CONFERENCE PROCEEDINGS 2021

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

4. To determine the level of Grade 11 students’ Self-determination theory was the theory
motivation for learning English as a foreign language under developed by Richard M. Ryan and Edward L. Deci in 1985
gamification activity at a private school in Bangkok, (Cherry, 2021). In the theory, Ryan and Deci postulated
Thailand three psychological needs of human motivation. They are
autonomy, competence, and social relatedness. Autonomy
5. To determine the level of Grade 11 students’ refers to the ability to feel independent and be able to have
motivation for learning English as a foreign language under own choice in a way that meets one's needs. Competence is
teacher-centered activity at a private school in Bangkok, considered as the desire to get achievements in those
Thailand actions. Lastly, relatedness, which is the need to be
connected in a sense of interaction with others (Bovermann
6. To determine if there a significant difference & Bastiaens, 2020). Self-determination theory was used as
between Grade 11 students’ motivation for learning English a framework for examining students’ motivation in learning
as a foreign language under gamification activity and context.
teacher-centered activity at a private school in Bangkok,
Thailand 4.3. Behaviorist Learning Theory

7. To determine if there a significant difference Behaviorists profess a belief in the theory of
between Grade 10 and 11 students’ motivation for learning behaviorism as behavior comprised of the reactions and
English as a foreign language under gamification activity movements that respond to rewards and punishments in a
and teacher-centered activity at a private school in Bangkok, certain situation that can be observed from outside (Akdemir
Thailand et al., 2016). The teacher is the person who takes full control
of the lessons and class (Serin, 2018). The effectiveness of
3. Research Hypotheses learning depends on the teacher as they direct the classroom
and give feedback to students.
There were three research hypotheses developed for this
study: 5. Conceptual Framework

1. There is a significant different between Grade 10 The conceptual framework of this study was to find
students’ motivation for learning English as a foreign motivation for learning English as a foreign language of
language under gamification activity and teacher-centered Grade 10 and Grade 11 in a private school in Bangkok,
activity at a significant level of .05. Thailand. Both Grade 10 and 11 were the source of data in
this study. The variables in this study were gamification
2. There is a significant different between Grade 11 activity [experimental group] and teacher-centered activity
students’ motivation for learning English as a foreign [control group]. The dependent variables were Grade 10
language under gamification activity and teacher-centered students' motivation for learning English as a foreign
activity at a significant level of .05. language under Gamification [experimental group], Grade
10 students' motivation for learning English as a foreign
3. There is a significant different between Grade 10 language under teacher-centered activity [control group],
and grade 11 students’ motivation for learning English as a Grade 11 students' motivation for learning English as a
foreign language under gamification activity and teacher- foreign language under Gamification [experimental group],
centered activity at a significant level of .05. Grade 11 students' motivation for learning English as a
foreign language under teacher-centered activity [control
4. Theoretical Framework group], Grade 10 and 11 students' motivation for learning
4.1. The ARCS Model of Motivation English as a foreign language under Gamification
[experimental group] and, Grade 10 and 11 students'
The ARCS model of motivational design was motivation for learning English as a foreign language under
founded by John Keller in 1983 as he wanted to find how teacher-centered activity [control group] (See Figure 1).
might people can design learning experience to develop
sustain motivation on students (Keller, 2010). There are four
key elements in the learning process which can encourage
and sustain learners' motivation. It comprised of Attention,
Relevance, Confidence, and Satisfaction (Keller, 1999).

4.2. Self-determination Theory

249

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

intrinsic motivation and extrinsic motivation was intrinsic
motivation affects humans in any outcome as the thing was
interesting or enjoyable while extrinsic motivation affected
humans in any outcome as doing activities could prevent
them from the undesirable consequences.

Figure 1: Conceptual framework of the study 6.4. The ARCS Model of Motivation
The ARCS model of motivational design was
6. Literature Review
founded by John Keller in 1983 as he wanted to find how
6.1. Gamification might people design a learning experience to develop
sustain motivation in students (Keller, 2010). The challenge
Gamification was defined as the usage of game made Keller developed the ARCS model motivation
design techniques or game elements to apply to the non- (Keller, 2000). The model was used as a guideline for
game context. Any tasks or assignments can be gamified educators to create a strategy to build learner's motivation
(Werbach and Hunter, 2012). It can be seen that in recent and make it sustain. The attribute of the ARCS Model of
years, the popularity of games is increasing (Figueroa- Motivation was divided into two major parts. The first part
Flores, 2016). Therefore, the gamification activity was used was the part that the model was divided from the synthesis
by applying game mechanics to the lessons in order to of motivational characteristics. The characteristic into four
increase the participation of a student during the lesson and parts. They were attention, relevance, confidence, and
provide motivation to each person. The game elements can satisfaction. The second part of the model was the learning
be awards, badges, prizes, and leaderboards. design which was the part of creating a lesson that builds up
learners’ motivation. Therefore, the ARCS Model of
6.2. Teacher-centered Activity Motivation was both a motivational and instructional model
(Molaee & Dortaj, 2015).
A teacher-centered activity was one of the
activities that followed behaviorists learning theory which 7. Methodology/Procedure
mainly about human behavior that can be observed and
focused (Mcleod, 2019). Behaviorist was one of the 7.1. Population and Sample
techniques that used by teachers (Koch, 2009). However, The population in this study was 24 of Grade 10
there was critique on behaviorist that rewards and
punishments cannot improve students’ internal mechanisms and 32 of Grade 11 students at the private school. The
(Hardesty, 2018). number of samples were divided according to the two
programs. The programs were English-Chinese program
6.3. Self-determination Theory and Science-Mathematics program. There was one section
in each program. For example, Grade 10/1 was English-
The self-determination theory was the theory Chinese program, Grade 10/2 was Science-Mathematics
developed by Richard M. Ryan and Edward L. Deci. program, Grade 11/1 was English-Chinese program, and
According to Ryan and Deci (2000), they clarified that the Grade 11/2 was Science-Mathematics program.
types of motivation depending on the difference in reasons
or aims which cause an action. The difference between Before the experiment, the researcher gave the
Course interest survey pretest to students in order to ensure
that they have the same motivation level. The sample was
chosen according to the sections then was divided into two
groups; experimental group students which were examined
students’ motivation in gamification activity and control
group students which were examined students’ motivation
in teacher-centered activity. Table 1 showed information
about each group of the sample.

250

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

Table 1: Information of the Sample in this Study Table 2: Summary of the Research Process

Scale Sample Experiment Control Group Research Source of Data Research Method of Data
Analysis
al Group objective

Grade 10 students 24 17 7 Instrument

Grade 11 students 32 24 8 Objective 1 17 of Grade 10 Course Intertest Descriptive statistics
students Survey
(Mean and standard
7.2. Research Instrument deviation)

Course Interest Survey developed by Keller was Objective 2 7 of Grade 10 Course Intertest Descriptive statistics
used as a research instrument in this study (Keller, 2010). It Survey
was a survey that developed according to ARCS model of (Mean and standard
motivation. It consisted of 34 items. Students were asked to deviation)
pick one of the five-point Likert-type scales. Keller (2010)
stated that the score of the survey was scaled from 1 to 5. Objective 3 24 of Grade 10 Dependent samples
The minimum score of the survey is 34, the maximum is students t-test
170, and the midpoint of the survey is 102. However, the
maximum, midpoint and minimum of each subscale are Objective 4 24 of Grade 11 Course Intertest Descriptive statistics
different as per number of items in each subscale. Therefore, students Survey
the score can be determined by finding the average of each (Mean and standard
subscale. Also, there are 9 items marked reverse are deviation)
negative which needed to be reversed score before added
into the score determination. Objective 5 8 of Grade 11 Course Intertest Descriptive statistics
students Survey
7.3. Validity and Reliability (Mean and standard
deviation)
Course Interest Survey (CIS) has been validated by
(Keller, 2010) which was the creator of the instrument. He Objective 6 32 of Grade 11 Dependent samples
used the course interest survey with 200 university students students t-test
to estimate the internal consistency of course grades and
grade point averages. This resulted as the correlations with Objective 7 56 of Grade10 Independent samples
course grades are significant. Therefore, this supports the and Grade 11 t-test
validity of the course interest survey as a situation-specific students
measure of motivation. For the reliability, it was reported in
overall Cronbach’s alpha coefficient of .95 (Keller, 2000; The researcher taught English as a foreign
Keller & Subhiyah, 1993). The survey was translated from language using the gamification activity and teacher-
English to Thai version. Back translation method was also centered activity for eight weeks. The classes were available
used to ensure that the translation meet validity. for three periods per week and each period last for 50
minutes. The lessons were planned according to the book
8. Data Analysis and Treatment provided by the school. The experimental group was the
class that leaning activities was gamified by Classcraft and
The research process was summarized in Table 2. Kahoot! The control group was the class that studied in
traditional learning activity.

251

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

9. Findings Finding shown the pretest was (M=3.83) and
posttest was (M=4.21). The results indicated that the
The findings of this study based on seven objectives. students who participated in teacher-centered activity has
higher motivation for learning English as a foreign
9.1. Research Objective One: to determine the language.
level of Grade 10 students’ motivation for learning
English as a foreign language under gamification 9.3. Research Objective Three: to determine if
activity at a private school in Bangkok, Thailand. there a significant different between Grade 10
students’ motivation for learning English as a
A motivational experiment survey pretest was foreign language under gamification activity and
given to the students before starting the gamification activity teacher-centered activity at a private school in
and then it was given after the instruction as a posttest. Table Bangkok, Thailand.
3 presented means and standard deviations of Grade 10
students’ motivation pretest and posttest for learning The dependent sample t-test was used to determine
English as a foreign language under gamification activity. if there a significant different between Grade 10 students’
motivation for learning English as a foreign language under
Table 3: Mean and Standard Deviation Grade 10 Students gamification activity and teacher-centered activity at a
private school in Bangkok, Thailand which was also the
Motivation for Learning English as a Foreign Language under hypotheses of the study. Data from both groups were
analyzed the data variances. Dependent sample t-test result
Gamification Activity (n=17) on pre-test and post-test was shown in Table 5.

Gamification Standard.

Activity Mean Deviation Interpretation

Pre-test 3.87 0.33 High

Post-test 3.96 0.35 High

Finding showed the pretest was (M=3.87) and Table 5: Dependent Sample t-test of Grade 10 students’
posttest was (M=3.96). The results indicated that the
students who participated in gamification activity has high Motivation for Learning English as a Foreign Language under
motivation for learning English as a foreign language.
Gamification Activity and Teacher-centered Activity the Pre-test

and Post-test

Analysis Group N M SD t df Sig. (2-

9.2. Research Objective Two: to determine the tailed)
level of Grade 10 students’ motivation for learning
Pre-test Experi 17 3.87 0.33 .196 22 0.845
English as a foreign language under Teacher-
mental
centered activity at a private school in Bangkok,
Control 7 3.83 0.33
Thailand.
Post-test Experi 17 3.96 0.35 -1.620 22 0.119
A motivational survey pretest was given to the
students before starting the teacher-centered activity and the mental
motivational survey posttest was given after the instruction
to determine students’ pre and post motivational level. Table Control 7 4.21 0.35
4 presented means and standard deviations of Grade 10
students’ motivation pretest and posttest for learning Table 5 comprised of the analysis where the experimental
English as a foreign language under teacher-centered group which was the gamification activity pre-test and post-
activity. test.

Table 4: Mean and Standard Deviation Grade 10 Students For pre-test (n=17, M=3.96, SD= .35) and the
teacher-centered activity pre-test (n=7, M=4.21, SD= .35)
Motivation for Learning English as a Foreign Language under were compared. The analysis recorded that t (.196.) and
p=.845.
Teacher-centered Activity (n=7)
For post-test (n=7, M=3.96, SD= .35) and the
Teacher- teacher-centered activity pre-test (n=7, M=4.21, SD= .35)
were compared. The analysis recorded that t (-1.620) and
centered Standard. p=.119.

Activity Mean Deviation Interpretation As a result, the objective was not linked to the
research to the hypotheses and there is no significant
Pre-test 3.83 0.52 High different between Grade 10 students’ motivation for

Post-test 4.21 0.35 High

252

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

learning English as a foreign language under gamification Table 7: Mean and Standard Deviation Grade 11 Students
activity and teacher-centered activity at a significant level of
.05. Motivation for Learning English as a Foreign Language under

Teacher-centered Activity (n=8)

Teacher-

centered Standard.

9.4. Research Objective Four: to determine the Activity Mean Deviation Interpretation
level of Grade 11 students’ motivation for learning
Pre-test 3.54 0.33 High
English as a foreign language under gamification
Post-test 3.64 0.29 High
activity at a private school in Bangkok, Thailand.

A motivational experiment survey pretest was According to the Table 7, finding showed the
given to the students before starting the gamification activity pretest was (M=3.83) and posttest was (M=4.21). The
and then the motivational experiment survey was given after results indicated that the Grade 11 students who participated
the instruction as a posttest. Table 6 presented means and in teacher-centered activity has high motivation for learning
standard deviations of Grade 11 students’ motivation pretest English as a foreign language.
and posttest for learning English as a foreign language under
gamification activity. 9.6. Research Objective Six: to determine if there
a significant different between Grade 11 students’
Table 6: Mean and Standard Deviation Grade 11 Students motivation for learning English as a foreign
language under gamification activity and teacher-
Motivation for Learning English as a Foreign Language under centered activity at a private school in Bangkok,
Thailand.
Gamification Activity (n=24)

Gamification Standard.

Activity Mean Deviation Interpretation

Pre-test 3.59 0.25 High The dependent sample t-test was used to determine
this objective which was also the hypotheses of the study.
Post-test 3.67 0.36 High The data from both groups were analyzed the data variances.
The dependent sample t-test analysis resulted on pre-test and
According to Table 6, finding showed the pretest post-test was shown in Table 8.
was (M=3.59) and posttest was (M=3.67). The results
indicated that the Grade 11 students who participated in Table 8: Dependent Sample t-test of Grade 11 students’
gamification activity has higher motivation for learning
English as a foreign language. Motivation for Learning English as a Foreign Language under

9.5. Research Objective Five: to determine the Gamification Activity and Teacher-centered Activity the Pre-test
level of Grade 11 students’ motivation for learning
English as a foreign language under teacher- and Post-test
centered activity at a private school in Bangkok,
Thailand. Sig. (2-

The motivational survey pretest was given to the Analysis Group N M SD t df tailed)
students before starting the teacher-centered activity and the
motivational survey posttest was given after the instruction Pre-test Experi 24 3.59 0.25 0.42 30 0.674
to determine students’ pre and post motivational level. Table
7 presented means and standard deviation of Grade 11 mental 3
students’ motivation pretest and posttest for learning
English as a foreign language under teacher-centered Control 8 3.54 0.33
activity.
Post-test Experi 24 3.67 0.36 0.389 30 0.699

mental

Control 8 3.64 0.29

Table 8 comprised of the analysis where the
experimental group which was the gamification activity pre-
test and post-test

For pre-test, (n=24, M=3.59, SD= .25) and the
teacher-centered activity pre-test (n=8, M=3.54, SD= .33)
were compared. The analysis recorded that t (.423.) and
p=.674.

253

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

For post-test, (n=24, M=3.67, SD= .36) and the As a result, the objective was not linked to the

teacher-centered activity pre-test (n=8, M=3.64, SD= .29) research to the hypotheses and there was no significant
were compared. The analysis recorded that t (.389.) and different between Grade 10 and Grade 11 students’

p=.699. motivation for learning English as a foreign language under

As a result, the objective was not linked to the gamification activity and teacher-centered activity at a

research to the hypotheses and there is no significant significant level of .05.
different between Grade 11 students’ motivation for

learning English as a foreign language under gamification 10. Discussion
activity and teacher-centered activity at a significant level of
.05. The result of this study determined that there is no
significant difference of Grade 10 and Grade 11 students’

9.7. Research Objective Seven: to determine if motivation for learning English as a foreign language under

there a significant different between Grade 10 and gamification activity and teacher-centered activity.
11 students’ motivation for learning English as a Students’ motivation was measured with the course interest

survey as a pretest and posttest. From the eight weeks of the

foreign language under gamification activity and experiment with two different activities, the students who
teacher-centered activity at a private school in participated in experimental group were not significantly
Bangkok, Thailand. different compared to the students who participated in
control group which participate in class that used teacher-

The dependent sample t-test was used to determine centered activity.
this objective. This objective was also the hypotheses of the The result is similar to the study of Raeijmaeckers
study. The data from students who participated in class that
researcher taught with gamification activity was et al. (2019) investigated the effect of gamification activity.
experimental group and the other class that researcher taught It was implemented in a usability test on intrinsic
with teacher-centered activity were the control group. Both motivation. The finding showed the participant did not have
groups were analyzed the data variances before using the higher intrinsic motivation compared with the participant
dependent sample t-test. The dependent sample t-test group in no gamification condition. Also, the result is
analysis result was shown on Table 9 similar to Mekler et al. (2013), they examine on the effect
of gamification on intrinsic motivation and students’
Table 9: Independent Sample t-test of Grade 10 and Grade 11 performance which resulted as gamification is effective in
students’ Motivation for Learning English as a Foreign Language increasing students’ performance. However, in term of
motivation, gamification is remained unaffected to intrinsic
under Gamification Activity and Teacher-centered Activity motivation. which leads to the suggestion that the educators
should be aware in designing gamified learning lessons
Group No. of M SD t Sig. (2-
students N df tailed) In the teaching period, some of the students in
experimental group said they were not smart enough to get
Experi G.10 17 41 3.80 0.37 -0.894 54 0.375 to the top of the leaderboard. On the contrary, the control

mental G.11 24

Control G.10 7 15 3.91 0.43 group students said they felt less stressed without the

G.11 8 leaderboards. Therefore, it seems like this is the reasons that

gamification activity showed no significantly different in

Table 10 comprised of the analysis that was the motivation compared to the teacher-centered activity. Since
experimental group which was the data retrieved from confidence is one of the subcategories of the model that can
Grade 10 and Grade 11. The data retrieved from Grade 10 create motivation (Keller, 1983). Furthermore, according to
and Grade 11 who participated in class that use gamification the self-determination theory, if a person has difficulty with
activity (n=41, M=3.80, SD= .37) and the control group that a particular task or receives negative feedback, their feelings
was the data retrieved from Grade 10 and Grade 11 who of competence can decline (Lopez-Garrido, 2021). On the
participated in class that used teacher-centered activity contrary, in the control group students, the students seem to
(n=15, M=3.91, SD= .43) were compared. The analysis be less stressed with lessons. This can be concluded that
recorded that t (.894.) and p=.975. students were lack of confidence. Which leads to the no
significant difference in the hypotheses

254

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

In conclusion, applying both gamification and sample in order to investigate if the activities have an
teacher-centered activities in lessons can lead the students effective result. Which can lead to the awareness of using
to get highly motivated. But there is no significant different gamified activities in English as a foreign class in the future.
between the two activities. However, the result maybe
different in term of different population and sample as well References
as the time ranges in experiment.
Akdemir, A. S., Kaya, Z., & Akdemir, Ö. A. Ş. (2016).
11. Recommendations
Learning and Teaching: Theories, Approaches and
Based on the study results, recommendations are
provided for students, school administrators, teachers of the Models.
targeted private school, Bangkok, Thailand, and for the
future researchers interested in conducting a similar study. http://ijonte.org/FileUpload/ks63207/File/chapter

11.1. For Students _10.pdf.

This study can be an informative guide for them in Baxter, W. (2017). "Thailand 4.0" and the Future of Work.
case, they may have a chance to study English as a foreign
language under gamification activity. National Dialogue #ILOFOW: "Thailand 4.0" and

11.2. For Teachers the Future of Work.

English as a foreign language teacher can use the http://www.ilo.org/asia/events/WCMS_548511
information in this study to help them in preparing the
gamification activity in their English as a foreign class. As Bovermann, K., & Bastiaens, T. J. (2020). Towards a
well as to make them aware of designing gamification
activities in English as a foreign language lesson. Since the motivational design? Connecting gamification user
English as a foreign language lesson under gamification and
teacher-centered activities are not significantly different. types and online learning activities. Research and
Therefore, this study can help the teacher in preparing
gamified activities in class. Practice in Technology Enhanced Learning, 15(1).

