SWOT Analysis of Online Foreign Language Teaching in the Context of COVID-19—
Taking Yonsei Korean as an Example
Wang Jing, Liew Khe Li, Sharmini Abdullah
Universiti Malaysia Perlis
ABSTRACT
Online language teaching has become a necessity for the plethora of activities requiring the use
of distance learning for the instruction of foreign languages. Technology-mediated task-based
language instruction is the combination of task-based language instruction and technology, and
it is arguably a requirement for language education in the COVID-19 era.(TBLT; González-
Lloret & Ortega, 2014) As language classrooms are being redefined, training on how to set
learners up to successfully do tasks online must be part of teachers’ professional development.
So far, only a few studies have been published on the strains and challenges encountered in
teaching Korean as a foreign language online and few have proactively proposed effective
solutions. Hence, in order to further address this difficulty, the focus of this study is threefold:
firstly is to identify the dilemmas encountered teaching Korean as a foreign language online;
secondly is to document the teacher’s experience adopting the SWOT analysis as a strategy to
address problems of disconnection of course content from students’ real life and as a way to
meet the goals of practical language-oriented teaching reform; and lastly is to propose feasible
reform measures for effective online teaching of a foreign language in the context of COVID-
19. Concomitantly, the author argues that online foreign language teaching should shift from
the traditional grammar-oriented teaching mode to the goal of language proficiency
application, and that the disadvantages of online classes in teaching should not be overlooked,
so as to enhance classroom activity and student participation and to make up for the lack of
non-traditional face-to-face teaching opportunities.
Keywords: Online language teaching; Korean language; SWOT analysis
Wang Jing is a lecturer at the Centre for Liberal Sciences, Faculty of Applied & Human
Sciences, Universiti Malaysia Perlis, Malaysia. She obtained her first degree in Business
English from Xinjiang University, China. She then completed her masters in Linguistics at
Dongeui University, Korea. She is currently the course coordinator of the Korean language
course. She is enthusiastic about the teaching of Korean language and has never lost interest in
finding the best approaches in facilitating her students' learning. Her work mainly focuses on
fluency and accuracy of the Korean language.
50
Why Apprehensive Postgraduate Students Struggle to Complete Their Dissertations
Wan Safuraa Wan Osman1,, Fatiha Senom 2, Shanina Sharatol Ahmad Shah3
1Faculty of Applied and Human Sciences, Universiti Malaysia Perlis, Perlis, Malaysia
2, 3Faculty of Education, University of Malaya, Kuala Lumpur, Malaysia
ABSTRACT
This paper discusses how cognitive dissonance, a psychological discomfort resulting from
conflicting thoughts and feelings, could influence apprehensive students’ writing progress and
quality of written output in L2 dissertation writing. In this qualitative multiple-case study, four
local postgraduate students were selected through purposeful sampling and the findings were
generated from in-depth interview, personal document analysis, audio journal and supporting
instruments. Using thematic analysis, the findings revealed that the participants sometimes
change their existing beliefs, add new beliefs or reduce the importance of beliefs when facing
the ill effects of their actions and thoughts in order to resolve cognitive dissonance. But altering
beliefs could lead them to misattribute the source of their writing anxiety and writing issues,
which could cause further anxiety, encourage procrastination and create distractions from
focusing on dissertation writing. In short, they may not know why they struggle or how to
improve their performance. Hence, the paper promotes greater understanding of the
postgraduate students’ struggles in L2 dissertation writing by highlighting the interplay
between cognition, emotion and motivation, in hope to inform efforts to improve their writing
performance and motivation. The paper also underlines important implications for future
research.
Keywords: Cognitive dissonance; second language writing anxiety; postgraduate students;
dissertation writing; academic writing; multiple-case study
51
Universal Language -- a spiritual passage to destiny in
Paulo Coelho’s The Alchemist
Wararat Whanchit
School of Liberal Arts, Walailak University, Thailand
ABSTRACT
“The Alchemist” by Paulo Coelho was originally entitled “O Alquimista”, written in
Portuguese in 1988, and translated into English in 1993. Awarded with the Nielsen Gold
Bestseller in the UK, the book with its timeless theme never ceases the inspiring power on
millions of readers worldwide. The key theme on a pursuit of one’s destiny and spiritual
enlightenment through magical realism greatly impresses humans regardless of their races or
background. The simple storyline goes as a young shepherd from Andalusia in Spain who has
a recurrent dream of treasure at the Pyramids Egypt makes a real journey to find the treasure.
While reading the reader will realize that the journey itself is a treasure and will inevitably
internalize and grows spiritually from the protagonist’s experience. The current study focuses
on the interpretation of the mention of “Universal Language” which reoccurs as a major symbol
throughout the story. This Universal Language is cherished beyond human language and is the
main instrument for the protagonist to realize his dream and fulfill his destiny. The novella
implies that one’s obligation in life is to understand the language of the universe and
contemplate in the present.
Keywords: The Alchemist, Paolo Coelho, Universal Language, spiritual, magical realism
52
Inter-Rater Reliability of a Localised CEFR-Based Writing Task
Yuziana Yasin
Faculty of Applied and Human Sciences (FSGM), Universiti Malaysia Perlis
[email protected]
ABSTRACT
Inter-rater reliability measures the agreement between subjective ratings by multiple raters,
inspectors, judges, or appraisers (Frost, 2022). Inter-rater reliability helps to answer thequestion, is
the rating system consistent? High inter-rater reliability indicates that multiple raters’ ratings for the
same item are consistent. Conversely, low reliability means they are inconsistent. In Malaysia, the
Common European Framework of Reference (CEFR) has gained much attention of educational
policy makers. Such can be seen through the adoption of the CEFR as a benchmark for students’
proficiency levels. However, there’s lack of studies discussed on the inter-rater reliability of the
international students’ writing tasks at tertiary education level. Hence, this study provided an attempt
of a local institution in Malaysia to measure the agreement between subjective ratings by multiple
raters from universities under study as well as raters from other institutions in Malaysia. Five raters
and thirty international students were involved as participants in this study. With the focus given to
the scoring validityin accordance to the O’ Sullivan's (2011) localisation model, the strength of the
relationship between multiple ratings can be measured by using the Kendall’s coefficient statistical
value. Thus, the results reported from the scoring session will be reliable.
Keywords: inter-rater reliability, Common European Framework of Reference (CEFR),
localisation, writing
Yuziana Yasin is a Language Instructor at UniMAP. Her interests are in language teachingand
learning, as well as language assessment in higher education.
53
COLLECTION of SELECTED
FULL PAPERS
54
How Writers Use Background Knowledge as
Promotion Strategy in Engineering Discipline PhD
Theses Introduction Chapter
Faharol Zubir, Ina Suryani and Sharmini Abdullah
Centre for Liberal Sciences
Universiti Malaysia Perlis, Malaysia
Email: my.edu.faharol@unimap
Abstract
Promotional tools have been used in research writing in order to increase the visibility of research (Moreno, 2021).
This study explores how promotion is realized in Engineering discipline PhD theses’ introduction. We focus on one
promotional strategy, claiming centrality, through the use of background knowledge presentation. Claiming
centrality is used by authors to highlight the importance of their study. The study examines the rhetorical structure,
skills and linguistics realization utilized by writer of Engineering discipline PhD theses' introduction to achieve
positive evaluation of the significance of the topic or the research area. A corpus size of 28 245 words garnered from
Ten Engineering discipline PhD thesis introduction is selected for a genre analysis study. The introductions were
analysed within the ‘Swalesean approach’ of move analysis guided by the Bunton Model. The findings of the study
shows that background knowledge was utilized by the authors as a promotional tool in their introduction towards
complementing their centrality claim. The presentation of background knowledge in Engineering PhD thesis
introduction was not only to give more information regarding; or explain the centrality claim, but was also
strategically used to illustrate advantage, cause, and effect of the chosen information, method and material presented
in the study, and particularly mentioned in the thesis introduction.
Keywords- technical writing, claiming centrality, promotion, background knowledge, engineering PhD thesis
introduction, move analysis
I. INTRODUCTION RAs and PhD thesis introduction, and its relation as a
promotional strategy.
Promotional tools have been used in research article
introductions (RAIs) in order to increase the visibility of Therefore, this study aims to investigate the utilisation
research (Moreno, 2021). As RAs rely heavily on being of background knowledge as a promotional strategy in
cited by other RAs in order to validate the value of the Engineering discipline thesis. The analysis examines the
certain RAs, therefore, authors have used multiple rhetorical strategies of these introductions based on move-
strategies to highlight their research. Authors highlight step model for PhD introductions seeking to answer the
their research by showing that their research is important following research question:
and current. One of the strategies in highlighting research
in RAIs in utilizing the claim of centrality. Swales (1990, 1. Do Engineering PhD introductions utilise
2004) has identified claiming centrality as an important background information presentation as a
step in the introduction section of RAIs. This type of promotional strategy?
investigation was later expanded by Bunton (2002)
towards PhD thesis introduction. His investigation on 45 2. How do Engineering PhD introductions utilise
PhD thesis introduction from various discipline had also background information presentation as a
found that claiming centrality is a compulsory step in PhD promotional strategy?
thesis introduction. However, less attention was given on
highlighting background information, which is also a step
found by both Swales and Bunton in their investigation on
55
II. LITERATURE REVIEW They were analysed using move analysis guided by the
Bunton Model (2002).
The interest on conducting rhetorical
strategies/structures investigation on PhD thesis There are three moves moves in the Bunton Model
introduction have been apparent in the last two decades. such as Move 1 (M1): Establishing a territory, Move 2:
Research such as (Bunton, 2002; Carbonell-Olivares et Establishing a niche and Move 3: Announcing the present
al., 2009; Kawase, 2018; Ono, 2017; Zainuddin & Shaari, research. There are five steps (S) in Move 1 such as:
2021) have investigated the PhD thesis introductions from
different disciplines. As highlighted by Cheng, (2019), M1S1: Claiming centrality
these investigations have yielded valuable information in M1S2: Making topic generalisation and giving background
the field of academic writing especially thesis writing.
information
The importance of claiming centrality in academic M1S3: Defining terms
texts have been highlighted by numerous researchers as it M1S4: Reviewing previous research
highlights the importance of the research. Claiming M1S5: Parameters of research
centrality is commonly found in the early stages of the
introduction section of RAIs and the introduction chapter The researcher only lists the Move 1 section from the
of theses.(Wang & Yang, 2015) highlighted the utilisation Bunton Model as this paper focuses on the utilisation of
of claiming centrality as a promotion strategy in RAIs. As M1S2 as promotional tools in Engineering PhD theses
claiming centrality functions to showcase the importance introduction.
of the topic, therefore it is deemed as one of the most
suitable steps where promotional elements could be IV. FINDINGS
embedded (Abdi & Sadeghi, 2018). It draws the readers’
attention towards the academic text. The move analysis has found M1S2 to be the most
utilised steps in Engineering PhD theses introductions. As
However, to further attract readers’ and give a more M1S2 is the most utilised steps in theses introduction, the
detailed explanation over the centrality claim, authors researcher tries to dissect the various strategies utilised by
utilise the inclusion of background information in order to thesis authors in using this step. Therefore, the researcher
strengthen their centrality claim. Background information has found that background information presentation in
is an important part of academic text introduction Engineering theses was utilised as complimenting the
especially in theses introduction. This is apparent as M1S1: Claiming centrality, which is a step that is heavily
usually there is a section in the introductory paragraph of related to promotional purpose of a thesis. However, the
theses being titled ‘Background of the Study’. researcher also found that background information not
being used as highlighting just mere background
Even though background information is important and information. M1S2 was also strategically used to show
consume a large part of the theses introduction, it is less advantage, cause and effect and also to illustrate
studied by researchers unlike other elements in the examples.
introduction such as purpose statements (Lim et al.,
2015), hypotheses (Lim et al., 2014; Shehzad, 2011), and Examples of M1S2 being used as a promotional
research questions (Lim, 2014; Thelwall & Mas-Bleda, strategy can be found in its utilisation as showing
2020). Therefore, an investigation on the strategies of advantage of the background information given. This is
background information utilisation, especially the different than merely highlighting the background
promotional role that it plays was deemed important by information as an informative tool for the readers. Thesis
the researcher. authors used M1S2 to highlight the advantage of the
background information given and this promotional
III. METHODOLOGY strategy can be found in all the ten theses analysed.
This research adopts the move analysis method within A detailed example of M1S2 being utilized towards
the ‘Swalesean approach’. The PhD thesis introduction showing advantage of a certain background information,
were qualitatively analysed in order to recognize the which can be related as a promotional strategies of theses
pattern of rhetorical strategies that can be found in the authors can be seen in the paragraph excerpt taken from
introductions. The sample of the study is a corpus T7 as follows.
consisting of 28 245 words derived from 10 Engineering
PhD thesis introductions. The introductions were selected
from the recipients and candidates for the best thesis
awards by Universiti Malaysia Perlis (UniMAP). The
theses analysed are from the year 2017 to 2019, with more
than half of the sampling taken from the year 2019. The
theses are coded as T1 to T10. The theses were obtained
in softcopy form through request via the UniMAP library.
56
/The homogeneity and compatibility in between the M2S1A: Indicating a gap in research.The word ‘should’
filler and matrix is greatly affected by the mechanical was utilized in the sentence to illustrate the gap in research
and electrical properties of CPC.(M1S2)/ highlighted by the researcher.
/The dispersion states of fillers also play a significant
role in achieving good electrical conductivity The whole paragraph was structured by giving
properties in CPC. The inclusion of chemical background information over the material/processes
substances such as surface modifier and crosslinking followed by the advantages/importance of those
agent will enhance the composite surfaces and filler- material/processes. Then, claim for centrality of the
matrix interfacial adhesion, respectively. (M1S2)/ material/processes were done before gap was indicated by
/Tee, Mariatti, Azizan, See, & Chong, (2007) work, the showing need in the final sentence. This structure is
improvement in conductivity is most probably due to different from conventional structure of academic writing
the improvement in filler–matrix adhesion and good where the topic sentence is usually the first sentence of a
dispersion of silver nanoparticles in the matrix by the paragraph, and the following sentences are explanations
aid of silane coupling agent.(M1S1)/ over the claims made in the topic sentence.
/The significant changes in electrical properties should
be correlated with morphological studies, and the V. DISCUSSION
morphology of the composites for treated and
untreated composites.(M2S1A)/ This study has found M1S2: Making topic
generalization and giving background information, as the
The researcher code the first sentence M1S2, however, most utilised step in Engineering PhD introductions.
there is great potential for this statement to be coded as M1S2 has occurred in all the introductions analysed and
M2S1B: Indicating a problem or need. Nonetheless, the is the most steps used in the introductions. This is more
researcher could not code it as M2S1B, even though this compared to PhD introductions from other disciplines.
statement is under the subsection of problem statement Past studies on the utilisation of move and steps in thesis
and is the topic sentence of its paragraph. This is because introductions from different disciplines such as Applied
the statement is not written in a way that clearly portrays Linguistics (Kawase, 2018), Computer Science (Soler-
problem or need. One can only imply the need function Monreal et al., 2011) and various disciplines (Bunton,
embedded in the statements; however, it is also not 2002) have provided data for comparison with the
significantly visible. Thus, coding this as M1S2 fits the findings of this current study. Background information
nature of the statement. This is an example of M1S2 utilisation was found in 95% of the introductions analysed
giving the background information without any from Applied Linguistics (N=19/20), 90% of the
promotional elements being embedded such as showing introductions analysed from Computer Science (N=9/10)
advantage of the information presented. and 84.4% of the introductions analysed from OD
(N=38/45). The high percentage of background
Even though sentence 2 and sentence 3 were coded as information utilisation from various discipline suggest
M1S2 as categorized in the Bunton Model, these that it is an important step in PhD introductions.
statements serve a slightly different purpose rather than
just giving background information. It showed the Although the high utilisation of M1S2 in the current
importance of certain materials and processes that were study could be attributed to disciplinary factor,
included in previous study. Even though it highlights the comparison with components from Bunton (2002) study,
importance of these material/processes, the researcher did in which he had analysed 10 Engineering discipline PhD
not code this as M1S1 as these statements are not claiming introductions out of the 45 PhD introductions from
centrality over the topic of the study in general. As the various disciplines, showed that the current study has a
coding of explanation of material/processes statements higher percentage of M1S2 occurrence at 100%
have been represented in the Bunton Model in the coding (N=10/10) compared to 80% (N=8/10). The increase may
M3S4: Materials or Subjects, however, these statements be explained due to the awareness among writers on the
cannot be categorized under Move 3 as it is not used to promotional strategy that could be embedded in their
announce the present research. These statements serve the research in order to gain greater visibility (Flowerdew,
purpose of Move 1: Establishing a territory, by showing 2021).
the importance of material/processes done by previous
research. The researcher also could not code this as Background knowledge information presentation in
M2S1B: Indicating a problem or need, as these statements PhD theses’ introduction might not seem important as a
serve the purpose of giving information over the previous promotional strategy; no more than establishing the niche
M1S2 used as the topic sentence of this paragraph. Thus, (Move 2) or announcing the present research (Move 3).
the researcher believes that this is an example of However, M1S2 is closely related to an important step in
promotional elements being embedded in M1S2 step. Move 1: Establishing a territory, which is M1S1:
Claiming Centrality (importance of topic). This is because
The fourth sentence was identified to function as the M1S2 functions as a supplementary for M1S1. As claims
claims for centrality through the usage of M1S4: are made by writers on the importance of their study,
Reviewing previous work. The last sentence was coded as explanations were then given in the form of background
57
information to support the claim. methodology used in future research, the number of
samples that are analysed can also be increased. It is
One notable finding from this current study is on how
hoped that through these suggestion, future studies can
background information was used to display advantages
produce more descriptive, reliable, valid and valuable
of the matter discussed while establishing the territory of findings.
the research. We would claim that this is a distinct finding
REFERENCES
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(2009). The schematic structure of Spanish PhD thesis
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Cheng, A. (2019). Examining the “applied aspirations” in the
VI. CONCLUSION ESP genre analysis of published journal articles. Journal
of English for Academic Purposes, 38, 36–47.
