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CULI Research Seminar 2017
Table of Contents
Background and Rationale 3
Seminar Programs 5
Floor Plans 8
Plenary Speakers 11
Featured Speakers 17
Parallel Speakers I (Morning Sessions) 23
Parallel Speakers II (Afternoon Sessions) 35
Announcements 47
Organizing Team 51
CULI Research Seminar 2017
2 Interrogating Professional Development in ELT: Challenges and Opportunities for the Teacher
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Chulalongkorn University Language Institute
International Research Seminar 2017
In Celebration of Chulalongkorn University Language Institute’s 40th Anniversary
“Interrogating Professional Development in ELT: Challenges and
Opportunities for the Teacher”
Friday, July 14, 2017
Prem Purachatra Building, Chulalongkorn University Language Institute,
Bangkok, Thailand
Background and Rationale
The professional development (PD) of the teacher is a constant concern among
educational institutions. Supporting PD has long been viewed as an effective means of helping
teachers maintain their interest and enthusiasm in their profession. With emerging new
educational paradigms and trends, those involved in English language teaching (ELT), including
teachers, administrators, researchers, and policy-makers, should rethink how to engage teachers in
PD. From a traditional perspective, the provision of PD support for teachers is considered to be
the responsibility of educational institutions. A more recent, critical perspective, however,
advocates that teachers themselves should also seek opportunities for their professional growth,
particularly through engaging in self-reflection practices and peer-support activities. Reconciling
the two perspectives will optimally help teachers keep pace with the disciplinary knowledge and
skills useful for their professional pursuits.
Last year, Chulalongkorn University Language Institute’s (CULI) International Research
Seminar featured the theme “Action Research in ELT for Quality Instruction,” where scholars and
those interested in the field of English language teaching gathered to discuss and share research
information as well as exchange their hands-on teaching experiences concerning their classroom
research. In order to build on last year’s theme, this year’s seminar, entitled “Interrogating
Professional Development in ELT: Challenges and Opportunities for the Teacher,” will focus on
current approaches to professional development for English language teachers. This seminar will
help the participants stay current in the field of ELT, particularly those who seek opportunities for
expanding their knowledge base regarding research, theory, and issues in teaching. The seminar is
thus aimed at serving as a convivial forum for scholarly discussions among those who are
currently involved in, or planning to embark on, the ELT profession. Through the lens of PD, the
participants will have ample opportunity to share their research experiences, pedagogical ideas,
theoretical insights, and teaching concerns on a wide range of current issues in ELT. Not only will
this seminar keep the participants abreast of an assortment of teacher-development activities, but
Interrogating Professional Development in ELT: Challenges and Opportunities for the Teacher 3
CULI Research Seminar 2017
will also raise their awareness of the importance of developing long-term career goals and
opportunities over time.
This year’s international research seminar is also one of CULI’s academic activities
commemorating its 40th anniversary, as well as demonstrating its commitment to society. The
seminar is open to all interested participants free of charge.
Objectives
1. To promote and disseminate research on ELT for quality teaching and learning
2. To provide an opportunity for English language practitioners, researchers, administrators,
and policy-makers to share their theoretical and pedagogical perspectives on promoting
PD among ELT professionals
3. To encourage networking among members of the ELT professional community
Participants
English language practitioners, researchers, administrators, policy-makers, graduate
students, and interested professionals from local and overseas institutions
Responsible Organization
Research Coordination and Dissemination Unit, Research Department, CULI
Venue
Prem Purachatra Building, CULI, Chulalongkorn University
Date and Time
Friday, July 14, 2017 (8:00-15:30 hr.)
Registration
Online registration is available from April 1, 2017 for all participants (free registration). For
further information about online registration, please visit: http://www.culi.chula.ac.th/Research/
Expected Outcomes
The participants will have the opportunity to:
1. broaden their views concerning English language research and teaching as part of their
PD;
2. gain hands-on experiences in how to implement PD support for those involved in the ELT
profession; and
3. establish a network with other members of the ELT professional community.
4 Interrogating Professional Development in ELT: Challenges and Opportunities for the Teacher
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Seminar Program
“Interrogating Professional Development in ELT: Challenges and
Opportunities for the Teacher”
Friday, July 14, 2017
Prem Purachatra Building (Room 103), Chulalongkorn University,
Bangkok, Thailand
Time Activity
8:00-8:45 Registration
8:45-9:00 Opening Ceremony
9:00-10:00 Keynote Speech
Pornapit Darasawang, Ph.D.