11.3. For Administrator https://doi.org/10.1186/s41039-019-0121-4

This study can help the administrator to review the Cherry, K. (2021, March 15). Self-Determination Theory
information on different activities used in English as a
foreign language lesson as well as students’ motivation and Motivation. Verywell Mind.
during the lesson that using different activities. The school
administrators should provide training for English as a https://www.verywellmind.com/what-is-self-
foreign language teacher to let them understand the effect of
activities that can be effective should be used to let students determination-theory-2795387.
not restricted to teacher-centered activity all the time.
Chunsuvimol, B., Jiraro, P., Jiraro, S., & Sarowat, S. (2021).
11.4. For Researchers
Attitude, Motivation, and Learning Behaviour of
It is suggested for future researchers to adopt
qualitative research to investigate different aspects of using English Learning of Junior High School, Muslim
gamification activities and teacher-centered activities in
English as a foreign language class. Moreover, it is Thai Students of a School in Bangkok. St. Theresa
recommended to find out the motivation for learning
English as a foreign language under gamification and Journal of Humanities and Social Sciences , 7(1).
teacher-centered activities in different population and
Darasawang, P. (2007). English language teaching and

education in Thailand: a decade of change.

Cambridge Scholars Publishing.

Deci, E. L., & Ryan, R. M. (2000). The "what" and "why"

of Goal Pursuits: Human needs and the self-

determination of behavior. Psychological Inquiry,

11(4), 227–268.

https://doi.org/10.1207/s15327965pli1104_01

Dicheva , D. (2017). Gamification in Education: A Passing

Trend or a Genuine Potential? .

https://doi.org/10.1145/3134302.3134305

ETS TOEIC. (2020). 2020 Report on Test Takers

Worldwide. Retrieved from

https://www.ets.org/s/toeic/pdf/2020-report-on-

test-takers-worldwide.pdf

Figueroa-Flores, J. F. (2016). Gamification and Game-

Based Learning: Two Strategies for the 21st

Century Learner. World Journal of Educational

255

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

Research, 3(2), 507-522. https://www.simplypsychology.org/constructivis

doi:10.22158/wjer.v3n2p507 m.html.
Hardesty, L. (2018). Behaviorism doesn’t work in the
Mekler, E. D., Brühlmann, F., Opwis, K., & Tuch, A. N.

classroom: The view of a pre-service teacher and (2013). Do points, levels and leaderboards harm

mother. Springfield News-Leader. intrinsic motivation? Proceedings of the First

https://www.news- International Conference on Gameful Design,

leader.com/story/opinion/readers/2018/03/14/beha Research, and Applications.

viorism-doesnt-work-classroom-view-pre-service- https://doi.org/10.1145/2583008.2583017

teacher-and-mother/417480002/. MOE (2008). The Basic Education Core Curriculum B.E.

Imsa-ard, P. (2020). Motivation and Attitudes towards 2551 (A.D. 2008).

English Language Learning in Thailand: A Large- http://academic.obec.go.th/images/document/1525

Scale Survey of Secondary School Students. 235513_d_1.pdf.
REFLections, 27(2), 140–161.
Molaee, Z., & Dortaj, F. (2015). Improving L2 learning: An

Keller, J. (1983). Motivational design of instruction. In C. ARCS Instructional-motivational Approach.

M. Reigeluth (Ed.), Instructional design theories Procedia - Social and Behavioral Sciences,171,

and models: An overview of their current status 1214-1222.

(1st ed.). Hillsdale, NJ: Lawrence Erlbaum doi:https://doi.org/10.1016/j.sbspro.2015.01.234

Associates. Noom-ura, S. (2013). English-Teaching Problems in
Thailand and Thai Teachers’ Professional
Keller, J. M. (1999). Using the ARCS Motivational Process
in Computer‐Based Instruction and Distance Development Needs. English Language Teaching,

Education. New Directions for Teaching & 6(11). https://doi.org/10.5539/elt.v6n11p139

Learning, 1999(78), 37-47. Raeijmaeckers, K., Rooij, A. de, & Slegers, K. (2019).

Keller, J. (2000). How to Integrate Learner Motivation (thesis). A study on the effects of gamification on

Planning into Lesson Planning: The ARCS Model intrinsic motivation in usability testing. Retrieved

Approach. Retrieved from from http://arno.uvt.nl/show.cgi?fid=150089

https://app.nova.edu/toolbox/instructionalproducts Serin, H. (2018). A Comparison of Teacher-Centered and

/ITDE_8005/weeklys/2000-Keller- Student-Centered Approaches in Educational

ARCSLessonPlanning.pdf. Settings. International Journal of Social Sciences

Keller, J. M. (2010). Motivational design for learning and & Educational Studies, 5(1).

performance: The ARCS model approach. New https://doi.org/10.23918/ijsses.v5i1p164

York: Springer. doi:10.1007/978-1-4419-1250-3 Simpson, J. (2011). Integrating project-based learning in an

Keller, J. M., & Subhiyah, R. (1993). Manual for the course English language tourism classroom in a Thai

interest survey (CIS). Tallahassee, FL university (Master's thesis, Australian Catholic

Koch, J. (2009). So you want to be a teacher?: Teaching and University, 2011). Australian Catholic University.

learning in the 21st century. Boston: Houghton doi:https://doi.org/10.4226/66/5a961e4ec686b

Mifflin. The Ministry of Education Thailand. (2008). The Basic

Lopez-Garrido, G. (2021). Self-Determination Theory and Education Core Curriculum B.E. 2551 (A.D.

Motivation. SimplyPhyschology. Retrieved from 2008). Retrieved from

https://www.simplypsychology.org/self- http://act.ac.th/document/1741.pdf

determination-theory.html. The University of Winnipeg. (2021). Countries in which

Maloney, S. (2019). Gamification in English language English Language is a Mandatory or an Optional

teaching: more than child's play. Subject (interactive).

https://hongkongtesol.com/blog/2019/07/gamifica https://www.uwinnipeg.ca/global-english-

tion-english-language-teaching-more-childs-play. education/countries-in-which-english-is-

McLeod, S. (2019). Constructivism as a theory for teaching mandatory-or-optional-subject.html.

and learning. Constructivism as a Theory for Wang, A. I. (2015). The Wear Out Effect of a Game-based

Teaching and Learning | Simply Psychology. Student Response System . Computers &

256

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by
Education, 82, 217–227. doi:
10.1016/j.compedu.2014.11.004
Werbach, K., & Hunter, D. (2012). For the Win: How Game
Thinking Can Revolutionize Your Business.
Wharton Digital Press.

257

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

A Comparative Study of Grade 7 Students’ Chinese Listening
Achievement With Bilingual Teaching Method and Monolingual Teaching

Method in Learning Chinese as a Foreign Language Class at an
International School Bangkok, Thailand

Dan Cui

Abstract

The purpose of this study was to determine if there were significant differences between Grade 7 students’ Chinese listening achievement with
bilingual teaching method (BTM) and monolingual teaching method (MTM) in learning CFL class at an international school in Bangkok,
Thailand, in the academic year 2021-2022.This study was conducted on a population sample of 59 Grade 7 students who were divided into two
groups. The experimental group was taught with BTM, while the control group was taught with MTM, taught with the same lesson plans within
a six-week experimental period. The research instrument was designed through pretest and posttest of the listening section of YCT (Level 2)
test. YCT was an national standardized test of Chinese language proficiency. The data was collected from pretest and posttest scores and
compared through both descriptive (i.e., mean and standard deviation) and inferential (i.e. dependent and independent samples t-test) statistics
methods. The results showed that there was a significant difference between Grade 7 students’ Chinese listening gain achievement with BTM
and MTM. Compared to MTM, students could learn better when they learned with BTM. According to these findings, the researcher put forward
some recommendations for TCFL teachers, students, administrators, and future researchers in this field.

Keywords : Chinese listening achievement, Bilingual teaching method, Monolingual teaching method, Grade 7 students, Chinese as a foreign
language
JEL Classification Code : E44, F31, F37, G15

1. Introduction even though this may cause learners to lose their first

With the rapid rise of China’s economy, China’s languages. And even though bilingual education advocates

strong comprehensive national strength and broad have demonstrated bilingual education program to be highly

development prospects have promoted the rise of “Chinese effective for teaching English to ELLs, English-only

language fever” all over the world, which causes the demand policies still hold a dominant position (Han & Park, 2017).

for overseas Chinese language learning is also increasing Al Jadidi and Sangunietti (2010) reported the

day by day(Zheng et al., 2014). results of a study conducted in Oman between 2004 and

In learning a language, “listening, speaking, 2007 on bilingual (English and Arabic) and monolingual

reading and writing” are the four most important skills (English only) teaching styles of EFL teaching. Through a

known as “four skills” to master a language. Among the series of classroom observations and interviews with

“four skills”, “listening skill” is in the first place, which is teachers and students, characteristic pedagogical

in the primary position. However, listening comprehension approaches of bilingual and monolingual teachers were

teaching is the weakest part of teaching Chinese as a foreign identified. The strengths and disadvantages of typical

language (Zhang, 2014). bilingual and monolingual pedagogies are discussed.

According to Purkarthofer and Mossakowski Students were critical of both teaching styles and divided on

(2011) as well as Slavin and Cheung (2005), there are whether they preferred monolingual or bilingual teachers at

studies conclude that English learners are more satisfied tertiary level (Al Jadidi & Sangunietti, 2010).

with the teaching method under bilingual and interactive Similar to EFL teaching, the ideal process in

conditions. However, many people still believe that general of teaching CFL is to use the target language as

immersion in a target language classroom using only the much as possible to teach the target language. That is, trying

target language is the best way to learn a second language, to avoid the interference of the second language, which is to

use Chinese as a monolingual teaching method to teach

258

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

Chinese. The target school also advocates the use of Chinese 3. To determine if there is a significant difference between
as a monolingual teaching method for teaching CFL. Grade 7 students’ Chinese listening gain achievement
However, in practice from the target school, TCFL teachers (difference of pretest and posttest ) with bilingual teaching
have perceived that some students have difficulty with method in learning Chinese as a foreign language class at an
listening comprehension when the teacher uses Chinese as a international school in Bangkok, Thailand.
monolingual language for teaching. Especially the students 4. To determine if there is a significant difference between
whose basic Chinese skills are very weak often feel restless Grade 7 students’ Chinese listening gain achievement
and stressed in the class and cannot keep up with the TCFL (difference of pretest and posttest) with monolingual
teachers. In such a situation, some TCFL teachers need to teaching method in learning Chinese as a foreign language
increase the use and frequency of the second language to class at an international school in Bangkok, Thailand.
communicate better with the students. Some TCFL teachers 5. To determine if there is a significant difference between
use English or Thai as a second language to teach Chinese Grade 7 students’ Chinese listening gain achievement (mean
in TCFL class. With this bilingual teaching method, TCFL difference of pretest and posttest) with bilingual teaching
teachers have noticed that students feel less anxiety and method and monolingual teaching method in learning
stress in learning Chinese. Chinese as a foreign language class at an international
Regardless of whether a bilingual or monolingual teaching school in Bangkok, Thailand.
method is used, each teaching method has different effects
on students’learning of Chinese as a foreign language. 1.2. Hypotheses
Given the debate about which teaching method has the
better effect and influence on students’learning success in Three Research Hypotheses were defined in this study.
learning Chinese as a foreign language, TCFL teachers are 1. There is a significant difference between Grade 7
eager to find out which teaching method is more effective students’ Chinese listening gain achievement (difference of
and suitable for them to teach Chinese to students. In pretest and posttest) with bilingual teaching method in
particular, what are the different effects on students’ learning Chinese as a foreign language class at an
listening achievement in learning Chinese and which international school in Bangkok, Thailand, at a significance
teaching method is more effective are also the concerns of level of .05.
TCFL teachers and students? 2. There is a significant difference between Grade 7
Therefore, the researcher decided to investigate which students’ Chinese listening gain achievement (difference of
teaching method is more effective and suitable for students pretest and posttest) with monolingual teaching method in
to achieve higher performance in listening comprehension learning Chinese as a foreign language class at an
of Chinese when learning CFL, whether the bilingual international school in Bangkok, Thailand, at a significance
teaching method or the monolingual teaching method. That level of .05.
is to determine if there were significant differences between 3. There is a significant difference between Grade 7
Grade 7 students’ Chinese listening achievement with students’ Chinese listening gain achievement (mean
bilingual teaching method (BTM) and monolingual teaching difference of pretest and posttest) with bilingual teaching
method (MTM) in learning CFL class at an international method and monolingual teaching method in learning
school in Bangkok, Thailand. Chinese as a foreign language class at an international
school in Bangkok, Thailand, at a significance level of .05.

1.1. Research Objectives 1.3. Theoretical Framework

The following were the Research Objectives for this study. Two main theories used to guide and support this
1. To determine the Grade 7 students’ Chinese listening research were bilingualism and monolingualism, both are
base on the Theory of Mind.
achievement with bilingual teaching method in learning

Chinese as a foreign language class at an international

school in Bangkok, Thailand. 1.3.1. Theory of Mind
2. To determine the Grade 7 students’ Chinese listening Children’s ability to attribute causal mental states

achievement with monolingual teaching method in learning in order to explain and predict behavior is called the theory
Chinese as a foreign language class at an international of mind (ToM) (Premack & Woodruff, 1978). And the
school in Bangkok, Thailand.

259

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

bilingualism and monolingualism on it is discussed in language well, (of a group or place) using one language as
literature review. the main language, and written, created, or done using only
one language.
1.3.2. Bilingualism
The bilingual teaching method comes from 1.4. Conceptual Framework

bilingualism. As it is seen simply, bilingualism is the ability Two classes of Grades 7 students were chosen from
to perform in two languages. In particular, there are two the target school, as the source of data, in order to determine
major theories of cognitive development in the bilingual and compare Grade 7 students’ Chinese listening gain
individual, which are the “Common Underlying achievement with bilingual teaching method and
Proficiency” Theory and the “Threshold” Theory (Baker, monolingual teaching method. Two different teaching
1996). methods: bilingual teaching method and monolingual
teaching method were considered as independent variables;
1.3.3. Monolingualism and students’ Chinese listening achievement towards these
According to Romaine, monolingualism is two teaching methods were considered as dependent
variables of this study (see Figure 1)
precisely a monolingual perspective which is a modern
linguistic theory that takes as its starting point in dealing
with basic analytical problems such as the construction of
grammars and the nature of competence(Wright, 1996). The
keyword “monolingual”, which means be able to use one

Source Independent Variables Dependent Variables

Students at an Grade 7 Bilingual Students’ Chinese
International Class 2 Teaching Method Listening Achievement

School in Grade 7 Monolingual Students’ Chinese
Bangkok, Class 1 Teaching Method Listening Achievement
Thailand

Figure 1. Conceptual framework of this research.

2. Literature Review Compared to students in local Thai schools,
2.1. Learning Chinese as a Foreign Language in students in international Thai schools absorb information
Thailand faster and achieve better results in learning Chinese. The
reason is the bilingual or even multilingual living and
At the end of 2010, there were 1,393 primary and learning environment of Thai students in international
secondary schools offering Chinese courses in Thailand, schools. Those who speak at least two languages have been
including 1,020 public schools and 373 private schools. The taught different languages from an early age and have
opening of Chinese courses in primary and secondary developed their own approach to language learning - even if
schools in Thailand’s mainstream society makes the they do not know they are capable of it. As a result, they are
growing Chinese language teaching more lively (Zheng et more sensitive to the nuances of different languages and are
al., 2014). more likely to recognize, accept, and use them (Cui, K.,
2014)
2.2. Learning Chinese as a foreign language in
international schools in Thailand 2.3. Chinese Listening Achievement

260

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

Chinese listening achievement depends on Chinese

listening skills. That is to say, to improve Chinese listening 2.3.2. Bilingualism

achievement, is to improve Chinese listening skills. Among According to Longman Dictionary from Applied
the “four skills”, “listening skill” is in the first place, which Linguistics, the word “bilingual” is defined by Yuan (2017)

is in the primary position. In daily communication and as follows: It is a person who is able to understand and use

language learning, we can only give the appropriate answer two languages. In daily use, a balanced bilingualism usually
if we understand the other side’s meaning first. Therefore, refers to someone who can speak, read and understand two

listening skill occupies a key position in TCFL (Zhang, languages well.

2014).

2.3.3. The Strategies of Bilingual Teaching Method

2.3. Bilingual Teaching Method Including these teaching strategies:
1.Code-switching in the teaching process (Giauque
2.3.1. Bilingualism on the Theory of Mind
The bilingualism mentioned by Devine and & Ely, 1990): they advocate the use of code-switching in
primary foreign language teaching and present procedures
Hughes (2014) also extends to the aspect of mental for teaching with code-switching that can be used as
functions, such as the Theory of Mind. It is a social teaching references.
cognitive ability and believed to be closely related to
executive function. The potential benefits of bilingualism in The sandwich technique (Butzkamm & Caldwell,
executive functions have been prevalent in modern 2009): said the second language and then repeat the first
bilingualism research. It is supported by numerous studies language, then again in the second language. L2 →L1→ L2.
(Bialystok, 1999; Bialystok et al., 2004; Costa et al., 2008).
It has also been disseminated to the public through extensive 2. The concurrent translation method. In some
media coverage (Bhattacharjee, 2012; Reville, 2014). bilingual classes, the teacher uses the target language first
and then proceeds to clarify the meaning of the first
The ability of Theory of Mind is often assessed language to emphasize the content of the message and
using false-belief tests such as the Unexpected Transference improve comprehension (Burenhult, & Flyman-
Test (Wimmer & Perner, 1983; Baron-Cohen et al., 1985) Mattson,1999).
and the Unexpected Content Test (Hogrefe et al., 1986;
Perner et al., 1987). It is the ability to attribute mental states 3. New Concurrent Approach (Jacobson & Faltis
to others and to predict and explain the behavior of others ,1990): requires teachers to use code-switching consciously,
based on those attributed mental states. through systematic code-switching to distinguish the
different functions.

As Schroeder (2018) mentioned, Theory of Mind 2.3.4. The Modes of Bilingual Teaching Method
is malleable and may be facilitated by a bilingual English famous Langman Publishing House
environment, suggested by cultural differences in the speed
of ToM development. Such as a meta-analysis shows that published “Langman Applied Linguistics Dictionary” to
children in mainland China, Canada, and the United States define the “bilingual teaching” teaching mode, the bilingual
develop Theory of Mind faster than children in Hong Kong teaching model has the following:
(Liu et al., 2008). And children in Australia and Canada
develop Theory of Mind faster than children in Austria and 1. Immersive teaching mode -- Schools use a
Japan (Wellman et al., 2001). These differences are second language that is not the mother tongue of students.
considered to be related to specific environmental factors,
such as a child's language environment. 2. Maintenance bilingual teaching model- When
students come to school, they are taught in their native
A study by Kovacs (2009) showed that the language and then gradually used the second language to
bilingual children of Romanian-Hungarian at the same ages teach some subjects. Some subjects continue to be taught in
of 2 and 3 -year-old were more than twice as likely to pass the mother tongue.
the Unexpected-Transfer Test as the monolingual Romanian
children comparable in intelligence. From this line of 3. Transitional bilingual teaching model-- When
thought and the evidence of previous research, it appears students come to school, they use all or part of their mother
tongue and then gradually move to teach only in a second
language (Wang, 2010).

that bilingualism accelerates the development of Theory of 2.4. Monolingual Teaching Method
Mind.

