongoing feedback to each individual student, and to gather information about

the students’ learning. The writing assignments were examined at different stages in the

course. The researcher served as a motivator, collaborator, and evaluator. The writing

assignments were corrected and errors were analyzed according to a rubric (Kajornboon,

2012). The findings showed errors, including spelling mistakes, misuse of tenses, misuse

of articles (determiners: a, an, the), and misuse of vocabulary. In addition, the research

aimed to assist teachers in teaching writing.

Biodata

Associate Professor Dr. Annabel Bhamani Kajornboon teaches to BBA (Bachelor

of Business Administration) International Program at Rajamangala University of

Technology Phra Nakhon, Bangkok, Thailand. She teaches general two English courses.

The students are from Bhutan and Thailand. Previously, she has taught at Chulalongkorn

University Language Institute. Her interest is doing research to improve teaching and

learning in the classroom.




Parallel

Speaker

s II(Afternoo

n

Sessions)


B 1 Chalermporn Choosri

Hatyai Technical College, Thailand

The Relationship between Motivation and Students’ English

Learning Achievement: A Study of the Second-Year Hatyai Technical

College Students

Abstract

Among the factors influencing students’ learning, motivation is thought to be an important reason for different achievement. The purposes of this study were (i) to find out the levels of motivation in students with high and low achievement, (ii) to investigate the differences in motivation of students with high and low achievement, and (iii) to investigate the relationship between motivation and students’ achievement. The subjects were 140 second-year vocational certificate students in electronics technology program and building construction program, Hatyai Technical College in the second semester of the Academic Year 2016. The instruments used for data collection were a questionnaire and an in-depth interview. The data from the returned questionnaire were statistically analyzed by using the SPSS program for percentage, frequency, mean, standard deviation, t-test and correlation coefficient. Findings from this study indicated that the motivation of students with high and low achievement was at high levels. There were no significant differences of motivation between the high and low achievement groups. The correlation between motivation and their English learning achievement was significantly correlated with each other in the high achievement group but there was no significant correlation in the low achievement group. The participants mentioned that they had studied English in order to be successful in their scores, future education and career. Instrumental motivation was found to have more impact on students than integrative one. In conclusion, motivation has positive relationship with students’ English learning achievement. The findings could be useful for researchers and teachers in improving students’ achievement by conducting effective teaching and learning strategies to develop students’ motivation.

Biodata

Mrs. Chalermporn Choosri is an English Lecturer of Hatyai Technical College. She earned a Master of Arts in Teaching English as an International Language at Prince of Songkhla University in 2011. Her areas of interest include factors affecting students’ learning achievement, English project presentation, and classroom management.



B 2 Manachai Inkaew

Thammasat University and Kasetsart University, Thailand

The Relationship between Hotel Employees’ Backgrounds and

Intercultural Communicative Competence Level: A Case Study of Hotel

Front Office Personnel in Bangkok

Abstract

This study examined the relationship between the backgrounds of frontline hotel

workers in Bangkok and their level of intercultural communicative competence (ICC).

The intercultural competence framework from Barrett et al. (2013), which included an

exploration of the ICC domains — attitudes, knowledge and understanding, and skills and

actions — all essential areas for interculturally competent speakers, was adopted as a

guideline in the study. Added to the ICC domains, Byram’s (1997) framework is an

objective-based ICC approach to be operationalized as a guideline for the design of the

ICC self-perception questionnaires. The participants for this study were randomly

selected hotel front office personnel. The results of the study revealed that there was no

relationship between participants’ backgrounds and their intercultural competency level.

The outcomes may provide useful guidelines for hotel human resources management to

inform the future content of intercultural communication training courses. Also, the

findings can be valuable for educational institutions to help enhance the ICC development

of their graduates. Finally, the outcomes are an informational base for future research.

Biodata

Manachai Inkaew holds a B.A. in English, an M.A. in English for Careers and a

Ph.D. in English Language Studies Program from Thammasat University. He has been a

part-time lecturer for Thammasat University and Kasetsart University in Thailand since

2013. His research interest is Intercultural Communication.



B 3 Thitaree Chanthawat

Phitsanulok Vocational College, Thailand

Enhancing Students’ Motivation by English Camp Experience

Abstract

English has been a global language for a long time. Motivation in English learning

is one of the most important things and at times can be very challenging for both teachers

and students. Hence, this presentation focuses on using an English camp to increase

motivation in English learning and how it is related to language learning. It will provide

insightful information of how an English camp was conducted, along with some findings

and feedback for further language development.