King Mongkut’s University of Technology Thonburi, Thailand
10:00-10:15 Break
10:15-11:15 Plenary speaker I
Helen Louise Basturkmen, Ph.D.
The University of Auckland, New Zealand
11:20-12:00 Featured speaker I
Jiraporn Intrasai, Ph.D.
Mae Fah Luang University, Thailand
Parallel Sessions I (9 sessions)
12:00-13:30 Lunch
13:30-14:10 Featured speaker II
Lillian L. C. Wong, Ph.D.
The University of Hong Kong, SAR
Parallel Sessions II (8 sessions)
14:15-15:15 Plenary speaker II
Low Ee Ling, Ph.D.
National Institute of Education, Singapore
15:15-15:30 Closing Ceremony
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“Interrogating Professional Development in ELT: Challenges and
Opportunities for the Teacher”
Chulalongkorn University Language Institute
Friday, July 14, 2017
Parallel I (11:20-12:00 hr.)
Session Presenter Research Title Room
A 1 Retno Wulandari Students’ Motivation in Learning TOEFL: A
Case Study at Service English Unit (SEU),
Diponegoro University, Indonesia
201
A 2 Nathan Thomas Diaries as a Tool for Teaching, Learning, and
Professional Development
202
A 3 Nichapat Phusit and
Watthana
Suksiripakonchai
A Study of Thai University Students’ Attitudes
towards Pronunciation Models in English as a
Lingua Franca
209
A 4 Satita Watanapokakul CULI ZOO: An Edutainment Game-based
Supplementary E-learning Program for English
for Veterinary Profession I
210
A 5 Gary Torremucha and
Nipaporn
Chalermnirundorn
Independent Learning with Moodle Learning
Management in English as a Second Language of
Tertiary Level Learners
213
A 6 Chaiwat Kaewphanngam Digital Technologies for Professional
Development of K12 Language Teachers:
Thailand’s Path towards Sustainable
Development Goals
214
A 7 Mark B. Ulla Filipinos as NNES-EFL Teachers in Thailand:
Challenges and Opportunities
305
A 8 Sirirat Pholmoo Shakespearean Zombies in Literature Class:
Romeo and Juliet in Disguise
312
A 9 Annabel Bhamani
Kajornboon
Assessing Language Writing of Bhutanese and
Thai BBA Students
313
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Parallel II (13:30-14:10 hr.)
Session Presenter Research Title Room
B 1 Chalermporn Choosri Relationship between Motivation and Students’
English Learning Achievement: A Study of the
Second–Year Vocational Certificate Level
Hatyai Technical College Students
201
B 2 Manachai Inkaew Relationship between Hotel Employees’
Backgrounds and Intercultural Communicative
Competence Level: A Case Study of Hotel Front
Office Personnel in Bangkok
202
B 3 Thitaree Chanthawat Enhancing Students’ Motivation by English
Camp Experience
209
B 4 Michael Thomas Gentner Reading for Communicative Skills 213
B 5 Yossiri Yossatorn Attitudes of Undergraduate Medical Students
towards an English Communicative Course
214
B 6 Chad Cottam Smartphone Movies: 5 Task-based Learning
Examples for the EFL Classroom
305
B 7 Nattharmma Thong-iam
and Pramarn
Subphadoongchone
Exploring EFL University Lecturers’ Assessment
Literacy: Implications for Continuing
Professional Development
312
B 8 Singhanat Nomnian Thai PhD Students and Their Supervisors at an
Australian University: Working Relationship,
Communication, and Agency
313
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Plenary
Speaker
s
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Helen BasturkmenUniversity of Auckland
EAP/ESP Teacher Education Development
Abstract
Teaching English for Academic Purposes (EAP) and for Specific Purposes (ESP)
are demanding areas of teaching in which to work. Teaching in these areas typically
includes a range of tasks, such as investigating learner needs and specialist discourse,
developing courses and materials in addition to classroom teaching. Therefore, teachers
face a range of tasks which require knowledge and skills and forms of teacher education
including professional development for in-service and experienced teachers. To date, the
literature in EAP and ESP has tended to foreground the needs of learners and background
the learning and knowledge needs of teachers. This talk reviews themes in the literature
on teacher education in ESP and perspectives on EAP/ESP teachers’ need for subject
content knowledge. I describe two research studies of experienced ESP/EAP teachers.