261

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

2.4.1. Monolingualism on the Theory of Mind 1. Direct teaching method: teaching only use the
As mentioned earlier, the Monolingual Teaching target language, without having to rely on the student's first
Method is based on monolingualism, while the Bilingual language. Use of images, such as physical medium.
Teaching Method is based on bilingualism. Both belong to
the Theory of Mind. What is the definition of the Theory of 2. Prohibit translation: language classes should not
Mind? According to Premack and Woodruff (1978), Theory have translation between the first language and the target
of Mind (ToM) is a theory of children’s ability to assign language. 3. Divided into two parts: in the immersion and
causal mental states to explain and predict behavior. In the bilingual courses, it needs to do the strict separation of the
past two decades, it has been an active area of research in two languages (Cummins, 2007).
developmental psychology. Research in this area examines
young children’s understanding of themselves and others as 2.4.4. The Monolingual Instructional Assumptions
mental beings (Milligan et al., 2007). Segal (1998) disputed 1. Instruction should be exclusively in the target
about the Theory of Mind is not possible without language.
A study of Farhadian et al. (2010) examined language, without recourse to the students’ L1. One
whether bilingual and monolingual preschoolers developed consequence of this assumption is that the use of bilingual
Theory of Mind (ToM) differently. A number of 163 dictionaries is discouraged. (The “direct method”
bilingual (Kurdish-Farsi) and monolingual (Farsi) preschool assumption) (Cummins, 2007).
children were administered with three-false-belief tasks.
ToM performance was significantly better in bilingual 2. Translation between L1 and L2 has no place in
children than in monolingual children. When age and language or literacy teaching. (The “no translation”
language proficiency were controlled, it was showed that assumption) (Cummins, 2007).
bilingualism significantly contributed to the prediction of
ToM development in preschool children, according to a 3. In immersion and bilingual programs, the two
hierarchical multiple regression analysis (Farhadian et al., languages should be strictly separated. (The “two solitudes”
2010). assumption) (Lambert &Tucker, 1972).
According to Milligan et al. (2007), Theory of
Mind performance is associated with both linguistic and 2.5. Previous Research on Related Studies
cognitive abilities, particularly executive functions. Theory
of Mind tasks are often linguistic in nature. Children are Jiang (2014) did a study on the monolingual
required to understand the linguistic information contained teaching method in the bilingual course of law for
in the task. This is successful performance of the Theory of experimental analysis of bilingual teaching in the law
Mind. department of Guangdong Peizheng University. As
mentioned in the study of Mohamed and Lobo(2020),
2.4.2. Monolingualism implementted at RAK University of Medicine and Health
According to the Oxford Dictionary Sciences in the United Arab Emirates, the monolingual
teaching method and bilingual teaching method were
monolingualism is defined as: 1.Knowing or being able to investigated in ELT. A study by Han and Park (2017)
use only one language; monoglot. 2.Spoken or written in investigated which of two teaching methods (bilingual vs.
only one language. Meanwhile, general dictionaries and monolingual instruction) was more effective and
linguistic dictionaries define monolingual differently as satisfactory for students learning English language. Sui
follows: Monolingual(adj) “able to speak only one (2005) mentioned the “bilingual teaching method” in
language” (Macquarie Dictionary) (adj) “said of a storytelling class in his research.
person/community with only one language, also
monolingual” (Crystal, 1987). 2.6. Background of the Target School

2.4.3. The Strategies of Monolingual Teaching One of the international schools in Bangkok,
Method Thailand was chosen as the target school for this study. This
Including this teaching strategies: school offers curriculums in English, Thai and Chinese from
Grade 1 to Grade 12. The school provides native Chinese
teachers, which means that students receive a recognized
standard of effective listening, speaking, reading, and
writing skills in Chinese.

262

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

2.7. Target Grade 7 Students at an Table 2 : The Chinese Listening Achievement Scoring Rubric and
International School in Bangkok, Thailand interpretation of the Pretest and Posttest

The population and sample of the target students in
this study were 59, Grade 7 students, in the target school.
Most of them were Thai, while a few were of Chinese,
Korean, Japanese or mixed descent. Therefore, the students’
Chinese language proficiency varied widely. However,
regardless of their Chinese proficiency as determined by the
final Chinese test by last year, the level dimensions of each
class of Grade 7 students were the same.

3. Methodology/Procedure 3.3. Validity and Reliability of the Research
Instrument
By collecting the results of the pretest and posttest
of Chinese listening achievement, quantitative comparative Regarding the research instrument of this study, the
intervention research was conducted. After that, descriptive pretest was the YCT (Level 2) Sample 1 and the posttest was
statistics (mean and standard deviation) and a quantitative the YCT (Level 2) Sample 2. Therefore, we continue to
hypothesis testing (dependent samples t-test and further describe the validity and reliability of the YCT
independent samples t-test) were used to determine if there (Level 2) for this research.
were significant differences between the Grade 7 students’
Chinese listening achievement with bilingual teaching Based on the new concept of validity, Ou (2013)
method and monolingual teaching method in learning CFL adopted the selection of the new YCT (Level 2) test, from
class at an international school in Bangkok, Thailand. the perspective of test users in Rhode Island in America two
middle schools from the Chinese evidence of the test of
3.1. Population and Sample internal and external aspects: content and structure.
Including test reliability and test set, it was the criterion
The population sample of this study included all 59 compared between (teacher) and candidate’s attitude. The
Grade 7 students in two classes who studied CFL at an results showed that: (1) In terms of reliability, the reliability
international school in Bangkok, Thailand, during the coefficient of the whole test, listening and reading subtest
academic school year 2021-2022 (see in Table 1). and most question types were ideal. (2) In terms of content
and structure, the test generally covers language functions
Table 1: The Population and Sample of Grade 7 Students in the and vocabulary in the content area. There was a moderately
Target School significant correlation between the listening and reading
comprehension scores, indicating that different skills were
3.2. Research Instrument tested. In terms of the surface validity of the test, the test
content was mostly consistent with the content of the large
The research instrument of this study was the framework (Ou, 2013) .
pretest and posttest. YCT (Level 2) Sample 1 was used for
the pretest, and YCT (Level 2) Sample 2 was used for the Zhang (2016) mentioned that based on the
posttest for this research. The data collecting was the scores measured data of the YCT (Level 2) test in 2007, the paper
of the listening sections of the YCT (Level 2), and the total investigated the validity and reliability of the test. The
score is 100 (see in Table 2). results showed that the difficulty level of the test items was
relatively easy and the quality and reliability of the
questions were relatively ideal. His study on the “Validity
of the New YCT Level 2 Test -- Taking the Sample Paper
of the YCT Level 2 Test” as an example collected the test
sections and external evidence of two American high
schools with the new validity view, concluded that the YCT
Level 2 Test could effectively measure learners’ Chinese

263

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

proficiency and made some suggestions for the YCT test
(Zhang, 2016).

3.4. Research Procedures Not only there was a significant difference between
Grade 7 students’ Chinese listening gain achievement
For this study, the pretest was conducted before the (difference of pretest and posttest) with bilingual teaching
experiment. Grade 7 students were divided into two groups. method was found , but also it got marked Chinese listening
The experimental group was taught with the bilingual gain achievement through comparative observation of the
teaching method in Grade 7 Class 2 (BC2). The control results.
group was taught with the monolingual teaching method in
Grade 7 Class 1 (MC1). In six-week experimental period of 4.4. Research Finding from Research Objective 4
this study, the same content of lesson plans was taught in
both groups. At the end of the experimental period, both Table 6: Results of the dependent Samples t-Test Comparing
groups were conducted with a posttest to obtain Chinese Grade 7 Students’ Chinese Listening Gain Achievement
listening achievement data. (Difference of Pretest and Posttest) in MC1

4. Research Findings and Conclusions Despite there was a significant difference between
Grade 7 students’ Chinese listening gain achievement
The findings of the study are presented according to the (difference of pretest and posttest) with monolingual
research objectives. teaching method was found, it got improved scores with a
certain amount in Chinese listening gain achievement
4.1. Research Finding from Research Objective 1 through comparative observation of the results.

Table 3: Mean Score and Standard Deviation of Grade 7 Students’
Chinese Listening Achievement of BC2 in Posttest

For the BC2, Grade 7 students’ Chinese listening 4.5. Research Finding from Research Objective 5
achievement with the bilingual teaching method was
interpreted as very good. Table 7: Results of the Independent Samples t-Test Comparing
Grade 7 Students’ Chinese Listening Gain Achievement (Mean
4.2. Research Finding from Research Objective 2 Difference of Pretest and Posttest) in BC2 and MC1

Table 4: Mean Score and Standard Deviation of Grade 7 Students’

Chinese Listening Achievement of MC1 in Posttest

Posttest Minimum Maximum M SD

MC1 40 80 68.97 9.67 Note. Significance level was set at .05 (two-tailed). “MD” stands
for “mean difference”.
For the MC1, Grade 7 students’ Chinese listening
achievement with the monolingual teaching method was Not only there was a significant difference between
interpreted as satisfactory. Grade 7 students’ Chinese listening gain achievement (mean

4.3. Research Finding from Research Objective 3 difference of pretest and posttest) with bilingual teaching

method and monolingual teaching method was found, but

also BC2 had achieved more remarkable results than MC1

through comparative observation of the results.

Table 5: Results of the dependent Samples t-Test Comparing 5. Discussion and Recommendations
Grade 7 Students’ Chinese Listening Gain Achievement 5.1. Discussion

(Difference of Pretest and Posttest) in BC2 5.1.1. Bilingual Teaching Method in TCFL

264

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

The previous study of Sui (2005), it was used the to the monolingual teaching method, the results explained
bilingual teaching method for children’s vocabulary that the bilingual teaching method was more successful and

memory and learning in the storytelling classes, which could convenient in ELT (Mohamed & Lobo, 2020).
improve children’s English listening comprehension ability Similar to these studies, the findings of this study
and attract children’s attention and stimulate their interest in
from Research Objective 5 revealed that, under the same
language learning. Similar to that study, this study showed certain conditions, students’ Chinese listening achievement
students’ Chinese listening achievement improved with bilingual teaching method was better than those with

obviously with the bilingual teaching method. Regardless of the monolingual teaching method. This means that under the

whether the students have a good or poor Chinese language same certain conditions, compared to the monolingual

foundation, they can achieve better performance in Chinese teaching method, students could learn better with bilingual

listening comprehension with the bilingual teaching method teaching method in Chinese listening achievement of

in TCFL class. This is because they have no obvious stress learning CFL for a certain group of students.

in the language environment, which greatly reduces their In TCFL, both teaching methods have their

anxiety about Chinese. advantages and disadvantages, which cannot be generalized

or limited to one. Both teaching methods should be used

5.1.2. Monolingual Teaching Method in TCFL flexibly under certain conditions and with certain groups of
From Jiang’ s (2014) previous study, it was found students.

that in the monolingual teaching method, students’ listening The bilingual teaching method is suitable for

comprehension and speaking ability had improved, but there students whose Chinese proficiency is relatively weak to

were still problems in acquiring subject knowledge. Similar learn CFL. Given the Chinese and English as the bilingual

to that study, the findings of this study showed that although languages in TCFL class, the requirements for students with

the students got a satisfactory Chinese listening weak Chinese proficiency are low. Therefore, there is less

achievement, they still failed to master some knowledge in pressure on the Chinese language in TCFL class. Students

the implementation of TCFL with the target curricula. That can freely switch between the target language and the

was the reason explained why the mean scores of Chinese second language in CFL class. In this way, their interaction

listening achievement that they got were not so high. In with the TCFL teacher in class is more effective. As a result,

other words, they did not have an excellent understanding of their interest in learning Chinese is strengthened.

Chinese knowledge in the TCFL class. The monolingual teaching method is suitable for

students who have a good knowledge of Chinese, and even

5.1.3. Bilingual Teaching Method versus Monolingual better for students who already have excellent proficiency

Teaching method in TCFL in Chinese. It means that students can understand well what

A study by Han and Park (2017) investigated the teacher says even without using a second language as a

which of the two teaching methods (bilingual vs. medium.

monolingual instruction) was more effective and However, it should be noted that in the bilingual

satisfactory for English language learning students. The teaching method, TCFL teachers should not only make good

results indicated that the bilingual teaching method was lesson plans but also flexibly control the frequency of using

more effective. The participants under bilingual instruction the second language when the second language is used as
significantly preferred the bilingual teaching method to the the medium. To learn more Chinese, students’ dependence

monolingual teaching method. The group with monolingual on the second language should be gradually reduced. So

instruction perceived the exclusive use of the target that, they can be guided to learn more Chinese.

language in second language instruction as negative.

As mentioned in the study of Mohamed and 5.2. Recommendations
Lobo(2020), implemented at RAK University of Medicine
and Health Sciences in the United Arab Emirates, the From the above findings and discussions of this
monolingual teaching method and bilingual teaching study, there are some recommendations for students,
method were investigated in ELT. This study tried to find teachers, administrators, and future researchers.
out which method was more effective and which method
English learners preferred and got better results. Compared 5.2.1. Recommendations for Students
In order to find suitable and effective learning

methods for themselves, students should be aware of their

265

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

Chinese proficiency. Based on the understanding of their listening gain achievement with bilingual teaching method
Chinese language skills, choose suitable methods and books and monolingual teaching method in learning CFL class.
for their Chinese language skills. Not only during the class, Besides that, this study further discussed the application of
but also after the class, students should practice more bilingual teaching method and monolingual teaching
Chinese to improve their Chinese skills. At the same time, method in TCF. It was found that under the same conditions,
when learning Chinese, they should not always be trapped students’ Chinese performance is better when they use the
in their anxiety and pressure to learn Chinese, but actively bilingual teaching method than when they use the
find and choose a suitable and effective learning method. monolingual teaching method. Obviously, this is true for a
Whether it is a monolingual or bilingual teaching method, certain group of students under certain circumstances. When
students should use it flexibly according to their Chinese the scope of the research objects is expanded, the research
proficiency and the effective suggestions of TCFL teachers. methods are improved, and the research objects are more
specific, the research results will be more accurate and
5.2.2. Recommendations for Teachers profound. For example, expanding the age tests for students
It is better to ask students to participate more in or differentiating the duration of studying CFL and so on.

interaction and communication with the teacher in TCFL At the same time, this study makes some valuable
class. TCFL teachers should pay more attention to the suggestions for the curriculum and instructions for TCFL
“student learning centre” method in the class, so that class. It also gives some teaching strategies and hints for
students can play a more active and positive role instead of teachers and researchers who are engaged in TCFL. In this
relying only on the teacher. In addition, to make a good study, only the performance in Chinese listening skills with
teaching plan according to the Chinese language level of the TCFL was investigated. A longer study would be included
students, it is necessary to know the Chinese language level the other Chinese language skills in the four skills of TCFL,
of the target students well. namely speaking, reading and writing, and the statistical
data obtained would be more accurate. Therefore, future
Moreover, TCFL teachers should be more researchers could try to conduct the relevant studies in a
professional not only in Chinese but also in the second broader range of TCFL learning and over a longer
language. In this way, TCFL teachers could reduce the experimental period. In this way, the research in this area
negative transfer caused by using the target language and the would be more thorough and make a greater contribution to
second language in the teaching process as much as future researchers.
possible. In this way, it is possible to improve the accuracy
of language transfer and reduce the error between language References
changes.
Al Jadidi, H., & Sangunietti, J. (2010). Characteristic
Finally, regarding linguistic and cultural pedagogical styles of bilingual and monolingual
differences, TCFL teachers should be able to know well the English teachers. International Journal of Arts and
cultural background of the two languages. TCFL teachers Sciences, 3(16), 131-147.
should be able to use the different languages flexibly and
switch freely between languages to facilitate good Baker, C. (1996). Foundations of bilingual education and
communication with students in class. In this way, students’ bilingualism. Multilingual matters. Frontiers in
attention can be aroused and their interest in learning CFL Communication, 3, 36. Retrieved from
can be increased. https://www.frontiersin.org/articles/10.3389/fcom
m.2018.00036/full
5.2.3. Recommendations for Administrators
Administrators can flexibly arrange lessons and Bialystok, E. (1988). Levels of bilingualism and levels of
linguistic awareness. Developmental psychology,
class’ levels according to students’ Chinese proficiency. 24(4), 560. Retrieved from
After effective communication with students and TCFL https://psycnet.apa.org/record/1989-00979-001
teachers, they can choose textbooks that match students’
abilities, which would benefit both students and teachers. Bialystok, E., Craik, F. I., Klein, R., & Viswanathan, M.
(2004). Bilingualism, aging, and cognitive control:
5.2.4. Recommendations for Future Researchers evidence from the Simon task. Psychology and
This research study revealed that there were

significant differences between Grade 7 students’ Chinese

266

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

aging, 19(2), 290. Retrieved from mind in bilingual and monolingual preschool

https://psycnet.apa.org/record/2004-14948-005 children. Journal of Psychology, 1(1), 39-46.

Bhattacharjee, Y. (2012). The benefits of bilingualism. Giauque, G. S., & Ely, C. M. (1990). 10 Code-switching in

Retrieved from beginning foreign language teaching. Language

https://www.nytimes.com/2012/03/18/opinion/sun distribution issues in bilingual schooling, (56),

day/the-benefits-of-bilingualism.html 174.

Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does Graham, D. (2020). English Only Please-13 Methods for
the autistic child have a “theory of mind” ?.
Monolingual Classes. Retrieved from

Cognition, 21(1), 37-46. Retrieved from https://busyteacher.org/19255-monolingual-

https://www.sciencedirect.com/science/article/abs classes-13-methods-english-only.html

/pii/0010027785900228 Han, J., & Park, K. (2017). Monolingual or bilingual

approach: The effectiveness of teaching methods in

Butzkamm, W., & Caldwell, J. A. (2009). The bilingual second language classroom.

reform: A paradigm shift in foreign language Hogrefe, G. J., Wimmer, H., & Perner, J. (1986). Ignorance

teaching. Narr Francke Atte mpto Verlag. versus false belief: A developmental lag in

Burenhult, N., & Flyman-Mattson, A. (1999). Code attribution of epistemic states. Child development,

switching in s econd language teaching of French. 567-582. Retrieved from

Retrieved on June, 20, 2007. https://www.jstor.org/stable/1130337?seq=1

Cummins, J. (2007). Rethinking monolingual instructional Jacobson, R., & Faltis, C. (Eds.). (1990). Language

strategies in multilingual classrooms. Canadian distribution issues in bilingual schooling (Vol. 56).

Journal of Applied Linguistics, 10(2), 221-240. Multilingual matters.

Retrieved from Jiang, D. (2014). Monolingual Teaching Method in

https://journals.lib.unb.ca/index.php/CJAL/article/ Bilingual Course of Law -- An Experimental

view/19743 Analysis of Bilingual Teaching in the Law

Costa, A., Hernández, M., & Sebastián-Gallés, N. (2008). Department of Guangdong Peizheng University.

Bilingualism aids conflict resolution: Evidence Journal of HubeiUniversity of Science and

from the ANT task. Cognition, 106(1), 59-86. Technology.

Retrieved from Kovács, Á. M. (2009). Early bilingualism enhances

https://www.sciencedirect.com/science/article/abs mechanisms of false-belief reasoning.

/pii/S001002770600268X Developmental science, 12(1), 48-54. Retrieved

Crystal, D. (1987). The Cambridge encyclopaedia of from

language. https://onlinelibrary.wiley.com/doi/abs/10.1111/j.

Cambridge: Cambridge University Press 1467-7687.2008.00742.x

Cui, K. (2014). Chinese language teaching in international Lambert, W. E., & Tucker, G. R. (1972). Bilingual

schools in Thailand Research- A Case Study in education of children: The St. Lambert experiment.

Bromsgrove International School Thailand (A Liu, D., Wellman, H. M., Tardif, T., & Sabbagh, M. A.