The purpose of the present study was to investigate the https://doi.org/10.1016/j.jeap.2018.12.005
Flowerdew, J. (2021). ‘Selling’ or ‘telling’? The issue of
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dissertations submitted to U.S. universities: An inquiry
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McKenna, B. (1997). How engineers write: An empirical
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Wang, W., & Yang, C. (2015). Claiming centrality as
59
The Implementation of Online English
Reading Skills Materials for EFL Engineering
Students in College of Industrial Technology
and Management, RUTS During COVID-19
Pandemic
Jittima Choopun and Napadon Sornpakdee
College of Industrial Technology and Management, RUTS, Nakhon Si Thammarat, Thailand
Email: [email protected]
Email: [email protected]
Abstract
The COVID -19 pandemic has changed English instruction from a traditional face-to-face classroom to more online
classroom in the higher education worldwide. The new normal in the tertiary education has provided language
teachers with great potential opportunities to implement various online applications and instruments to develop their
learners’ language proficiency. This transformation of education has both benefits and limitations. Educators in the
field are questioning and investigating how effective online learning on improving English language skills of
learners. Thus, the purposes of this study were to study results of EFL Thai students English reading skills through
employing online learning and also to elicit the students’ engineering opinion toward how effective online learning
on improving their English reading skills. The researchers developed online English reading materials for
engineering students. The participants were 20 engineering students from College of Industrial Technology and
Management, RUTS, Nakhon Si Thammarat, Thailand in the academic year 2021. English reading ability test and
questionnaire of students’ opinion towards the online materials were used to gather the data in the study. The findings
showed that online learning can promote engineering students to develop their English reading skills. They reported
a positive inclination toward the use of technology in online English reading materials. It can encourage them more
concentrated and autonomous learners. However, the common limitations included the interrupted or weak internet
connection and their low motivation level. Furthermore, the results of this study would help policymakers, trainers,
language teachers, and university administrators when they develop and integrate technology in new normal
classrooms.
Keywords- Online Materials; English reading skills; EFL Engineering students
I. INTRODUCTION investigated and reported that among four English
At the present time, English language plays an skills, reading skill has the highest priority for the
important role in a workplace. Mastering English engineering students [3], [4]. Reading in English was
communication skills are required in every field of one of the basis English language skills that engineers
work, including engineering field [1]. In the same vein, are expected to have. Literacy in reading and
Chetsadanuwat [2] mentions that English understanding printed words is significant for all
communication skills become a crucial qualification for undergraduate students to succeed in their academic
a successful engineering job seeker to be hired in career. In their classes, engineering students have to
Thailand or abroad as the language is used in most refer to journals and other current periodicals to update
international organizations. their knowledge in the field of engineering and
technology. This requires them to have proficiency in
There is a clear necessity for effective English the English language to understand, interpret, and
communication skills for engineers. Many studies have analyze the content related to their academics as well as
59
other fields of knowledge [5]. process. Tomlinson [9] defines material as anything
which can be used in the language learning, including
Despite the importance of English reading skills, textbooks, videos, graded readers, flashcards, games,
such skills are often being neglected in the higher websites, and mobile phone interactions. It is supported
education context. Many university students do not read by Limberg [10], he explains that in a foreign language
in English. They prefer to read printed materials in their classroom instructional materials are created through
respective first languages. The lack of motivation to the variety of input sources, ranging from the
read in English is worrisome as this could negatively participants themselves (such as teacher talk and
impact on the students’ acquisition of proficiency and classroom discourse) to the use of audio-visual devices
strategy to read in English [6]. (such as CDs, DVDs, and internet), and also printed
materials.
Unfortunately, in March 2020, COVID-19 pandemic
starts and rapid spreads across the world and has Material development can be defined as all processes
continued since then. This crisis directly impacts all made used by the practitioners to produce or use
aspects of human life in nearly all parts of the world. material for the learning of language, including material
The teaching of English is not an exception. In this evaluation, adaptation, design, production, exploitation,
situation, schools and universities worldwide need to and research. Practitioners or teachers need to construct
change the modes of instructional delivery from face- instructional material in many reasons including 1) to
to-face into online education. Most educational replace unsuitable material in the textbook; 2) to
institutes have shifted to online learning platforms to provide material missing from the textbook; 3) to
keep the academic activities going. English teaching provide suitable material for students’ particular needs
and learning focuses inevitably on educational and interests; 4) to give extra language or skills practice;
technologies and online platforms. Teachers commonly and 5) to add variety to teaching.
use various online platforms for teaching such as Zoom,
Moodle, Google Meet, WhatsApp, Facebook, b) Definition and conception of online learning
Blackboard and other platforms for delivering the
courses and providing intra-communication during the Online learning is a trend in the world of education
pandemic [7]. during Covid-19 pandemic. Online learning is the new
multimedia and the Internet technology to improve the
The new normal in education has provided language quality of learning. It is the use of network technology
teachers with great potential opportunities to implement to design, provide, select, administer, and extend the
various online applications and instruments to develop learning.
their learners’ language proficiency. In response to this
situation, teachers need to redefine their roles, develop One of the most interesting websites is the Google
their digital competences necessary for organizing and Sites. It was established in March 2008. It is a platform
delivering online teaching, and shift teaching from that makes it easier for users to create a website display
traditional methods to the modern approaches [8]. quickly, easily, and simply. It does not require a
complex high-level programming language. Non-
In fact, the concept of online teaching is not only for technical users can organize and share digital
the existing situation of English language teaching information [11]. The other advantages of this site are:
during such emergency periods but also for future it is free and provides 100MB of free online storage, it
education. Significantly, to develop engineering The site is securely stored on Google servers and
students’ English reading skills, they have to be integrated with other Google devices like Google form,
motivated and guided in the classrooms with a wide YouTube, Wikipedia, etc.
range of materials. The transition to online teaching
creates an alternative means that has enabled students to c) Reading strategies
have the opportunity to practice English reading skills
and continue to be exposed to the language. Effective language instructors show students how to
adjust their reading behavior to deal with a variety of
Based on the explanation above, it is necessary for situations, types of input, and reading purposes. They
the researcher who takes the role of English language help students develop a set of reading strategies and
teacher to adapt teaching method and encourage match appropriate strategies to each reading situation.
engineering students to enhance their English reading However, the followings are certain strategies that can
skills proficiency not only during such emergency help students read more quickly and effectively:
periods but also for future education.
• Previewing: reviewing titles, section headings, and
II. REVIEW OF RELATED LITERATURE photo captions to get a sense of the structure and content
a) Instructional material development of reading selection.
Instructional material is considered as one of the • Predicting: using knowledge of the subject matter
important components of the goal of teaching-learning to make predictions about content and vocabulary and
check comprehension; using knowledge of the text type
and purpose to make predictions about discourse
60
structure; using knowledge about the author to make participation in this study did not affect participants’
predictions about writing style, vocabulary, and content. studying evaluations. During the study, the researchers
properly protected all participants with their rights and
• Skimming and scanning: using a quick survey of wellbeing throughout the research project.
the text to get the main idea, identify text structure,
confirm, or predictions. b) Research instruments
• Guessing from context: using prior knowledge of In an attempt to answer the research questions, this
the subject and the ideas in the text as clues to the study used a quantitative study for data collection and
meanings of unknown words, instead of stopping to analysis. Three research instruments were used for data
look them up. collection.
• Paraphrasing: stopping at the end of a section to 1) Four lessons of online English reading skills
check comprehension by restating the information and materials for EFL engineering students developed by
ideas in the text. the researcher and the content of each lesson based on a
needs analysis.
III. PURPOSE OF THE STUDY
This study has the following objectives: Prior to the online materials development, the
1) To develop online English reading skills materials researchers conducted a needs analysis and presented
for EFL engineering students. the results in the 8 th Symposium of International
2) To study the students’ English reading abilities Languages and Knowledge: SiLK 2021 Conference
before and after using the developed online material. [13]. The researchers used obtained findings from the
3) To study students’ opinion towards the developed previous study as a starting point and framework for this
online materials. online materials development.
IV. RESEARCH METHODLOGY The researchers continued to the next stage of online
In this part, the researcher outlines the participants, material development procedure by designing the
contents of the material. In this stage, the researchers
research instruments, the method of data collection, and considered the contents and reading skills to be used
the data analysis. into the online materials. Overall, the online materials
covered 4 lessons. The following table 1 presented the
a) Participants detail of the contents and reading skills.
In this study, participants were 20 engineering TABLE I. CONTENTS AND READING SKILLS IN EACH UNIT
students of College of Industrial Technology and OF ONLINE ENGLISH READING SKILLS MATERIALS FOR
Management, RUTS, Nakhon Si Thammarat who
enrolled English for Work course in the second semester EFL ENGINEERING STUDENTS
during the academic year 2021. The researcher
employed the purposive sampling method to select the Unit Contents and reading skills
participants.
Unit 1 : Job - Key parts of job advertisement
At RUTS, regarding the prescribed syllabus, advertisement - Vocabulary in a job advertisement
engineering students are required to enroll English for - Skimming and scanning reading
Work course. In this course, enrolled students will learn Unit 2: - Vocabulary in a workplace safety
about job advertisements, writing a resume and an Workplace - Identifying and explaining
application letter, job interview, organization chart,
vocabulary and expressions used for working and safety meaning of signs used in the
communicating in offices. Also, students are prepared
to learn how a professional workplace operate. The Unit 3 : workplace
course provided knowledge and theory with practical Materials - Guessing the meaning of unknown
application and skills developed in professional settings
and also experience for their future internship or Unit 4: User words by using context clues
undergraduate project. manual - Vocabulary of engineering
At RUTS, we are in the process of establishing the material
formal Human Research Ethics Committee, hence the - Guessing the meaning of unknown
study was pending for approval by the Human Research
Ethics Committee of the institution. However, the words by using context clues (root /
researchers participated in the training course of Ethical prefix/ suffix)
Conduct in Human Research organized by the - Identifying reference words
university in 2021 and earned a certificate. - Vocabulary in a user manual
- Describing operating procedure
To conduct the research in an ethical manner, before
gathering the data, the researcher informed that the or process
- Reading the instruction
In the stage of online materials production, the
researcher submitted the materials to three experts to
check the content validity and the appropriateness of the
content.
61
After revising, the researchers uploaded online percentage. For students’ opinion towards the online
materials in the Google Sites and delivered them to materials, the results of the questionnaires were
engineering students who enrolled in English for Work analysed through a descriptive and inferential statistics
course. The duration of the teaching covered seven including means (x̄ ) and standard deviation (S.D.).
weeks.
V.RESEARCH RESULTS
The final step was the assessment and evaluation of As can be seen from the analyzed English reading
instructional material. To gain the feedback and ability test score, obviously, there was a statistically
reflection, the researchers asked the students to express significant difference between the pre-test and post-test.
their opinion towards the constructed online materials After studying from online English reading skills
and analyzed the data. materials for EFL engineering students, students’
English ability test was higher than before using such
To summarize the stages of the development of materials.
online English reading skills materials for EFL
engineering students, the researcher followed these 5 As a result, it could be proposed that the
stages 1) needs identification and data analysis, 2) implementation of the designed and developed
designing contents, 3) producing online materials, 4) instructional material can promote students’ English
accessing and studying from online materials and 5) reading ability. Pre-test and post-test results were given
assessment and evaluation. The procedure of the online in Table 2.
materials development is presented in Figure 1.
TABLE II. DESCRIPTIVE STATISTICS OF STUDENTS’
PRE-TEST AND POST-TEST SCORE
n (x̄ ) S.D. Min Max
Pre-test score 20 14.1 5.61 5 25
Post-test score 20 20.8 3.62 28 15
After the completion of the study, students were
asked to answer their opinion by responding the
questionnaire. In the questionnaire, students are asked
to evaluate the instructional material in terms of (a)
contents (b) exercises format, and (c) online learning.
The gained data is presented in the following table.
Figure 1 The procedure of online English reading skills TABLE III. STUDENTS’ OPINION TOWARDS THE
materials for EFL engineering students’ development ESP INSTRUCTIONAL MATERIAL IN TERMS OF (A)
2) English reading ability test was employed CONTENTS (B) ACTIVITYS FORMAT, AND (C)
evaluate students’ English ability before and after ONLINE LEARNING.
studying from the developed online materials. The test
was developed by the researcher and consisted of 30 Content (x̄ ) S.D. Opinion
multiple choice questions. The students spent 60 level
minutes to answer the test. Contents
1. The font sizes are easy-to read and 4.00 0.73 high
3) Questionnaire was used to study the students’ clear.
opinion towards the constructed online materials. 2. The pictures or graphic in the 4.05 0.69 high
The questionnaire was all based on 5-point Likert- material are appropriate and related to 4.10 0.55 high
scale ranging from 1 (the lowest agreement values) to 5 the contents. 4.15 0.59 high
(the highest agreement values). To avoid any 3.The contents meet the need of the 4.20 0.70 high
misinterpretations, all questionnaire rendered into Thai. students. 4.05 0.60 high
The questionnaire was distributed to the students after 4. The contents are interesting. 4.25 0.72 high
the completion of the study and they spent around five 5. The difficulty level of the contents is 4.30 0.66 high
minutes to complete the questionnaire. appropriate to the students. 4.25 0.44 high
c) Data Analysis Exercise format
6. The explanation of the contents is
The researcher analysed the results of English ability clear and easy to understand.
test by using a descriptive statistic, frequency and 7. The exercises are able to activate
students’ prior knowledge.
8. The exercises are able to enhance
students’ vocabulary.
9. The exercises are able to enhance
students’ English reading skills.
62
Online learning 4.00 0.65 high VII.CONCLUSION
10. Students prefer online learning 3.75 0.72 high
rather than face-to-face classes. From all explanation above, the researchers
11. Students can interact easier with 3.90 0.64 high conclude that there are 5 steps in the process of
developing supporting reading materials: 1) needs
teacher and friends in online 4.25 0.64 high identification and data analysis, 2) designing contents,
environment. 4.05 0.60 high 3) producing online materials,4) accessing and studying
12. Students feel more comfortable from online materials, and 5) assessment and
4.10 0.64 high evaluation. All of those steps was done by the
responding to questions by email than researchers. The researcher also found that the
orally. developed online materials can promote EFL
13. Students can increase reading skills engineering students’ English reading ability.
after studying from online materials.
14. Students spend more time on doing The online materials also can be used as a reading
supplementary to give extra language or skills practice
homework in comparison with regular and add variety to face-to-face teaching. Moreover,
classroom learning. the online materials were acknowledged by EFL
15. Students want to study other skills engineering students that it can encourage them more
the online platform. autonomous learners during learning in the crisis of
COVID-19 pandemic.
The results of the student's opinion showed that, on
average, most students indicated a positive attitude Last but not least, the researchers highlighted the
towards online English reading skills materials. importance of collaborating between content and
language teachers when designing and manipulating the
They reported a positive inclination towards the use appropriate reading skill instruction for EFL
of technology in practicing English reading. They engineering students.
preferred online materials during COVID-19 pandemic.
It can encourage them more autonomous learners. ACKNOWLEDGEMENT
However, the common limitations included the The researchers would like to express their gratitude
interrupted or weak internet connection and their less to College of Industrial Technology and Management,
interaction. Rajamangala University of Technology Srivijaya
(RUTS) for kindly offering the scholarship for
VI. DISCUSSION conducting this study. As well, the researchers would
like to thank the lecturers, students, and all people who
d) Is learning online as effective? have been involved in this study.
There is an evidence that using online materials for REFERENCES
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64
The Challenges Faced by Thai Pre-service
Teachers in Virtual English Classrooms
during the COVID-19 Pandemic
Khanita Limhan, Nathamon Thahanthai, Kothchakorn
Jarungkiettikul, and Lalitwadee Nurod
Department of English
Phuket Rajabhat University, Thailand
Email: [email protected]
Abstract
The objective of this study was to investigate potential challenges face by Thai pre-service teachers in the virtual
English classrooms during the COVID-19 pandemic. The instrument used in this study was a questionnaire adopted
from Dima H. and AlmanlN ( 2021) . It consisted of two parts which were the demographic information ( 3 items)
and students’ attitudes (52 items) which aimed to determine the effect on the students’ experience in 7 domains of
challenges: infrastructure, computer skills, coordination, teaching methods, motivation & amp; willingness,
assessment methods, and social aspects. The questionnaire was distributed to 317 pre- service teachers: 177 first –
year, and another 140 fourth- year pre- service teachers. All were studying in 10 different majors in faculty of
Education. The collected data was analyzed by using Microsoft Excel to calculate the mean score and standard
deviation. The results shown that the most difficult challenges faced by the first - year and fourth – year pre-service
teachers were different due to their learning experience. The social aspects domain was in the highest degree for the
first-year pre-service teachers (3.62), whereas the highest degree for the fourth – year pre-service teachers was the
teaching method domain ( 3. 52) . On the contrast, the infrastructure domain was in the lowest degree for the first-
year pre-service teachers (2.81) while it was in the moderate degree for the fourth-year pre-service teachers (3.34).
Also, the most potential challenge faced by fourth year pre- service teachers was teaching method domain ( 3. 52)
whereas it was in the moderate degree for the first-year pre-service teachers (3.30).