Biodata

Ms. Thitaree Chanthawat is a teacher of English and the Head of ASEAN Studies

Center at Phitsanulok Vocational College. In addition to her administrative

responsibilities as the Head of ASEAN Study Center, she lectures on ASEAN Studies and

teaches English Courses. She also manages English Activity Projects both in college and

other organizations. Ms. Thitaree holds a bachelor’s degree and a master’s degree in

English from Naresuan University. She earned her post graduate degree in Critical

Thinking Skill from University of Oregon, American English Institute and a certificate of

TESOL from University of Maryland Baltimore, USA. She received Best Practice in

Professional English Teacher Award from The Teachers Council, Thailand in 2015.



B 4 Michael Thomas Gentner

Panyapiwat Institute of Management, Thailand

Reading for Communicative Skills

Abstract

This study explores the relationship between reading and speaking in the Thai

EFL context and attempts to integrate the two communication styles in a manner that

encourages learners to practice and develop these language faculties with greater

enthusiasm. To this end, a questionnaire was devised and distributed to 150 Thai tertiary

students from two separate universities and six distinguishable fields of study. The

questions focused on the outside class English speaking habits and aspirations of the

study participants as well as their favored types of reading material. The goal of this

project was to determine learner preferences, discover a link between the speaking and

reading skills that are connected but rarely considered an alliance, and develop lesson

material that combines the learners’ selections for speaking and reading skills into

assimilated tasks. The results of the study found only a negligible difference between

freshman, sophomore, junior, and senior level students in regards to their speaking and

reading interests. Thai learners were largely instrumental English learners in their

speaking conventions (largely for work related designs), and integrative learners in their

reading selections (combining various types of Internet literature and diverse social

networking groups).

Biodata

Michael Thomas Gentner Ph.D obtained his doctorate in TESOL as well as

certifications in CELTA and TEFL. He has taught English in Korea, Japan, China,

Cambodia, and Thailand. He lectures, writes, and speaks on topics related to teaching

EFL in areas of limited resources. He is author of the series Teaching English in ASEAN,

which includes editions from each of the countries that comprise ASEAN and the plus

three nations of Japan, Korea, and China. His research has been published in the Asian

EFL Journal, Thai TESOL Journal and other notable periodicals.



B 5 Yossiri Yossatorn

Navamindradhiraj University, Thailand

Attitudes of Undergraduate Medical Students towards an English

Communicative Course

Abstract

Attitudes are considered one of the crucial factors in language learning. This

action research explored attitudes towards an English communicative support course of

undergraduate medical students at a public university after completing the English

compulsory one. Multiple communicative language learning activities were applied

throughout the course in order to help the students familiarize with the language. The

participants were forty second year nursing students. The data were qualitatively collected

through open-ended questions related to the course and English language. The

participants were asked to provide answer for the questions at the end of the last class of

the course. The data were, then, categorized through open-coding method and analyzed.

The findings of the study revealed that almost all participants had positive attitudes

towards the course due to the teacher, teaching pedagogies, classroom activities, and

applicable contents. They also further indicated the importance of English and the

improvement in communicative skills. The study is hoped to be a didactic guideline and

pave the way to develop effective communicative courses and further studies.

Biodata

Yossiri Yossatorn is a full-time lecturer at Navamindradhiraj University. He has

many years of experience teaching at universities and private English lessons. He

completed his master’s degree in Applied Linguistics at Mahidol University. His research

interests lie in the area of linguistics, particularly phonetics and phonology, language and

culture, teaching methodology, and attitudes and metaphors.



B 6 Chad Cottam

Himeji Dokkyo University, Japan

Smartphone Movies: 5 Task-based Learning Examples for the EFL

Classroom

Abstract

Smartphones, as a device, represent a paradigm shift in technology; one where advancement of technology is becoming more affordable, smaller, and exponentially more powerful (Ahmed, 2015; Vibeg & Gronlund, 2013; Wu, 2014). Nowhere is this more obvious than in the EFL classroom, where students and teachers are now given access to technology that previous generations would never have even dreamed possible (Ahmed, 2015; Wu, 2014). From this array of economical, yet advanced communications technology available to students, the platform of movie production is emerging as a dynamic tool for enhancing learning in an EFL classroom environment (Cottam, 2016). In this study, a set of five different task-based learning ideas were explored through videos that were created in the classroom. By detailing learning goals, planning, execution, methods of assessment and student feedback, the positive effect of task-based learning movie production on students' learning and motivation could be demonstrated.