Dissertation for the Degree of M.TCSOL, Hebei (2008). Theory of mind development in Chinese

University, China). Retrieved from children: a meta-analysis of false-belief

https://www.zsdocx.com/p-6695884.html understanding across cultures and languages.

Devine, R. T., & Hughes, C. (2014). Relations between false Developmental psychology, 44(2), 523. Retrieved

belief understanding and executive function in from https://psycnet.apa.org/record/2008-02379-

early childhood: A meta-analysis. Child 019

development, 85(5), 1777-1794. Retrieved from Mohamed, O. I., & Lobo, Z. (2020). A Comparative Study

https://srcd.onlinelibrary.wiley.com/doi/abs/10.11 between Monolingual and Bilingual Teaching

11/cdev.12237 Methodologies of English in a Health Sciences

Farhadian, M., Abdullah, R., Mansor, M., Redzuan, M. A., University in the United Arab Emirates. English

Gazanizadand, N., & Kumar, V. (2010). Theory of Language Teaching, 13(1), 73-84.

267

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

Milligan, K., Astington, J. W., & Dack, L. A. (2007). Segal,G.(1998). Representing Representation: Language
Language and theory of mind: Meta‐analysis of the
relation between language ability and false‐belief and Thought: Interdisciplinary Themes.

Cambridge, England: Cambridge University Press.

understanding. Child development, 78(2), 622- Schroeder, S. R. (2018). Do bilinguals have an advantage in

646. Retrieved from theory of mind? A meta-analysis. Frontiers in

https://srcd.onlinelibrary.wiley.com/doi/abs/10.11 Communication, 3, 36. Retrieved from

11/j.1467-8624.2007.01018.x https://www.frontiersin.org/articles/10.3389/fcom

Ou, P. (2013). Validity of the New YCT Level 2 m.2018.00036/full

Examination -- Taking the New YCT Level 2 Wimmer, H., & Perner, J. (1983). Beliefs about beliefs:
Sample Paper as an Example (Master’s Thesis,
Representation and constraining function of wrong
MinZu University Of China). Retrieved from beliefs in young children’s understanding of

https://tow.cnki.net/kcms/detail/detail.aspx?filena deception. Cognition, 13(1), 103-128. Retrieved

me=1013316822.nh&dbcode=CRJT_CMFD&dbn from

ame=CMFDTOTAL&v= https://www.sciencedirect.com/science/article/abs

Premack, D., & Woodruff, G. (1978). Does the chimpanzee /pii/0010027783900045

have a theory of mind?. Behavioral and brain Wright, S. (Ed.). (1996). Monolingualism and bilingualism:

sciences, 1(4), 515-526. Retrieved from Lessons from Canada and Spain. Multilingual

https://www.cambridge.org/core/journals/behavio Matters. Retrieved from

ral-and-brain-sciences/article/does-the- https://books.google.co.th/books?hl=en&lr=&id=

chimpanzeehave-a-theory-of- a2YtdM1kNOcC&oi=fnd&pg=PA1&dq=Monoli

mind/1E96B02CD9850016B7C93BC6D2FEF1D ngualism+and+Bilingualism:+Lessons+from+Can

0 ada+and+Spain&ots=hE0v7i48Qi&sig=vWUCsJ

Perner, J., Leekam, S. R., & Wimmer, H. (1987). Three- vzEVwKhbc0y3tQyuumt9s&redir_esc=y#v=onep
year-olds’ difficulty with false belief: The case for
age&q=Monolingualism%20and%20Bilingualism

a conceptual deficit. British journal of %3A%20Lessons%20from%20Canada%20and%

developmental psychology, 5(2), 125-137. 20Spain&f=false

Retrieved from Wang, H. (2010). A preliminary study of listening teaching

https://bpspsychub.onlinelibrary.wiley.com/doi/ab methods for Chinese as a foreign language. Journal

s/10.1111/j.2044-835X.1987.tb01048.x of Chifeng University (Soc.Sci),31(6). Retrieved

Purkarthofer, J., & Mossakowski, J. (2011). Bilingual from

teaching for multilingual students? Innovative https://library.jluzh.edu.cn/_upload/article/files/b7

dual-medium models in Slovene-German schools /ae/f810ce294e0084f08be7d660f393/12aed684-

in Austria. International Review of Education, 15a8-4ae5-bbc8-8f7d918e2824.pdf

57(5), 551-565. Wang, Q. (2010). Discussion on the dialectical relationship

Reville, W. (2014). The Bilingual Brain Is More Nimble of bilingual teaching. Forest teaching. Retrieved

And Efficient. Retrieved from from

https://www.irishtimes.com/news/science/the- https://www.cnki.com.cn/Article/CJFDTotal-

bilingual-brain-is-more-nimble-and-efficient- LQXJ201001036.htm

1.1764064 Wellman, H. M., Cross, D., & Watson, J. (2001). Meta-

Slavin, R. E., & Cheung, A. (2005). A synthesis of research analysis of theory-of-mind development: The truth

on language of reading instruction for English about false belief. Child development, 72(3), 655-

language learners. Review of educational research, 684. Retrieved from

75(2), 247-284. https://srcd.onlinelibrary.wiley.com/doi/abs/10.11

Sui, Y. (2005). Involving Preschool Children in English 11/1467-8624.00304
Learning through Bilingual Storytelling (Master’s
Yuan, F. U. (2017). Research on Problems and

Thesis, Beijing Normal University Of China). Countermeasures of College Bilingual Instruction.

Retrieved from

file:///C:/Users/mm/Downloads/25874638.pdf

268

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

Zhang.H.M.(2014). The Optimization of The Chinese

Listening Courses of Universities in Thailand, A
Case Study in Burapha University (Master’s

Thesis, Guangxi University, China). Retrieved

from

https://www.ixueshu.com/document/a46919a580b

e9f735fddedef841290a1318947a18e7f9386.html

Zheng, T.T., Jiang, Y.J., & Chen, R.L.(2014). Annual

Report on Chinese Language Teaching in

Southeast Asia III. Overseas Chinese Education, 3.

Retrieved from

https://core.ac.uk/download/pdf/41439699.pdf

269

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

A Correlational-Comparative Study of Burmese High School Students’
Motivation and Academic Achievement in
English as a Foreign Language Class

Bu Mu1
Orlando González2

Abstract

Purpose: The purpose of this quantitative study was to determine whether there was a significant relationship between motivation for learning
English as a foreign language (EFL) and English academic achievement, and a significant difference in motivation for learning EFL, in terms
of motivational intensity, desire to learn English, and attitudes toward learning English, between Grades 10 and 11 students at Mungmyit Sinli
IDPs High School, Kachin State, Myanmar. Research design, data and methodology: A total of 225 students participated in this study.
Motivation-related data were gathered through administering a survey questionnaire adapted from Gardner’s (2010) Attitude/Motivation Test
Battery, while the English students’ monthly test scores were considered to measure participants’ English academic achievement. Results: There
was no significant relationship between Grade 10 students’ motivational intensity and desire to learn for learning EFL with their English
academic achievement, while their attitudes toward learning English were found to have a significantly weak relationship with their English
academic achievement. On the other hand, there was no significant relationship between any of the motivation-related variables and the English
academic achievement of Grade 11 students. Besides, only a significant difference in motivational intensity between Grade 10 and Grade 11
students was found. Conclusions: The results indicate that being enrolled in either Grade 10 or 11 at the target school appears to have a statistical
effect on the students’ motivation for learning EFL.

Keywords: English as a Foreign Language, Motivation for Learning, Academic Achievement, High School, Myanmar

JEL Classification Code: C12, I20, I21, N35

1. Introduction educational reforms that have taken place in the country.
Then, as a consequence of these reforms, which have
The teaching and learning of English language play attached a great importance to the role of the English
a fundamental role in Myanmar as a member of the language in the fields of education, politics, society and
Association of Southeast Asian Nations (ASEAN), whose economics, the number of private language institutes have
lingua franca is English (Bolton, 2008). Therefore, the significantly increased in Myanmar (Siphora & Lynch,
current demand for Myanmar people who are highly 2019). Accordingly, the Myanmar students have been
proficient in English language becomes inevitable, in order motivated to learn English for academic and professional
to be able to communicate not only with each people from advancement (Thant & González, 2019).
the ASEAN region, but also with other people from all over
the world (Ireland & Van Benthuysen, 2014). The role of motivation is regarded as a significant
factor leading to successful learning, particularly in relation
The importance of English language has been to language learning (Winke, 2005). In that regard, Gardner
obvious throughout the history of Myanmar, as it was used (2010) mentioned that the second or foreign language
as the language of choice in the areas of law, administration, learners who put more effort, and become more enthusiastic
politics, and even education at all stages during the pre- in acquiring a particular knowledge or skill, tend to do have
independence era (Fen, 2005; Ireland & Van Benthuysen, a better academic achievement than those learners that are
2014). In the era of post-independence, the use of English less effortful and enthusiastic. Similarly, the learners’
language in Myanmar has been limited to the diplomatic and motivation for learning English as a foreign language (EFL)
educational arenas. is an imperative issue in the success and failure of learning
in Myanmar (Siphora & Lynch, 2019), especially for
Since 2010, the interest in English learning in
Myanmar has rapidly increased due to the political and

270

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

students that qualify as internally displaced persons (IDPs), English, and English academic achievement of Grades 10
people who have been forced, due to different conflicts or and 11 students at Mungmyit Sinli IDPs High School,
hard circumstances, to flee or to leave from their homes or Kachin State, Myanmar.
places of residence.
4. To determine whether there is a significant
With all this in mind, and considering that difference in motivation for learning English as a foreign
motivation for learning English has been reported to language (EFL), in terms of motivational intensity, desire to
significantly influence both high achievers and low learn English and attitudes toward learning English, of
achievers (Gardner, 2010; Li & Pan, 2009), the researchers Grades 10 and 11 students at Mungmyit Sinli IDPs High
designed and conducted a comparative-correlational study School, Kachin State, Myanmar.
to the motivation for learning English as a foreign language
and English academic achievement of Grades 10 and 11 3. Theoretical Framework
students at Mungmyit Sinli IDPs High School, Kachin State,
Myanmar. This study was conducted based on the socio-
educational model of second language acquisition as
2. Research Objectives supporting theory.

The following were the specific research objectives 3.1 Socio-Educational Model of Second Language
addressed in this study. Acquisition

1. To determine the level of motivation for learning The socio-educational model of second language
English as a foreign language (EFL), in terms of acquisition is a framework that describes the factors that
motivational intensity, desire to learn English and attitudes mainly affect the language learning process. This model is
toward learning English, of Grades 10 and 11 students at primarily focused on motivation and the components that
Mungmyit Sinli IDPs High School, Kachin State, Myanmar. have influence on it. According to Gardner (2010), the
students’ motivation for learning a second or foreign
1.1. To determine the level of motivation for language is comprised of three variables, which are
learning EFL, in terms of motivational intensity, desire to motivational intensity (i.e., the amount of individual effort
learn English and attitudes toward learning English, of put by a language learner into learning the language), desire
Grade 10 students at Mungmyit Sinli IDPs High School, to learn English (i.e., the enthusiasm or keenness of a
Kachin State, Myanmar. language learner toward mastery and acquiring
understanding of the English language), and attitudes
1.2. To determine the level of motivation for toward learning English (i.e., the enduring preconceived
learning EFL, in terms of motivational intensity, desire to notions, evaluations, and positive or negative feelings about
learn English and attitudes toward learning English, of learning English and its related activities that guide a
Grade 11 students at Mungmyit Sinli IDPs High School, language learner’s actions and reactions while learning the
Kachin State, Myanmar. language). In order to measure motivation for learning EFL
and its subscales, Gardner developed the Attitude/
2. To determine the level of English academic Motivation Test Battery (Gardner, 2010).
achievement in English as a foreign language (EFL) of
Grades 10 and 11 students at Mungmyit Sinli IDPs High 4. Conceptual Framework
School, Kachin State, Myanmar.
Figure 1 depicts the conceptual framework of the study. The
2.1. To determine the level of English academic independent variable of this study was motivation for
achievement in EFL of Grade 10 students at Mungmyit Sinli learning EFL in terms of motivational intensity, desire to
IDPs High School, Kachin State, Myanmar. learn English and attitudes toward learning English, while
the dependent variable was the participants’ English
2.2. To determine the level of English academic academic achievement.
achievement in EFL of Grade 11 students at Mungmyit Sinli
IDPs High School, Kachin State, Myanmar.

3. To determine whether there is a significant
relationship between motivation for learning English as a
foreign language (EFL), in terms of motivational intensity,
desire to learn English and attitudes toward learning

271

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

Figure 1: Conceptual Framework for the Current Study also found to have positive attitudes toward learning
English.
5. Literature Review
Thant and González (2019) conducted a
In this section, some previous studies related to the comparative-correlational study on the attitude toward and
research variables addressed in this study are reviewed and motivation for learning EFL of Grade 9 students from three
summarized. different ethnic groups at No. 2 Basic Education High
School, Eastern Shan State, Myanmar. A total of 199
Binalet and Guerra (2014) conducted a study participants were recruited for this study by convenience
focusing on the relationship between motivation and sampling. The investigation demonstrated that the students
language academic achievement among tertiary students. had a positive attitude toward and a high motivation for
The total participants were 30 freshman students taking a learning EFL, regardless of the ethnic group. Moreover, the
Bachelor of Science in Criminology at the Ifugao State level of the participants’ motivational intensity was found to
University, Philippines. According to the findings of the be partially high, and the level of desire to learn English was
study, there was no statistically significant relationship of found to be high, regardless of the participant’s ethnic
motivation and the students’ language academic group. The level of participants’ attitudes toward learning
achievement, which indicates that the level of the English ranged from partially positive (for students
participants’ motivation did not have an explanatory and belonging to the Shan ethnic group) to positive (for students
predictive power for their language academic achievement, belonging to the Akha and Bamar ethnic groups).
and vice versa.
Kitjaroonchai (2012) conducted a study on
Siphora and Lynch (2019) conducted a study on secondary schools’ students English learning motivation in
215 students at Nelson English Language Center in Yangon, the Education Service Area Office 4, Saraburi Province,
Myanmar, focusing on the students’ motivation for learning Thailand. The study was administrated to 266 participants
EFL according to their preferences for indirect learning in different years of study, ranging from Grades 7 to 12. The
strategies. The findings indicated that these Burmese data analysis revealed that the target students had high levels
students were highly motivated to learn EFL, regardless of of both integrative and instrumental motivation, with the
their preferences for a particular indirect learning strategy. level of integrative motivation being partially lower than
Moreover, the levels of the participants’ motivational level of instrumental motivation. It was also found that
intensity and desire to learn English were also found to be students with a high academic achievement (i.e., those with
high, with the level of the latter subscale being numerically a GPA ≥ 3.20) had a significantly slightly higher level of
higher than the level of the former. The participants were motivation for learning EFL than the other students.

6. Methodology/Procedure

In this section, details on the study’s population,
sample and research instruments are provided.

6.1. Population and Sample

This research was conducted on a population
sample comprised of all 96 students from Grade 10 and 129
students from Grade 11 students who were enrolled in the
academic year of 2020-2021 at Mungmyit Sinli IDPs High
School, Kachin State, Myanmar, for a total of 225 students.

6.2. Research Instruments

This study was conducted using the following
research instruments: the Motivation for Learning English

272

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

as a Foreign Language Questionnaire, and the English psychometric assessment, an even number of choices or
subject’s monthly test for English Language class. anchors (e.g., six) in a Likert rating scale is used when the
researcher wants the respondents to express clear agreement
6.2.1. Motivation for Learning English as a Foreign or disagreement, instead of taking a neutral position, by
Language Questionnaire (MLEFLQ) leaving out the “midpoint” choice, which is widely regarded
to be a neutral response (Devlin, 2020; Gardner, 2010).
In order to measure the participants’ level of
motivation for learning EFL, the researchers developed this The Cronbach’s alpha reliability test was carried
instrument by adopting the 30 items corresponding to the out for the overall and subscales of the MLEFLQ, for
motivation construct, and its three defining subscales, from
the international version of the Attitude/Motivation Test internal consistency reliability analysis. As a result, a good
Battery (AMTB; Gardner, 2010). The AMTB has been internal consistency reliability was found for the total score,
widely used as a standardized motivation test by many with a Cronbach’s alpha of .84, while the Cronbach’s alphas
researchers conducting studies on EFL (e.g., Dörnyei, 2001; for all the three subscales ranged from .65 to .83 (see Table
Marina, 2018; Siphora & Lynch, 2019; Thant & González, 1).
2019). The AMTB was developed using the construct-
oriented approach, a theory-driven method of measure Table 1: Reliability Coefficients of the MLEFLQ, Reported
development based on professional judgment and construct
definitions from the research literature. A construct-oriented by Siphora and Lynch (2019) and the Current Study
approach to measure development is particularly useful if Cronbach’s alpha values
the questionnaire being developed is intended to measure
constructs from a specific theory, like in the case of the Subscale Siphora Current
AMTB, in which Gardner wanted to develop a research and Lynch study
instrument able to measure the different constructs defined
by his socio-educational model of second language (2019)
acquisition (Gardner, 2010). Then, the following steps were
taken to ensure content validity: after conducting an Motivational intensity .66 .65
extensive literature review and consulting with language
teachers about variables that might be important in language Desire to learn English .75 .69
learning, the variables relevant to the constructs in the socio-
educational model of second language acquisition were Attitudes toward learning .79 .83
identified and given explicit definitions, followed by the English
development of a representative collection of items for each
variable of interest, making sure that the items and their Overall .85 .84
wording were appropriate to the population and sample of
interest (i.e., school students age 12 to 16). Finally, Gardner 6.2.2. English Subject’s Monthly Test for English
conducted two validation pilot studies on samples of 552 Language Class
and 1521 language learners, respectively.
The English subject’s monthly tests were used to
The 30 items chosen from the AMTB, 15 measure the participants’ English academic achievement.
positively and 15 negatively worded, were distributed as The tests, which were created by five English language
follows: 10 items about motivational intensity (Items 1-10), teachers from the target school, were designed to assess the
10 items about desire to learn English (Items 11-20), and 10 students’ reading skills (i.e., read the passage), writing skills
items about attitudes toward learning English (Items 21-30). (i.e., letter and essay), and the implementation of
A 6-point Likert scale (1= strongly disagree, 2 = moderately grammatical skills (i.e., fill in the blanks, complete the
disagree, 3 = slightly disagree, 4 = slightly agree, 5 = sentence with the correct grammar forms). Scores under 40
moderately agree, 6 = strongly agree) was used to rate the points were considered as failure, whereas a score of 80-100
extent of agreement with the statements on each item (see points was regarded as excellent.
Appendix 1). There is a psychometric justification for
employing six response options or anchors per item. In 7. Research Findings

The research findings obtained from the data
collection and analysis follows, presented by research
objective. For the data analysis, negatively worded items
were reverse coded in order to average them with the

273

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

positively worded ones, and then create a composite mean Regarding to Research Objective 2.1, the following findings

score of each of the motivation-related variables. were obtained.
• The level of Grade 10 students’ English

7.1. Findings From Research Objective 1 academic achievement was moderate, M = 59.07, SD =
11.17.
Regarding to Research Objective 1, the following
findings were obtained. • Grade 10 students’ English academic
achievement ranged from a minimum score of 39 to a
• The overall level of Grade 10 students’ maximum score of 87 points.

motivation for learning English as a foreign language was 7.2.2. Findings From Research Objective 2.2.
high, M = 4.62, SD = 1.05. Regarding to Research Objective 2.2, the following findings
were obtained.
• The overall level of Grade 11 students’
motivation for learning English as a foreign language was • The level of Grade 11 students’ English
high, M = 4.80, SD = 1.12.
academic achievement was moderate, M = 42.67, SD =

