PDF format - AU Journal - Assumption University of Thailand
PDF format - AU Journal - Assumption University of Thailand PDF format - AU Journal - Assumption University of Thailand
trying out new vocabulary and language skills on their own 9 t (p)=0.00657 Possible causes of learner failure difficulty with specific language points 6 objectives inappropriate for learners 6 material/ learning activities inappropriate 6 personal problems of learners 8 failure to use the language outside class 2 t (p)=0.00067 t (p)=0.00253 t (p)=0.00951 t (p)=0.02124 t (p)=0.054 Significant changes to aspects of their English Language Courses and Teaching change in objectives 5 changes in teaching and learning methods 1 changes in assessment methods 1 χ 2 (p)=0.03287 χ 2 (p)= 0.005 nature of change 1 present innovation 2 χ 2 (p)=0.005 χ 2 (p)=0.00428 χ 2 (p)=0.01538 2 χ 2 (p)= 0.05689 5 χ 2 (p)= 0.01469 2 χ 2 (p)=0.04081 Evidence of In-Service Training The longer lecturers have been teaching, the higher the likelihood that they will have undertaken specific study related to foreign or second language teaching(see Tables 18 and 19). Furthermore, the survey results indicate that the longer the length of service, the more likely it is that teaching staff will be involved in innovation. This may relate, in part, to the fact that longer length of service equates to hierarchical advancement which, in turn, provides the authority that may help in relation to acceptance of innovation. It may be that it is not length of service but relevant education (which seems to equate, in part, to length of service) that encourages innovation. What is clear is that innovation will not be likely to be effective unless it involves all teaching staff in unthreatening partnership and unless it honestly addresses the issues and is soundly based.
Table 18 Innovations and Development Variables Yes No Not answered Total Total Number of Respondents Changes in course objectives 46 50 25 100% 121 =38% =41.3% =20.7% Changes in teaching and learning methods 65 32 24 100% 121 =53.7% =26.4% =19.8% Changes in assessment methods 57 40 24 100% 121 =47.1% =33.1% =19.8% Changes in materials and tools 80 19 22 100% 121 =66.1% =15.7% =18.2% Changes in computer hardware 1 120 0% 100% 121 =0.8% =99.2% Changes in computer software 3 118 0% 100% 121 =2.5% =97.5% Changes in books 78 43 0% 100% 121 =64.5% =35.5% Changes in video 42 79 0% 100% 121 =34.7% =65.3% Other changes 17 104 0% 100% 121 =14% =86% Innovation in the past 43 78 0% 100% 121 =35.5% =64.6% Present innovation 28 51 42 100% 121 =23.1% =42.1% =34.8% Major changes in the last twenty years 63 =52.1% 25 =20.7% 33 =27.2% 100% 121 Table 19 Current New Ideas Variables Responded Not Responded Total Learner-centred Learning 15/121 106/121 100% =12.4% =87.6% Communicative use of English: 5/121=4.1% 116/121 100% =95.9% -to encourage students to use English 3 -stimulate students to speak English 1
- Page 1 and 2: ARE STUDENTS SUFFERING BECAUSE OF T
- Page 3 and 4: 175). Nevertheless, it has been not
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- Page 31 and 32: multiple choice 12/19 63.2 % - - 65
- Page 33 and 34: (b) asking questions in English 29.
- Page 35 and 36: often felt to be uninteresting, as
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trying out new vocabulary and language skills on<br />
their own<br />
9<br />
t (p)=0.00657<br />
Possible causes <strong>of</strong> learner failure<br />
difficulty with specific language points 6<br />
objectives inappropriate for learners 6<br />
material/ learning activities inappropriate 6<br />
personal problems <strong>of</strong> learners 8<br />
failure to use the language outside class 2<br />
t (p)=0.00067<br />
t (p)=0.00253<br />
t (p)=0.00951<br />
t (p)=0.02124<br />
t (p)=0.054<br />
Significant changes to aspects <strong>of</strong> their English Language Courses and Teaching<br />
change in objectives 5<br />
changes in teaching and learning methods 1<br />
changes in assessment methods 1<br />
χ 2 (p)=0.03287<br />
χ 2 (p)=<br />
0.005<br />
nature <strong>of</strong> change 1<br />
present innovation 2<br />
χ 2 (p)=0.005<br />
χ 2 (p)=0.00428<br />
χ 2 (p)=0.01538<br />
2<br />
χ 2 (p)=<br />
0.05689<br />
5<br />
χ 2 (p)=<br />
0.01469<br />
2<br />
χ 2 (p)=0.04081<br />
Evidence <strong>of</strong> In-Service Training<br />
The longer lecturers have been<br />
teaching, the higher the likelihood that<br />
they will have undertaken specific study<br />
related to foreign or second language<br />
teaching(see Tables 18 and 19).<br />
Furthermore, the survey results indicate<br />
that the longer the length <strong>of</strong> service, the<br />
more likely it is that teaching staff will<br />
be involved in innovation. This may<br />
relate, in part, to the fact that longer<br />
length <strong>of</strong> service equates to hierarchical<br />
advancement which, in turn, provides<br />
the authority that may help in relation to<br />
acceptance <strong>of</strong> innovation. It may be<br />
that it is not length <strong>of</strong> service but<br />
relevant education (which seems to<br />
equate, in part, to length <strong>of</strong> service) that<br />
encourages innovation. What is clear is<br />
that innovation will not be likely to be<br />
effective unless it involves all teaching<br />
staff in unthreatening partnership and<br />
unless it honestly addresses the issues<br />
and is soundly based.
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