Keywords-; online learning; virtual classroom; challenges; pandemic
INTRODUCTION Pongutta, Kantamaturapoj, Phakdeesettakun, Phonsuk,
Since the outbreak of novel COVID-19 first broke out 2021) due to the school and university closure. However,
in Wuhan, China and became a global concern (Lau, to obligate the bills and continue the education, all schools
Khosrawipour, Kocbach, Mikolajczyk, Schubert, Bania, and universities transformed their physical classrooms to
Khosrawipour, 2020), all nations including Thailand have the virtual one where students and teachers were forced to
been enormously impacted by the pandemic in various learn and teach differently.
aspects. To alleviate the crisis, Thai government has
carried out the diverse policies to control the disease Thus, the Ministry of Higher Education, Science,
including a nation-wide lockdown, curfews, business and Research and Innovation (MHESRI) suggested Thai
school closures, social distancing, and 14-day quarantine universities to conduct the synchronous online learning
for international travelers (Rajatanavin, Tuangratananon, environment instead of a face-to-face learning via various
Suphanchaimat, Tangcharoensathien, 2021; Pongutta, forms of technology in order to prevent the spread of the
Kantamaturapoj, Phakdeesettakun, Phonsuk, 2021). symptom. (Ministry of Public Health, 2020; Thomas,
Therefore, the digital communication in all Thai sectors Tzung & Kirsti, 2021). Michael (2020) stated the term of
was increasingly shifted to fulfil the declarations. One of the virtual classroom tutorial that it was conducted in a
the affected issues widely found was accessing the quality very similar manner as the face-to-face classes. However,
education during the mist of COVID-19 (Pariwat, 2020; the virtual classroom link was created within the learning
management system (Blackboard) so students were
65
advised to join the session ten to 15 minutes prior to the methods, social aspects, infrastructure, computer skills,
commencement of the tutorial. Its allow both teachers and and coordination were in the high level, whereas,
students to communicate, share, and exchange their ideas assessment methods, motivation & willingness were in a
through this platform. However, the virtual learning moderate level. In addition to a study of Cuiying ZouID,
platform has become the imperative in promoting and Ping Li, and Li Jin (2021) who conducted the research to
sustaining educational development globally including in evaluate their readiness for online English education
English class during the pandemic. during the COVID-19 pandemic encountered by 2,310
non- English major college students and 149 English
During the era of COVID -19 outbreak, numerous teachers from higher education institutions in Wuhan and
researchers have questioned about the validity and to draw future implications for online in English
obstacles of fully-fledged online classes e.g. Adnan and education. An analysis of qualitative results summarized
Anwar (2020) examined the attitudes of Pakistani higher six categories of challenges encountered by the students,
education students towards online learning amid i.e., technical challenges, challenges concerning learning
(COVID-19). It was found that online learning could not process, learning environment, self-control, efficiency
yields the intended results in countries like Pakistan and effectiveness, and health concern. Quantitative
because the students and instructors did not obtain the statistics gathered using two readiness scales showed that
proper access to the internet and had inadequate training both cohorts were slightly below the ready level for the
and the financial resources. Likewise, Aminullah et al. unexpected online transition of college English education.
(2019) observed that though some teachers held positive
attitudes towards ICT, others still faced many problems METHODOLOGY
such as lacking support from institutions, ICT equipment, A. Participants
and adequate training. Along with, Baber (2020)
examined students’ attitudes towards online learning The participants of this study were divided into two
during Covid19 pandemic in India and South Korea found groups. The first group consisted of 177 first year and
that students held positive perception towards online another 140 fourth year students. Both groups were from
learning aspects such as interaction, motivation, course 10 majors (Thai, General Science, English Education,
structure, instructor knowledge, and facilitation. Also, Mathematics, Computer Education, Music Education,
they perceived satisfied with the learning outcome. Chemistry, Early Childhood, and Physical Education) of
Faculty of Education. All participants were native Thai
A virtual classroom regarded as the replacement of the speakers who study English as a Foreign language.
physical classrooms amid the COVID-19 crisis. Many
students including Thai students were vulnerable to B. Instrument of the Study
falling behind in their studies or experience additional The research instrument was questionnaire adopted
challenges. This study aimed to investigate potential
challenges faced by Thai pre-service teacher towards from the study of Dima H. and AmalN. (2021). The
English virtual classrooms. questionnaire consisted of two parts; demographic and
students’ attitudes toward virtual English classrooms
In addition to a study of Cuiying ZouID, Ping Li, and which included 52 items; 7 domains: infrastructure (item
Li Jin (2021) who conducted the research to evaluate their 1–11), computer skills (item 12–16), coordination (item
readiness for online English education during the 17–24), teaching methods (item 25–32), motivation (item
COVID-19 pandemic encountered by 2,310 non- English 33–39), assessment methods (item 40–47), and social
major college students and 149 English teachers from aspects (item 48–52). All part of the questionnaire was
higher education institutions in Wuhan and to draw future translated into Thai. To gather the data, the questionnaire
implications for online in English education. was distributed via the google form. A five-point Likert-
scale questionnaire was employed in this questionnaire
OBJECTIVE OF THE STUDY which are: strongly agree, agree, moderate, disagree, and
To investigate the potential challenges toward English strongly disagree.
virtual classrooms from the perspectives of first year and
fourth year pre-service teacher students The responses of the study sample were classified after
the adoption of a relatively gradual statistical model with
PREVIOUS STUDIES a view to making judgments about the means of the
It has been discussed in various studies about the questionnaire and its domains as follows:
challenges encountered by EFL leaners for online
learning. For example, a study of Hijazi and Alnatour
(2021) that investigated the challenges found in online
learning faced by EFL students who enforced to attend the
online virtual classrooms during the 2019/2020 summer
semester at Yarmouk University while the COVID-19
Pandemic took place. The results showed that teaching
66
Table1: Degree of challenge and assigned value by the first-year pre-service teachers was at 56.05% while
the computer skill domain faced by the fourth-year pre-
Degree Category service teachers was at 59.08%.
High 3.50 and more
Moderate
Low 2.50-3.49
Less than 2.49
C. Data analysis Fig . 3: the percentage the results of students’ responses to the
The collected data was analyzed by using Microsoft domains of first year and fourth year pre-service teachers
Excel to calculate the mean score and standard deviation.
RESULTS
The results obtained were divided into two parts.
Part 1: Participants’ demographic
GENDER
24%
76%
Male Female Fig . 4: the X̄ of the students’ responses to the domains of
Fig.1: Participants’ gender first year and fourth year pre-service teachers
There were 317 students participated in this study As displayed in the Fig. 4, the overall of the results of
which were 77 males (24.3%) and 240 females (75.7%) first year and fourth year pre-service teachers ranged
as shown in the Fig.1. between 2.80 and 3.50. Challenges focused on the areas
of social aspects (X̄ =3.50) which was only one domain
YEAR had high degree of challenges. While, Teaching methods
(X̄ =3.30), Assessment methods (X̄ =3.29), Motivation
56% 44% and willingness (X̄ =3.29), Computer skills (X̄ =2.88),
Coordination (X̄ =2.81), and Infrastructure (X̄ =2.80) had
1st year 4th year moderate challenge degree.
Fig. 2: Participants’ year of study
Likewise, the means of the questionnaire domains of
There were 177 first year pre-service students year 4 ranged between 2.95 and 3.64. Challenges focused
(56%), and 140 fourth years pre-service students (44 %) on the areas of social aspects (X̄ =3.64) which the most
participated as shown in Fig. 2. one domain that had high degree of challenges. While,
Part 2: The result of students’ responses to the domains Teaching methods (X̄ =3.41), Assessment methods (X̄
=3.38), Motivation and willingness (X̄ =3.31),
The result of students’ responses to the domains as Coordination (X̄ =3.29), Infrastructure (X̄ =3.09), and
seen in Fig. 3, shows the overall percentage of Computer skills (X̄ =2.95) had moderate challenge
participants’ responses to the 7 domains faced by the first degree.
year and fourth year pre-service teachers. As illustrated,
the level of social aspects domain faced by both the first- I find difficulties in writing emails and 2.60 Moderate 3.32 Moderate
year pre-service teachers and the fourth-year pre-service sending messages via the e- learning since
teachers reached the highest level (70.1%) and (72.47%). they are almost the only means to
On the other hand, the lowest level of coordination faced communicate with the instructor.
I need training on computer skills 3.65 High 3.20 Moderate
and online usage.
Average 3.06 Moderate 3.23 Moderate
1) The response of each domain
67
a) Infrastructure
Levels of agreement As displayed in Table 4, the average of the result of
first year and fourth year pre-service teachers was
Items Year 1 Year 4 moderate (X̄ =3.06), (X̄ =3.23). On item “I need training
on computer skills and online usage”, shown that first
I sometimes do not have easy access x̄ Degree x̄ Degree year pre-service teachers was the highest (X̄ =3.65).
to the Internet. Meanwhile, on item “I have limitations using computer
The links used for online lectures are 2.81 Moderate 3.34 Moderate keyboard”, shown that first year pre-service teachers was
difficult to be accessed. the lowest (X̄ =2.30). In addition, on item “I find it easy
I find it hard to access the university 3.00 Moderate 3.23 Moderate to use interactive applications e.g., Zoom Inc., Microsoft
platforms (e.g., eLearning). Teams” shown that fourth year pre-service teachers were
It takes time to access and attend the 2.58 Moderate 3.34 Moderate the highest (X̄ =3.65). Meanwhile, on item “I have
lesson. limitations using computer keyboard” shown that fourth
3.09 Moderate 3.43 Moderate year pre-service teachers were the lowest (X̄ =2.94).
Table 3: the students’ responses to the infrastructure domain
of first year and fourth year pre-service teachers
As displayed in Table 3, the average score of the result c) Coordination
of first year and fourth year pre-service teachers was
moderate (X̄ =2.81), (X̄ =3.34). On item “I cannot Levels of agreement
sometimes understand the instructor’s explanation
because his/her voice is not clear” , the result of first Items Year 1 Year 4
x̄ Degree x̄ Degree
I sometimes feel distracted due to 3.58 High 3.77 High
lack of teacher’s control over the lecture.
The infrastructure (the required software, The syllabus was clear. 3.55 High 4.02 High
hardware materials and personals used to 3.88 High 3.38 Moderate
achieve a productive learning) was not I know the set of rules that should be
ready for online learning. followed during the online lecture.
2.81 3.62 High The make -up exams’ time is not
always clear.
3.64 High 2.68 Moderate 3.54 High
3.47 Moderate
The sessions are suddenly 3.02 Moderate 3.46 Moderate The professors understand the technical 3.34 Moderate 3.48 Moderate
3.62 3.80 High difficulties encountering the students. 2.41 Low 3.53 High
disconnected. High 3.33 Moderate 2.50 Moderate 3.37 Moderate
Moderate 2.07 Low I can easily deliver the difficulties I 2.53 Moderate 3.41 Moderate
I cannot sometimes understand the 3.34 Moderate encountered during the semester to
instructor’s explanation because his/her Moderate the instructor.
voice is not clear. Moderate
Low Lecture time is not enough.
The number of students in each 2.61 Moderate
There are technical problems that the
online session is not high. 3.52 teacher can’t solve during the
2.52 lecture.
The time of the online lectures is within the 1.91
time of the university working hours. Average 3.06 Moderate 3.56 High
The available computers and mobile Table 5: the students’ responses to the coordination
phones are not updated or not compatible
for e-learning. domain of first year and fourth year pre-service teachers
I don’t have a computer, a laptop or As displayed in Table 4, the overall of the result of first
a mobile phone. year and fourth year pre-service teachers was moderate (X̄
=3.06), (X̄ =3.23). On item I need training on computer
Average 2.81 skills and online usage shown that first year pre-service
teachers was the highest (X̄ =3.65). Meanwhile, on item
year pre-service teachers was highest (X̄ =3.62). On item “I have limitations using computer keyboard” shown that
“I don’t have a computer, a laptop or a mobile phone” first year pre-service teachers was the lowest (X̄ =2.30).
shown that the results of first year pre-service teachers In addition, on item “I find it easy to use interactive
were the lowest (X̄ =1.91), (X̄ =2.07). While, on item applications e.g., Zoom Inc., Microsoft Teams” shown
“The time of the online lectures is within the time of the that fourth year pre-service teachers was the highest (X̄
university working hours”, the results of fourth year pre =3.65). Meanwhile, on item “I have limitations using
service teachers was the highest (X̄ =3.80) computer keyboard” shown that fourth year pre-service
teachers was the lowest (X̄ =2.94).
b) Computer skill
Levels of agreement
Items Year 1 Year 4
x̄ Degree x̄ Degree
It is difficult to apply computer
skills. 3.53 High 3.05 Moderate
I have limitations using computer
keyboard. 2.30 Low 2.94 Moderate
I find it easy to use interactive
applications (e.g., Zoom Inc., 3.20 Moderate 3.62 High
Microsoft Teams).
Table 4: the students’ responses to the computer skill
domain of first year and fourth year pre-service teachers
68
d) Motivation and willingness moderate degree (X̄ =3.21), (X̄ =3.34). On item “I would
have better education if I were in a physical classroom”
Levels of agreement the results of first year and fourth year pre-service
teachers was highest among other items (X̄ =3.82), (X̄
Items Year 1 Year 4 =3.81). In the same way, on item “I enjoy online classes
x̄ x̄ because different methods are used” shown that the
Degree Degree results first year and fourth year pre-service teachers was
Online learning appropriately improves 2.90 Moderate 3.16 Moderate highest among other items (X̄ =2.18), (X̄ =2.42).
my productive skills (writing and
speaking). f) Assessment Methods
Online learning does not enhance me 3.64 High 3.57 High
critical thinking and problem
- solving skills.
Online learning can 3.10 Moderate 3.33 Moderate
customize learning for each 3.60 High 3.66 High
3.30 Moderate 4.01 High
student’s strengths,
needs, skills and interests. 2.90 Moderate 3.03 Moderate
Online learning focuses mainly on
listening skills.
Online learning leads to
few
cooperatively done tasks.
Online learning enhances tactile or
kinesthetic learning methods
(Learning by doing).
It focuses on memorization over 3.10 Moderate 3.61 High
learning core competencies methods. 3.80 High 3.81 High
The lecturer uses different resources
such as videos, music sessions, or others
to deliver ideas.
Average 3.29 Moderate 3.52 Moderate
Table 6: the students’ responses the teaching methods domain
of first year and fourth year pre- service teachers
As displayed in Table 6, the average of the result of Table 8: the students’ responses the assessment methods
first year and fourth year pre-service teachers was domain of first year and fourth year pre- service teachers
moderate (X̄ =3.29), (X̄ =3.52). On item “The lecturer
uses different resources such as videos, music sessions, or As displayed in Table 8, the average of the result of
others to deliver ideas” shown that first year pre-service first year and fourth pre-service teachers was moderate (X̄
teachers was the highest (X̄ =3.80). Meanwhile, on item =3.06), (X̄ =3.46). On item “Online learning increases the
“Online learning appropriately improves my productive chances of cheating” the results of first year and fourth
skills (writing and speaking)” shown that first year pre- pre-service teachers we highest (X̄ =3.75), (X̄ =3.84)
service teachers were the lowest (X̄ =2.88). In addition, While, on item “The questions of the tests suit the different
“Online learning leads to few cooperatively done tasks” levels of students” shown that the results of first year pre-
shown that fourth year pre-service teachers was the service teachers were the lowest (X̄ =2.30). While, on
highest (X̄ =4.01). Meanwhile, on item “Online learning item “The syllabus was clear” the results of fourth year
enhances tactile or kinesthetic learning methods pre-service teachers were lowest (X̄ =3.20).
(learning by doing)”. shown that fourth year pre-service
teachers was the lowest (X̄ =3.03). g) Social Aspects
e) Motivation and willingness
Levels of agreement
Items Year 1 Year 4
x̄ Degree x̄ Degree
Online learning is convenient for my time
and place and it does not 3.20 Moderate 3.69 High
interfere with my sleeping times.
The cost of online learning is less because 3.69 High 3.41 Moderate
of no transport expenses.
I would have better education if I 3.82 High 3.81 High
were in a physical classroom.
I enjoy online classes because different 2.18 Low 2.42 Low
methods are used.
I prefer the semester to be postponed. 3.11 Moderate 3.38 Moderate
I benefit a lot from online lessons. 3.10 Moderate 3.14 Moderate
Online learning makes it easy for the 3. 23 Moderate 3.37 Moderate
lecturer to present different methods and
resources of learning. 3.35 Moderate 3.49 Moderate
The materials are available, and records
can be accessed more than once.
Average 3.21 Moderate 3.34 Moderate
Table 7: the students’ responses the motivation and
willingness domain of first year and fourth year pre-
service teachers
As displayed in Table 6, the average of the result of
first year and fourth year pre-service teachers had
69
Levels of agreement understanding between the instructors and students was
quite low. However, both groups agreed that they were
Items Year 1 Year 4 distracted during the online lecture. In fact, the first-year
x̄ Degree x̄ Degree pre-service teachers had no opportunities to meet their
Online learning lacks personalized classmates and their instructors via face-to-face according
connection with the instructors. 3.85 High 3.35 Moderate to the government and university policies. Therefore, they
It lacks the time needed for students to first started their higher education level in the virtual
develop appropriate social skills. 3.70 High 2.65 Low classrooms. These results are in line with previous studies,
Discussions during assignments are which implies that a social interaction in the academic
limited. 3.20 Moderate 3.18 Moderate context can be of relevance for students’ learning and
Social interaction between students is motivation (e.g., Boling et al. 2012; Hafiz 2017; Hurst et
limited. 3.75 High 3.36 Moderate al. 2013; Marler et al. 2021; Yeager et al. 2013). In
teaching methods domain, both first year and fourth year
Average 3.63 High 3.14 Moderate pre-service teachers agreed that online learning would
discourages their critical and solving problems skills
Table 9: the students’ responses the social aspects domain of rather than core competencies method, but it mainly
first year and fourth year pre-service teachers promotes the listening skill and memorization. Although,
the instructor had employed different resources such as
As displayed in Table 9, the average of the result of videos, music session, or other deliver ideas. In additions,
first year pre-service teachers was high (X̄ =3.63) the both of pre-service teachers agreed that the online
result of first year pre-service teachers was moderate (X̄ examination could allow a chance of cheating. Finally, in
=3.56). On item “Online learning lacks personalized terms of motivation and willingness domain of the fourth-
connection with the instructors” the results of first year year pre-service teacher agreed that online learning was
pre- service teachers were highest (X̄ =3.85). While, on to be convened in the physical classrooms rather than the
item “Discussions during assignments are limited” virtual classrooms.
shown that the results of first year pre-service teachers
were the lowest (X̄ =3.20). In addition, on item “Social REFERENCES
interaction between students is limited” the results of
fourth year pre- service teachers were highest (X̄ =3.36). Imsa-ard, P. (2020). Thai University Students’ Perceptions
Meanwhile, on item “It lacks the time needed for students Towards The Abrupt Transition To ‘FORCED’ Online
to develop appropriate social skills” shown that the Learning In The COVID-19 Situation, Journal of
results of fourth year pre-service teachers were the lowest Education Khon Kaen University.