7.1.1. Findings From Research Objective 1.1. 15.73.
Regarding to Research Objective 1.1, the • Grade 11 students’ English academic

following findings were obtained. achievement ranged from a minimum score of 15 to a
• The level of Grade 10 students’ motivational
maximum score of 85 points.

intensity for learning English as a foreign language was 7.3. Findings From Research Objective 3

partially high, M = 3.79, SD = 1.15.
• The level of Grade 10 students’ desire to learn

English for learning English as a foreign language was high, Regarding to Research Objective 3, the following

M = 4.95, SD = 1.02. findings were obtained from performing a correlational
• The level of Grade 10 students’ attitudes toward analysis using Pearson’s correlation coefficients. Table 2

learning English for learning English as a foreign language depicts the results of bivariate correlations of motivational
was positive, M = 5.14, SD = .96. intensity, desire to learn English, attitudes toward learning
English with English academic achievement of Grade 11

7.1.2. Findings From Research Objective 1.2. students at Mungmyit Sinli IDPs High School, Kachin State,
Regarding to Research Objective 1.2, the Myanmar.

following findings were obtained. Table 2: Bivariate Correlations Between Motivational
• The level of Grade 11 students’ motivational

intensity for learning English as a foreign language was Intensity, Desire to Learn English, Attitudes Toward
Learning English and English Academic Achievement of
partially high, M = 4.28, SD = 1.21. Grade 11 Students at Mungmyit Sinli IDPs High School,
• The level of Grade 11 students’ motivational

intensity for learning English as a foreign language was Kachin State, Myanmar

high, M = 5.04, SD = 1.13. Variables 12 3
• The level of Grade 11 students’ motivational 1.Motivational intensity —

intensity for learning English as a foreign language was 2. Desire to learn English .35* — —
(<.001
positive, M = 5.07, SD = 1.02. 3.Attitudes toward learning ) .66* .09
English .40* (<001 (.319)
7.2. Findings From Research Objective 2 (<.001 )
Regarding to Research Objective 2, the following findings 4.English academic ) .12
achievement -.01 (.176)
were obtained. (.910)
• The level of Grade 10 students’ English academic

achievement was moderate, M = 59.07, SD = 11.17.
• The level of Grade 11 students’ English academic

achievement was moderate, M = 42.67, SD = 15.73. Note. An asterisk * denotes a statistically significant relationship
(statistical significance level set at α = .05, two tailed). p-values

7.2.1. Findings From Research Objective 2.1. appear within parentheses below the correlation coefficients.

274

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

• There was no significant relationship between the participating in the current study also had a partially high
participants’ motivational intensity with their English motivational intensity, which indicates that they put a
academic achievement (for Grade 10 students, r = .01, p = partially high amount of individual effort to learn English.
.913; for Grade 11 students, r = .01, p = .910). This result is in line with that of Thant and González (2019),
who also reported a partially high level of motivational
• There was no significant relationship between the intensity to learn EFL in Burmese Grade 9 students from
participants’ desire to learn English with their English three different ethnic groups. According to the findings of
academic achievement (for Grade 10 students, r = .13, p = the current study, the Grade 10 and Grade 11 students had a
.194; for Grade 11 students, r = .12, p = .176). high desire to learn English as a foreign language. This
result is aligned with Deci and Ryan (1985), who indicated
• There was a significantly weak relationship of the that the learners’ intrinsic motivation influences their
Grade 10 students’ attitudes toward learning English with learning level and a positively related between them. Based
their English academic achievement, r = .29, p = .004. on the findings, the students can be considered as they are
willing to get involved in their EFL learning activities.
• There was no significant relationship between the
Grade 11 students’ attitudes toward learning English with One of the findings revealed that the participants
their English academic achievement, r = .09, p = .319. were highly motivated and had a partially high motivational
intensity. This finding aligns with the one of Wang (2008),
7.4. Findings From Research Objective 4 whose investigation found that students highly motivated to
learn EFL had the tendency to spend more effort to learn
Regarding to Research Objective 4, the following English; that is, to have a higher level of motivational
findings were obtained, from performing a 2 (Grades 10 and intensity.
11 students) × 3 (motivational intensity, desire to learn
English, and attitudes toward learning English) multivariate Another of the findings in this study revealed that
analysis of variance (MANOVA) on the collected data. the participants were highly motivated and had positive
attitudes toward learning English as a foreign language. The
• There was a significant difference in motivational findings of this study are also in a line with that of Marina
intensity for learning English as a foreign language between (2018), who conducted a study on 157 students from Grade
Grades 10 and Grade 11 students, t(223) = -6.68, p < .001. 6 to 8 enrolled in a private school in Myanmar. Marina
(2018) found that the students in her study had very positive
• There was no significant difference in desire to attitudes toward learning English as a foreign language.
learn English as a foreign language between Grades 10 and
11 students, t(223) = -1.24, p = .218. 8.2. The Relationship of Students’ Motivation for
Learning EFL and English Academic Achievement
• There was no significant difference in attitudes
toward learning English between Grades 10 and 11 students,
t(223) = .79, p = .429.

8. Discussion According to the data analysis from the current

In this section, a discussion of the research findings study, there was no significant relationship between the
from the current study is provided, by relating such findings participants’ motivational intensity with their English
with the ones reported by previous research studies.
academic achievement. This indicates that motivational
8.1. Motivation for Learning English as a Foreign
Language intensity has neither explanatory nor predictive power about
the participants’ English academic achievement. In the same
way, participants’ desire to learn English was found not to

have a significant relationship with their English academic

The Grade 10 and Grade 11 students’ motivation achievement. This result is in agreement with the one of

for learning English language was found to be high at Piller and Takahashi (2006), who also found that highly
Mungmyit Sinli IDPs High School. This finding is similar motivated Japanese women’s desire to learn EFL was not
to the one reported by Kitjaroonchai (2012), who found a
high level of motivation for learning EFL in secondary associated to their language achievement. On the other hand,
school students in the Education Service Area Office 4,
Thailand. Additionally, the Grade 10 and Grade 11 students one of the results from the current study showed that Grade
10 students’ attitudes toward learning English had a weak

explanatory and predictive power for their English academic

275

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

achievement. This result is in line with that of Marina desire to learn English and the attitudes toward learning

(2018), who found that there was a positively significant English held by a student participating in this study were

relationship between the motivation for learning English independent of the grade the student achieved in EFL class,
and hence a student’s grade level appears to have no
and the English academic achievement of Burmese Grades
6 to 8 students at St. John’s Private School, Pathein, significant statistical effect on their desire to learn English

Myanmar. and attitudes toward learning English.

Moreover, the findings pointed out that Grade 11 9. Recommendations
students’ motivational intensity did not have an explanatory

and predictive power for English academic achievement.

This result is in line with the findings of Binalet and Guerra Based on the findings of this study, the following
recommendations are provided for teachers, students,
(2014), who conducted a study on 30 freshman students school administrators and future researchers.

studying Bachelor of Science in Criminology at the Ifugao
State University, Philippines, and found that students’

motivation had no significant correlation with their 9.1. Recommendations for Teachers
grammatical judgement test (GJT) scores.
The researchers believe that the characteristics of

8.3. The Comparison of Students’ Motivation for the language teacher factor has a significant connection on
Learning English as a Foreign Language students’ motivational region and on their learning

academic achievement to draw an overlook attention to

In this study, the findings revealed that there was a motivational sector for learning EFL. Besides, they should
significant difference in motivational intensity for learning apply rather active and differentiation teaching methods to
EFL between Grades 10 and 11 students, favoring the latter maintain all the students getting involved in learning, than
group. This result could be due to the effort that Grade 11 focusing on traditional teaching strategies (i.e., teacher-
students have to make to pass their university matriculation centered method) specifically in Myanmar. The researchers
examination, in which the English language section is strongly recommend the innovation in the combination of
considered to be a very important part for passing such test. curriculum modification and advancement, instructional
Therefore, it comes with no surprise that the Burmese Grade strategies that are administrated by teachers how to improve
11 students participating in this study tended to have a the students’ motivation for learning EFL and raise their
significantly highly motivational intensity than their Grade favorable attitudes toward learning EFL.

10 counterparts, which implies that they spend a higher 9.2. Recommendations for Students
effort to learn EFL by persistently and consistently
attempting to foster their skills in relation to English The findings of this study revealed that the Grades
language acquisition (Gardner, 2010). 10 and 11 students of Mungmyit Sinli IDPs High School had
a high level of motivation for learning EFL, and among the
Based on the findings from this study, the Grade 11 subscales of motivation, motivational intensity was partially
students’ motivational intensity for learning EFL showed a high while desire to learn English and attitudes toward
slightly greater level than Grade 10 students’ one. This can learning English were high. The findings of the study would
be because the Grade 11 students might consider English lead the students to understand and recognize their
and passing the matriculation examination to be a very individuals’ aspects toward motivation for learning EFL in
important part of their study, more than Grade 10 students their school years. Hopefully, they could obtain some sort
did. Therefore, the Grade 11 students participating in this of positively effective improvements from this study and
study tend to be highly motivated to make an effort to learn they would be able to realize some possible rational
English language, and that accordingly cultivates a thoughts why they fail or succeed in learning EFL.
persistent and consistent attempt to foster in language Consequently, they could be able to understand their
acquisition (Gardner, 2010). strength and weakness and they could make a better change
to be successful in learning EFL.
On the other hand, there was no significant
difference in either desire to learn English or attitudes

toward learning English between the Grades 10 and 11 9.3. Recommendations for School Administrators
students in this study. Thus, it can be concluded that the

276

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

Fen, W. S. (2005). English in Myanmar: RELC Journal,

In order to be able to convey interesting and fun 36(1), 93-104.
lessons, and effective various teaching strategies, the school
administrators should provide constantly professional https://doi.org/10.1177/0033688205053485
development programs to upgrade the instructional and
teaching methods and to keep abreast of techniques, ideas, Gardner, R. C. (2010). Motivation and second language
or equipment. Last but not least, they should support and
provide with a wide range of the materials and resources that acquisition: The socio-educational model: Peter
they demand to reach their teaching and learning objectives.
Lang.
9.4. Recommendations for Future Researchers
Ireland, G. V., & Van Benthuysen, R. (2014). Contemporary
The current research was a quantitative research
designed to investigate the relationship and comparison issues in EFL education in Myanmar. Journal of
between Grades 10 and 11 students’ motivation and their
English academic achievement for learning EFL at Bunkyo Gakuin University, Department of Foreign
Mungmyit Sinli IDPs High School, Kachin State, Myanmar.
The data of this study was collected only focusing on the Languages, 14, 151-160. https://www.u-
Grades 10 and 11 levels from one school in Myanmar, due
to the access limitation. Future researchers are bunkyo.ac.jp/center/library/151-160(Gary%20
recommended to collect data from different contexts in a
wide-reaching scale, in order to have more generalizable V.%20Ireland%E3%83%BB%20Robert%20Van
results. Moreover, future researchers should consider the
other factors (e.g., teaching strategies, gender, extrinsic %20Benthuysen).pdf
motivation, age, parental encouragement and language
anxiety) that could influence the motivation for learning and Kitjaroonchai, N. (2012). Motivation for learning English
the academic achievement in English as a foreign language
class held by the students. language learning of students in secondary and

References high schools in Education Service Area Office 4,

Binalet, C. B., & Guerra, J. M. (2014). A study on the Saraburi Province, Thailand. International Journal
relationship between motivation and language
learning achievement among tertiary students. of Language and Linguistics, 1(1), 22-23.
International Journal of Applied Linguistics and
English Literature, 3(5), 251-260. https://doi.org/10.11648/j.ijll.20130101.14

Bolton, K. (2008). English in Asia, Asian Englishes, and the Li, P., & Pan, G. (2009). The relationship between
issue of proficiency. English Today, 24(2), 3-12.
https://doi.org/ 10.1017/S026607840800014X motivation and achievement: A survey of the study

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and motivation of English majors in Qingdao
self-determination in human behavior. Plenum
Publishing Co. Agricultural University. English Language

Devlin, A. S. (2020). The research experience: Planning Teaching, 2(1), 123-128.
conducting, and reporting research (2nd ed.).
SAGE. Marina, N. (2018). The relationship between motivation and

Dörnyei, Z. (2001). Motivational strategies in the language perceived parental encouragement for learning
classroom. Cambridge University Press.
English as a foreign language with English
achievement of Grade 6 to 8 students at St. John’s

Private School, Pathein, Myanmar [Unpublished
master’s thesis]. Assumption University, Thailand.

http://repository.au.edu/handle/6623004553/2198

1

Piller, I., & Takahashi, K. (2006). A passion for English:

Desire and the language market. In A. Pavlenko

(Ed.), Bilingual minds: Emotional experience,

expression, and representation (pp. 59-83).

Multilingual Matters.

Siphora., & Lynch, R. (2019). A comparative study of
students’ motivation for learning English as a

foreign language according to their preferences for

indirect learning strategies at Nelson English

Language Center, Yangon, Myanmar. Scholar:

Human Sciences, 11(2), 165-179.

http://www.assumptionjour

nal.au.edu/index.php/Scholar/article/view/3432

Thant, Z. M., & González, O. (2019). A comparative-

correlational study of attitudes toward and

motivation for learning english as a foreign

277

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

language in Grade 9 students from Akha, Bamar
and Shan ethnic groups at № 2 Basic Education
High School, Keng Tung, Eastern Shan State,
Myanmar. Scholar: Human Sciences, 11(2), 90-
102. http://www.assumptionjournal.au.
edu/index.php/Scholar/article/view/3381
Wang, F. X. (2008) Motivation and English achievement:
An exploratory and confirmatory factor analysis of
a new measure for Chinese students of English
learning. North American Journal of Psychology,
10(3), 633-646.
Winke, P. M. (2005). Promoting motivation in the foreign
language classroom. Clear News, 9(2), 1-5.
http://clear.msu.edu/clear/ newsletter/fall2005.pdf

278

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

The Relationship of Motivation for Learning and Perceptual Learning
Style Preferences with Academic Achievement of Chineses Grade 8
Students in English Language Class

Miao Li

Abstract

This study's objective was to determine if there is a significant relationship of motivation for learning and perceptual learning style preferences
in English language class with academic achievement of Grade 8 students at a Junior Middle School, Xuanwei, Yunnan, China. A sample of
231 Grade 8 students at a Junior Middle School during the academic year of 2021 attended. In order to measure students' motivation levels and
perceptual learning style preferences, two questionnaires were used. In order to determine the students' academic achievement in English
learning, the final test score of English class from August of this academic year 2021 was taken as the instrument. After the data was collected,
the research objectives and hypothesis were examined by means, standard deviations, frequency, percentage and multiple correlation coefficient.
The findings showed that Grade 8 students had slightly high motivation for learning, and their most preferred perceptual learning style was
auditory, followed by mixed, kinesthetic, group, tactile, individual and visual learning style. They had a good level of English achievement.
There was a positive and significant relationship between the motivation for learning and perceptual learning style preferences with academic
achievement in English language class of Grade 8 students at the Junior Middle school.

Keywords : Motivtion for Learning; Perceptual Learning style preferences; Academic Achievement; English Language Class; Grade 8 Students

JEL Classification Code : C12, I20

1. Introduction learning style is an important part of individual difference
research.
Over the past 20 years, China has implemented the
reform and opening-up policy, and its diplomatic scale has 1.2. Research Objectives
been continuously expanded, the demand for intercultural
communication talents is growing rapidly (Xu, 2016). As an The following research objectives are addressed.
international language, the demand for English talents has 1. To identify the level of motivation for learning
also increased undoubtedly. According to the Compulsory
English Curriculum Standard of China (2017), students' in English language class of Grade 8 students at a Junior
emotional attitude is very important. Emotional attitudes Middle school, Xuanwei, Yunnan, China
include factors such as interest, motivation and self-
confidence that affect the learning process. 2. To identify the level of perceptual learning style
preferences in English language class of Grade 8 students at
Teachers should stimulate students' motivation in a Junior Middle school, Xuanwei, Yunnan, China.
English teaching, help students to develop in a positive and
successful direction. As a result, to study the motivation of 3. To identify the level of academic achievement in
junior high school students is necessary and important. English language class of Grade 8 students at a Junior
Besides motivation, individual differences of students also Middle school, Xuanwei, Yunnan, China
affect their learning ability.
4. To identify if there is a significant relationship
Among the individual differences that affect of motivation for learning and perceptual learning style
students' learning ability, learning style difference is one of preferences with academic achievement in English language
the important reasons. According to Reid' s description in class of Grade 8 students at a Junior Middle school,
learning styles in the ESL/EFL classroom, while perceptual Xuanwei, Yunnan, China.
learning style is the primary and vital part of the formation
of learning style (Reid, 1995). Therefore, the study of

279

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

1.3. Research Hypotheses

One hypothesis was tested in this study.
There is a significant relationship of motivation for

learning and perceptual learning style with academic
achievement in English language class of Grade 8 students
at a Junior Middle school, Xuanwei, Yunnan, China.

1.4. Theoretical Framework

1.4.1. Motivation for Learning

Motivation for learning is an internal motive to Figure 1: Conceptual framework of this study

drive student to learn, as a non-intellectual factor, promotes

learning indirectly. Motivation for foreign language 2. Literature Review

learning is the synthesis of the desire to learn a language and Chalak and Kassaian (2010) administered a study

the effort to it and a good attitude towards learning a on the area of motivation and attitude for learning English

language " He pointed out that motivation for foreign as foreign language with 108 Iranian undergraduate students

language learning consists of four parts, namely, learning who specialize in English translation. According to the

goal, effort, desire to achieve learning goals and learning findings in this study, 108 Iranian students learn English as

attitude. In this model, motivation for learning is defined as a foreign language for both instrumental and integrative

the combination of an individual's motivational intensity, purposes, and with high positive attitudes toward the target

desire to learn, and attitudes toward learning English. language community.

Shell and Lynch (2016) investigated students'

1.4.2. Perceptual Learning Style Preference motivation for learning English as a foreign language and

Learning style preference theory was proposed by their preferred instructional strategies with 123 students in

the Dunns and Price. They divided the learning style Grade 9-12 from Pan-Asia International school. Shell found

preference into four categories: visual, auditory, kinesthetic that motivation and instructional strategies are both

and tactile (Dunn & Price, 1975). In the mid-1980s, two important elements in Learning English as a Foreign

other learning style preferences: group and individual was language.

added by Reid and he produced the perceptual learning style Huang and Lynch (2017) studied the relationship

preferences questionnaire to more accurately measure the for learning Chinese and perception of parental

learning types of students according to these six types of encouragement for learning Chinese with academic

learning style preference achievement. 61 Grade 3 students, 66 Grade 4 students, and

48 Grade 5 students participated in this study. Huang found

1.5. Conceptual Framework that the motivation of Grade 3 and Grade 5 students for

A sample population of Grade 8 students from a learning Chinese was slightly high, while Grade 4 students'

junior middle school in Xuanwei, Yunnan, China was motivation for learning Chinese was moderately high.

chosen for this study. This study's objective was to San and Ye (2013) conducted a comparative study

investigate the relationship of motivation for learning and of learning styles in Myanmar. 70 student had participated

perceptual learning style with academic achievement in in the Reid' s perceptual learning style preference

English language class of Grade 8 students at a Junior questionnaire. The results showed that there are 27%

Middle school, Xuanwei, Yunnan, China. The process of students preferred the tactile learning style, 23% preferred

data collection was completed after the students filled out the auditory learning style, 23% preferred the kinesthetic

the questionnaire. Below is the conceptual framework of learning style, 17% preferred the individual learning style,

this study. and 10% preferred the group learning style.