The first asked teachers in New Zealand to share their experiences of developing a
particular ESP course. Findings from the study shed light on the range of tasks that
developing the course involved for the teachers concerned and led to the second study.
The second study, a collaborative research project, inquired into the perceived needs and
learning to teach ESP experiences of teachers in university settings in Spain. Findings
from this study are presented and discussed.
Biodata
Helen Basturkmen is Associate Professor in Applied Language Studies and
Linguistics at the University of Auckland, New Zealand where she teaches postgraduate
courses in Discourse Analysis, English for Specific Purposes and Research Methodology
and the undergraduate course in Developing Second Language Literacy. Her research in
English for Specific Purposes and English for Academic Purposes aims to provide
descriptions of language use in specific settings and is motivated by pedagogic concerns,
such as understanding learners’ or novices’ difficulties or potential difficulties in
producing or understanding academic discourse. The research thus aims to bridge
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linguistic enquiry and research in Language Teaching and Learning. Her work draws on
linguistic approaches in discourse analysis and uses these to analyse spoken or written
texts. These approaches include genre analysis, cohesion/coherence and pragmatics. Her
research often involves the analysis of naturally occurring texts and samples of language
use/communication in specific academic settings. On the basis of linguistic evidence, the
research aims to shed light on how forms of communication may impact on learners’
understanding or provide particular opportunities for noticing language features. Her
research using such discourse analytic approaches has regularly appeared in leading
publications. A second area of research concerns the design features of EAP instruction,
such as the kinds of pedagogic language descriptions provided, and the processes
involved in course development. She has published articles in various international
journals including, System, Language Teaching, Modern Language Journal, Applied
Linguistics, English for Specific Purposes Journal, Journal of English for Academic
Purposes, Language Awareness, Language Learning and TESOL Quarterly. She has
written two books on English for Specific Purposes (Lawrence Erlbaum, 2006; Palgrave
Macmillan, 2010) and edited the four-volume work English for Academic Purposes in the
Critical Concepts in Linguistics Series (Routledge, 2015). She is an editorial review board
member of the Journal of English for Academic Purposes.
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Ee-Ling LOW
Nanyang Technological University Singapore
Preparing the Best and the Brightest ELT Professionals for the 21st
Century
Abstract
Language planning, cautious policy implementation and rigorous Language
Teacher Education lie at the heart of Singapore’s sustained high performance on
internationally benchmarked tests of student achievement. This paper focuses on
Singapore’s Language Teacher Education set against the backdrop of the island, city
state’s careful and deliberate Bilingual Education Policy and argues that these form the
foundation of the nation’s educational success. Previous research has established that
language competency is one of the most significant factors that impacts academic
achievement. In this paper, Singapore’s educational success is viewed through the lens of
how prudent language policy and planning, coupled with a carefully thought-through and
judiciously implemented pre-service programme for English Language teachers has set
Singapore firmly on achieving and possibly being able to sustain its educational success.
Key initiatives introduced and implemented to ensure that the best and the brightest enter
the profession and efforts to make teacher education relevant, responsive and rigorous for
21st century classrooms are also highlighted.
Biodata
Professor Ee-Ling Low is Professor of Applied Linguistics and Teacher Learning
at the English Language & Literature Academic Group at the National Institute of
Education (NIE), Nanyang Technological University (NTU). Professor Low is Chief
Planning Officer, a member of the institute’s senior management team and an elected
member of the NTU Senate. Her previous appointments include Head of Strategic
Planning and Academic Quality (SPAQ) (2014-2017), Associate Dean for Programme
and Student Development at the Office of Teacher Education (2009-2013) and Sub-Dean
for Degree Programmes (2004-2009). She has played a leading role in the
Interrogating Professional Development in ELT: Challenges and Opportunities for the Teacher 15
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conceptualization of the following strategic documents for NIE, Singapore: NIE Moving
Forward: Towards 2017 Strategic Roadmap and Teacher Education for the 21st Century
(TE21): A Blueprint for Teacher Education in Singapore (2009).
She obtained her PhD in Linguistics (Acoustic Phonetics) from Cambridge
University, UK under the NIE/NTU Overseas Graduate Scholarship award. She is a
Fulbright Advanced Research Scholar and she spent her Fulbright scholarship at the
Lynch School of Education at Boston College.
