An analysis of an international teacher's cognition of communication strategies in the teacing English as a foreien language context in Thailand

การวิเคราะห์ความรู้ความเข้าใจของครูนานาชาติของกลยุทธ์ การสื่อสารในบริบทของการสอนภาษาอังกฤษเป็นภาษาต่างประเทศในประเทศไทย

Name: Basilio, Mairenallen Joy Mauzar

LCSH: English language -- Usage -- Study and teaching

Classification :.LCCS: PE

LCSH: English language -- Foreign countries

Abstract: Despite their presence and influence in Thai EFL, international lecturers and what they ‘think, believe, and do’ (Borg, 2003: 81)—known as teacher cognition—regarding their communication strategies in the Thai EFL classroom remains an underexplored research focus. Hence, this thesis, a pragmatic constructivist case study by approach, aimed to analyze one purposively-selected international lecturer’s ‘teacher cognition’ (TC) of her ‘communication strategies’ (CSs) in a World Englishes class at a public university in Northeast Thailand. This study explored three research questions: (1) What is the international teacher’s core cognition of communication strategies in the Thai EFL context; (2) Which peripheral cognitions influence the international teacher’s core cognitions of CSs in the Thai EFL classroom; and (3) How do the international teacher’s actual CSs practices reflect her overall cognition of CSs. Piloted research methods, including one primary semi-structured interview, nine hours of video-recorded EFL classes (including the class materials seen in the videos), and one confirmatory semi-structured interview, were analyzed and triangulated using in-depth thematic analysis. This thesis’ findings showed that the participant’s peripheral cognitions (i.e., formal education and professional development, personal foreign language experiences, and shift to Thai contextual factors) drive her core cognition of CSs, which depicts an association between using CSs in the Thai EFL classroom and being a ‘good EFL teacher.’ Similarly, the participant’s peripheral cognitions are influenced by her core cognition. Furthermore, these cognitions reflect congruence with the participant’s actual CS practice in the Thai EFL classroom. Overall, this thesis hopes to highlight the abovementioned research gap, benefit international teachers like the participant of this study, and encourage other researchers to look into more cases of international teachers and what they think, believe, and do concerning CSs and many other aspects of Thai EFL.

Ubon Ratchathani University. The Office of Academic Resources

Address: UBON RATCHATHANI

Email: library@ubu.ac.th

Name: Oranuch Puangsuk

Role: Advisor

Created: 2022

Modified: 2567-10-09

Issued: 2024-10-09

วิทยานิพนธ์/Thesis

application/pdf

CallNumber: PE B312 2022

eng

DegreeName: Master of Arts

Level: Master's Degree

Descipline: Major in Teaching English

Grantor: Ubon Ratchathani University

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