A study in China by Dong and Yao (2016)

investigated the relationship between the college student's

280

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

learning style preferences and the classroom participation Bureau of Xuanwei city, all the Grade 8 students of this city
with 272 students. They just adopt four subscales (visual, were tested by the same paper.
auditory, kinesthetic and tactile) form Reid' s perceptual
learning style preference questionnaire. The result showed 4. Findings.
that there are a half of the college students preferred the 4.1. Findings for Research Objective 1.
visual learning style, and then in turn the kinesthetic and
tactile, auditory. Based on the statistical analysis of data, the Grade
8 students at a Junior Middle School, Xuanwei, Yunnan,
3. Methodology/Procedure China had a slightly high degree of motivation for learning,
due to the overall mean sores of this questionnaire was M =
3.1. Population and Sample 4.33, which is interpreted as slightly high. Likewise, the
mean score of motivation for learning was M = 4.21, desire
This study examined a population of the students to learn English was M = 4.29 and attitudes toward learning
who are studying English as a foreign language of Grade 8 English was M = 4.50, all the mean scores of these 3
students at a Junior Middle School, Xuanwei, Yunnan, subscales were slightly high.
China during the academic year of 2021. The Grade 8 has 4
classes, consisting of 231 people. And all the 231 students Table 1: Subscales, Means (M), Standard Deviations (SD)
were used as the sample
and
3.2. Research Instrument
Subscales of Motivation for Learning M SD Interpretation
Firstly, the Motivation for Learning English as a
Foreign Language Questionnaire (MLEFLQ) from Siphora Motivational intensity 4.21 1.34 Slightly high
and Lynch (2016) was used. It is an adaptation of Gardner's
Attitude/Motivation Test Battery (AMTB). Secondly, Desire to learn English 4.29 1.49 Slightly high
Reid's Perceptual Learning Style Preference Questionnaire
(PLSPQ) which developed in 1984 was used. Thirdly, a Attitudes toward learning English 4.50 1.36 Slightly high
sample of 231 Grade 8 students from a Junior Middle School
in Xuanwei, Yunnan, China during the academic year of Total 4.33 1.40 Slightly high
2021 was attended.
4.2. Findings for Research Objective 2
3.3. Validity and Reliability
According to Table 2, the most preferred
Many researchers have used AMTB extensively in perceptual learning style of Grade 8 students at a Junior
many different countries in order to assess the affective Middle School, Xuanwei, Yunnan, China was Auditory
elements of second language acquisition. Gardner (1985) (32%), followed by Mix (20.3%), Kinesthetic (17.3%),
developed the origin concepts and items of the instrument Group (16.9%), Tactile (6.9%), individual (3.9%) and
and then extended it further with Lambert in 1972, but the Visual (2.6%).
full items with internal consistency reliability was
developed by Gardner and Smythe (1975), presented in Table 2: Frequency and Percentage of the Preferred
1981. PLSPQ (Perceptual Learning Styles Preferences
Questionnaire) was written and designed by Reid in 1984, Perceptual Learning Style of Grade 8 Students
and is extensively used to identify students' Perceptual
Learning Style Preferences. Based on their reliability Learning Styles Frequency Percentage
analysis of the PLSPQ, Tian and Lynch (2016) concluded
that the Cronbach Alpha coefficient of the PLSPQ ranges Visual 6 2.6
between .62 and .81. Of the English language class's final
test score, the test paper was issued by the Educational Auditory 74 32.0

Kinesthetic 40 17.3

Tactile 16 6.9

Learning Styles Frequency Percentage
Group 39 16.9

Individual 9 3.9

Mixed 47 20.3

Total 231 100.0

4.3. Findings for Research Objective 3

281

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

The mean scores of 86.67 in academic achievement they found that Grade 5 - 8 students' overall level of
indicates that the Grade 8 students at a Junior Middle motivation for learning Chinese were moderate and very
School, Xuanwei, Yunnan, China had a good academic close to high. In the dimension of attitudes towards English,
achievement in English. many students agree with that the English is a very
important part of school program, but they didn't suppose
Table 3: Means (M) and Standard Deviations (SD) of the English learning as a interesting thing. The researcher
Academic Achievement of Grade 8 Students assumes that it because English language as a compulsory
curriculum was highly valued in China's formal education,
N M SD Interpretati if the junior high school want to pass the entrance
on examination then enter the high school stage of study, they
need to get a good score of English language subject.
Achievement 231 86.67 24.79 Good Students also well ware of the importance of English, but
Level due to the teaching content was inclined to grammar which
required a lot rote learning, so they could not find enough
4.4. Findings for Research Objective 4 pleasure in English Learning. This finding was aligned with
the research of Luo (2015) that nearly 70 percent of students
The relationship of motivation for learning and think that pass the entrance examination then enter the high
perceptual learning style preferences with academic school stage of study is the main reason for their English
achievement in English Language class of Grade 8 students study
at a Junior Middle school, Xuanwei, Yunnan, China was
significantly and moderately correlated (R = .44, p < .01) at 5.2. Relationship of students' motivation for
.05 level. Additionally, it was also shows that the learning and their academic achievement in
independent variables (motivation for learning and English language class
perceptual learning style preferences) explained 29% of the
variance in the dependent variable (R2 = .29, F (2, 228) = The findings of this study indicated that the
47.99, p < .01). Other factors account for 71% of the relationship between Grade 8 students' motivation for
variance in academic achievement in English language learning and their academic achievement in English
class. language class was strong, positive and significant. The
result of this finding was aligned with many previous studies
Table 4: Analysis of Multiple Correlation Coefficient that motivation had a significant relationship with academic
Between Grade 8 Student's Motivation for Learning and achievement (Zhu, 2014; Cai & Lynch, 2015; Hou & Lynch,
Perceptual Learning Style Preferences with their Academic 2015; Huang & Lynch, 2017). According to Bandura
Achievement (1982), learners with high motivation were more capable to
gain better learning achievement. From the survey result of
Variables R R2 df Fp questionnaire, the researcher found that the academic
achievement of Grade 8 student was seriously
Grade 8 students' motivation .54 .29 2, 228 47.99 .000 differentiated, also, their motivation for learning English
for learning and perceptual was differentiated. The students who had a stronger
learning style preferences motivation for learning English, the better academic
with their academic achievement they will achieve in the English final test, the
achievement better English academic achievement will encourage them
have a stronger motivation and vice versa. Thus it can be
5. Discussion seen that student's motivation for learning are interrelated
5.1. Motivation for Learning with their academic achievement

The result suggested that they had a slightly high 5.3. Perceptual Learning Style Preference
degree of motivation for learning which in line with the
survey result of Tian and Lynch' s research (2016). In the The results of this study demonstrated that the most
research of motivation for learning Chinese as a foreign preferred perceptual learning style of Grade 8 students was
language of Grades 5 - 8 students at an international school,

282

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

auditory followed by mixed, kinesthetic, group and tactile, three perceptual learning styles of auditory, individual and
individual and visual. The reason was that the instruction group were associated with total English reading scores.
model in the target school was teacher-centered, most of the
time, the students need to listen what the teacher had taught 5.5. Relationship of students' motivation for
and write it down, so the researcher assumes that this is the learning and their perceptual learning style
major cause of auditory style preference.This research preferences in English language class
findings was in line with Chen (2015) that auditory learning
style was a major learning style of junior middle school The finding of this study suggested that students'
students, and the formation of this type of learning style motivation for learning was correlated with their perceptual
preference was influenced by the teaching method of teacher learning style preferences in English language class which
to a large extent. The results of this study also consistent aligned with previous studies. In the correlation study of
with Zhan (2016) that auditory type is the preferred perceptual learning style and motivated second language
perceptual learning style of students, while individual type behavior for junior high school students, Ren (2020) found
is the perceptual learning style that students are less inclined that there is a positive and significant relationship existing
to use. Zhan also reasoned it by the teacher-centered English in junior high school students' perceptual learning styles of
classroom teaching mode that students are accustomed to visual,auditory, kinesthetic, individual learning style and
obtaining new knowledge by listening to teacher motivated second language behavior. Lian (2014) found that
explanations, listening to group discussions, listening to there was a significant relationship between learning
recordings and other ways. motivation and perceptual learning style. In classes
consistent with their preferred perceptual learning style,
5.4. Relationship of students' perceptual learning students have strong learning motivation, but vice versa. In
style preferences and their academic achievement the current study, the researcher also found that the student
in English language class who preferred auditory learning style will have a strong
motivation for learning in the teacher-centered English
The finding of this study showed that there had a language class.
positive and significant relationship between students'
perceptual learning style preferences and their academic 6. Recommendations
achievement in English language class. Reid (1984)
proposes that the primary perceptual learning style refers to 6.1. For Students
what kind of perception learners use to learn best, so it is not
difficult to understand that everyone has a major tendency The findings of the current research would lead
towards perceptual learning styles. In the process of learning them to know that as a non- intellectual but very crucial
need to use a variety of different skills, individuals by using factor, motivation indirectly promotes learning. Students
one or two perceptual learning style is difficult to master should explore their interest in English and stimulate their
many different skills, to better learning a foreign language, learning motivation. And by detecting their own learning
students have to develop visual, auditory, kinesthetic, style, students can adopt the corresponding learning
tactile, group or individual and a variety of perceptual strategies to effectively complete the learning tasks.
learning style. From the research results of Zhang (2017),
she found that junior high school students' perceptual 6.2. For Teachers
learning style preferences was correlated with their
academic achievement, in which tactile, kinesthetic and In order to help students cultivate their interest in
individual learning styles are positively correlated to English Learning and fully utilize their perceptual learning
learning achievements while visual, auditory and group style preferences, the teachers should consider doing the
learning styles are negatively correlated to English learning following: Praise and encourage more to improve students'
achievements. In a study of the correlation between learning enthusiasm; help students find the fun of English,
perceptual learning style and English reading scores in such as share the history or story of English-speaking
Chinese senior high school, Zhan (2016) found that there are countries; choose the appropriate teaching methods to
present the English reading teaching content; design
different teaching activities according to the characteristics
of students' perceptual learning style; divide students in the

283

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

same class into homogeneous groups by their preferred Chen, H.Y. (2015). A Study of English Perceptual Learning

perceptual learning styles Styles of Junior School Students: With Chongqing
NO.1 Middle School for Example（Master's

6.3. For School Leaders thesis, Chongqing University).

According to the finding result of this study, the Dunn, R. S. & G. E. Price. 1975. The Learning Style

overall motivation of students is slightly high, but for many Inventor[J]. KS: Price Systems 15: 97-112.

of them, they just learn English for pass exam rather than Dong, J.J., & Yao B.X. (2016). A Study on the Relationship

really enjoy it. The school leaders should carry out some Between the College Students' Sense of Learning

English-related activities, such as the historical knowledge Style and the Classroom Participation:Taking

contest about English-speaking countries, play English Students in One University as an Example. Journal

movies, organize an English speech contest or an English of Xichang College: Natural Science Edition,

song singing activity, so that help students to find the fun of 30(4), 107-110.

learning English. For the learning styles, the school leaders Gardner, R., & Symthe,P.C. (1975). Motivation and second-

can stream students and educate them according to their language acquisition. Canadian Modern Language

perceptual learning style preferences. Review.

Gardner, R. (1985). The attitude motivation test battery:

6.4. For Researchers Technical report 1985. Retrieved from

The following recommendations are offered for http://publish.uwo.ca/~gardner/docs/AMTBmanu

those who are interested to study the motivation for learning al.pdf
and student perceptual learning style preference in learning Hou, J. & Lynch, R. (2016). The Relationship Between

English as a foreign language: to ensure the objective of the Motivation and Parental Encouragement For

study results, the English test scores should be collected Learning Chinese of Grade Four to Six Students at

several more times; the sample range can be larger to make Ladpro Bilingual School, Bangkok, Thailand.
it more representative; the variable of gender can be added
Scholar, Retrieved from

to make studies more targeted ; add more subscales from http://repository.au.edu/handle/6623004553/1789
AMTB to research students' motivation for learning; use 1
diverse questionnaires to test students' perceptual learning Huang, E.C., & Lynch, R. (2017). Perception of Parental
style preferences Encouragement for Learning Chinese with Chinese
Academic Achievement of Grade 3, Grade 4, and

References Grade 5 Students at A international School in
Thailand. Scholar, Retrieved from

Chalak, A., & Kassaian, Z. (2010). Motivation and attitudes http://www.assumptionjournal.au.edu/index.php/S

of Iranian undergraduate EFL students towards cholar/article/view/306
Luo, Y.P. (2015). A study on students’ English learning
learning English. GEMA Online® Journal of

Language Studies, 10(2). motivation in Junior Middle School------take

Bandura, A. (1982). Self-efficacy Mechanism in Human Optical Valley Experimental School as an

Agency. American Psychologist, 37(2), Retrieved example. (Master dissertation). Central China

from http://www.uky.edu/- Normal University, Wuhan, China.

eushe2/Bandura/Bandural 982AP.pdf San, L. & Ye, Y. (2013). A Comparative Study of Ethnic

Cai, L. & Lynch, R. (2015). The Relationship Between Students' Learning Styles in Learning Burmese

Motivation For Learning And Chinese Language and Their Achievement in Selected

Achievement of Grade 9 Students At Ekamai Schools in Pyin OO Lwin, Mandalay Region,

Iternatioanl School In Bangkok,Thailand. Scholar, Myanmar. Scholar, 6(2), 13-18. Retrieved from

Retrieved from http://www.assumptionjournal.au.edu/index.php/S

http://repository.au.edu/handle/6623004553/1788 cholar/article/view/636/569

7 Reid, J. M. (1984). Perceptual learning style preference

questionnaire. Retrieved from

https://www.google.co.th/webhp?sourceid=chrom

284

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

e-instant&ion=1&espv=2&ie=UTF-

8#q=related:https://fyse2015.files.wordpress.com/

2015/09/perceptual_learning_style_preference_qu

estionnaire.doc+perceptual+learningstyle+prefere

nce+questionnaire+(reid+1984)

Reid,J.M.(1995). Learning styles in the ESL/EFL

classroom. Boston:Hoinle & Heinle publishers.

Shell, M.B. & Lynch, R. (2016). A Comparative Study of

Students' Motivation for Learning English As A

Foreign Language and Their Preferences for

Instructional Strategies in Grades 9-12 At Pan-

Asia International School, Bangkok, Thailand.

Scholar, Retrieved from

http://www.assumptionjournal.au.edu/index.php/S

cholar/article/view/2722

Siphora & Lynch. R. (2016). A Comparative Study Of

Students' Motivation For Learning English As A

Foreign Language According To Their Preferences

For Indirect Learning Strategies At Nelson English

Language Centre, Yangon, Myanmar. Scholar,

Retrieved from

http://www.assumptionjournal.au.edu/index.php/S

cholar/article/view/3432

Tian, Y. & Lynch, R. (2016). A Comparative Study of

Motivation and Perceptual Learning Style

Preferences for Learning Chinese as a Foreign

Language among Grade 5 to Grade 8 Students of

Concordian International School, Thailand.

Scholar, Retrieved from

http://www.assumptionjournal.au.edu/index.php/S

cholar/article/view/2988

Xu, H. (2016). Analysis and Suggestions on the current

situation and policy of English education in China.

Chinese Youth:Scientist, (8), 270.

Zhu, J.X., & Zhang, H.B. (2014) Changes in the Asian

English education paradigm: from EFL / ESL to

EAL. Foreign Language World, (1), 19-26.

Zhan, X.X. (2016). A Study of the Correlation between

Perceptual Learning Style and English Reading

Scores in Chinese Senior High School

(Unpublished master's thesis). Minnan Normal

University, Zhangzhou, China.

285

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

English Teaching and Learning Problems in The General Program
of Bangbowitthayakhom School, Thailand

Haranee Supasan

Abstract

This research was conducted at Bangbowitthayakhom School, Thailand, and aimed to investigate teachers and students' English language
teaching and learning problems in the General Program as well as find feasible measures to solve the problems. A mixed research design was
used to process the data collection and data analysis. There were three instruments applied in this study. (1) the 5 Likert scale questionnaire was
administered to 275 students in the General Program by randomly selected one rooms per one level ranging from Mathayom 1-.6 with stratified
sampling technique and (2) the 5 Likert scale questionnaire was administered to 24 teachers from the Foreign Language Department with
purposive sampling technique. Additionally, (3) the semi-structured interview was performed by four teachers with purposive sampling
technique as well. The data was analyzed by percentages, means, and standard deviation of the questionnaire. The data from the interview was
transcribed, categorized, and described. The study’s results revealed that students agreed at a high level with the problems about themselves.
The list of the top three statements was: (1) students lack opportunities of using English outside the class, (2) students think in Thai first before
they translate it into English, as well as (3) students want to study with native speakers of English more than Thai teacher respectively. The
results from teachers' questionnaires showed that teachers agreed on a high level with problems involving students too. They mostly agreed that
students thought in Thai first before they translated it into English. However, problems involving curricula and textbooks and other factors
related to English language teaching were agreed to a moderate level. Lastly, problems involving teachers and assessment were at a low level.
Despite this, teachers found feasible measures: game-based learning, and the flipped classroom method, and used student-centered approach to
successfully solve problems. The teachers also recommend that the program should incorporate more opportunities for teacher development
seminars. They believed these seminars would keep teachers up to date on the latest education techniques being used.

Keywords : English teaching and learning problems, measures, The General Program

1. Introduction problem of teaching English in Thai classrooms is
exacerbated by the perceived overall inadequacy of the
Thailand has a relatively short history of inclusion English language level of disqualified and poorly trained
With the English language (Kirkpatrick, 2010). ELT Thai teachers with a focused teaching style in
grammatical details, resulting in Thai being the most
Like numerous different nations in the district, Thailand commonly spoken language in the English classroom.
doesn’t have a history of colonization by the British, so its Problems arise when attempting to implement more
educational system is mainly monolingual. Furthermore, communicatively oriented language classrooms due to a
Thailand is commonly referred to as an Expanding Circle lack of English proficiency. Obviously, Thai learners find it
country that speaks English as a foreign language. (Kachru, difficult to master English in both speaking and listening.
2005). The role of the English language in Thailand is an This is because the language of instruction in the classroom
indispensable tool for communicating for various purposes. is mostly Thai, and many teachers who teach English to Thai
It has played an increasingly important role as a students are mostly non-native speakers at all levels of
communication medium among people from different education.

countries, including Thailand. English is an According to Bangbowwitthayakhom School has
essential subject in Thai schools, and every school in followed a basic education core curriculum B.E.2551.
Thailand is required to teach English in the classroom. However, the most obvious challenge is the school’s
Therefore, English has come to be considered globally as an English grades 80% of the General Program students will
international or global language. receive a grade of C-. From the opinions of foreign teachers
and Thai teachers, most G.P. students do not understand
However, the current problem of English teaching
and learning in Thailand has several dimensions. Baker
(2008, as cited in Chanaroke & Niemprapan, 2020) the

286

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

English communication well, including writing, speaking, speakers in countries where English is not the official

and reading skills. They cannot understand work orders or language.

even room activities such as Mathayom 1 students, they EFL is used almost exclusively for specific, limited

hardly have any basic English vocabulary, making them purposes, usually in a business context, such as international

unable to speak or make sentences. Moreover, Mathayom 6 communication and education. EFL speaking countries are

students have spent a significant amount of time studying Egypt, Russia, China, Japan, Korea, and Thailand. Kachru

English, yet they still struggle with basic communication (1991, p. 179) divides English users into three groups based

skills and use the wrong tenses. Despite this, teacher- on their level of usage concentration: 1) Those in the Inner

centered is the norm at this school, in which the teacher Circle; 2) Those in the Outer Circle, and 3) Those in The

takes an active Expanding Circle. Each circle's language has a different

role in the learning process while the students sit in status. The Inner Circle speaks English as a native language,

a passive, receptive mode and listen intently. Even in whereas the Outer Circle and Expanding Circle classify it as

schools, the grammar-translation method is used. In the ESL and EFL. As a result, language learners in EFL

grammar-translation approach, students learn grammar countries must work extremely hard to master the English

while translating texts from the target language back to their language. The process of learning English in EFL countries

native tongue. When English is taught this way, the is limited by the constraints of classroom settings, in which

emphasis is on memorizing vocabulary and grammar for learners must converse with teachers and friends who do not

exams rather than on teaching children to use the English speak English as their first language. The opportunities to

language. It does not instill in children the importance of use English in EFL settings are limited. Because of these

learning a second language (Panomket, T., personal constraints, many EFL learners find it challenging to

communication, September 24, 2020) achieve a high level of English proficiency.

