Implementation of the World Englishes Instructional Model for Enabling Thai Students' Listening Comprehension toward Varieties of English

Autor/in	Boonsamritphol, Navarat
Titel	Implementation of the World Englishes Instructional Model for Enabling Thai Students' Listening Comprehension toward Varieties of English
Quelle	In: English Language Teaching, 15 (2022) 4, S.86-99 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Listening Comprehension; English (Second Language); Second Language Learning; Second Language Instruction; Language Variation; Teaching Methods; Student Attitudes; Student Improvement; Language Tests; Positive Attitudes; Mutual Intelligibility; Phonology; Phonetics; Undergraduate Students; Engineering Education; Listening Comprehension Tests; Foreign Countries; Thailand + Suchen Sie Ihr Suchwort? Hörverständnis; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachenvielfalt; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Language test; Sprachtest; Fonologie; Phonetik; Fonetik; Ingenieurausbildung; Hörverstehensübung; Ausland
Abstract	The aims of this study were 1) to examine the effectiveness of the World Englishes instructional model in enabling students to improve their listening comprehension towards varieties of English, and 2) to investigate students' attitudes towards the use of the World Englishes instructional model. The methodology of this study followed a mixed-method research design by combining both quantitative and qualitative methods based on the evaluation of test results and interview data. The research findings revealed improvement in students' ability to understand when listening to different speakers of English as a result of implementing the World Englishes instructional model. The test results showed that the post-test scores were higher than the pre-test scores. There were statistically significant differences in the mean scores of intelligibility and comprehensibility between pre-test and post-test. Moreover, students were satisfied and had more positive attitudes towards teaching and learning based on the World Englishes instructional model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01