(X̄ =2.65).
Alhat, S. (2020), Virtual Classroom: A Future of Education
CONCLUSION AND DISCUSSION Post-COVID-19, Shanlax International Journal of
Education, 8(4), 101-104.
The challenges faced by first year and fourth year
preservice teachers are different. The challenges faced by Chiul, T., Tzung-Jin, L. & Lonka, K. (2021). Motivating
first year preservice teachers from the highest to the Online Learning: The Challenges COVID-19 and
lowest degree, is as follows: social aspects, assessment Beyond, The Asia-Pacific Education Researcher Special
methods, motivation and willingness, computer skills, Issue.
coordination, and infrastructure. On the other hand, the
challenges faced by fourth year preservice teachers from Hijazi1, D. & AlNatour, A. (2021), Online Learning
the highest to the lowest degree, is as follows: Teaching
methods, Assessment methods, Motivation and Challenges Affecting Students of English in An EFL
willingness, Coordination, Infrastructure, and Computer Context During COVID-19 Pandemic, International
skills (See on Table 2). Journal of Education and Practice, 9(2), 379-395.
Liew, Y., Lim, L. & Hen T. (2021), A Study on Students’
It can be concluded that both the first-year and fourth- Experience in Virtual Classroom During COVID-19,
year pre-service teachers have encountered with the Multimedia University, Malaysia.
infrastructure domain. Both group lacking readiness of Sage et al. (2021), The virtual COVID-19 classroom:
infrastructure include electronic devices (computer,
laptop, a mobile phone), and internet. Most of the first- surveying outcomes, individual differences, and
year pre-service teachers agreed that they were lacking a
social aspect because they could not create a personalized technology use in college students, The College of Idaho,
connection with the instructors and their classmates, United States of America, 8(27). Available:
while the fourth-year pre-service teachers could get along https://doi.org/10.1186/s40561-021-00174-7
well with their teachers and classmates, while the fourth- Selvaraj et al. (2021), Effect of Pandemic Based Online
year pre-service teachers could get along well with their
teachers and classmates in the virtual classrooms. These Education on Teaching and Learning System,
confirmed that the first-year pre-service teachers International Journal of Educational Development.
confronted with challenges in the coordination domain
because they felt uncomfortable to deliver the difficulties
or ask their instructor for any assistants due to the mutual
70
Khanita L. is a lecturer of English Kothchakorn J. is an undergraduate student in
Department, Faculty of Education.
She earned her M.A. in Applied English Department at faculty of
Linguistics at Mahidol University,
Thailand. Her research interests are Education, Phuket Rajabhat
language teaching, and teacher University.
education.
Lalitwadee N. is an undergraduate
Nathamon T. is an undergraduate
student in English Department at student in English Department at
faculty of Education, Phuket
Rajabhat University. faculty of Education, Phuket Rajabhat
University.
71
A Conducive Learning Environment
Guarantees Quality Learning in Sustainable
Development Goals (SDGS) Education in
Malaysia: A Case Study in UniMAP
Noriha Basir, Mohd Syamril Aklmar Chek Kassim, and
Nur Shaqira Adera Mohd Shah
Centre for Liberal Sciences, Faculty of Applied & Human Sciences
Universiti Malaysia Perlis, Malaysia
[email protected]
[email protected]
[email protected]
Abstract
The agenda in the Sustainable Development Goals (SDGs) is a challenge for Malaysian educational field in its effort
to move in line with the global needs. In addition to this, the 2030 Agenda for Sustainable Development has become
an objective to be achieved as outlined through the 17 Sustainable Developments Goals by UNESCO. This
paperwork fulfils the third SDG which is good health and well-being to ensure healthy lives and promote well-being
of citizens of all ages. Conducive environment is also an important aspect to ensure well-being and quality learning.
The environment can be associated with the atmosphere or culture in term of its physical, social, intellectual
development and language use aspect. This paperwork will discuss the analysis of the conducive environment in
regard to its physical and social aspect that concerns the students’ welfare in their respective residential college
which contributes to quality education as a result of conducive environment. The Centre for Student Housing in
UniMAP who oversees the management of residential college has taken a holistic approach in accommodating to
the students’ needs by creating a good isolation centre and a comfortable lounge for the students. The students’
satisfactory level of the isolation centre and students’ lounge will be analysed through a structured questionnaire
and distributed among students who have undergone isolation using google form which will be shared through
students’ Telegram group chat. Therefore, this research will be able to reveal the students’ satisfactory level of the
management of the residential college and at the same time able to find out their satisfactory level of the conducive
environment that guarantees quality learning at UniMAP.
Keyword: Sustainable Development Goals (SDGs); UniMAP Isolation Centre; Conducive Environment;
Quality Learning
I. INTRODUCTION isolation centre is an isolation venue for on-campus
A conducive environment is an important aspect to students during the Covid-19 pandemic while the student
ensure a quality learning in public institutions in lounge is created mainly for students’ activities.
Malaysia. The Centre for Student Housing in UniMAP is Therefore, this research will analyse the needs and
the responsible authority who provides the students’ satisfaction level with the usage of the student
accommodation for students’ lodging and manage lounge at Tunku Abdul Rahman’s college (KKTAR)
students’ welfare in UniMAP. In addition to that, they are Universiti Malaysia Perlis and the management of the
also responsible in managing the UniMAP’s isolation isolation centre during the Covid-19 pandemic.
centre during Covid-19 pandemic and providing student
lounge for relaxation and studying. The UniMAP II. RESEARCH PROBLEM
The main problem that has been identified with the
72
management of students’ welfare are the difficulty in have undergone isolation at the isolation centre took part
providing a proper isolation room and conducive learning in this study while a total of 30 respondents were involved
facilities in the residential colleges. This problem can be in the student lounge survey to measure the level of need
clearly seen from the HD Declaration system that is not and comfortability of students as respondents staying at
user-friendly at the earliest stage of its implementation. the Tunku Abdul Rahman College, UniMAP.
However, the system, known as ETIKA, has been
upgraded and improved to be more user-friendly and use A. The background of respondents at UniMAP
relevant application link. Below is the diagram of the HD isolation Centre and KKTAR
Declaration system or ETIKA.
Section A explains the personal details of the
Picture 1: The Health Declaration System (HD) ETIKA, respondent. The total number of respondents at UniMAP
(Source: COSHE UniMAP, http://etika.unimap.edu.my) Isolation Centre involved in this study is 25 people. There
are 5 items in Section A which are age, gender, race, year
This research also focused on the facilities of the of study and faculty.
residential colleges at UniMAP. The students’
satisfactory level in using the facilities within the Item Number Percentage Total
residential colleges is vital especially for the management (%)
to improve their services. Therefore, the management of
the residential colleges should look into different aspects Age Male 11 44
to create more activities in the colleges in their effort to
provide comfort for the students especially the use of the (19 -27) 25
student lounge which can be a challenge for the
management in their continuous attempt to give the best Female 14 56
service to the students. (19-27)
There are 2 objectives in this research which are: Gender Male 11 44 25
• To explain the preparation of the Standard Female 14 56
Operating Procedures (SOP) for students’ admission to
UniMAP Isolation Centre and the preparation of Race Malay 21 84 25
conducive student lounge for students’ welfare. Chinese 4 16
• To analyse and discuss the students’ satisfactory
level towards the students’ welfare specifically regarding Year of Year 1 10 40
health and facilities.
Study Year 2 11 44 25
III. RESEARCH METHODOLOGY
Quantitative method using a structured questionnaire Year 3 4 16
were used in this research. The students’ satisfactory level
were analysed using a structured questionnaire aimed for Level of Diploma 11 44 25
students who have undergone the isolation process at the
isolation centre via a google form link shared in the Study Degree 12 48
Telegram group for isolation and residents of the Master’s 1 4
residential colleges. The data findings from the research
instrument which is the questionnaire will be analysed and degree
discussed. There are 25 respondents who are students who
PHD 1 4
Faculty FTKEN 4 16 25
FTKE 12 48
FTKM 1 4
FSGM 0 0
FTKA 3 12
FTK 5 20
Table 1(a): Demographic profile of the respondent at
UniMAP Isolation Centre
According to above table 1(a), UniMAP isolation
students who are the respondents of this study aged
between 19 to 27 years old consists of 11 male students
(44%) and 14 female students (56%). The highest number
of students who answered this survey are those from
bachelor’s degree program (12) followed by Diploma
program (11) while master and PhD program with one (1)
student each. There are 10 first-year students (40%), 11
second-year students (44%) and 4 third-year students
(16%) involved in this questionnaire. The respondents in
this study are from the Faculty of Electronic Engineering
with 4 students (16%), Faculty of Electrical Engineering
73
with 12 students (48%), Faculty of Mechanical that the isolation period for students is 10 day as
Engineering Technology with one student (12%) and mentioned in the UniMAP Covid-19 Disaster
Faculty of Chemical Engineering Technology with 5 management website:
students (20%). However, there is no respondent from the
Faculty of Applied and Human Sciences, UniMAP. https://bencana.unimap.edu.my/docs/covid-19/prosedur/prosedur-
kemasukan-kepusatisolasi-universiti/).
Meanwhile, the number of respondents involved in the
KKKTR student lounge study is 30 students. There are 5 (i) Discussion on the 1st Standard Operating
questions in section A which are matric number, level of Procedure (SOP) for the admission to UniMAP
study, year of study, building block and race. Matric Isolation Centre: Preparation
number of the students were collected as it is different and
to make sure they are UniMAP students who stayed at Table 2 (a): Preparation
KKTAR.
The first Standard Operating Procedure (SOP) of
Item Number Percentage Total student’s admission to the UniMAP Isolation Centre is
(%) preparation. Students who are given permission to return
to campus need to undergo a compulsory isolation for 10
Level of Diploma 11 36.7 days. They need to check the Isolation centre as given and
the date. Students are advised to prepare their own
Study Degree 18 60 30 learning tools and personal belongings to be used during
Year of PhD 1 3.3 30 the 10-day isolation period at the isolation centre.
Study 1 5 16.7
2 10 33.3 Table 2 (b): Students’ satisfactory level on the first Standard
Block 3 10 33.3 Operating Procedure (SOP): Preparation.
4 5 16.7
A 8 26.7 Table 2 (b) shows the UniMAP students who undergo
isolation of the first Standard Operating Procedure (SOP):
B9 30 30 Preparation. The analysis found that 68% of the students
C4 13.3 or 17 respondents were satisfied while 12% or 3
respondents were very satisfied, 1 student was not
D9 30 satisfied (4%) while 1 respondent stated not sure (4%) for
the first Standard Operating Procedure (SOP):
Race Malay 24 80 Preparation.
(ii) Discussion on the 2nd Standard Operating
Chinese 5 16.7 30 Procedure (SOP) for the admission to UniMAP
Isolation centre: Payment of the Isolation cost
Indian 1 3.3
Table 3 (a): Payment of the Isolation cost
Table 1(b): Demographic profile of respondent at KKTAR
The second Standard Operating Procedure (SOP) for
Table 1(b) shows the highest percentage of students the admission to UniMAP Isolation centre as shown in
who answered this questionnaire is bachelor degree’s Table 3 (a) is the payment of the isolation cost. Students
students with 18 students followed by 11 Diploma need to make payment of RM190 through JOMPAY by
students, 11 Masters Degree students and only one PhD filling in the biller code, reference 1(student’s matric
student. The study shows that the second year and third
year students are the greatest number of respondents with
10 students respectively. There are nine (9) students each
from block B and D. Malay students are the biggest group
in this study with 24 respondents.
IV. DISCUSSION ON THE STUDENTS’ SOCIAL
WELFARE FROM THE PERSPECTIVE OF
THEIR HEALTH AND PUBLIC FACILITIES
TOWARDS A CONDUCIVE TEACHING
AND LEARNING ENVIRONMENT
This study discussed the social welfare of the students
comprised of their health and facilities towards a
conducive teaching and learning environment.
A. Students’ social welfare with regards to health
UniMAP has set a guideline for students’ return as set
in the HD (Health Declaration) system built by COSHE
UniMAP. The Standard Operating Procedure (SOP) for
students’ admission to the UniMAP isolation centre stated
74
number) and reference 2 (isolation centre). Students are (16%) were very satisfied while one respondent (4%) was
also advised to keep the payment receipt as proof of unsatisfied, very unsatisfied, and unsure respectively.
payment.
(iv) Discussion on the 4th Standard Operating
Procedure (SOP) for the admission to UniMAP
Isolation centre: Arrive according to the date given.
Table 5 (a): Arrive according to the date given
Table 3 (b): The satisfactory level of students on the second The 4th Standard Operating Procedure (SOP) for the
Standard Operating Procedure (SOP) which is the payment of admission to UniMAP Isolation centre as shown in table
the isolation cost. 5 (B4a) is students’ must arrive according to the date
given. Students need to arrive at the isolation centre
Table 3 (b) shows UniMAP’s students satisfactory according to the date given only. The management
level on the second Standard Operating Procedure (SOP) suggested that students plan their journey back to the
which is the payment of the isolation cost. The analysis campus and make sure the time of their arrival is during
indicated that 19 respondents (76%) were satisfied, 3 office hours only from 8.30pm to 4.30pm.
respondents (12%) were very satisfied while 1 respondent
(4%) was unsatisfied, 1 respondent (4%) was very Table 5 (b): The satisfactory level of students on the fourth
unsatisfied and 1 respondent (4%) was unsure about the Standard Operating Procedure (SOP) which is students’ arrival
payment of the isolation cost. (according to the given date)
(iii)Discussion on the 3rd Standard Operating
Procedure (SOP) for the admission to UniMAP Table 5 (b) refers to the satisfactory level of students
Isolation centre: Notice of Attendance on the fourth Standard Operating Procedure (SOP) which
is students’ arrival (according to the given date). The
Table 4 (a): Notice of Attendance analysis of the item found that 16 respondents (80%) were
satisfied, 3 respondents (12%) were very satisfied, 1
The third Standard Operating Procedure (SOP) to the unsatisfied (4%) respondent and 1 respondent (4%) were
UniMAP Isolation centre is the Notice of Attendance as unsure.
shown in Table 4 (a). Students need to notify their (v)Discussion on the 5th Standard Operating
attendance to the officer-in-charge a day before their Procedure (SOP) for the admission to UniMAP
admission. The contact details of the officer-in-charge are Isolation centre: Report at the guard post
stated in the flowchart of the SOP.
Table 4 (b): The satisfactory level of students on the third Table 6 (a): Report at the Guard Post
Standard Operating Procedure (SOP) which is the Notice of
Attendance. The 5th Standard Operating Procedure (SOP) for the
admission to UniMAP Isolation centre is to report at the
Table 4 (b) refers to the satisfactory level of students guard post as shown in Table 6 (a). Students are required
on the third Standard Operating Procedure (SOP) which to report to the guard post when they arrive at the isolation
is the Notice of Attendance. The data analysis illustrates centre. Students will be given the house keys of their
that 18 respondents (72%) were satisfied, 4 respondents isolation venue by the security guard. Students will need
to undergo a body temperature check at the guard post.
Students with symptoms or body temperature of more
75
than 37.5 upon arrival will be referred to the University’s (vii) Discussion on the 7th Standard Operating
health centre before given permission to enter the Procedure (SOP) for the admission to UniMAP
UniMAP isolation centre. Isolation centre: Key return and Check-out process
Table 6 (b): The satisfactory level of students on the fifth Table 8 (a): Key return and Check-out process
Standard Operating Procedure (SOP) which is report at the
guard post. The 7th Standard Operating Procedure (SOP) for the
Table 6 (b) shows the satisfactory level of students on admission to UniMAP Isolation centre as shown in Table
the fifth Standard Operating Procedure (SOP) which is 8 (a) is key return and Check-out process. Students will
report at the guard post. The analysis indicated 23
respondents (92%) were satisfied and 2 respondents (8%) be allowed to go out from the isolation centre once the
were very satisfied. Overall of the respondents were very
satisfied with the service provided by the officer-on-duty centre received a discharged form issued by the
at the main entrance of the UniMAP isolation centre. University’s health centre. Students will need to return
they house keys to the security guard at the guard post.
(vi)Discussion on the 6th Standard Operating
Procedure (SOP) for the admission to UniMAP
Isolation centre: Student’s isolation process.
Table 7 (a): Students undergo the isolation process Table 8 (b): The satisfactory level of students on the seventh
Standard Operating Procedure (SOP) which is the key return
The 6th Standard Operating Procedure (SOP) for the and check out process.
admission to UniMAP Isolation centre is student’s
isolation process as shown in Table 7 (a). Students are Table 8 (b) indicates the satisfactory level of students
requirement to report their daily health level to the on the seventh Standard Operating Procedure (SOP)
University’s health centre via an online link which is the key return and check out process. The
http://tiny.cc/pemantauan_isolasi. analysis shows that 20 respondents (80%) were satisfied
and 3 respondents (12%) were very satisfied 1 respondent
Table 7 (b): The satisfactory level of students on the sixth (4%) were unsatisfied and 1 respondent (4%) were very
Standard Operating Procedure (SOP) which is the isolation unsatisfied. Overall, the respondents were satisfied with
process. the management during the key return and check out
process from the isolation centre. The isolation centre also
Table 7 (b) refers to the satisfactory level of students provided a bus for the students to return to their respective
on the sixth Standard Operating Procedure (SOP) which residential colleges around UniMAP.
is the isolation process. The analysis shows that 15
respondents (60%) were satisfied, 4 respondents (16%) V. DISCUSSION ON THE STUDENTS’ SOCIAL
were very satisfied, 3 respondents (12%) were not
satisfied and 3 respondents (12%) were unsure. WELFARE WITH REGARDS TO FACILITIES
The living comfortability in residential colleges is
important to create an environment that could motivate
the students. A research done by Mustafa et al. (2009),
found one of factors students tend to have less interest
towards a subject is because of an unpleasant
environment. According to Mohd Reduan Buyung
(2017), the facilities provided in the residential colleges
could help its residents to live comfortably thus increase
their quality of life. Students could not fully focus on their
studies due to an uncomfortable physical condition. The
responsible authorities should equip the residential
76
colleges with facilities that could help facilitate students’ for them to sleep and waste their time on watching
daily lives during their on-campus stay. Therefore, the movies. From the feedback received, it was noted that 22
residential college play a crucial role in providing a (73.3%) students disagree to put a time limit on the usage
comfortable and conducive facilities to its resident. A of the student lounge while 5 (16.7%) students were
fully equipped student lounge is the key element of unsure on this matter. Below is the data collected:
creating this space for students. This is a space where
students will spend most of their time to study apart from Adakah student lounge perlu
their bedroom. Based on the survey, 29 students (96.7%) diberikan had masa penggunaan?
agreed that student lounge is important for students in
residential colleges.