N.B This presentation will utilize the iPhone and iMovie application; however, the principles of the presentation can be easily applied to other hardware. Attendees should have some basic understanding and experience using smartphone applications.

Biodata

Chad Cottam is an English university lecturer in Western Honshu, Japan. He has been teaching English in Japan for nine years. Having brought his previous business experience into teaching, he has extensive experience in business English teaching and textbook development, while currently holding a business development role at a Japanese biotech venture. He holds an M.A. in TESOL, and is currently researching the effects of technology in the classroom; particularly smartphone usage. His other interests include goal orientation, and language policy in Japanese higher education.



B 7 Nattharmma Thong-iam1

Pramarn Subphadoongchone2

1Rajamangala University, Thailand2Chulalongkorn University, Thailand

Exploring EFL University Lecturers’ Assessment Literacy: Implications

for Continuing Professional Development

Abstract

Assessment literacy involves the ability to identify, implement and evaluate sound

assessments to improve one’s own instructional and assessment practices. This study

aimed to investigate the language assessment literacy of EFL lecturers from nine

Rajamangala Universities of Technology. Situated in a pragmatic paradigm, the study

particularly delved into the lecturers’ understanding of the principles and implementation

of student self-assessment in EFL classrooms through the lens of Continuing Professional

Development (CPD). Drawing on data from a questionnaire survey of 240 EFL lecturers,

augmented with those from an in-depth, semi-structured interview with 26 lecturers, the

study revealed that the lecturers had varying degrees of assessment literacy. These

lecturers also articulated their needs for assessment literacy training as a means to raising

their assessment self-efficacy. The findings of the current study, in concert with those of

previous studies, suggest that enhancing EFL teachers’ skills, knowledge and

understanding of the contextualised use of student self-assessment can serve as a stepping

stone for their professional development. This study also offers pedagogical implications

for designing, delivering, and evaluating the implementation plan for assessment literacy

training for EFL teachers.



Biodata

Nattharmma Thong-iam is a lecturer at Rajamangala University of Technology

Tawan-ok. She is also reading her PhD in English as an International Language at

Chulalongkorn University. She has been awarded a 6-month scholarship, under the

Fulbright-Thailand Research Fund Junior Research Scholarship Program, to write up her

doctoral thesis under the supervision of Asst. Prof. Dr. Betsy Gilliland at the University

of Hawaii at Manoa. Her areas of research interest are language assessment, intercultural

communication, teaching methodology, and teacher professional development.

Pramarn Subphadoongchone is currently Deputy Director for Research at the

Chulalongkorn University Language Institute. He read his PhD in Applied Linguistics

and TESOL at the University of Leicester, UK. and received training in language

assessment at WestEd Summer Institute, USA and Lancaster University, UK. His areas of

research interest include language socialisation, literacies as social practices, text

ethnography, critical pedagogy, and language assessment.



B 8 Singhanat Nomnian

Mahidol University, Thailand

Thai PhD students and their supervisors at an Australian university:

Working relationship, communication, and agency

Abstract

PhD supervision is crucial for higher degree research students in western

academic contexts. Despite an increasing body of literature regarding the international

student-supervisor relationship, Thai students in Australian higher education are under-

represented. This qualitative study aims to explore discursive practices that impact on

Thai students’ experiences taking place during the course of their PhD supervision in an

Australian university. Drawing upon interview transcripts, it was found that Thai

students’ working relationship and communication with their supervisors, as well as their

exertion of agency were interconnected and addressed as key practices underpinned by

relationship between these two parties. The complexity of PhD supervision requires an

open dialogic and culturally appropriate pedagogical engagement to lessen implicit

tensions between international students and supervisors. Supervisors need to consider

students’ prior learning experiences and cultural baggage through culturally sensitive

supervision. Non-native-English-speaking (NNES) international PhD students’ academic

and sociocultural orientations regarding implications of supervisor-supervisee

relationship, academic English proficiency development, intercultural communications,

western academic norms and expectations, and coping strategies with supervisors’

feedback should be adequately promoted. The study highlights the importance of

international student-supervisor relationship for their PhD achievement and satisfaction in

Australian higher education. The pedagogical implication of this study can potentially be

relevant for Thai academic staff and international postgraduate students in terms of cross-

cultural awareness due to the increasing nature of internationalization at a postgraduate

level in Thai higher education.



