Papers by Rutthaphak Huttayavilaiphan
International Online Journal of Education and Teaching , 2021
This study investigates how Thai university students believe about English language teaching and ... more This study investigates how Thai university students believe about English language teaching and learning and to what extent they are aware of English variation or Global Englishes (GE). The participants are 13 senior English-major students who studied at a public university in northern Thailand in the academic year 2019. As the main research tool, the semi-structured interview was employed to gain data from the participants and the data was analyzed using a qualitative content analysis approach. The results inform that the students’ beliefs about
The English language are the core beliefs influencing other types of beliefs in the belief system including beliefs about English teaching and learning and English teachers. Nonetheless, such beliefs are dynamic and can change over a period of their exposure to English communication outside the classroom. In terms of awareness of GE, although the interview responses show some levels of students’ awareness of GE, the analysis results place such awareness only at the implicit level given that the participants could neither express explicitly about GE nor explain it in detail. These results suggest Thailand’s English classrooms reconsider teaching and learning focuses to be more related to the current sociolinguistic phenomenon of English as a
global language.
English Language Teaching , 2021
Currently, the role of English language has changed from being a language used among native Engli... more Currently, the role of English language has changed from being a language used among native English speakers (NESs) to being a language spoken by people of various backgrounds or known as English as a lingua franca (ELF). This phenomenon has affected different aspects of global English usage and users across the world. However, in Thailand, this issue does not seem to be taken into account with regard to English language teaching (ELT) and learning practices as different ELT stakeholders continue to conform to traditional teaching methods related to NESs. This action is reflected in an English language ideology called 'native speakerism' which has long been entrenched in Thai society. It has repeatedly caused different problems for both Thai teachers and students of English language until the present day. This review article aims to demonstrate the impacts of the native speakerism ideology on Thai teachers and students of English language in the period of English as a global lingua franca. The article begins with an explanation of how the changes of role and status of English challenge traditional perspectives of English language and how the ELT industry around the world, including in Thailand, should adapt to such changes. Then, the article gives brief conceptualizations of native speakerism and its effects on English teachers and students. Finally, it moves on to discuss the native speakerism ideology in Thailand and reports different negative effects of native speakerism on Thai teachers and students of English language.
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Papers by Rutthaphak Huttayavilaiphan
The English language are the core beliefs influencing other types of beliefs in the belief system including beliefs about English teaching and learning and English teachers. Nonetheless, such beliefs are dynamic and can change over a period of their exposure to English communication outside the classroom. In terms of awareness of GE, although the interview responses show some levels of students’ awareness of GE, the analysis results place such awareness only at the implicit level given that the participants could neither express explicitly about GE nor explain it in detail. These results suggest Thailand’s English classrooms reconsider teaching and learning focuses to be more related to the current sociolinguistic phenomenon of English as a
global language.
The English language are the core beliefs influencing other types of beliefs in the belief system including beliefs about English teaching and learning and English teachers. Nonetheless, such beliefs are dynamic and can change over a period of their exposure to English communication outside the classroom. In terms of awareness of GE, although the interview responses show some levels of students’ awareness of GE, the analysis results place such awareness only at the implicit level given that the participants could neither express explicitly about GE nor explain it in detail. These results suggest Thailand’s English classrooms reconsider teaching and learning focuses to be more related to the current sociolinguistic phenomenon of English as a
global language.