Adakah anda berasakan ruang rehat 53 Ya
pelajar di kolej kediaman penting 22 Tidak
kepada mahasiswa? Tidak pasti
1
YA
29 TIDAK
Figure 1b: The importance of student lounge Figure 3b: Time limit on the usage of the student lounge
Besides that, respondents believed that the student VI. CONCLUSION
lounge should be equipped with several accommodations Overall, based on the discussion analysis on the
and need to be utilised by students for their activities. The students’ satisfactory level on the Standard Operating
main facilities pointed out by the respondents are Procedure (SOP) for all the seven procedures of the
computer and printer which consist of 21 respondents student admission to the UniMAP isolation centre shows
(70%). A total of 17 respondents (56.7%) also pointed out that the respondents were satisfied with the service
that this student lounge should have a few games such as provided for each procedure handled by the officers on
carrom, chess set and others. 18 respondents (60%) duty as instructed by COSHE and UniMAP isolation
believed that students will mainly use the student lounge centre. All in all, the student lounge at the Tunku Abdul
as a place to do revision. Residential colleges are vital as Rahman residential college is at an optimum level and
it can help to achieve goals in order to create excellent comfortable based on the survey done. An ongoing
graduates both in academic and non-academic field. periodic monitoring should be implemented in effort to
Hence, student lounge that is fully equipped is important improve the quality of the facilities for students’
for students’ use. comfortability. The comfortability of the facilities in a
residential college is determined by students’ need and
Komputer dan alat cetak 6 15 21 comfort as this could help turn the residential college to
Ruang pertandingan be a housing centre that could motivate its residents to
Ruang mesyuarat 11 17 achieve excellence in teaching and learning as outlined by
18 UNESCO Sustainable Development Goals (SDG) in
Ruang sembang santai 14 education for development goal and global citizenship. It
0 is hoped that this research could help UniMAP in
5 10 15 20 25 handling the students’ admission to the UniMAP isolation
centre better and able to provide a conducive student
Kemudahan yang perlu disediakan di ruang lounge for a relaxing teaching and learning in UniMAP.
rehat pelajar.
REFERENCES
Figure 2b: Facilities needed at the student lounge
Alwee, M.F., Darus, F.M. & Sarah, Z. (2008). Selamatkah
Through the survey done, it was found that 22 students Kolej Kediaman Untuk Pelajar Kita? Universiti
or 73.3% were aware of the existence of the student Teknologi Mara
lounge at residential colleges. The remaining 8
respondents or 26.7% didn’t know about the student Hamdan Bin Said & Norma Suzila Binti Ahmad (2010).
lounge. This survey is also aimed to find out the time limit Kepuasan Mahasiswi Terhadap Kualiti Kehidupan Di
on the usage of the student lounge. This is due to the Kolej Kediaman Tun Fatimah, Universiti Teknologi
reason that some students use the student lounge as a place Malaysia, Skudai, Johor.daripada:
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uasan_Mahasiswi_Terhadap_KualitiKehidupan_Di_Kole
j_Kediaman_Tun_Fatimah_Universiti_Teknologi_Malay
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Kamus Dewan Edisi Keempat. 2007. Kuala Lumpur : Dewan
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Nawi (2007). Peranan Pihak Pengurusan Kolej Kediaman
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Teknologi Malaysia
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Nik Hairi Omar, Roslee Rajikan, Ahmad Sunawari Long & asrama di Universiti Sains Malaysia. Universiti Sains
Jamalullail Abdul Wahab. (2018). Kekurangan
Malaysia
Kemudahan Penginapan Pelajar di Kolej Kediaman
UKM: Berlaku Adilkah Terhadap Mahasiswa?. Universiti
78
Exploring Factors Influencing the English Simple
and Compound Sentences Used by Thai Non-English
Major Student-Teachers in EFL Context
Tawanshine Penthisarn, Pariwat Saengsen, and Khanita Limhan
English Department, Faculty of Education
Phuket Rajabhat University, Phuket
Email: [email protected]
Abstract
To create written language successfully, the learners need to comprehend the principles of patterns or structures of
English sentences (Fitrawati, 2016). However, Thai EFL learners have continuously experienced difficulties in crafting
and using improper English sentences. This study aimed to investigate English simple and compound sentences patterns
used by Thai EFL Non-English major student-teachers; and to explore the factors influencing their uses. Participants of
this study consisted of 91 third-year student teachers from the faculty of Education. Tests designed by Sovia, Z. (2019)
and Demirezen, M. (2019), a short paragraph writing, and a semi-structured interview were used to collect the data. The
results highlighted that most of the simple sentences were conducted in the pattern of subject + verb + complement
(44.45%) While, the compound sentences were conducted by joining independent clauses together with coordinator
conjunctions (91.67%). The common errors in the fields of omission, misformation, addition, word choices, and literal
translation from Thai language were found. Along with, the influences of their mother tongue, limited knowledge of
English grammatical rules and vocabulary, Thai English teacher, learner’s mindset toward English language, linguistic
anxiety, and social media were the main factors influencing how Thai student-teacher have used English simple and
compound sentences.
Keywords- Factors; English simple sentence; English compound sentence
I. INTRODUCTION did not convey the target meaning which might cause
In EFL context, learners have continuously miscommunication and leads to ineffective
experienced difficulties in conducting and using English communication.
sentences. In fact, Kukurs (2012, cited in Kanyakorn,
2017) revealed that even native speakers failed to write a Regarding challenges in producing English sentences,
good piece of writing; although, they are skillful in the study produced by Rattanadilok Na Phuket and
grammar or already have knowledge about the various Othman, (2015) and Sermsook. et al. (2017) indicated that
types of sentences. This can be confirmed by several they were affected by interlingual interference as an effect
studies (e.g., Hendrawaty, 2018, Mandasari. 2019, and of their native language (L1) in their target language (L2)
Burhanuddin. 2020). Their results illustrated that EFL acquisition and intralingual interference which interfere
learners commonly made errors when they conducted with the target language. These sources had an enormous
English sentences. Studies of Nadia. A and Ismiyati. effect on EFL learners when they produced writing tasks.
(2020), Sari et al, (2018), Fairisha et al., (2018) As a result, their English sentences were not complete,
highlighted that EFL learners commonly made many and their connotation and denotation were incomplete.
errors in their simple and compound sentences. The result Hence, this current study aimed to study simple and
indicated that the EFL learners had low proficiency in compound sentences used by EFL learners and provide a
grammar and syntactical rules. Moreover, their sentences deeper understanding of the main factors influencing Thai
EFL Non-English Majors students' use of English simple
79
and compound sentences. aimed to investigate the grammatical errors in simple
sentences. The result was indicated that the common
II. LITERATURE REVIEW grammatical errors found were in the field of
misformation as the highest error, omission, and addition
1. Types of English sentence as the smallest percentage.
To group types of sentences, Frank (cited in Sari et al.,
Additionally, N., (2018) attempted to classify each
2018) suggested that sentences generally can be classified type of errors and find out the most and least frequently
in two types which were function and structure. errors of sentence patterns. The finding illustrated that the
According to structure, English sentences can be divided learners made errors in the field of misformation,
into four categories (Murphy, 2013, P. 224) however in omission, addition, and Misordering, respectively. Also,
this study two types of sentences were focused. the result revealed that they also had faced the problem in
the use of simple and compound sentences.
1.1. Simple sentence
A simple sentence is the smallest sentence-unit which In the term of compound sentence, it could be seen in
the research of Sari. et al. (2018). It was conducted to
normally contains only one finite verb (Alexander, 2003). analyze the English Department learners’ ability in
It consists of two components which are a subject and a writing English compound sentence. The result indicated
predicate. Moreover, it also can be seen as an independent that the learners’ ability in writing compound sentence
clause (Downing, 2006). For example; A woman from the was moderate level. Also, they discussed that the learners
café found my backpack (Sunny K. & Sarah J., 2020). This made errors on omission, misformation, Misordering, and
sentence has only one subject that is “a woman from the addition.
café” and one predicate which is “found my backpack”.
Generally, English simple sentences can be formed in In Thai EFL context, Sermsook. et al. (2017),
various patterns to convey one complete target meaning. examined English major Thai university learners’
language errors in a writing and to explore the errors
1.2. Compound Sentence sources. The result showed that punctuation, articles,
A compound sentence is a sentence which consists of subject-verb agreement, spelling, capitalization, and
fragment, respectively were the most commonly occurred
two or more independent clauses (Sari et al., 2018). To errors found which had been influenced from interlingual
conduct a complete compound sentence, the independent interference, intralingual interference, limited knowledge
clause can be joined together with semi-colon, of English grammar and vocabulary, and carelessness
conjunctive adverbs, and coordinator conjunction which were the main sources found in this study.
(Alexander, 2003)
Factors influencing the use of English sentence
Previous Studies Rattanadilok Na Phuket and Othman (2015) conducted
The use of English sentence the study to explore the main sources of errors occurred
The use of English sentences has curtained the in the Thai university EFL learners’ writing; and to
investigate the types of errors and the linguistic level
difficulty for EFL learners; as a result, many errors which presented the most errors in writing. As found in
commonly provided various ways. This could be seen in the study, it was indicated that types of errors occurred in
the study of Hendrawaty (2018), revealed that the errors their writing mainly were translated words from Thai,
of sentence were in the fields of misformation, omission, word choice, verb tense, preposition, and comma, and the
addition, and Misordering, respectively. Also, the major sources were interlingual and intralingual.
participants faced with the difficulty in writing
compound-complex which occurred the most errors, III. RESEARCH METHODLOGY
compound sentence, complex sentence, and simple 1. Participants
sentence. Moreover, the occurrence of mistake was from
the pattern of compound-complex sentence that was the The participants in this study were 91 Thai EFL non-
most complicated of three other sentence patterns. English major pre-service teachers from 10 majors who
Similarly, the study conducted by Burhanuddin, (2020) were third-year student-teachers who were studying at
presented that the patterns of the errors could be grouped Faculty of Education.
into eleven types of errors, the result revealed that the
errors occurred in the sentences showed some ambiguities 2. Instruments
to the meaning of the sentences.
To collect the data in this study, test designed by
Recent years, numbers of studies were conducted Sovia, Z. (2019) and Demirezen, M. (2019) were used to
about the use of English simple and compound sentence.
As seen in the study of Nadia. M and Ismiyati (2020), they
80
investigate the participants’ ability in identifying As shown in the figure 1, the participants in this
dependent and independent clauses and types of English study were both male (30%) and female (70%) pre-service
sentences. Also, a short paragraph writing was used to teachers.
explore the use and the problems in the use of English
simple and compound sentences. Additionally, semi- Figure 2: Age
structured interview was conducted by the researchers to As show in the figure 2, the participants
gather the ‘in-depth information’ which aimed to explore participated in this study were 21 years old (61%), 22
challenges and factors influencing in Thai EFL non- years old (26%), 20 years old (7%), and 23 years old (6%),
English major pre-service teachers’ use of English simple respectively.
sentence and compound sentence. The sample group was
chosen by employing the purposive sample technique. Figure 3: Participants
This semi-structured interview was conducted in their As shown in the figure 3, there were pre-service
native language (Thai language). teachers from 10 majors.
Section 2: Tests
3. Data Analysis Table 1: Test result
A. Test
After obtaining the responses, it was analyzed and
calculated percentage of true and false answers based on
the theory conducted by Bungin (2010 cited in Sovia, Z.
2019). In the analysis process of the participants’
paragraphs, simple and compound sentences were
analyzed the patterns used which were classified based on
the sentence patterns cited in the theory of Alexander
(2003). Also, they were calculated percentage of
frequency based on the theory adapted from Bungin
(2010). After that, the theory of Dulay (1982 referred in
Sari. et al. 1028) was used to analyze and category the
problems/errors in the pre-service teachers’ use of simple
and compound sentence.
B. Semi-structured interview
After the semi-structured interview process, the data
was transcribed and proposed to thematic analysis in order
to gain more understanding, perspectives, and in-dept
information. As explanation of Castleberry, A. and Nolen,
A., (2018), thematic analysis (TA) can be seen as “a
method of identifying, analyzing, and reporting patterns
(themes) within data”.
IV. RESULT AND DISCUSSION
The results of tests
Section 1: Respondents’ demographic
Figure 1: Gender As shown in table 1, it presented that the pre-service
teachers’ average percentage of true answers was 26.57%,
and there were 70.33% of false answers. Also, the average
score was 6.74 (S.D. = 2.04). This can be assumed that the
participants were incomplete in identification of English
clauses and sentences. The finding revealed that the
highest percentage of true answers was (38.50%), and the
lowest percentage of true answers was (20%).
81
Table 2: The pre-service teachers’ responds in Table 5: The frequency percentage of simple sentences
identifying clauses used
As shown in table 2, it was found that the pre-service As shown in the table, it was highlighted that pre-
teachers did 56.66% of independent clause identification service teachers’ simple sentences were used in the
and 43. 34% of dependent clause identification. Also, the pattern of subject + verb + complement or S+V+C
average mean score was 0.61 (S.D. = 0.48). (44.45%). Meanwhile, 34.92 % were conducted in the
Table 3: The result of pre-service teachers’ pattern of subject +verb +object +complement or
identification of simple sentences S+V+O+C. Besides, some of them were written in the
pattern of subject +verb +direct object or S+V+DO
As shown in the table, there were 18.03 % choose true (20.63%).
answers in identifying simple sentences; meanwhile,
81.97% choose false answers. From the finding, it was highlighted that most pre-
service teachers used in the pattern of subject + verb +
As explained above, the majority of the participants complement or S+V+C (44.45%); for example, (A). Phi
got low percentages of the true answers in identifying Phi Island is located on the Andaman Sea coast at Krabi
English simple and compound sentences. That could be province, Thailand, (B). They are very kind and helpful.
identified that Thai EFL no-English major pre-service
teachers were low at recognition of English simple and As shown in the example (A), it can be explained that
compound sentences; although, they succeeded in the it consisted of subject which is “Phi Phi Island”, verb
identification of English dependent and independent which is “is located on”, and complement which is “the
clauses. Andaman Sea coast at Krabi province, Thailand”. While,
Research question 1: How do Thai EFL Non-English the example (B) was conducted from one subject which is
Majors student-teachers use English simple and “they”, one verb that is “are”, and two complement which
compound sentences? are “kind” and “helpful”.
1. The use of simple sentences Additionally, 34.92 % of simple sentences used in the
The analysis of the pre-service teachers’ simple pre-service teachers’ paragraph were conducted in the
sentences used in paragraphs revealed that simple pattern of subject +verb +object +complement or
sentences were used in their paragraphs in various S+V+O+C; for instance, these reasons have resulted in
patterns. To analyze the patterns of simple sentences used many filmmakers to choose here as the main location in
in the pre-service teachers’ paragraph, they were their movies such as the Beach and Fast and Furious9. To
classified into 5 patterns based on Alexander (2003) as explain the example, this sentence consisted of “these
shown in the table below; reasons” as the subject, “have resulted in” which is verb,
object which is “many filmmakers”, and “to choose here
as the main location in their movies such as The beach
and Fast and Furious9” which is the complement.
Another finding also presented that some of pre-
service teachers’ simple sentences were written in the
pattern of subject +verb +direct object or S+V+DO
(20.63%). For example, I play sports and games. This
sentence included subject which is “I”, verb which is
“play”, and two direct objects which are “sports” and
“games”.
2. The used of compound sentences
After analysis of the pre-service teachers’ simple
sentences used in their paragraphs, it was indicated that
compound sentences used can be classified into 3 patterns
82
as shown in the table following; in Thailand after Phuket” instead of Koh Chang, “Trat is
Table 6: The frequency percentage of compound the second largest island in Thailand after Phuket”.
sentences used
Another finding was revealed that the pre-service
This table indicated the patterns of English compound teachers produced 6 times of misformation. As found in
sentences used by Thai EFL pre-service teachers. The analysis process, some of them did incorrect
finding result was illustrated that 91.67% of compound capitalization in simple sentences. For example, “i like
sentences were formed by used of coordinator phuket sea” instead of “I like Phuket Sea”.
conjunction. In contrast, there were 8.33% of them were
conducted by using conjunctive adverb He/she wrote pronoun “I”, “Phuket Sea” which is a
proper noun, and with lowercase letter;
According to the analysis, the finding result showed
that most of compound sentences used by Thai EFL pre- In the analysis, it also was found that the 5 times of
service teachers were formed by used of coordinator error in addition were produced in the pre-service
conjunction. In contrast, 8.33% of them were conducted teachers’ simple sentences. The finding showed that most
by using conjunctive adverb. of them added period in their sentences. For example,
The problems in the use of simple sentences and “Koh Samui is now the center of tourism in the southern
compound sentences Gulf of Thailand with both Thai and foreign tourists
flocking to visit”. Also, some pre-service teachers added
According to the analysis of the pre-service teachers’ other unnecessary words in their sentences. For example,
paragraph writings, it revealed that the pre-service they conducted a sentence that “Hopefully, you like it here
teachers made many errors in their English simple too” instead of “Hopefully, you like it too”.
sentences and compound sentences. As shown in the
tables following; Furthermore, the finding result was highlighted that
A. Simple sentence most English simple sentences used were literally
Table 7: Frequency and percentage Types of errors in translated from Thai. For instance, I love the atmosphere
simple sentences with close friends and loved ones by my side. As
mentioned in the study of Rattanadilok Na Phuket &
Othman, 2015, they revealed that translation words from
Thai was one of mostly frequent errors found. Also, they
mentioned that literal translation of Thai words into
English words was one technique in which Thai EFL
students used in acquiring English skills, including
writing.
