東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Concepts of Literacy of Thai Foundat...

Riamliw, Jakraphan.

FindBook

Google Book

Amazon

博客來

Concepts of Literacy of Thai Foundation English Teachers: A National Study.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Concepts of Literacy of Thai Foundation English Teachers: A National Study./
作者:	Riamliw, Jakraphan.
面頁冊數:	173 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-03(E), Section: A.
Contained By:	Dissertation Abstracts International75-03A(E).
標題:	Education, English as a Second Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3577040
ISBN:	9781303590764

Concepts of Literacy of Thai Foundation English Teachers: A National Study.
Riamliw, Jakraphan.

Concepts of Literacy of Thai Foundation English Teachers: A National Study. - 173 p.

Source: Dissertation Abstracts International, Volume: 75-03(E), Section: A.

Thesis (Ph.D.)--University of Pittsburgh, 2013.

This dissertation investigated the concepts of literacy held by Thai teachers of university-level Foundation English courses, the connection between concepts of literacy and EFL literacy instruction, teachers' literacy-teaching practices, and the challenges these teachers faced in teaching EFL literacy. The relationship between the concepts of literacy and the demographic backgrounds of the teachers (age, gender, highest degree earned, country where the highest degree was earned, institutions where the teacher worked, and professional development) was also addressed. Specifically, the participants in the study were 300 Thai teachers who taught Foundation English courses for undergraduate students. They held teaching positions in 23 universities that ranked among the 50 most-accessible web publication universities across Thailand. Also, case studies were conducted with 20 teachers in two universities (one university chosen from the middle-ranking universities and the other from the low-ranking universities). The instruments used in the study included paper-based surveys, face-to-face interviews, and classroom observations. All quantitative data were analyzed using PASW Statistics 18, and qualitative data were analyzed through coding and theming methods. It should be noted that qualitative analysis was performed only for further explaining the quantitative findings. The findings revealed that many participating teachers---with all types of degrees earned, types of institutions, years of teaching experience, and numbers of workshop, seminar, or conference participations---did not have a comprehensive view of literacy. They were found not to be familiar with or aware of the term and the theories of literacy, although in practice they implemented a variety of literacy practices in their Foundation English classes. The challenges and difficulties that the teachers faced in EFL literacy instruction were similar, and they were associated with teacher and student attributes, curriculum design, instructional methods, classroom management, and administrative support. Significantly, school policies and administration were a key problem that caused other unmanageable challenges in EFL literacy instruction, such as large class sizes, mixed ability language classes, insufficient facilities, and less-effective teachers.

ISBN: 9781303590764Subjects--Topical Terms:

1030294
Education, English as a Second Language.

Concepts of Literacy of Thai Foundation English Teachers: A National Study.
LDR:03259nam a2200301 4500 001 1959689
005 20140520124456.5
008 150210s2013 ||||||||||||||||| ||eng d
020 $a 9781303590764
035 $a (MiAaPQ)AAI3577040
035 $a AAI3577040
040 $a MiAaPQ $c MiAaPQ
100 1 $a Riamliw, Jakraphan. $3 2095183
245 1 0 $a Concepts of Literacy of Thai Foundation English Teachers: A National Study.
300 $a 173 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-03(E), Section: A.
500 $a Adviser: Richard Donato.
502 $a Thesis (Ph.D.)--University of Pittsburgh, 2013.
520 $a This dissertation investigated the concepts of literacy held by Thai teachers of university-level Foundation English courses, the connection between concepts of literacy and EFL literacy instruction, teachers' literacy-teaching practices, and the challenges these teachers faced in teaching EFL literacy. The relationship between the concepts of literacy and the demographic backgrounds of the teachers (age, gender, highest degree earned, country where the highest degree was earned, institutions where the teacher worked, and professional development) was also addressed. Specifically, the participants in the study were 300 Thai teachers who taught Foundation English courses for undergraduate students. They held teaching positions in 23 universities that ranked among the 50 most-accessible web publication universities across Thailand. Also, case studies were conducted with 20 teachers in two universities (one university chosen from the middle-ranking universities and the other from the low-ranking universities). The instruments used in the study included paper-based surveys, face-to-face interviews, and classroom observations. All quantitative data were analyzed using PASW Statistics 18, and qualitative data were analyzed through coding and theming methods. It should be noted that qualitative analysis was performed only for further explaining the quantitative findings. The findings revealed that many participating teachers---with all types of degrees earned, types of institutions, years of teaching experience, and numbers of workshop, seminar, or conference participations---did not have a comprehensive view of literacy. They were found not to be familiar with or aware of the term and the theories of literacy, although in practice they implemented a variety of literacy practices in their Foundation English classes. The challenges and difficulties that the teachers faced in EFL literacy instruction were similar, and they were associated with teacher and student attributes, curriculum design, instructional methods, classroom management, and administrative support. Significantly, school policies and administration were a key problem that caused other unmanageable challenges in EFL literacy instruction, such as large class sizes, mixed ability language classes, insufficient facilities, and less-effective teachers.
590 $a School code: 0178.
650 4 $a Education, English as a Second Language. $3 1030294
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Education, Foreign Language. $3 1064562
650 4 $a Education, Higher. $3 543175
690 $a 0441
690 $a 0530
690 $a 0444
690 $a 0745
710 2 $a University of Pittsburgh. $b Instruction and Learning. $3 2095184
773 0 $t Dissertation Abstracts International $g 75-03A(E).
790 $a 0178
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3577040