Implementing CA-T Model Lessons in Schools: A Preliminary Study in Southern Border Provinces of Thailand

Autor/inn/en	Sinwongsuwat, Kemtong; Nicoletti, Kathleen
Titel	Implementing CA-T Model Lessons in Schools: A Preliminary Study in Southern Border Provinces of Thailand
Quelle	In: English Language Teaching, 13 (2020) 11, S.15-29 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Discourse Analysis; Teaching Methods; Oral Language; Language Proficiency; Second Language Learning; Second Language Instruction; Feedback (Response); Language Teachers; Teacher Workshops; Lesson Plans; Foreign Countries; Familiarity; Teacher Attitudes; Elementary School Teachers; Secondary School Teachers; Pilot Projects; English (Second Language); Faculty Development; Role Playing; Scoring Rubrics; Longitudinal Studies; Thailand + Suchen Sie Ihr Suchwort? Diskursanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lesson planning; Unterrichtsplanung; Ausland; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pilot project; Modellversuch; Pilotprojekt; English as second language; English; Second Language; Englisch als Zweitsprache; Rollenspiel; Scoring formulas; Auswertungsbogen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Encouraged by previous studies which recommended incorporating insights from Conversation Analysis (CA) into English conversation teaching to improve EFL students' oral proficiency, this paper reports on the findings from Phase I of a longitudinal study designed to investigate the impact of employing a CA-informed teaching (CA-T) model to improve Thai students' oral English proficiency. The aim of Phase I of this study was to engage local teachers in co-developing and piloting the CA-T model. In this phase, 16 purposively sampled primary and secondary English teachers from Thailand's southern provinces participated in an intensive 6-day workshop designed to (1) familiarize them with the instructional value of CA insights and key features of the CA-T model and (2) assist these teachers in creating CA-T lesson plans. Following the workshop, teachers piloted the lesson plans, provided feedback on the implementation process, reported on the perceived effects of the lessons, and offered recommendations for improving the CA-T model. This paper describes the content of the workshop, shares teachers' feedback about the CA-T lessons and implementation process, and presents preliminary findings as to the potential challenges and benefits of employing the CA-T model in Thai primary and secondary classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01