Not only is that, it also was found that some simple
sentences had incomplete meaning; although, they had
correct sentence structure. For example, “My favorite
tourist place go to the sea.
As shown in the table, it presents that Thai EFL pre- B. Compound sentences
service teachers frequently made errors in their use of As showed, the participants conducted errors in their
English simple sentences. Commonly, the participants
made omission and misformation (35.29%) and addition compound sentences. As shown in the table following.
(29.42%) in their simple sentences. This confirmed the Table 8: Frequency and percentage Types of errors in
study of Nadia. M. and Ismiyati, (2020) that the EFL compound sentences
learners commonly made grammatical errors in the terms
of misformation, omission, and addition. The finding was highlighted that omission (61.90 %)
and misformation (38.10 %) frequently occurred in Thai
From the finding, it was highlighted that the pre- EFL pre-service teachers’ compound sentences used in
service teachers frequently omitted preposition, verb, their paragraphs.
comma, and period. The pre-service teacher did not pay
more attention on phrasal verb; as a result, its main verb
was written without preposition “with”. Additionally, the
following sentence represented that the pre-service
teacher had commonly been careless on verb and comma.
For example, “Koh Chang Trat The second largest island
83
According to the analysis of the pre-service teachers’ 2. Limited knowledge of English grammatical
paragraphs, the result showed that most of pre-service rules and vocabulary
teachers frequently omitted comma and verb in their
compound sentence. For example, “The people so The samples revealed that they had limited knowledge
kindness but my favorite thing on Koh Lanta is food” (The in English grammatical rules and vocabulary. They
people are so kind, but my favorite thing in Koh Lanta is reported that English grammar is the difficult and
food.). complex that is too difficult to recognize.
Furthermore, the result revealed that the pre-service “The use of English simple and compound sentences
teachers made 8 times or 38.10 % of misformation in their was my difficulty. And, my main difficulty which I had
compound sentences. As commonly highlighted, they experienced is that I had limited vocabulary storehouse.
used incorrect verb and capitalization in their compound Also, I was not skillful in grammatical rules. Both of these
sentence. limitations have resulted in me writing and using or
writing English sentences incorrectly.”
Factors influencing Thai EFL Non-English Majors
student-teachers’ use of English simple and compound -Harry
sentences?
“I could not arrange subject, verb, and object of
Regarding the analysis, the finding highlighted that the sentence grammatically and correctly...”
crucial factors found can be classified into eight dominant
themes as follows: -Jack
1. Mother Tongue Language (Thai Language) It pointed out that the participants had faced with the
The excepts revealed that their English simple and limited knowledge in English grammatical rules including
compound sentences were formed in the Thai sentence syntax and vocabulary which extremely influence in their
patterns. That was because they always wrote or thought use of English simple and compound sentences. As a
their sentences in Thai, and they were translated to result, the use of those sentences is the difficulty. This
English by Google translate word by word. Also, this had stands in line the finding in the research of Sermsook. et
an effect on their use of word choices. al, (2017) who found that this domain is another crucial
source of the participants’ error. As found in this study, it
“I had always experienced the interference from my confirmed that this factor needs to be solved
native language. There were two terms. The first was the importunately.
term of sentence structure. The second is the term of
meaning. I referred to word choice.” 3. Thai English Teacher
Regarding the semi structured interviews, the finding
-Tom indicated that English teachers who were Thai or non-
native English teacher could be seen as the crucial factor
“To be honestly, when I needed to write English directly influencing in their use of English simple and
sentences whether are simple sentence, compound compound sentences. The participants reported that they
sentence or the others. They would write in Thai sentences had always been bullied and blamed when they produced
before I would translate them into English using “Google mistakes in their English sentences, especially in the point
Translate” of grammar. That delivered negative effect on the
confidence in use of English sentences to them. The
-Harry participants, additionally, revealed that the teachers
described the details of simple and compound sentences
Given the excerpts above indicated that mother tongue in the fields of functions, structures, or patterns unclearly;
language (L1) directly influenced in their use of English also, they conducted complexity, difficulty, and anxiety
sentences including simple and compound sentences. in the English acquisition including simple and compound
Additionally, it leads to the miscommunication that refers sentences. Not only is that, but Thai English Teachers’
to the target meaning of the sentences are distorted. class also always concern hierarchy and policy which
Furthermore, this factor was found in several studies. As caused the class was boring, unenjoyable, and stressful.
mentioned in many studies that interlingual interference These were quiet in the same line with the study
has also been the main cause of errors found in other Thai conducted by Manoch, S. & Limhan, K. (2021). The
EFL learners’ writing (Bennui, 2008; participants, moreover, asserted that the teachers focused
Watcharapunyawong & Usaha, 2013; Rattanadilok Na on the theories or concepts of the sentences more than
Phuket & Othman, 2015; Sermsook. et al, 2017). It applying or using in the realistic situation which caused
represented that this factor has been the necessary point they had low opportunity in use. The excerpt shown below
that English teachers need to pay more attention to their presented the Thai EFL non-English Major pre-service
classes.
84
teachers’ thought about Thai English teachers as the class should be designed constructively to support the
crucial factor influencing in their use of English simple learners who came from a variety of cultures and
and compound sentences: linguistics communities.
“I learnt them from my English teacher who is Thai. 4. Mindset toward English
Her class was so boring and serious. I felt my brain was The participants asserted that they did not like English
working hard all the time. Although I learnt about them because it is the most difficult subject, and their hearts had
hardly, I had still made mistakes in my simple and been closed for it, for they had seen it as enemy. This was
compound sentences because I learnt only their concept confirmed by the result in the study conducted by Mirizon
and structure. And, my English teacher always provided (2020) which explained that growth mindset of pre-
many rules that made me felt she was unfriendly and service teachers was low when they met obstacles in
hierarchical, so I was afraid to ask her when I got her context of meeting difficulty in learning English context.
point. That served me the difficulty in the use of those The following excerpts reported Thai EFL non-English
sentences.” major pre-service teachers’ perception toward their
mindset toward English:
-Joseph
“I thought that English is the difficult subject; as a
“An English teacher was the most crucial factor result, I did not like every skill of English. I would always
which effected directly on students’ mindset toward be late for English class in order to spend the short time
English because Thai English teacher always bullied and in the English class as much as possible. Also, English
blamed instead of giving constructive feedback when sentence was difficult for me.”
he/she found my mistakes. Also, this is the main cause of
the difficulty in my use of English simple and compound -David
sentence. And, I was unconfident to use them.”
“My heart was closed for English because it was my
-Harry enemy; English class was promoted as suffer time which
was like adventure in the forest. As a result, I rarely used
“Sometime, it was influenced from teacher. English sentences, and I would not use them if I had other
Absolutely, he/she was proficient in it, but he/she could choices because I did not like English.”
not transfer to us. I meant he/she described unclearly, and
he/she always used English in the class that made me -Jane
recognized unclearly.”
Given the excerpts above, it seems the participants
-Jack were facing with the negative mindset toward English. As
As shown in the participants excepts above, it can be mentioned in the semi-structure interview, the majority of
highlighted that Thai English teachers directly influenced them highlighted that English is the most difficult subject,
in non-English major pre-service teachers’ use of English and it delivered them the stress and anxiety. As a result,
simple and compound sentences. According to the English class has always been seen as their enemy. Hence,
participants’ responses in semi-structure interview, it the use of English simple sentences is their difficulty, and
pointed out that the Thai English teachers fluently focused they frequently provide various mistakes in their
on their function and structure more than using in the real sentences.
situation. Also, the finding result shown that this factor
related with teachers’ teaching style and learners’ learning 5. Linguistic anxiety (LA)
style. As mentioned in the excepts above, Thai English Linguistic anxiety was one of the leading themes
teachers had always used grammar translation regarding teachers’ perceptions in the factor influencing
methodology; meanwhile, the learners preferred in the use of English simple and compound sentences.
kinesthetic style. This can be confirmed by the finding Spielberger (1983 cited in Quvanch, 2022) asserted that
result in the study of Phuengpitipornchai, K. et al. (2022) anxiety is the subjective feeling of tension, a state of
and Phantharakphong (2012) which revealed that the apprehension, a vague fear, nervousness, and worry
majority of EFL learners preferred learning English in the associated with an arousal of the autonomic nervous
kinesthetic learning style. Phuengpitipornchai, K. et al. system. Given the analysis of the semi-structure
(2022) also explained that active learning approach and interview, the participants agreed that sometimes, they
activities played an increasingly important role in always had experienced the linguistic anxiety in the use
educational system, especially in the English language of English, especially in the term of writing. After that
learning. Given explanations above, to enhance or interview, the result was zoomed in that the participants
improve the learners’ use of English simple and had always concerned about grammatical rules accuracy
compound sentence, hence, teacher is as crucial as the when they conducted or used English simple and
other components for learner’s learning. Also, regarding
the participants’ opinion, they suggested that an English
85
compound sentences. They, in addition, were afraid their The excerpts below indicated the participants’
sentences could not express their target meaning. The perceptions about opportunity:
excerpt below showed the participants illustrated:
“I had infrequently used them in my daily life. It might
“I always worried that I would write sentences be because I study in another field of study. Also, I
correctly or not, and I was not confident in my sentences. only used them when my lecturer assigned some tasks.”
I was afraid that my sentences would not convey my target
meaning. As a result, I decided to write my paragraph in -Harry
Thai sentences.”
“I had rely used English simple and compound
-Joseph sentences. Thai language had been used as the main
communicative tool. That was why I was not proficient in
“I always denied to use English sentences because I the use of them. That was because I had lack of
was afraid that my sentences would be incorrect whether opportunity to practice and use. As a result, I normally
were its structure, its functions, or its meaning, and I was provided several mistakes or errors when I used”
not proficient in English grammar… Also, I’d never been
confident to use it, and I was very anxious when I needed -Jack
to use.”
As they mentioned in the excerpts, lack of opportunity
-Jane in use caused their mistakes and errors in their sentences;
the reason is that, the lack of opportunity leads to low
As mentioned in the excerpts, it could be obviously practice. Also, low practice directly effects on low
seen that this factor influenced straightly in the non- proficiency because practice and proficiency relate
English major pre-service teachers’ use of English simple together as direct variation. As mentioned in the scholar
and compound sentences. This can be supported by the provided by Atmojo. A., (2022) who came in the concept
finding result in the study provided by Dian. L. et al, of “Revealing the Secrets of the English Teacher’s
(2019). They illustrated that foreign language anxiety was Excellent Proficiency”, he mentioned that various kinds
significantly correlated with students’ performance in of practices contributed teacher’s English proficiency.
English which they identified in the terms of speaking and Also, Pratiwi. P., (2020) stated that practice is significant
writing. Furthermore, the participants pointed out that for comprehending language, understanding meaning,
when English including simple and compound sentences and generating suitable responses based on contexts.
were expected to use, they had already created
anxiousness; as a result, they were not confident in their 7. Social Media
sentences. That caused they wrote their sentences in Thai The participants reported that they found numerous
sentences in their paragraph writing which was English sentences formed in the various patterns on social
representing their failure in the use of English simple and medias including Facebook, Instagram, YouTube, or
compound sentences. It can be assumed that linguistic Twitter; additionally, they claimed that those applications
anxiety certainly affects their achievement in the use of were used as the learning resources for their self-study for
English including simple and compound sentence. This is dept information sometimes. As a result, they always
quiet in the same line with the result of the study imitated the pattern of English sentence found on those
conducted by Amiri and Ghonsooly (2015) which social medias without considering their accuracy whether
attempted to investigate the relationship between English are grammar, syntactic rules, and function. Furthermore,
language anxiety and the students' achievement in their they got used to using slang words and phrases instead of
examination. They claimed that the learners, accomplish formal words and complete sentence in their written
was directly affected by high anxiety (r=0.348, p<0.001). language. This was influenced from song on YouTube
According to explanation before, it seems this factor and English teaching video which focused on spoken
becomes influential to reduce in order to help the learners, language communication on Facebook and Instagram. As
who are English users, enhance their use of English the participant’ s explanation in the table below:
simple and compound sentence.
“Almost my English sentences were emulated from the
6. Opportunity in use sentences I found on Facebook and YouTube. Also, when I did
not understand the lesson from my class, YouTube would
Opportunity can be promoted as very vital factor become my main study resource which made me understand
leading to the achievement in use of English simple and clearly. However, when I applied or used my proficient
compound sentences. The participants claimed that they knowledge in the real context, it seemed I had still been
had faced with lack of opportunity in use of English confused and unconfident because Facebook and YouTube
including those sentences. They would be used when their delivered me only knowledge in the term of theory without the
lecturer assigned tasks which English was needed only.
86
practicing and drilling which aimed to prepare the audience for many times in compound sentences. Additionally, literal
examination such as TOEIC, TOEFL, or etc. So, I had still translation from Thai and problem in word choice were the
needed teachers to give me some constructive feedbacks to commonly occurred in the participants’ simple and compound
confirm and analyze my sentences in the term of accuracy...” sentences. Also, some sentences were formed grammatically
and correctly, but they were found that their meaning were
Alice incomplete. Given the illustrations above, those were
influenced by various factors. Based on the result found in the
“I always imitated the pattern of English sentence current study, it was brightened that the English simple and
from sentences which I saw on Facebook, Instagram, compound sentences used by Thai EFL non-English major pre-
YouTube, or Twitter.” service teachers were influenced from eight main factors which
were Mother Tongue Language (Thai Language), Limited
Harry Knowledge of English grammatical rules and vocabulary, Thai
English Teacher, Mindset toward English, Linguistic anxiety
Given the excerpts above, they illustrated that Thai (LA), Opportunity in use, and social media. Given the results
EFL non-English major student-teachers perceived that found in this study, the authors hope that Theses might be a
most of their English simple and compound sentences useful guideline or framework for developing and enhancing
were imitated from the sentences on social medias used the EFL learners’ fluency in using English simple and
wildly in their daily life. However, in the field, it can be compound sentences.
seen into two terms. The first is term of advantage. As
mentioned in the excerpts, the participants illustrated that ACKNOWLEDGEMENT
their English skills were enhanced from the use of social
medias in their self-learning. This is quiet in the same line The achievement of this study would not be completed
with the finding in several scholars. For instance, Arif. T. without the expedient supporting and encouragement of
(2019), Pikhart. M. (2019), and Anwas. et al., 2020 the following the individual and organizations. First and
indicated that social media plays an important role to foremost, I would like to dedicate my heartfelt gratitude
improve the students’ English language skills. For the to my research advisors, Lect. Kanita Limhun and Lect.
second term, it is illustrated in the field of negative effects. Tawanshine Penthisarn for their considerable helps, great
The participants revealed that slang words commonly willingness, and productive suggestions which led to the
occurred in their sentences which was the effect from completeness of this study. Additionally, my sincere
using social medias in their everyday; as a result, those thank go to other lecturers in English Department of
sentences were incorrect in the term of written language Faculty of Education at Phuket Rajabhat University
even if their meaning were complete. This can be (PKRU). In addition, I am grateful for the third-year non-
confirmed by the result found in the study proposed by English major pre-service teachers at Faculty of
Bsharat. T. & Behak. F., (2021) which asserted that social Education, PKRU who participated and gave good
medias regularly delivered the negative influence the cooperation for the data collection process of this study.
students' English writing skills. Also, the study of Finally, my gratefully acknowledgement also is prepared
Songxaba. L. & Sincuba. L., (2019) which resented the for my parents and all who Contributes to completion of
negative effect of the use of social media on writing this study.
highlighted that the use of social medias cased
abbreviations, unnecessarily shortened words, numbers SELECTED REFERENCES
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V. CONCLUSION English learning anxiety and the students’ achievement on
Regarding to the investigation of English simple and examinations. Journal of Language Teaching and
Research, 6(4), 855-865.
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student-teachers and to explore the factors influencing in their Atmojo, A. E. P. (2022). Revealing the Secrets of the English
use. Given the finding results in this study, it illustrated that the Teacher’s Excellent Proficiency. JET (Journal of English
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+verb +object +complement or S+V+O+C (34.92 %), and Bsharat, T. R., & Behak, F. P. (2021). The Influence of Social
subject +verb +direct object or S+V+DO (20.63%),
respectively. In the field of English compound sentence, the Media on Palestinian Secondary Schools English Writing
finding pointed out that their compound sentences were Skills from English Teachers’ Perspectives in Jenin
conducted by using coordinator conjunction (91.67%) and Region. PANYONARA: Journal of English Education.
conjunctive adverbs (8.88%), respectively. As the deeper Burhanuddin, A. (2020). Error analysis of English sentences
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omission, misformation, and addition, respectively (see in table Idea, 11(1), 30-43.
7) in their use of simple sentence. In the same way, Omission Castleberry, A., & Nolen, A. (2018). Thematic analysis of
and misformation, respectively (see in the table 8) occurred qualitative research data: Is it as easy as it sounds?.
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Lestari, D. E., Loeneto, B., & Ihsan, D. (2019). The correlation
Tawanshine Penthisarn is a lecturer of
among English learning anxiety, speaking and writing English Department, Faculty of
achievements of senior high school students. Indonesian Education. She earned her M.Ed. in
Journal of EFL and Linguistics, 4(2), 135-150. English Language Teaching at
Mandasari, B. AN ANALYSIS OF ERRORS IN Mahasarakham University, Thailand.Her
STUDENTS’WRITTEN ENGLISH SENTENCES: A research interests are English as a
CASE STUDY ON INDONESIAN EFL LEARNERS. 16 medium of instruction and Teaching
November 2019, Bandar Lampung, Indonesia i. Methodology.