This study sheds light on existing problems of However, English has been considered a foreign

English teaching and learning in the General Program in this language in Thailand, since it is neither an official language

public school in order to help both students and teachers nor a medium of instruction. For many decades, English has

solve played an essential role in Thai education. A

problems in learning and teaching English more teacher-centered approach is traditionally used in a typical

precisely. Specifically, teachers can take effective measures English classroom in Thailand, in which teachers take

to enhance English language teaching and learning in the control of their classes and students play a passive role

classroom. Then students will earn high grades in English (Saengboon, 2006). Thai students study English as a foreign

subject and then be able to speak as well as use English language in the classroom. Still, they are less likely to be

confidently and effectively. implemented outside the classroom environment, especially

The purpose of this study are to examine the English, for daily use in all four skills, such as speaking,

problems of English language teaching and learning. listening,

The objectives for this study are: reading, and writing. Consequently, Thais' average

1.To identify English learning problems of English proficiency level is low compared with other

students in the General Program of Bangbowithayakhom nations in Asia, such as Malaysia, the Philippines, and

School, Thailand. Singapore.

2. To identify English teaching problems of

teachers in the General Program of Bangbowithayakhom 2.2. English in Thailand

School, Thailand. In 1921, English was added to the school
3. To find out some feasible measures teachers of curriculum, but it was accessible only to the ruling class’s

English at Bangbowithayakhom School can take to deal privileged community, such as court officials and

with these problems. administrative officers (Foley, 2005). English was primarily

regarded as an academic subject and a foreign language

2. Literature Review instead of a communication medium. For much of the

2.1. English as a Foreign Language community in the country, it was not widely available. Until
1960, when it became part of the current Thai educational
EFL stands for English as a foreign language, is the system, the general public had access to English.
term used to describe the study of English by non-native

287

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

English became compulsory for all primary collaborative conversations with more educated members of

schools in1996, and students were required to complete society. Vygotsky's theory includes notions such as culture-

mandatory education due to the National Education Act of specific tools, private communication, and the Zone of

Thailand Proximal Development (Mcleod, 2018).

(Foley, 2005 & 2007). Following the reformed Act,

the teaching of English in public school initiates in Grade 1. 2.4. The Issues of EFL in Thailand
It includes national awareness of English as a medium of
Rossukhon and Mr. Langlois (2012) claimed that
communication and working language of the English language education in Thailand is not new. It has
Association of Southeast Asian Nations (ASEAN). The been a core subject in Thai schools for decades. Yet, after
Thai government considers English as a means of years of English lessons from primary school, most Thai
facilitating international students’ English lies somewhere between inadequate and

cooperation, networking, sharing information with non-existent. Most high school students, especially those in
the global community, economic development, and
competition, particularly with other ASEAN countries more impoverished rural schools, can barely string a few
(Foley, 2005).
words together to make a coherent sentence or write a small
paragraph in English. Rossukhon’s teacher, Mr. Guillaume

Langlois, a French native teaching English at the school for

2.3. Theories on English language teaching and five years, said many Thai students could not speak English

learning in real-life situations because they have seldom been urged
to do so.

Behaviorism, also known as behavioral learning

theory, is a learning theory that states that all behaviors are 2.4.1. Thailand Falls in English Proficiency
learned through their interaction with the environment ETS also reported the results of TOEIC (Test of
through a
English for International Communication) from 2010 to
process called conditioning. Therefore, behavior is 2017. In the reports, Thailand was reliably among the poor-
simply a response to environmental stimuli (Mcleod, 2017). performing nations. The average scores on listening were
always below 300, and the average reading scores were
Cognitive theory is a proactive process in which worse, which did not achieve half of the total score: 248.
students create new ideas and concepts based on their past Reading is the most challenging part; however, the listening
and present language knowledge. Bruner (1973) as cited in score is also low.
Rao (2018), in the process of integrating learning experience
into their existing cognitive structure, they develop abilities For over ten years, Education First (E.F.) revealed
to select information, generate assumptions, and make the English language skills ranking results for the year 2011,
decisions. This process enables them to go beyond the found that from 44 countries that do not use English as the
surface of the information provided and interact with their national language, Thailand ranked at 42 (very low level).
surroundings by exploring and manipulating objects. In 2012, Thailand ranked 53 out of 54 countries (very low
level). In 2013, Thailand ranked 55 out of 60 countries (very
Rao (2018) notes that sociocultural constructivist low level). In 2014, Thailand ranked 48 out of 63 countries
learning theory is important in SLA as it confirms that (very low level). In 2015, Thailand ranked 62 out of 70
knowledge is created and developed through learning which countries (very low level). In 2016, Thailand ranked 56 out
arises from interactions with others. Vygotsky (1981) of 72 countries (very low level). In 2017, Thailand ranked
studied the role of social experience in the 53 out of 80 countries (low level). In 2018, Thailand ranked
64 out of 88 countries (low level). In 2019, Thailand ranked
development of individual knowledge, which 74 out of 100 countries, resulting in a total of 47.62 points
inspired the sociocultural perspective of S/FL acquisition. (very low level). The year 2019 results were lower than the
Vygotsky focused on the social context of learning, years 2018 and 2017. In 2020, Thailand’s proficiency levels
specifically how social and cultural contexts affect a are still very low on 89 from 100 countries. Thailand has the
learner's cognition or how the social environment accounts third-lowest score in Southeast Asia, behind Indonesia and
for the development of higher cognitive processes. Besides ahead of Myanmar and Cambodia, and ranked 17th out of
Vygotsky's sociocultural theory, human development is a 25 countries in Asia.
socially mediated process in which children learn cultural
values, beliefs, and problem-solving techniques through

288

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

The very weak performance by Thai students Zhou (2017) points out that policies and strategies
means that the country ranks third from the bottom for of the Ministry of Education directly decide how much
English proficiency among ASEAN nations. support English education can get in practice. As noted by
Punthumasen (2007) the Ministry of Education has
Table 1: Thailand’s English Proficiency Trend from 2011- recognized the importance of English and made some policy
adjustments to promote ELT in Thailand.
2020
1) Allowing more international schools to be
Year Rank Proficiency opened since

2011 42 of 44 countries Very low 1957.
2) Announcing English as the first foreign
2012 53 of 54 countries Very low language for the

2013 55 of 60 countries Very low Thai school system in 1995.
3) Allowing launching English Programs in
2014 48 of 63 countries Very low schools

2015 62 of 70 countries Very low throughout the country since 1995.
Furthermore, the Ministry of Education has
2016 56 of 72 countries Very low consistently implemented reforms to improve English
education in Thailand. The education reforms implemented
2017 53 of 80 countries Low between 1996 and 2007 encouraged life-long learning and
mandated that all Thai students receive a free twelve-year
2018 64 of 88 countries Low basic education. English became one of the eight
compulsory strands that students must take beginning in
2019 74 of 100 countries Very low Grade 1 (Wiriyachitra, 2002).

2020 89 of 100 countries Very low 3. Research Methods and Materials

Note: The maximum score is 100 3.1. Research Design
Source: https://www.ef.co.th/epi/ The design of this study was mixed-method

2.5. The Factors that Impact on the Failure of EFL research, which was designed using both quantitative
in Thailand (questionnaires using the 5 -point Likert scale) and
qualitative (structured

Kaewmala (2012) commented that Thais’ English interviews) composing, students by questionnaire
is dismal, and among the causes, the poor-quality and only with stratified sampling technique. While teachers by
wrong-headed English-language education in the Thai questionnaire and a semi-structured interview with
school system is primary. Many Thai schools have begun to purposive sampling technique. All of these methods were
hire native speakers and English-speaking foreigners to applied in the data collection and analysis stage. The main
teach English in recent years. However, the number of purpose of this research is to identified English teaching and
foreign instructors in the thousands is a small number. Most learning problems from both students and teachers at
schools keep relying on Thai instructors, the majority of Bangbowitthayakhom School Thailand.

whom are unqualified to work. Many teachers do 3.2. Sample
not speak the language well enough or do not have adequate

English knowledge or teaching abilities to guide students in The sample for this study comprised two
their study. populations: students and teachers from

2.6. Attempts to Improve the Situations Bangbowitthayakhom School, Thailand.
1) There were a total of 2,317 students at

Bangbowitthayakhom School; the researcher randomly

selected only 1 class per one level ranging from M.1-M.6 in

289

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

the General Program. Randomly selected class were: M.1/5 For the interview, the researcher used a purposive
there were 45 people, M.2/4 there were 46 people, M.3/7 sampling method to select the participants. Four English
there were 42 people, M.4/2 there were 48 people, M.5/4 teachers from 24 English teachers in the Foreign Language
there were 49 people, and M.6/5 there were 45 people. Department of Bangbowitthayakhom School were selected
Therefore, all 275 students were asked to complete the for the semi-structured interview as an interviewee.
questionnaire.

Table: 4 Teachers from the Foreign Language Department

Table 2: The Level and Class of the Randomly Selected who Respond to the Semi-Structured Interviews

Students who Respond to the Questionnaire Nationality Number of teachers from the Foreign
Language Department
Students’ levels and classes Selecte No.

d class Thai 1

M.1: (1/1), (1/2), (1/3), (1/4), (1/5), (1/6), (1/7), 1/5 45 Filipino 1

(1/8), (1/9) American 1

M.2: (2/1), (2/2), (2/3), (2/4), (2/5), (2/6), (2/7), 2/4 46 British 1

(2/8), (2/9) Total 4

M.3: (3/1), (3/2), (3/3), (3/4), (3/5), (3/6), (3/7), 3/7 42

(3/8), (3/9) 3.3. Research Instrument

M.4: (4/1), (4/2), (4/3), (4/4), (4/5), (4/6), (4/7) 4/2 48 There were three different instruments in the study:
(1) questionnaire for students, (2) questionnaire for teachers.
M.5: (5/1), (5/2), (5/3), (5/4), (5/5), (5/6), (5/7) 5/4 49 (3) semi-structured interviews for teachers.

M.6: (6/1), (6/2), (6/3), (6/4), (6/5), (6/6), (6/7) 6/5 45 3.3.1 The questionnaire for students
The questionnaire consisted of three parts:
Total number of students: 2,317 - 275 Part 1: requested about students’ general

2) There were 24 teachers from the Foreign information.
Language Department of Bangbowitthayakhom School. Part 2: consisted of one category of English-
Participants consisted of 15 Thai teachers and nine foreign
teachers, which included seven from the Philippines, one learning
from America, and one from England. problems involving student.
Part 3: open-ended question to solicit additional
All 24 English teachers responded to the
questionnaire as the below table 3 information from the students. The comments written in
Thai would be translated into English later.
Table: 3 Teachers from the Foreign Language Department
3.3.2 The questionnaire for teachers
who Respond to the Questionnaire The questionnaire for teachers consisted of three

Nationality Number of teachers from the Foreign parts:
Language Department Part 1: requested about teachers’ general

Thai 15 information.
Part 2: consisted of five categories of English-
Filipino 7
learning
American 1 problems involving teachers, student, assessment,

British 1 curricula & text books, and other factors.

Total 24

290

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

Table 5: A Five-Point Likert Scale is used as an Indicator 3.4. Data Analysis

of Level of Agreement The researcher used statistical software programs
to compare data analysis and the statistical methods as
Scale Interpretation following:

5 Strongly Agree 1. To identify English learning problems of
students in the General Program of Bangbowithayakhom
4 Agree School, Thailand. The data were obtained from doing
questionnaires by students. There was only one category
3 Uncertain associated with the questionnaire for students, such as
student-related problems. It was analysed respectively by
2 Disagree descriptive statistics of frequencies, percentage, mean and
standard deviation. These methods measured the levels of
1 Strongly Disagree agreement and identified English learning problems of
students in the General Program of Bangbowithayakhom
This part identified factors attributed to English School, Thailand.
teaching problems involving teachers, students, curricula
and textbooks, assessments, and other factors contributing 2. To identify English teaching problems of
to successful teaching. The calculation of the weighted teachers in the General Program of Bangbowithayakhom
mean score was the primary method. A score of 5 on the School, Thailand. The data obtained from completing
rating scale was interpreted as a level of agreement to each questionnaires by teachers were analyzed respectively by
item in the questionnaire, as shown in (Table 6) descriptive statistics of frequencies, percentage, mean and
standard deviation. This method measured the levels of
Table 6: Score and Interpretation for Items agreement and identified English teaching problems of
teachers in the General Program of Bangbowithayakhom
Scale Interpretation School, Thailand.

4.51-5.00 Very high 3. To find out some feasible measures teachers of
English at Bangbowithayakhom School can take to deal
3.51-4.50 High with these problems. The researcher collected data from the
semi-structured interview was transcribed, classified,
2.51-3.50 Moderate
and analyzed. Content analysis determined some
1.51-2.50 Low feasible measures teachers of English at
Bangbowithayakhom School could take to deal with these
1.00 -1.50 Very low problems. The

Note: Source: Srisa-ard, 2010 interview, used voice record by smartphone and
(บญุ ชม ศรสี ะอาด, 2553, การแปลผลเม่อื ใชเ้ คร่อื งมือรวบรวมขอ้ มลู แบบมาตราสว่ นประมาณ was later transcribed into text. Each interviewee had 10-15
minutes, and then the researcher conducted and summarized
คา่ : Thailand) all

Part 3: open-ended question ask for supplementary information into text, respectively.
data from the respondents, in particular, what were the other
English-teaching problems you were facing? The comments 4. Results and Discussion
written in Thai was translated into English.
The findings of the study based on the data from
3.3.3 The semi-structure interview for teachers the
The semi-structured interview consisted of two
questionnaires distributed to 275 GP student
parts: respondents as well as the questionnaires distributed to 24
Part 1: It consisted of the basic information about

the respondents, such as nationality, age, ELT experience,
teaching objects, and teaching subject.

Part 2: It consisted of structured questions about
the respondents’ perspectives on the problems and the
corresponding measures taken. These questions were for
clarification and further explanation.

291

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

English teacher respondents and data interpreted from the activities. Furthermore, foreign teachers were less

semi-structured strict than Thai teachers. However, just a few students

interviews with one Thai teacher and three foreign expressed an interest in studying with Thai teachers.

teachers from the Foreign Language Department in the Problems related to students: the majority of

General Program of Bangbowitthayakhom School. The students stated that they did not have enough time and

findings are opportunities

divided into three main parts as follows: (1) Results to practice speaking English in and out of class.

from research objective one, (2) Results from research Some did not have inspiration to study English, so that why

objective two, and (3) Results from research objective three they thought English was very hard. Moreover, they

mentioned that when they spoke English, they had to think

4.1. The Result from Research Objective One in Thai first.

4.1.1 Students Respondents' General Information Problems related to curricula and textbooks: some

In objective one of this research, a total of 275 students wanted to study Thai-English and English-Thai

students at Bangbowitthayakhom School were randomly translation subjects.

selected from each grade level: M.1/5 there were 45 people, Problems related to skill set: most students desired

M.2/4 there were 46 people, M.3/7 there were 42 people, to improve their listening and speaking skills. They also

M.4/2 there were 48 people, M.5/4 there were 49 people, wanted teachers to teach more writing skills, such as essay

and M.6/5 there were 45 people. to assess their problems in writing.

learning English through twenty questions. Mean and

Standard Deviation were the statistical tools used in this 4.2. The Result from Research Objective Two

analysis. 4.2. 1. Teacher Respondents' General Information
4.1.2. Students’ Responses to Research Objective One There were 24 teachers consisted of nine foreign

The respondents ranked at a high level of teachers and 15 Thai teachers who taught in the General

agreement; a total mean score was 3.56. and a total SD was Program of Bangbowithayakhom School, Thailand.

1.03. Moreover, 14 statements were highly agreed by the Most of the respondents were female, 58.33%.

students. The list of the top three statements being: (1) Nearly half were between 31- 40 years old, 41.67%, most

students lack opportunities of using English outside the Thai teachers, 62.50%, and most foreign teachers were

class (mean score: 3.99, SD: 0.93), (2) students think in Thai Filipinos, 29.17%.

first before they translate it into English (mean score: 3.87, Regarding educational background, 62.50% were

SD: 0.99), and (3) students want to study with native graduates with a bachelor's degree, while 37.50% hold a

speakers of English more than Thai teachers (mean score: master's degree. 37.50% were teachers with 1-5 years of

3.77, SD: 0.94) teaching experience; most teachers had to teach

Meanwhile, six statements received a moderate approximately 16 - 20 periods per week, 54.17%. Aside

level of agreement. The bottom three statements were: (1) from teaching, Thai teachers had many responsibilities such

students are not aware of the benefits of learning English as student affairs, head of high school level, head of public

(mean score:2.69, SD:1.22), (2) students do not have a good relations, level, school bank staff, teacher advisor, and

attitude towards the English subject (mean score: 2.99, general academic

SD:1.03), and (3) students do not like the English subject affairs. The foreign teachers did not have many

(mean score: 3.09, SD: 0.97) other workloads. Some of them have international linkages.

4.1.3. Students’ Open-Ended Questions The teachers were required to describe their opinions on
English teaching problems through questions. Mean and

Students provided comments and suggestions Standard Deviation were the statistical tools used in this

about English language teaching and learning in this section. analysis.

The following are comments from General Program

students: 4.2.2. Teachers’ Responses to Research Objective

Problems related to teachers: most students wanted Two

to study with foreign teachers because there were many new The following figure depicts the findings of a

survey of English teaching problems based on five

292

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

categories involving teachers, students, curricula and were issues with online instruction. Furthermore, the school
textbooks, assessment, and other factors affecting English lacked language laboratories, as well as there were a few
language teaching. foreign teachers in government schools.

Figure 1: Overall English teaching problems in General Problems related to lexical differences between
Program of Bangbowitthayakhom School American and British: the teachers mentioned that there
were contradicting English vocabularies of American and
British English. The students might experience confusion
when they heard or spoke the two accents.

Figure 1 demonstrated that from the respective questions, 4.3. Results from Research Objective Three
English teaching problems involve teachers, students,
curricula and textbooks, assessment, and other factors This objective found some feasible measures for
affecting English language teaching. Teachers agreed that teachers of English to deal with the English teaching and
problems involving students were at a high level. The list of learning problems in the General Program of
the top three problems involving students were: (1) students Bangbowithayakhom School, Thailand. The researcher
think in Thai first before they translate it into English (mean interviewed four English teachers in the Foreign Language
score: 4.08, SD: 0.83), (2) students lack opportunities of
using English outside the class (mean score: 4.04, SD: 0.81), Department, three foreign teachers, and one Thai
as well as (3) students lack extra practice on their own (mean teacher. This section was divided into two parts. (1) the
score: 3.96, SD: 0.69) respectively. However, problems interviewees' general information and (2) their responses to
involving curricula and textbooks and other factors related the structured questions are presented. The statistical tool
to English language teaching were moderate level. Lastly, used for this analysis was Content Analysis.
problems involving teachers and assessment were rated at a
low level. 4.3.1. The Interviewees' General Information
This section contains basic information about the
4.2.3. Teachers’ Open-Ended Questions
For other English teaching problems that teachers four respondents, including nationality, age, ELT
experience, teaching objects, and teaching subject. The
were facing. The respondents gave the following answers: findings are as
Problems related to students: according to teachers,
follows:
most Thai students spoke Thai with their peers in class and
had no further language practice outside of class. Table 5: The Interviewees' General Information

Students thought that learning English was difficult and that Tea Nationality Age ELT Teaching Teaching
they were disinterested in doing so. Furthermore, students
were too embarrassed to interact and were too concerned cher Exp. Obj. Subject
with grammar to talk.
F1 Filipino 31-40 7 M. 1-4 English for
Problems related to other factors contributing to communication
successful teaching and learning: teachers reported a lack of
communication or cooperation among school F2 American 31-40 3 M. 1-3 Speaking and
administration, Thai teachers, and foreign teachers. In listening
addition, there were too many students in class, and there English

F3 British 31-40 7 M. 4-6 English for
communication

T1 Thai 21-30 5 M. 1-5 English

4.3.2. The Interviewees' Responses
The teachers gave an interview and suggestion

about problem English language teaching and learning. The
following is an interview from teachers in the Foreign
Language Department.

