Comparison of Effects of Teaching English to Thai Undergraduate Teacher-Students through Cross-Curricular Thematic Instruction Program Based on Multiple Intelligence Theory and Conventional Instruction

Autor/in	Rattanavich, Saowalak
Titel	Comparison of Effects of Teaching English to Thai Undergraduate Teacher-Students through Cross-Curricular Thematic Instruction Program Based on Multiple Intelligence Theory and Conventional Instruction
Quelle	In: English Language Teaching, 6 (2013) 9, S.1-18 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Second Language Learning; Comparative Analysis; Multiple Intelligences; Conventional Instruction; Statistical Analysis; Pretests Posttests; Randomized Controlled Trials; Control Groups; Experimental Groups; Interdisciplinary Approach; Preservice Teachers; Questionnaires; Likert Scales; Reliability; Multivariate Analysis; Thailand + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Intelligenz (Psy); Statistische Analyse; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Fragebogen; Likert-Skala; Reliabilität; Multivariate Analyse
Abstract	This study is aimed at comparing the effects of teaching English to Thai undergraduate teacher-students through cross-curricular thematic instruction program based on multiple intelligence theory and through conventional instruction. Two experimental groups, which utilized Randomized True Control Group-Pretest-posttest Time Series Design and statistical data analysis using MANOVA with repeated measures, t-test for independent samples, basic statistical analysis and figures, showed significantly higher development in English performance (reading, listening-speaking and writing), expressed significantly positive opinions at a much higher level on the learning program, and identified more experiences in using each and every aspect of multiple intelligences than what the two control groups did. The results thus show that prospective teachers whose English language performance was enhanced with integrated content areas can benefit their students for learning English across the curriculum. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01