Mirizon, S. (2021, January). Investigating Non-English Pre-
Service Teachers’ Mindsets in Learning English as a Pariwat Saengsen is an undergraduate
Foreign Language. In 4th Sriwijaya University Learning student in English Department at Faculty
and Education International Conference (SULE-IC 2020) of Education.
(pp. 314-319). Atlantis Press
Pratiwi, M., Syafrizal, S., & Kasmaini, K. AN ANALYSIS OF Khanita Limhan is a lecturer of
STUDENTS’ABILITY IN IDENTIFYING English Department, Faculty of
Education. She earned her M.A. in
INDEPENDENT AND DEPENDENT CLAUSES IN Applied Linguistics at Mahidol
SENTENCES (A Study of the Second Semester Students University, Thailand. Her research
interests are language teaching, and
at the English Education Study Program University of teacher education.
Bengkulu in the 2012/2013 Academic Year) (Doctoral
dissertation, Fakultas Keguruan dan Ilmu Pendidikan
UNIB).
Pratiwi, P. A. A. S. (2020). The Relation of Balinese EFL
Learners’ Prior Learning Experience and Present
Proficiency. Lingua Cultura, 14(1), 31-41.
Phuket, P. R. N., & Othman, N. B. (2015). Understanding EFL
Students' Errors in Writing. Journal of Education and
Practice, 6(32), 99-106.
Quvanch, Z., & Si Na, K. (2022). Evaluating Afghanistan
University students’ writing anxiety in English class: An
88
Enhancing Students’ English Speaking
Confidence with Movie Activities
Kanyanat Sakkanayok and Patcharee Imsri
School of Liberal Arts
Walailak University, Thailand
Email: [email protected]
Email: [email protected]
Abstract
This study aimed to investigate the effects of the implementation of English movies in improving EFL students’
speaking confidence. The data were collected from questionnaires and students’ written reflections of the activities.
The analysis of students’ issues of speaking showed that language anxiety, limited speaking abilities and lack of
self-esteem were among the causes of low speaking confidence. In addition to the appropriate selection of the movies
according to students’ interests and English levels, the results showed that lecturers’ and peers’ support and friendly
atmosphere of the activities played a key role in enhancing students’ speaking confidence.
Keywords-English Learning; Scaffolding; Movie; Speaking
I. INTRODUCTION effects of the implementation of English movies in
Movies have been ones of the popular media in improving EFL students’ speaking confidence. The
language learning and teaching. In addition to being an students’ perspectives and opinions toward movie
enjoyable source of input, movies contain authentic activities were also explored.
linguistic resources for students (Roslim et al., 2021).
Students can improve their communication and B. Research Questions
conversation skills by watching movies. Karla (2017) The research questions that guided the study were:
states that students can gain higher self-confidence by
learning from the language used in the movies. Subtitles 1. How can movie activities improve students’
provided in the movies can also help with reading skills Englishspeaking confidence?
(Albiladi et al., 2018).
2. What are students’ perspectives and opinions toward
While movies have been found to be an effective movie activities?
teaching tool, some researchers reported on the
drawbacks since watching movies does not provide II. THEORETICAL BACKGROUND
students with instructions (Kusumaningrum, 2016; Sari A. Scaffolding
& Sugandi, 2015). The current study aimed to further
explore the effectiveness of watching movies in Scaffolding is a metaphoric term used in teaching
enhancing students’ English competence with the and learning. The notion of scaffolding was first
presence of the lecturers. According to the scaffolding proposed by Woods, Bruner and Ross in 1976. They
theory, the lecturers can provide challenging support for based their theories on Vygotsky’s work. Vygotsky
the students in order for them to accomplish their tasks. suggested that learning is a social process. Students
The study investigated how students could construct learn when they interact with higher competent
knowledge and gained confidence in their English individuals (peers or teachers) (Vygotsky, L.S., 1978;
speaking competence with the help from scaffolding Vygotsky, L. S. 1987). In Vygotsky’s (1978) concepts
provided by the lecturers. of the Zone of Proximal Development (ZPD), he
described the ZPD as:
A. Purpose of the Study
The purpose of the study was to investigate the The distance between the actual developmental
level as determined by independent problem
solving and the level of potential development
as determined through problem solving under
89
adult guidance or in collaboration with more the implementation of movie activities and to explore
capable peers. (Vygotsky, 1978, p. 86) the students’ perspectives and opinions.
Wilson, K. & Devereux, L. (2014) emphasized that A. Participants
scaffolding is more than providing support to the The participants were 30 – 40 students of 1st-year to
students. It is essential for the lecturers to challenge
students in order for students to accomplish their tasks. 3rd-year English majors, aged 19 – 22, who voluntarily
applied to participate in an out-of-class activity called
B. Thai students’ Speaking Confidence Movies and Discussion Club, at Walailak university,
Thailand for 3 academic terms during Term 2/2021
Since Thai students rarely have the opportunities to (October 2021) – Term 1/2022 (July 2022).
use English outside the classroom, the environment is
not supportive for the improvement of their speaking B. Procedures
skills. This affects Thai students’ confidence when The out-of-class activity called Movies and
speaking English (Patchotchai, 2018). Shevidko (2012)
and Patil (2008) suggested some factors that caused Discussion Club was held weekly every Wednesday at
Thai students to lack confidence when speaking 15.00 – 17.00. The club was organized and led by 2
English: bad learning experience in the past, being lecturers with a similar pattern of activities in English
laughed at by others when making mistakes, and fear of each week.
making errors. When students were provided with
authentic teaching resources, they were able to improve The club began with preview activities to engage
their English confidence (Songsiri, 2007). Since movie students before watching a movie. The preview
activities have been found to improve students’ oral activities included asking questions related to the
skills, this study investigated the effectiveness of movie content of the movie, and predicting about the movie
activities on Thai students who learn English as a such as plot, characters, or ending.
foreign language.
A week before the club activities, the lecturers had
III. LITERATURE REVIEW set a theme for the following week’s movie according
Pedagogical research on the integration of movies in to students’ interests and requests. The movie of the
language learning has demonstrated beneficial aspects week was selected and shown during the club during
of movies on students’ language perception and which time the students watched the selected movie
production. Kalra (2017) found that students were able together. The movie was screened in English with
to acquire, correctly use new vocabulary items, and English subtitles to aid students’ comprehension.
retain their vocabulary knowledge because of the
meaningful contexts provided in the movies. Students After watching the movie, there were some
were also found to be more engaged and motivated in discussion activities. To illustrate, students were asked
English classroom when teachers integrated movies in to brainstorm and discuss their ideas about the movie in
classroom teaching (Ismaili, 2013). Enjoyable a small group. They were sometimes asked to answer
experience from watching movies also helped students some questions related to the movie. For instance, what
lower their anxiety and stress in learning a language is your favorite scene or character, and why? Do you
(Goctu, 2017). As Ash (2018) suggested, when the agree or disagree with the character’s decision? What
affective filter was lowered, the motivation level was could be an alternate ending? The students were then
higher, which led to successful learning. In addition, if encouraged to share their ideas and opinions with the
students applied words and sentences learned from group and the rest of the students.
watching movies in their daily conversations, they were
able to improve their language skills. The lecturers functioned as facilitators guiding and
encouraging the participants to use English as much as
In addition to language skills, previous studies have they could while discussing and sharing their ideas. The
found other benefits from watching movies. Li and lecturers as well as their peers provided additional
Wang (2015) studied Chinese students’ written comments and feedback throughout the activities.
summaries of movies’ plotlines. They found that
English movies helped improve students’ cultural C. Data Collection and Analysis
awareness. Movies provided students the opportunities The data of this study were collected from weekly
to compare the similarities and differences among
cultures shown in the movies. questionnaires and students’ written reflections for 3
academic terms starting from term 2/2021 (October
To sum up, previous studies have shown that the 2021) to Term 1/2022 (July 2022).
implementation of movies has led to both academic and
social benefits for students. The weekly questionnaires were administered to 30-
40 students taking part in the club by their lecturers at
IV. METHODOLOGY the end of each week’s activities through Google Forms
In order to answer the research questions, a small- online. The questionnaires consisted of a demographic
scale study was conducted to investigate the effects of profile, two rating questions including students’
satisfaction with each week's activities and how much
the movie activities help students improve their English,
and one open-ended question which asked about what
90
students have learned from the movie activities. by the lecturers is considered to be a friendly
atmosphere. This favorable environment helped reduce
Another form of data collection was from students’ tension and anxiety and at the same time boost
written reflections of the activities in order to explore confidence.
more regarding the participants’ perceptions and
experiences. 20 regular attendees were asked to write a Aside from the discussion activities, integrating
reflection in Thai responding to the questions, namely, movies could engage and motivate students as it was
students’ attitude and their English skills before joining found that students gained higher self-confidence by
the movie activities and students’ attitude and their learning from the language used in the movies.
English skills after joining the movie activities.
● Critical Thinking Skill
The data from both questionnaires and reflections By joining and participating in discussion activities,
were analyzed descriptively to report the findings of the students were informed that they could practice
students’ opinions and attitudes towards movie critical thinking by analyzing movies. Exchanging ideas
activities. about the plots, themes, or morals from the movies
required the students to think critically before sharing
V. RESULTS AND ANALYSIS their thoughts with their peers. Some of them stated that
C. The results from weekly questionnaires the activities prompted them to get to know how to look
at movies in a new way. This also enhanced their
According to two rating questions asked in the discussion skills.
weekly questionnaires, on a scale from 1 to 5, the
students’ satisfaction with each week's activities is at Besides developing critical thinking skills, students’
4.39. When asked to rate how much the movie activities cultural awareness was also improved by watching
help students improve their English, the rating score is movies and comparing cultural issues shown in the
at 4.33. movies with their own.
Regarding the open-ended question about what D. The results from students’ written reflections
students have learned from the movie activities. There ● Students’ attitude and their English skills
were various answers responding to the question. To
conclude, the responses can be categorized into 3 main before joining the movie activities
aspects which are:
A number of participants reflected that English is
● Listening Skill hard and even harder to speak because most of them
The participants reported that they had an were shy or afraid to speak English, especially in front
opportunity to practice their listening skill every week of others when they felt that their English was not good
by watching movies in English. Apart from listening to enough. For example, one student stated that:
English conversations from authentic resources,
students mentioned that they were familiar with various “I can’t speak English very well, so I’m afraid
accents spoken in the movies which also improved their to speak English in front of others”
English listening ability. This suggested the students’ issues with speaking
English. One of the problems is limited speaking
Not only listening to the movie, students stated that abilities since Thai students are not much exposed to
they could also practice this skill by listening to their English outside of class. Thus, it is difficult for them to
peers exchanging ideas and opinions about the movies. improve their English speaking. This leads to students’
This, therefore, helps students’ language perception. language anxiety and lack of self-confidence when
trying to speak.
In addition, by practicing listening skills from
watching movies and joining peers’ discussions, ● Students’ attitude and their English skills after
students echoed that they were able to learn and acquire
new vocabulary items. Learning vocabulary from joining the movie activities
authentic and meaningful context helped them use the Several responses from the students commented on
new words correctly and improve their long-term their improvement of attitude and English skills. They
knowledge retention. tended to have a more positive perspective toward using
English. In terms of language skills, they agreed that
● Speaking Skill they developed listening and speaking skills as well as
The majority of responses suggested that students vocabulary. This development allowed them to be able
felt they acquired speaking skill the most. Many to communicate in English with more confidence. The
reported that they gained more confidence and courage same student reported that:
to speak English in the discussion activities. The
varieties of discussion activities based on the content of “The activities help me to be more confident
the movie each week together with the students’ to speak English and exchange my opinions
interests allowed them to exchange ideas and opinions with others”
comfortably. Being around their peers and encouraged
As a result, students’ self-confidence in using the
91
English language is improved by watching movies and attractive strategy to teach senior high school students
participating in the activities. English as A foreign language. LLT Journal: A Journal
on Language and Language Teaching, 18(1), 11-18.
VI. DISCUSSION AND CONCLUSION Li, X., & Wang, P. (2015). A research on using English
According to the findings of this study, it can be
concluded that students’ low speaking confidence movies to improve Chinese college students' oral
derived from language anxiety, limited speaking English. Theory and Practice in Language Studies, 5(5),
abilities, and lack of self-esteem. These issues can be 1096-1100.
improved by the implementation of English movie Pachotchai, P. (2018). Thai University Students’ English
activities.
Speaking Confidence through Partipating in the Buddy
First of all, the appropriate selection of the movies System: Thai Buddy’s Roles and Responsibilities and
based on students’ interests and English levels allows Exchange Studnets’ Characteristics (Unpublished
students to pay more attention and engage themselves Manuscript). Thammasat University, Thailand.
more in the movie activities. They could enjoy selected Patil, Z. N. (2008). Rethinking the objectives of teaching
movies and this helps increase interest and motivation. English in Asia. Asian EFL Journal, 10 (4), 227-240.
Roslim, N., Azizul, A. F., Nimehchisale, V., Abdullah, M. H.
Secondly, employing Movies and Discussion Club T. (2021). Exploring Movies for Language Teaching
as out-of-class activities reduces students’ anxiety and and Learning at the Tertiary Level. Asian Journal of
tension. Since the activities were organized outside of University Education (AJUE), 17 (3), 271-280.
class time, there was no score to put pressure on Sari, A., & Sugandi, B. (2015). Teaching English Through
students. Moreover, students are aware of the English English Movie: Advantages and Disadvantages. The
language that is available to them outside the class. This Journal of English Literacy Education: The Teaching
increases their degree of autonomy in learning. and Learning of English as a Foreign Language, 2(2),
10-15.
Finally, integrating discussion activities guided by Shvidko, E. V. (2012). "Students' Perspectives on Language
the lecturers and surrounded by their peers helps
develop students’ confidence to speak English. Use Outside the Classroom in an Intensive English
Lecturers’ and peers’ support created a friendly Program" (2012). Theses and Dissertations.
atmosphere in the activities which played a key role in 3115.Available:
enhancing students’ speaking confidence. As mentioned https://scholarsarchive.byu.edu/etd/3115
about the scaffolding theory, with the presence of the Songsiri, M. (2007). An action research study of promoting
lecturers, students’ English competence which in this students’ confidence in speaking English (Unpublished
case is their speaking ability is enhanced. Because the Ph. D. dissertation). Australia.
lecturers not only support students by providing Vygotsky, L. S. (1978). Mind in society: The development
comments on their opinions, but also encourage and of higher psychological processes. Cambridge, MA:
challenge them to speak or voice their views in English Harvard University Press.
as much as they could. This challenging encouragement Vygotsky, L. S. (1987). Thinking and Speech. (N. Minick,
helps students to construct their English speaking ability Trans.). New York: Plenum Press.
and confidence. Wilson, K. & Devereux. L. (2014). Scaffolding theory: High
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Ash, R. (2018). The MovieTalk: A Practical Application of Sakkanayok, Kanyanat is an English
Comprehensible Input Theory. Teaching Classical
Languages, 8, 70-84. lecturer at Walailak University, Nakhon
Goctu, R. (2017). Using movies in EFL classrooms. Si Thammarat, Thailand. She has been
European Journal of Language and Literature, 3(2), teaching for the English major for 7 years.
121-124. Her areas of interest are Second Language
Acquisition, Stylistics, and Literature and
Kalra, R. (2017). The effectiveness of using films in the EFL Language Teaching.
classroom: A case study conducted at an International
University in Thailand. Arab World English Journal Imsri, Patcharee is currently
(AWEJ), 8(3). teaching in the English
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llaeanrgnuianggeo. f English as a foreign
92
Analyzing Gaps in English for
Communication Program to meet the
AUN-QA Standard
Vikrom Chantarangkul and Komsit Sitipragan
Faculty of Science and Technology, Rajamangala University of Technology Srivijaya, Thailand
Email: [email protected]
Email: [email protected]
Abstract
Education quality assurance within the course level is essential in enhancing the program quality at the university
level. The purpose of the study is to improve English for Communication Program to comply with the standard of
AUN-QA through gap analysis. English for Communication Program was analyzed based on the AUN-QA criteria
in May 2022 so that areas for improvement obtained from the analysis will be used to improve the program before
the actual assessment on August 3, 2022. The results revealed that some improvement should be done in each
criterion to achieve the AUN-QA standard at a rating scale of 4 which is regarded as a sufficient pass rate for the
program. The article concludes by discussing the implications of the findings for improving the program quality in
higher education institutions that use the same criteria.
Keywords-gap analysis; program; AUN-QA standard
I. INTRODUCTION program improvement (Anuwong et al., 2020; Sundvik,
2019).
The Ministerial Regulations for Quality Assurance
2020 have required all Thai universities to establish Analysis of previous studies has shown that several
educational standards for higher education institutions ASEAN countries have employed the AUN-QA criteria
to be in accordance with the standards and submit a self- in evaluating the programs in higher education such as
assessment report to the governing bodies of Indonesia (Dolly and Mukhaiyar, 2020; Novianti et al.,
educational institutions annually. These regulations are 2018; Pramono et al., 2018; Refnaldi et al., 2018; Sinaga
set up to develop and build confidence among and Darwin, 2021), Vietnam (Lam et al., 2020; Nguyen,
stakeholders and the public that educational institutions 2017; Quang, 2021; Tuan, 2020), and Thailand
can provide quality education according to educational (Anuwong et al., 2018; Heemadam, 2018; Kaewngam,
standards (The Higher Education Commission, 2015). et al., 2019; Kalyanamitra et al., 2019; Longpradit et al.,
Like other tertiary education institutions, Rajamangala 2019; Taotaro et al., 2018). For instance, Kalyanamitra
University of Technology Srivijaya (RUTS) has also et al., (2019) examined educational administration
established an educational quality assurance system to strategies of Rajabhat University according to the AUN-
improve the quality and standard of higher education QA criteria. Similarly, Pang and Ye (2020) explored
institutions. In conformity with the ASEAN region, students’ perception toward quality assurance
RUTS has started using ASEAN University Network management in 6 categories at a university in Bangkok,
Quality Assurance (AUN-QA) in 2021 to assess the Thailand. Likewise, Taotaro et al., (2019) assessed a
programs to ensure that this university has the same bachelor degree program in education at Thaksin
education quality as other institutions in Southeast Asia. University by using the AUN-QA criteria version 3.0.
