From Real World to Classroom: Navigating English Language Learning through Autonomy-Supportive Instruction and Out-of-Class Resources in Thai EFL Context

Autor/inn/en	Upara, Santipap; Chusanachoti, Ruedeerath
Titel	From Real World to Classroom: Navigating English Language Learning through Autonomy-Supportive Instruction and Out-of-Class Resources in Thai EFL Context
Quelle	In: LEARN Journal: Language Education and Acquisition Research Network, 16 (2023) 2, S.572-587 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2630-0672
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Independent Study; Personal Autonomy; Teaching Methods; Language Teachers; Teacher Attitudes; Learning Strategies; Student Attitudes; Informal Education; Teacher Role; Secondary School Teachers; Thailand + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Selbststudium; Individuelle Autonomie; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Lehrerverhalten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schülerverhalten; Informelle Bildung; Nichtformale Bildung; Lehrerrolle
Abstract	Out-of-class resources offer a range of opportunities for language learning and teaching. However, teachers' integration of these resources into the Thai EFL context has received limited research attention. This mixed-methods study was conducted to explore how teachers incorporate out-of-class resources in their EFL classrooms, and conduct autonomy-supportive instruction in the Thai EFL context. The participants, English teachers based in Bangkok, Thailand, were purposively selected for the study. Data were collected through questionnaires, classroom observations, and in-depth interviews. The research findings indicate that teachers frequently and extensively rely on receptive-oriented resources, and foster a positive and supportive learning environment. However, the study highlights that teacher may need to actively teach learners how to employ learning strategies and evaluate out-of-class resources. It highlights putting more consideration into incorporating learners' perspectives into lessons, and encouraging reflection on the effectiveness of their own learning experiences to promote greater learner autonomy. The results obtained from classroom observations and interviews diverge from the findings of the questionnaire. This discrepancy leads to a pedagogical guideline highlighting the significance of incorporating learners' perspectives, promoting real-life application, developing self-directed learning skills and strategies, and adopting an active advisory role in learners' out-of-class language learning. (As Provided).
Anmerkungen	Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01