293

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

Problems related to teachers: the majority of through the levels prepared them to expect that they would

teachers said that they had no problems with themselves. need to speak English, work communicatively in groups,

According interview in English, and present in English. Third, teachers

to the interview, they loved teaching the students tried to get students to practice more conversations, such as

and believed that teaching was a great career for them. Some role-play, group, and individual presentations. Lastly,

teachers stated that the problem they faced with themselves teachers applied movies in teaching and outside-reading
was establishing their confidence and finding methods to books to enhance students ‘development in reading and

grow as teachers. listening skill.

Problems related to students: most teachers

reported that the most difficult challenges they faced in their 4.4. Discussion
classrooms were: first, getting the full attention of all
students had been difficult at times, which was exacerbated This section discusses the findings of this research by
when various other activities around the school interfered relating them to the findings of the previous research
with regular class scheduling or took students out of the studies.
lesson. Second, there was the language barrier. Thai
students rarely dare spoke English in the classroom. Most of 4.4.1 English Learning Problems of Students in the
them spoke Thai, or some students didn't speak at all. Third, General Program of Bangbowithayakhom School,
because each student's background was unique, it Thailand

made teaching difficult for the teachers. Fourth, The findings of a survey of English learning
most students were uninterested in the lesson: some slept problems involving students based on research question
during class, while others did not pay attention. The next one. There was a difference between the two studies,
problem was students' inability to practice English. discussed below:
Furthermore, students get accustomed to grammar-
translation methods rather than communicative learning and According to the finding in this study, students at
thus found it difficult to employ productive skills, BBW School ranked problems involving students at a high
particularly speaking skills. level of agreement. The list of the top three statements
being:
Problems related to assessment: according to
teachers, the assessment problems that they discovered first (1) students lack opportunities of using English
were a outside the class. (2) students think in Thai first before
translating it into English, and (3) students want to study
high emphasis on grammar and passing tests. with native speakers of English more than Thai teachers. It
Moreover, Thai teachers found it difficult to create and is assumed that Bangbowitthayakhom School is located in
assess lessons for the listening and speaking parts. the countryside, which is quite different from Bangkok's
schools. As a result, students have few opportunities to
Problems related to other factors contributing to communicate in English with foreigners in reality.
successful teaching and learning: most teachers said that Furthermore, there are few foreign teachers in government
there were too many students in class, and they did not schools; students are accustomed to being teacher-centered,
with most English lessons focusing on grammar rather than
have much time to teach students. speaking skills.
The effective measures taken to deal with the
However, in Jiani Zhou’s study, the students’

problem: overall attitudes toward problems involved themselves,
regarding the interview question 7, research indicating a moderate agreement level with the issues listed.
The top
objective three follows: first, teachers stated that game-
based learning, as well as the flipped classroom method, was three statements were: (1) students want to study
beneficial. In a with native speakers of English more than Thai teachers, (2)
students lack knowledge in grammar and structure, and (3)
smaller class, it was wise to incorporate students think in Thai first before they translate into English.
personalized learning if possible. They attempted to make It is assumed that Potisarnpittayakorn School,
classes more enjoyable; as a result, students' enthusiasm to
study increased. Second, teachers tried to get students a relatively prominent school in Thailand, is based
accustomed to a more student-centered approach from the in this country's capital city. This means that students in this
first M.1 class. Exposure to this as students advanced school may have more opportunities to use English outside

294

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

the classroom than in rural schools. As a result, in Jiani problems in the General Program of Bangbowithayakhom
Zhou’s study regarding the questionnaire problems School, they mostly encountered numerous issues.

involving students, the statement "students lack Including language barriers, getting students' attention

opportunities of using English outside the class" ranked 6th. during teaching, having too many students in a

Still, this statement turned out to be in the top three in this room, students' basic English not being the same, students

study. not daring to speak English, and students lacking the

4.4.2. English Teaching Problems of Teachers in the motivation to learn the language and vocabulary knowledge.

General Program of Bangbowithayakhom School, Thailand However, they used the effective measures to address the

The finding of English teaching problems issues, such as game-based learning, the flipped classroom

involving teachers, students, curricula and textbooks, method, a student-centered approach, role play,

assessment, and other factors affected English language presentations, and movies, to encourage students to speak

teaching based on more effectively.

research question two. There were some Similarly, according to Jiani Zhou's study, the

similarities between the two studies, which are discussed teacher attempted to show two main things to the passive

below: students in order to deal with them. One thing was that

According to the finding in this study, English English was all around them, and they would most likely

teachers in BBW School agreed that problems involving need it in the near future if they wanted to study, work, or

students were at a high level. However, problems involving travel. Another point was that in order to acquire a language,

curricula and textbooks and other factors related to English students needed to apply all they had previously studied

language teaching were moderate. Lastly, problems rather than switching from one language model to another.

involving teachers and assessment were rated at a low level. In order to enhance students' awareness of English and
In the same way, Jiani Zhou’s study stated that inspire them to study, teachers may utilize a variety of

problems involving students were agreed to be significant teaching media in class. Teachers prefer to get close to their

by the respondents at a high level. However, problems students by utilizing online games to improve their students'

involving curricula and textbooks and other factors related awareness of English and inspire them to study. Students

to English language teaching were moderately problematic. were frequently exposed to English movies and music.

In contrast, problems involving teachers and assessment Besides, games and hands-on learning are key components

were rated at a low level of obstruction. It is assumed that of teaching. Moreover, clips were given to the students in

these two schools were public schools, so they had similar order to encourage them to practice speaking English.

problem factors.

In conclusion, both studies agreed that problems

involving students were at a high level. According to this 5. Conclusions

study, the top three items based on problems involving

students were: (1) students think in Thai first before Regarding to the research question one, the finding
translating it into English. (2) students lack showed that students' opinions revealed that they agreed at
a high level with the problems about themselves. They
opportunities to use English outside the class, and mostly agreed that they lacked opportunities to use English
(3) students lack extra practice on their own. Despite this, outside the class, they had to think in Thai first before
Jiani Zhou’s study stated that among the top three speaking English, and they also wanted to study with native
problematic items were: (1) students lack extra practice on speakers.
their own, (2) students lack opportunities of using English
The finding in research question two, the results of
outside the classroom, and (3) students think in the teachers' opinions revealed that they agreed on a high
Thai first before they translate it into English.

4.4.3. There are some feasible measures teachers of level with problems involving students. They mostly agreed
that the list of the top three issues are: (1) students think in
English at Bangbowithayakhom School can take to deal Thai first before they translate it into English, (2) students
with these problems. lack opportunities of using English outside the class, and (3)
students lack extra practice on their own. However,
The finding of research question three according to problems involving curricula and textbooks and other
teachers’ teaching experiences of English teaching

295

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

factors related to English language teaching were Baker, W. (2008). A critical examination of ELT in
agreed to a moderate level. Lastly, problems involving Thailand: The role of cultural awareness. RELC
teachers and assessment were at a low level. Journal, 39(1), 131–146.

The finding in research question three showed Baker, W. (2012). English as a lingua franca in Thailand:
additional problems that teachers faced as follow: first, Characterisations and implications. English in
getting the full attention of all students had been difficult at Practice, 1, 18-27.
times, which was exacerbated when various other activities
around the school interfered with regular class scheduling or Baker, W., & Jarunthawatchai, W. (2017). English language
took students out of the lesson. Second, there was the policy in Thailand. European Journal of Language
language barrier. Thai students rarely dare spoke English in Policy, 9(1), 27–44.
the classroom. Most of them spoke Thai, or some students
didn't speak at all. Third, because each student's background Ballantyne, S. (2016). Project-Based Learning: Utilization
was unique, it made teaching difficult for the teachers. in a Thai EFL classroom. Journal of Liberal Arts,
Fourth, most students were uninterested in the lesson: some Prince of Songkla University, Hat Yai Campus,
slept during class, while others did not pay attention. The 8(2), 48–52.
next problem was students' inability to practice English.
Furthermore, students get accustomed to grammar- Bangkok Post Public Company Limited. (2018, November
translation methods rather than communicative learning and 5). Thai English proficiency drops.
thus found it difficult to employ productive skills, https://www.bangkokpost.com/thailand/general/1
particularly speaking skills. However, teachers showed that 570042/thai-english-proficiency-drops
they used these feasible measures to solve the problem
successfully: (1) game-based learning, and the flipped Biyaem, S. (1997). Learner Training: Changing Roles for a
classroom method to improve their motivation, (2) student- Changing World, Educational Innovation for
centered approach instead of a teacher-centered approach, Sustainable Development. 3rd UNESCOACEID
(3) practice more conversation skills such as role-play and International Conference, Bangkok.
group/individual presentations, and (4) movies, and outside-
reading books to improve students’ listening and reading Bruner, J. (1973). Going beyond the information given. New
skill. Besides, the teachers also recommend that the program York: Norton.
incorporate more opportunities for teacher development
seminars. They believed these seminars would keep Chanaroke, U., & Niemprapan, L. (2020). The Current
teachers up to date on the latest education techniques being Issues of Teaching English in Thai Context. EAU
used. HERITAGE JOURNAL Social Science and
Humanity, 10(2), 1–12. https://so01.tci-
References thaijo.org/index.php/EAUHJSocSci/article/view/2
43257/164920
Angloinfo. (n.d.). Types of School.
https://www.angloinfo.com/how- Dively, A. (2018). Teacher Involvement. SlideShare from
Scribd.
to/thailand/family/schooling-education/types-of- https://www.slideshare.net/AlexissDively/teacher-
school involvement-97788394
Akbar Zahidi, M. (2014). Failure Factors of Teaching
English as a Deerajviset, P. (2015). The ASEAN Community 2015 and
Second Language Students in teaching Graduate English Language Teaching in Thailand. Journal of
Programme the Faculty of Humanities and Social Sciences, 48–
at Institute of Teacher Education. American Journal of 60. https://www.tci-
Educational Research, 2(10), 850–855. thaijo.org/index.php/eJHUSO/article/view/85666/
https://doi.org/10.12691/education-2-10-2 68126

Dhanasobhon, S. (2006). English language teaching
dilemma in Thailand.
Curriculumandinstruction.Org.

Dively, A. (2018). Teacher Involvement. SlideShare from
Scribd.
https://www.slideshare.net/AlexissDively/teacher-
involvement-97788394

Education First. (2020). Proficiency trend.
https://www.ef.co.th/epi/regions/asia/thailand/

296

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

Education Testing Service (ETS). (2011). Test and Score Education Management Information System. (n.d.). ประวตั ิ
โรงเรียน – โรงเรยี นบางบอ่ วทิ ยาคม.
Data Summary for TOEFL®
Internet-based and Paper-based Tests January 2010— http://www.bbw.ac.th/?page_id=18

December 2010 Test Data. EOl System English Online. (2560, February 20). What is

https://www.ets.org/Media/Research/pdf/TOEFL-SUM- EFL?

2010.pdf https://www.engtest.net/forum/detail.php?type_id

Education Testing Service (ETS). (2013). Test and Score =03-12&&topic_id=4451

Data Summary for TOEFL iBT® Fitzpatrick, D. (2011). Making sense of English language
Tests and TOEFL® PBT Tests January 2012– December policy in Thailand: An exploration of teachers’

2012 Test Data. practices and dispositions (Doctoral Dissertation,

http://static1.1.sqspcdn.com/static/f/543124/2360 University of Exeter).

7949/1380563842453/TOEFL+Scoe https://ore.exeter.ac.uk/repository/bitstream/handl

Education Testing Service (ETS). (2013). The TOEIC Test e/10036/3314/FitzpatrickD.pdf?sequence=3&isAl

Report on Test Takers Worldwide 2012. lowed=y

https://www.ets.org/s/toeic/pdf/2012_ww_data_re Foley, J. A. (2005). English In Thailand. RELC Journal,

port_unlweb.pdf 36(2), 223–234.

Education Testing Service (ETS). (2014). 2013 report on https://doi.org/10.1177/0033688205055578

test takers worldwide. Foley, J. A. (2007). English as a Global Language: My Two
Satangs’ Worth. RELC
http://toeic.cn/download.aspx?file=/upload/file/20

160905452.pdf Journal, 38(1), 7-17.

Education Testing Service (ETS). (2015). 2014 report on Fox, D. (1983). Personal theories of teaching. Studies in
Higher Education, 8(2), 151–163.
test takers worldwide.

https://www.etsglobal.org/content/download/1517 https://doi.org/10.1080/03075078312331379014

8/259610/file/2014_Report_on_Test_Takers_Wor Hilado-Deita, H. C. (2015). History of English Language

ldwide- Teaching: A Glimpse of

The_TOEIC_Listening_and_Reading_Test.pdf Thailand Scenario. Sripatum Chonburi Journal, 12(1), 16-

Education Testing Service (ETS). (2016). 2015 report on 26.
Jones, N. P. (2017). Teachers’ Theories of Teaching and
test takers worldwide.

https://www.etsglobal.org/content/download/1637 Learning and the Use of Math Interventions

8/276472/file/2015%20Report%20on%20Test%2 (Doctoral Dissertation, Walden University).

0Takers%20Worldwide%20The%20TOEIC%20L https://scholarworks.waldenu.edu/cgi/viewcontent

istening%20and%20Reading%20Test.pdf .cgi?article=4891&context=dissertations

Education Testing Service (ETS). (2017). 2016 report on Kachru, Braj. B (1991). World Englishes and applied
linguistics. ERIC., 178–205.
test-takers worldwide

http://www.iibcglobal.org/library/default/toeic/off Kachru, Y., & Nelson, C. L. (2006). World Englishes in

icial_data/pdf/Worldwide2016.pdf Asian Contexts. Hong Kong University Press.
Kaewmala (2012, March 24). Thai Education Failures – Part
Education Testing Service (ETS). (2018). 2017 report on

test takers worldwide. 4: Dismal English-language training. Prachatai

https://www.ets.org/s/toeic/pdf/2017-report-on- English. https://prachatai.com/english/node/3125

testtakers-worldwide.pdf Karnnawakul, P. (2004). Summary of research report:
Education Management Information System. (n.d.). ขอ้ มลู
Foreign language teaching in the southern part of
พนื้ ฐาน โรงเรียนบางบอ่ วทิ ยาคม.https://data.bopp- Thailand. Manusya Journal of Humanities, 7, 80–

obec.info/emis/schooldataview_techer.php?Schoo 81.
l_ID=1011570155&Area_CODE=101706%20%2
0%20%20%E0%B8%A3%E0%B8%A3 Kaur, A., Young, D., & Kirkpatrick, R. (2016). English

education policy in Thailand: Why the poor

results? In R. Kirkpatrick (Ed.), English language

297

Au Virtual International Conference 2021
Entrepreneurship and Sustainability in the Digital Era

Assumption University of Thailand
October 19, 2021

Co-hosted by

education policy in Asia (pp.345-362). Nordquist, R. (2020, March 26). What Is English as a

Switzerland: Springer. Foreign Language? ThoughtCo.

Khamkhien, A. (2010). Teaching English Speaking and https://www.thoughtco.com/english-as-a-foreign-

English Speaking Tests in the Thai Context: A language-efl-1690597

Reflection from Thai Perspective. English ONEC. (2003). Education in Thailand 2002/2003. Bangkok:
Language Teaching, 3(1), 184–190.
ONEC Publication.

https://doi.org/10.5539/elt.v3n1p184 Panichkul, S. (2018). A study of the pronunciation of
Khamkhien, A. (2010). Thai Learners’ English
English consonants by Thai airline ground staff

Pronunciation Competence: Lesson Learned from (Doctoral dissertation, Assumption University,

Word Stress Assignment. Journal of Language Thailand).
Teaching and Research, 1(6), 757–764.
https://repository.au.edu/handle/6623004553/2244

https://doi.org/10.4304/jltr.1.6.757-764 0

Kimsuvan, A. (2004). Summary of research report: Foreign Pratoomrat, P. (2018). A study of classroom interactional

language teaching in the northern part of Thailand. competence at a Thai university level (Doctoral

Manusya Journal of Humanities, 7, 78-79. Dissertation, Assumption University, Thailand).

Kirkpatrick, A. (2007) World Englishes: Implications for https://repository.au.edu/handle/6623004553/2230

International Communication and English 9

Language Teaching. Cambridge: Cambridge Punthumasen, P. (2007). International Program for Teacher

University Press. Education: An Approach to Tackling Problems of

Kirkpatrick, R. (2012). English education in Thailand: 2012. English Education in Thailand. Office of the
Asian EFL Journal, 61, 24–40.
Education Council, Ministry of Education

Mcleod, S. (2017, February 5). Behaviorist Approach. Sukhothai Road, Thailand, 2–13.

Simply Psychology. http://backoffice.onec.go.th/uploaded/Category/E

https://www.simplypsychology.org/behaviorism.h ngBook/ProblemEngEd13dec07-03-03-2011.pdf

tml Rao, X. (2018). Learning Theories that Impact English

Mcleod, S. (2018, August 5). Vygotsky - Social Teaching and Learning. University English for
Academic Purposes in China, 21–39.
Development Theory. Simply Psychology.

https://www.simplypsychology.org/vygotsky.html https://doi.org/10.1007/978-981-13-0647-1_3

Marlowe, C. A. (2012). The effect of the flipped classroom Rogers, U. (2013). Thai English as a variety. (Doctoral
on student achievement and stress (Master’s thesis,
dissertation, Arizona State

Montana State University, Bozeman, MT). University). https://repository.asu.edu/
Melander, E. R. (2002). The meaning of “student-centered”
attachments/110689/content/Rogers_asu_0010E_

advising: Challenges to the advising learning 13107.pdf

community. The Mentor. Saengboon, S. (2006). CLT revisited. NIDA Language and
Communication Journal, 11(11), 136–148.
http://www.psu.edu/edu/dus/mentor/

Methanonpphakhun, S., & Deocampo, M. F. (2016). Being Samuelowicz, K., & Bain, J. D. (2001). Revisiting

an English language teacher: A narrative analysis academics' beliefs about teaching and learning.

of ten foreign teachers in Thailand. The New Higher Education, 41(3), 299-325.
English Teacher, 10(1), 1–19.
http://link.springer.com/journal/10734

N. (2013). A study on problems faced by Thai students in Sasum, S., & Weeks, B. (2018). Why Some Thai Students

learning English in Unisza, Cannot Speak English Fluently? RSU International

Malaysia. Journal of the Faculty of Languages and Research Conference, 361–364.
Communication (FBK), 5–8.
https://rsucon.rsu.ac.th/files/proceedings/inter201

Noom-ura, S. (2013). English-Teaching Problems in 8/G4-IN18-021.pdf
Thailand and Thai Teachers’ Professional
Siritararatn, N. (2013). English Self-Efficacy Beliefs of EFL

Development Needs. English Language Teaching, Low Proficiency Graduate Students. Academic
Journal of Interdisciplinary Studies, 2(3), 461–468.
6(11), 139–147.

https://doi.org/10.5539/elt.v6n11p139 https://doi.org/10.5901/ajis.2013.v2n3p461

298