The AUN-QA criteria have been considered suitable for In the same way, Longpradit et al., (2019) formulated
evaluating the programs at the university level in the AUN-based course learning outcomes employing a
Thailand as they are principles-based, non-prescriptive, management information system program by evaluating
and contextualized as well as recommend areas for the effectiveness of implementation from students’
93
viewpoints at Mahidol University in Thailand. and the AUN-QA criteria. Similarly, Hayati et al.
(2021) reported that there should be regular reviews of
The aforementioned research papers concerning the expected learning outcomes (ELOs) and the English
AUN-QA criteria have assessed the programs by using Language Education (ELE) study program involving
AUN-QA criteria version 3.0 at the latest. However, various stakeholders as well as evaluation of instruction
little research to date has investigated the AUN-QA administered in the courses. Likewise, Minh (2020)
version 4.0 at the program level in Thailand as this new revealed that the teaching and learning activities cannot
version first appeared in August. Furthermore, few serve some intended learning outcomes and that there is
studies have examined gaps in order to improve the a lack of similar criteria for midterm and final
program quality to comply with the AUN-QA model examinations. Correspondingly, Nugroho and Jaqin
version 4.0. Therefore, the objective of this article is to (2021) confirmed that there are some gaps found in the
analyze gaps in English for Communication Program in implementation of digitalization in educational systems,
compliance with the AUN-QA standard. Results of the the quality of graduates, and digital libraries in
investigation could act as baseline information for universities. In the same way, Quang (2021) stated that
enhancing the education quality at RUTS. In addition, lecturers should improve their knowledge of
research in this area may provide useful ideas for construction and curriculum design and bring comments
improving the programs in other higher education from external assessors to improve the quality of
institutions both locally and regionally. instruction.
II. LITERATURE REVIEW Most research papers conducted over the past five
years employed the AUN-QA model version 3.0 at the
A guide to AUN-QA assessment at the program program level. Additionally, there has been little
level version 4.0 was issued in August 2020 (ASEAN investigation of gap analysis in the AUN-QA criteria
University Network, 2020). The guide is composed of 8 version 4.0 so the present research aims to analyze gaps
criteria further divided into 53 sub-criteria: expected in English for Communication Program to meet the
learning outcomes, program structure and content, AUN-QA standard in order that the information derived
teaching and learning approach, student assessment, from gap analysis will serve as guidelines for improving
academic staff, student support services, facilities and the program quality in Thai universities and abroad.
infrastructure, and output and outcomes. The AUN-QA
criteria have a 7-point rating scale ranging from 1 III. RESEARCH METHODOLOGY
(absolutely inadequate) to 7 (excellent world-class
practices). All programs have to obtain at least a rating A gap analysis was performed to analyze areas for
scale of 4 (adequate as expected) for the achievement of improvement in English for Communication Program to
program outcomes. The focus of AUN-QA model is on meet the AUN-QA criteria in May, 2022 so that the data
the outcome-based education (OBE), emphasizing what obtained from each criterion will be used to improve the
learners are expected to master after completing the quality of the program before the actual evaluation on
study program. This means that learning outcomes August 3, 2022. Two experienced assessors with
which are formulated from stakeholders’ needs can be certificates of internal quality assessment from the
demonstrated and assessed. The program should be RUTS analyzed the AUN-QA criteria 1-8 in order to
designed in such a way that the teaching/learning obtain evidence for the improvement of English for
activities and assessment tasks are constructively Communication Program based on the AUN-QA
aligned with the learning outcomes. Through these criteria version 4.0 (ASEAN University Network,
teaching and learning activities, learners receive 2020).
feedback on their progress and demonstrate their
achievement of learning outcomes. To carry out change, IV. ANALYSIS AND RESULT
the plan-do-check-act (PDCA) cycle is used for
curriculum development. Plan refers to stakeholders’ Two internal assessors analyzed English for
needs, graduate competencies, learning outcomes, and Communication Program based on the AUN-QA
curriculum. Do relates to learning/teaching and criteria 1-8. Each criterion is measured according to a
assessment. Check involves results/analysis and seven-point scale, starting from 1 (absolutely
feedback/evaluation. Act pertains to standardization and inadequate), 2 (inadequate, improvements necessary), 3
improvement. (inadequate, but minor improvements will make it
adequate), 4 (adequate as expected), 5 (better than
A number of recent studies concerning the AUN-QA adequate), 6 (example of best practices) to 7 (excellent
criteria were discussed in terms of gap analysis (Hayati practices). A rating scale of 4 is viewed as a pass rate
et al., 2021; Minh, 2020; Nugroho and Jaqin, 2021; for the program. Regarding the assessment report at the
Quang, 2021; Refnaldi et al., 2017; Taotaro et al., 2018). program level, areas for improvement of each criterion
For example, Refnaldi et al. (2017) found that there are are summarized in Tables 1, 2, 3, 4, 5, 6, 7 and 8.
some gaps between stakeholders’ needs and learning
outcomes in the curriculum so the learning outcomes
should be reformulated in accordance with their needs
94
TABLE I. ASSESSMENT REPORT ON AREAS FOR Table 2 shows that the second criterion requires
IMPROVEMENT IN CRITERION 1 minor improvement. To obtain a scale of 4, the
appropriateness of various channels of each stakeholder
Criterion Areas for Improvement Scor Overall group is assessed for further improvement. The
1. Expected Learning Outcomes e (1- Score curriculum mapping of all courses is in accordance with
the expected learning outcomes. External stakeholder
7) feedback is used to improve the program. The expected
learning outcomes (ELOs) are assessed to obtain
1.1 The demonstration of the PLOs’ 3 3 information on how much students have achieved them.
The program structure is created to show the
alignment with the vision and progression from basic to specialized courses. Students
mission of the university is unclear. have the opportunity to choose major and minor
subjects based on their interests. The program is
1.2 There is a lack of clarity in showing 3 reviewed annually so that it is in line with the industry’s
needs.
the link between program learning
outcomes (PLOs) and course
learning outcomes (CLOs).
1.3 Determine the generic and specific 3
outcomes of the course.
1.4 Bringing information on the needs 3
of external stakeholders to define TABLE III. ASSESSMENT REPORT ON AREAS FOR
PLOs is unclear.
1.5 The process that reflects how 3
learners will be able to achieve IMPROVEMENT IN CRITERION 3
PLOs within the course of their Criterio Areas for Improvement Score Overall
studies is unclear. (1-7) Score
33
n 3
3
As reported in Table 1, this criterion has a rating 3. Teaching and Learning Approach 3
scale of 3. To achieve a score of 4, the stakeholders’
needs are obtained to create program learning outcomes 3.1 It is not evident that the educational 3
(based on Bloom’s Taxonomy) which are aligned with 3
the vision and mission of the university and philosophy is used as guidelines for
communicated to the stakeholders. All courses are in teaching and learning.
accordance with the clarified official learning 3.2 Identify information that allows students
outcomes, and mapping of the learning outcomes is
divided into scales such as (I = introduce, M = moderate, to take part in learning decisions with the
and F = full). In addition, each program learning teachers.
outcome has both generic and specific outcomes, and 3.3 Evaluate the outcomes of active learning
external stakeholders’ requirements are gathered by
means of questionnaires and interviews to ensure that to be in agreement with the achievement
students have achieved the expected learning outcomes of expected learning outcomes (ELOs).
after graduation.
3.4 Communicate the courses’ life-long
learning skills to stakeholders and assess
students’ achievement of life-long
learning skills.
3.5 There is a lack of process that creates skills
for students to have an entrepreneurial
mindset.
TABLE II. ASSESSMENT REPORT ON AREAS FOR 3.6 It does not appear that there has been a
IMPROVEMENT IN CRITERION 2 review in the teaching and learning
process.
Criterion Areas for Improvement Score Overall As shown in Table 3, this criterion has a rating scale
(1-7) Score of 3. To attain a higher score, the educational
2. Program Structure and Content 33 philosophy which involves teaching and learning
2.1 The specifications of the program and 2 activities is imparted to all stakeholders. Students are
actively engaged in the learning process through
its courses are communicated to all 3 demonstration, discussion, practice, and teaching
stakeholder groups. 3 others. Active learning activities such as experiential
2.2 Review the information showing the 2 learning are carried out in the classroom so that students
3 learn from doing by themselves. Life-long learning
distribution of PLOs into CLOs of 3 skills are instilled to improve their work performance
and activities such as negotiation and critical thinking
various courses to be in consistence promote their entrepreneurial mindset.
with the teaching qualification
framework (TQF) and learning
outcomes (LOs).
2.3 Show the process of acquiring
feedback from different groups of
external stakeholders.
2.4 There is a lack of mapping that
represents a drive toward achieving
PLOs.
2.5 That the curriculum is based on design
principles and sequences is unclear.
2.6 Add a system/channel for students to
reflect their opinions on the subject
that they are interested in.
2.7 There is no process for reviewing and
improving the curriculum.
95
TABLE IV. ASSESSMENT REPORT ON AREAS FOR 5.4 Review the suitability of teaching 3
tasks.
IMPROVEMENT IN CRITERION 4
5.5 Provide guidelines for assessing the 3
Criterion Areas for Improvement Score Overall
(1-7) Score ability and competence of academic
4. Student Assessment 3 staff.
4.1 Identify methods used in the 5.6 Inform benefits and various privileges 3
3 to academic staff.
assessment to reflect the 3 5.7 Develop and train academic staff as 3
measurements of PLOs and 3 well as follow-up the development
CLOs in each course. 3
4.2 Communicate and encourage 2 results that truly meet the
learners to use appeal channels
through an intermediary system. 3 requirements of the program
4.3 There is a lack of systematically.
communication process to 3 5.8 Evaluate the effectiveness of the 3
learners.
4.4 Encourage the use of rubrics in award mechanism for academic staff
each course.
4.5 Demonstrate the connection and reflect the assessment results to
between the assessment method
and the course measurement of the university for further improvement
PLOs, including whether the by means of long-term planning.
measurement of CLOs has been
achieved or not. A rating scale of 3 is presented in Table 5. To get a
4.6 Show a system for providing
feedback to learners through better score in this criterion, academic staff planning
timely improvement and
learning development. such as promotion and retirement is performed annually
4.7 Use the results of verification to
improve the operations. to comply with the needs for education, research and
service. The Full-Time Equivalent (FTE) in the past five
As displayed in Table 4, this criterion has a rating
scale of 3. To earn a score of 4, various assessment years was calculated to obtain the FTEs of an academic
methods are used to demonstrate that students have staff (40 hours per week) and a full-time student (20
achieved the learning outcomes. Clear assessment- hours of lessons a week). The competences of academic
appeal policies are communicated to students in case
they want to appeal their grades. The assessment staff in some areas such as research and expertise are
procedures relating to students’ progression are communicated to stakeholders. The qualifications,
informed to students. Rubrics are employed in every
course to ensure validity, reliability and fairness in experience and aptitude of academic staff are in
measurement. The teaching/learning activities and
assessment tasks are aligned with the expected learning agreement with their assigned duties in order that their
outcomes. Students receive feedback immediately or promotion is subject to a merit system. The rights and
within a few weeks after taking the tests. The
assessment process is reviewed continuously based on benefits are informed to the academic staff, and training
the PDCA principles and the evaluation results are
applied consistently. is provided for them to perform their jobs effectively for
program improvement. Performance management is
administered to evaluate their teaching and research
quality.
TABLE VI. ASSESSMENT REPORT ON AREAS FOR
IMPROVEMENT IN CRITERION 6
Criterion Areas for Improvement Score Overall
(1-7) Score
TABLE V. ASSESSMENT REPORT ON AREAS FOR 6. Student Support Services 33
6.1 Assess and verify the perception of press
IMPROVEMENT IN CRITERION 5 3
releases in all target groups to ensure 3
Criterion Areas for Improvement Score Overall that they receive consistent information.
(1-7) Score 3
5. Academic Staff 33 The program needs a service
5.1 The administrative manpower plan 3 6.2 development plan that supports both 3
3
does not cover all three areas 3 academic and non-academic services.
(education, research and academic 6.3 A systematic review of the overall
services).
5.2 The assessment process and student workload is recorded and
assignment of workloads of academic feedback is given to learners to review
their achievement of PLOs.
personnel are conducted to improve 6.4 The achievement verification of
the assignment system of academic activities is carried out to reflect
personnel to cover education, research learning development and career
and academic services. support.
5.3 Determine the teacher competency in 6.5 A survey is needed to analyze customer
satisfaction for further enhancement.
educational management according to 6.6 Assess student support systems for
the AUN-QA assessment criteria.
continuous improvement and compare
the program with similar ones in other
universities.
As presented in Table 6, this criterion has a rating
scale of 3. To achieve a score of 4, the intake of first
year students and total number of students in the past
96
five academic years are clearly communicated to TABLE VIII. ASSESSMENT REPORT ON AREAS FOR
concerned parties. Both short-term and long-term
planning of support services are adequate for providing IMPROVEMENT IN CRITERION 8
quality services. Student progress and academic
performance are monitored for students to receive Criterion Areas for Improvement Score Overall
feedback for improvement. Co-curricular activities are (1-7) Score
arranged for them to improve their learning experience 8. Output and Outcomes 32
and employability. The competences of support staff in 2
each service section are assessed by means of their 8.1 Assign responsible person and
relevance to stakeholders’ needs. Student support benchmark with similar courses.
services are benchmarked with other similar programs
for continuous service improvement. 8.2 Consider the process of monitoring
and benchmarking to develop the
course process to provide students
with an entrepreneurial mindset.
8.3 Review the system of supervising and 2
monitoring student research so that it
can be put to practical use in
TABLE VII. ASSESSMENT REPORT ON AREAS FOR accordance with the expectations of
the course.
IMPROVEMENT IN CRITERION 7
8.4 Review the supervision and 3
Criterion Areas for Improvement Score monitoring system.
(1-7) Overall
8.5 Classify the satisfaction of each 2
Score
stakeholder group and benchmark
with other programs for development.
7. Support Staff Quality As seen in Table 8, this criterion has a rating scale of
2 (the lowest score compared to other criteria). To
7.1 Satisfaction assessment on facilities 3
and learning support is carried out 3 3 obtain a better score, the pass rate, dropout rate and
3
through a systematic approach for 3 employment information of students in the last five
improvement. 3
3 years are presented with an increasing or decreasing
7.2 Allocate equipment and personnel to trend over time. Research activities such as the number
3
enhance the learning management 3 of publications per academic staff and creative work in
process of the curriculum thoroughly.
3 the past five years are benchmarked with targeted
7.3 Links relating to specialized books in universities. Stakeholder satisfaction obtained from all
language fields are provided for sectors including students, alumni, staff, and employers
learners to access information.
is compared with that from other higher education
7.4 Information technology systems in institutions. Achievement of program outcomes is
certain areas are unstable.
7.5 The internet system in certain areas
causes a barrier to teaching and performed according to the PDCA principles through
learning. the benchmarking process.
7.6 Assess the satisfaction and sufficiency
in infrastructure to support people V. DISCUSSION, IMPLICATIONS AND
with special needs by proposing DIRECTION
The findings showed that most of the AUN-QA
guidelines for systematic criteria obtained a rating scale of 3 (except criterion 8
that earned a score of 2). This means that minor
improvement. improvement should be done in Criteria 1-7 and major
improvement is needed in Criterion 8. To meet the
7.7 The university environment is not AUN-QA standard, some changes in criteria 1-4
(design-related), 5-6 (resources-related), and 8 (output-
conducive to education, research and related) should be carried out in the program. In relation
quality of life. to design and resources, criteria 1-7 need additional
improvement in order to achieve the intended standard.
7.8 The number of support staff is One reason for this could be that the university first
insufficient in giving services. started using the AUN-QA criteria to evaluate the
program in 2021 so instructors in charge of the program
Bring the results of assessment to cannot make all the changes in curriculum design,
classroom activities, assessment methods, and support
7.9 create an improvement plan as well as services to meet the AUN-QA standard in 2022.
procure additional equipment. Another reason could be that those responsible for the
program need more time to write the assessment report
Table 7 indicates an assessment scale of 3. To in order to obtain a score of 4 due to unfamiliarity with
achieve a higher score, facilities and infrastructure such the process writing in each sub-criterion. The results in
as social and personal space, IT needs, language labs, this study are in keeping with Quang’s (2021) findings,
digital libraries, internet signals and environment for which revealed that the most changed factors were
people with special needs are sufficiently provided to curriculum, followed by teaching and consulting
meet the needs of academic staff and students. The activities of the support staff and lecturers, monitoring
satisfaction toward learning resources is evaluated for
improving the service quality.
97
system, assessment tools and reward policy, research is exploring weaknesses in writing the self-
respectively. These results are in agreement with the
findings of Sinaga and Darwin (2021) that curriculum evaluation report in order to reduce errors in the writing
development, curriculum monitoring and evaluation, process. Finally, future studies might evaluate the
and learning process contribute to the achievements of
the AUN-QA criteria in the field of education and program implementation and use feedback from
learning. This interpretation also fits well with Hayati et stakeholders to improve the curriculum continuously.
al.’s (2021) finding that curriculum development using
outcome-based education (OBE) should reflect what ACKNOWLEDGEMENT
students are able to do at the end of the course. Feedback
from stakeholders is used to regularly improve the The researchers would like to thank course lecturers,
program in response to their needs. Courses relating to
language skills, English for Specific Purposes (ESP), and assessors at RUTS for their contributions to the
translation, information and communication technology completion of this study.
(ICT), and entrepreneurship are suggested by alumni
and employers for enhancing the English program. REFERENCES
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