The Use Of Interaction Strategies To Enhance Willingness To Communicate Among Thai Efl Students

The Use Of Interaction Strategies To Enhance Willingness To Communicate Among Thai Efl Students

This quasi-experimental study was conducted to investigate (i) the effectiveness of interaction strategies known collectively as IS in enhancing willingness to communicate (WTC) of the Thai EFL eleventh-grade students, (ii) the interaction effect between teaching methods and levels of English profic...

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Main Author: Ekkapon, Phairot
Format: Thesis
Language:English
Published: 2020
Subjects:
L7-991 Education (General)
Online Access:http://eprints.usm.my/51906/1/EKKAPON%20PHAIROT%20-%20TESIS%20cut.pdf
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spelling my-usm-ep.519062022-03-13T14:38:24Z The Use Of Interaction Strategies To Enhance Willingness To Communicate Among Thai Efl Students 2020-06 Ekkapon, Phairot L7-991 Education (General) This quasi-experimental study was conducted to investigate (i) the effectiveness of interaction strategies known collectively as IS in enhancing willingness to communicate (WTC) of the Thai EFL eleventh-grade students, (ii) the interaction effect between teaching methods and levels of English proficiency, and (iii) the students' experiences in the use of the IS in the classroom. Two intact classes of the student participants in School A (N=67) and School B (N=65) in the experimental and control groups were taught using the IS and non-IS lesson plans respectively for four weeks. All student participants responded to pretest and posttest of WTC scale before and after the intervention. Purposive sampling was used to select six student participants with three levels of English proficiency in the experimental group for an individual semi-structured in-depth interview. The ANCOVA showed that the student participants' WTC posttest mean score in the experimental group was statistically significantly greater than that in the control group. The two-way ANOVA indicated that there was no significant interaction effect between teaching methods and levels of English proficiency. Using thematic analysis to analyse qualitative data, the students' experiences in the IS in the classroom were coded and grouped into three main themes, that is, (i) eliciting emotional reactions, (ii) enhancing classroom participation, and (iii) creating opportunities in learning. 2020-06 Thesis http://eprints.usm.my/51906/ http://eprints.usm.my/51906/1/EKKAPON%20PHAIROT%20-%20TESIS%20cut.pdf application/pdf en public phd doctoral Universiti Sains Malaysia Pusat Pengajian Ilmu Pendidikan
institution Universiti Sains Malaysia
collection USM Institutional Repository
language English
topic L7-991 Education (General)
spellingShingle L7-991 Education (General)
Ekkapon, Phairot
The Use Of Interaction Strategies To Enhance Willingness To Communicate Among Thai Efl Students
description This quasi-experimental study was conducted to investigate (i) the effectiveness of interaction strategies known collectively as IS in enhancing willingness to communicate (WTC) of the Thai EFL eleventh-grade students, (ii) the interaction effect between teaching methods and levels of English proficiency, and (iii) the students' experiences in the use of the IS in the classroom. Two intact classes of the student participants in School A (N=67) and School B (N=65) in the experimental and control groups were taught using the IS and non-IS lesson plans respectively for four weeks. All student participants responded to pretest and posttest of WTC scale before and after the intervention. Purposive sampling was used to select six student participants with three levels of English proficiency in the experimental group for an individual semi-structured in-depth interview. The ANCOVA showed that the student participants' WTC posttest mean score in the experimental group was statistically significantly greater than that in the control group. The two-way ANOVA indicated that there was no significant interaction effect between teaching methods and levels of English proficiency. Using thematic analysis to analyse qualitative data, the students' experiences in the IS in the classroom were coded and grouped into three main themes, that is, (i) eliciting emotional reactions, (ii) enhancing classroom participation, and (iii) creating opportunities in learning.
format Thesis
qualification_name Doctor of Philosophy (PhD.)
qualification_level Doctorate
author Ekkapon, Phairot
author_facet Ekkapon, Phairot
author_sort Ekkapon, Phairot
title The Use Of Interaction Strategies To Enhance Willingness To Communicate Among Thai Efl Students
title_short The Use Of Interaction Strategies To Enhance Willingness To Communicate Among Thai Efl Students
title_full The Use Of Interaction Strategies To Enhance Willingness To Communicate Among Thai Efl Students
title_fullStr The Use Of Interaction Strategies To Enhance Willingness To Communicate Among Thai Efl Students
title_full_unstemmed The Use Of Interaction Strategies To Enhance Willingness To Communicate Among Thai Efl Students
title_sort use of interaction strategies to enhance willingness to communicate among thai efl students
granting_institution Universiti Sains Malaysia
granting_department Pusat Pengajian Ilmu Pendidikan
publishDate 2020
url http://eprints.usm.my/51906/1/EKKAPON%20PHAIROT%20-%20TESIS%20cut.pdf
_version_ 1747822110772822016

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