Biodata

Singhanat Nomnian is an Associate Professor of English at Research Institute for

Languages and Cultures of Asia, Mahidol University, Thailand. He obtained his MA

(TEFL) from Thammasat University in Thailand and EdD (TESOL & Applied

Linguistics) from University of Leicester in England. He completed an Advanced

Specialist Certificate with distinction in Language Assessment from RELC in Singapore.

He was awarded Australian Awards (Endeavour Postdoctoral Research Fellowship) under

the supervision of Professor Alastair Pennycook at University of Technology Sydney

(UTS) in Australia. His research interests include ESP/EAP, World Englishes,

intercultural communication, language, culture and identity. He can be reached at

[email protected].




Announ

cements


Call for Papers

PASAA: Journal of Language Teaching and Learning

The PASAA Journal (PASAA) is an international, peer-reviewed journal of the

Chulalongkorn University Language Institute (CULI). It is the oldest professional English

language teaching journal in Thailand. The journal is indexed by the Thai-Journal

Citation Index Center (TCI/Tier 1), the ASEAN Citation Index Center (ACI), and the

Education Resources Information Center (ERIC). It has an open-access online version as

a companion to the print edition.

PASAA publishes two issues annually and aims at publishing articles on a wide

range of topics relevant to current ELT inquiry. This includes second and foreign

language learning and teaching, materials development, curriculum design and

development, language testing and assessment, language program evaluation, identities in

second and foreign language learning and teaching, critical pedagogy, and teacher

training and professional development. PASAA welcomes submissions in four categories:

research articles, academic articles, discussion/idea-sharing articles, and book reviews.

PASAA does not charge submission, processing, or publication fees.

Manuscripts and further inquiries should be sent to:

Pramarn Subphadoongchone (Editor)

Research Department, Chulalongkorn University Language Institute

Prem Purachatra Building, Phayathai Road, Bangkok 10330, THAILAND

E-mail: [email protected]

http://www.culi.chula.ac.th/publicationsonline/



Call for Papers

Pasaa Paritat Journal

The Pasaa Paritat Journal (Pasaa Paritat) is a peer-reviewed language journal of

the Chulalongkorn University Language Institute (CULI), Thailand. The journal is

indexed by the Thai-Journal Citation Index Center (TCI/Tier 1). It has an open-access

online version as a companion to the print edition. The journal is made possible through

funding provided by Chulalongkorn University for the publication of academic work.

Pasaa Paritat welcomes submissions on a wide range of issues related to English

language teaching, English literature, and English linguistics/applied linguistics. The

journal welcomes manuscripts in English or Thai in four categories: research articles,

academic articles, discussion/idea-sharing articles, and book reviews. Pasaa Paritat does

not charge submission, processing, or publication fees.

Manuscripts and further inquiries should be sent to:

Pramarn Subphadoongchone (Editor)

Research Department, Chulalongkorn University Language Institute

Prem Purachatra Building, Phayathai Road, Bangkok 10330, THAILAND

E-mail: [email protected]

http://www.culi.chula.ac.th/publicationsonline/



Organizing Team

Advisory CommitteeKulaporn Hiranburana DirectorPramarn Subphadoongchone Deputy Director for Research AffairsWanlee Talhakul Deputy Director for Administration and

PlanningChalatip Chanchairerk Deputy Director for Academic AffairsReongrudee Maneepakhathorn Deputy Director for Academic Services

and Professional DevelopmentJuthamas Thongsongsee Deputy Director for International Affairs

Organizing CommitteePramarn Subphadoongchone ChairPiyaboot Sumonsriworakun Deputy ChairSeehazzakd Rojanaapichatsatsakul MemberSirawit Apairach MemberNanthiya Wichayathian MemberTanapan Panthong Member and Secretary

Organizing Sub-CommitteeSirawit Apairach Head of Academic CommitteePimpan Syamananda Welcoming, Master of Ceremony and

Public RelationsPiyaboot Sumonsriworakun Conference DocumentsNaruemol Jirapanakorn Conference DocumentsSiriprapa Saparat Conference DocumentsTanapan Panthong Registration & CateringWichian Koedphum Conference VenueKomson Eiamjamrus Audio-VisualsMontri Pukcharoen Graphic ArtPrang Chanrujipat Photography