Professor Low was recently invited by the Organisation for Economic Co-
operation and Development (OECD) as an international expert to participate in the
Teaching and Learning International Survey (TALIS) Initial Teacher Preparation study.
Professor Low is an internationally renowned expert in Pronunciation Research in
relation to World Englishes and Applied Linguistics. The pronunciation metric system
which she devised in her early career (known as the Pairwise Variability Index or PVI)
was a breakthrough as it was able to robustly capture rhythmic patterning empirically.
The PVI is still widely used today by leading researchers in the field as well as in many
multidisciplinary domains including music and language pathology. More recently, her
sole authored scholarly book “Pronunciation for English as an International Language:
From Research to Practice” published by Routledge in 2015, cements her authority in this
field. Notably, she was appointed series editor of the Routledge Studies in World English
book series in 2015.
She is an invited keynote speaker to numerous international conferences and
symposia in both World Englishes and Teacher Education and has won numerous
competitive research grants in both these fields both locally and internationally. She is
Singapore’s representative on the Stanford University International Teacher Policy Study
(ITPS) and the Harvard Graduate School of Education’s Global Education Innovation
Initiative (GEII) projects.
16 Interrogating Professional Development in ELT: Challenges and Opportunities for the Teacher
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Feature
d
Speaker
s
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Assistant Professor Dr. Jiraporn Intrasai
Mae Fah Luang University, Thailand
Test Development: An English Exit-Exam
Abstract
The study aimed to develop an English exit-exam for the fourth-year undergraduate
students at the Faculty of Agro-Industry and the Faculty of Sciences, King Mongkut’s
Institute of Technology Ladkrabang. The exam was developed for assessment of English
learning throughout four years of university study and was organized into three stages:
design, operationalization, and administration (Bachman & Palmer, 1996). The Classical
Test Theory (CTT) and the Item Response Theory (IRT) were used for test item analyses,
namely reliability, item difficulty, item discrimination, efficiency of distractors, test
takers’ abilities and guessing parameter. The statistical procedures were implemented for
analyzing and improving the quality of individual test items. The overall result revealed
that the test with item difficulty of 0.7 – 5.00 was suitable for test takers from upper basic
levels to advanced levels. The revisions of the test items were made in accordance with
the statistical analyses and the objectives of test design.
Biodata
Assistant Professor Dr. Jiraporn Intrasai is the Dean of the Faculty of Liberal Arts,
Mae Fah Luang University, Chiang Rai, Thailand. Before the newly appointed Dean, she
was an assistant professor in the English Section, Faculty of Industrial Education, King
Mongkut’s Institute of Technology Ladkrabang. She completed her doctoral degree in
Linguistics at University of Deleware, U.S.A, and her Master’s degree in Educational
Linguistics at Srinakharinwirot University (Prasarnmitr). Her interests include
linguistics, language acquisition/learning, reading, writing, teaching English as a foreign/
second language, and testing.
Interrogating Professional Development in ELT: Challenges and Opportunities for the Teacher 19
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Lillian L. C. Wong
University of Hong Kong
Professional development in IT for ELT: Challenges and opportunities
for teachers
Abstract
With the advance of technology, education administrators around the world have
introduced initiatives to incorporate information technology (IT) to equip students with
essential and competitive skills for the information age. As a result, English teachers are
coming under increasing pressure to utilize IT in their teaching. For those who may not be
"technologically literate", this presents considerable challenges and fears. This
presentation reviews the factors which affect the incorporation of technological
innovation in language teaching and argues that the decisive factor for successful change
lies with the teachers who implement changes in the classroom. It further reviews how the
diffusion of the technological innovation has been managed and the impact it has on
teachers.
The presentation describes a study into innovation and change relating to IT and
teacher professional development, looking at an innovative programme initiated by the
Education Bureau of the Hong Kong government to help over 1,800 English teachers
develop IT skills. This two-year longitudinal study collected both quantitative and
qualitative data to investigate the ways in which English teachers sought to integrate their
use of IT into their classroom practice and uncover teachers’ processes of change. The
study shows how teachers integrated IT into their pedagogical contexts while at the same
time remaining in control of their professional practices. The findings point to important
relationships between pedagogy and technology as well as between the adoption of the
technological innovation and teachers’ beliefs and practices. Challenges and opportunities
for curriculum innovation and teacher change are highlighted and implications for
assisting teacher professional development are explored.
20 Interrogating Professional Development in ELT: Challenges and Opportunities for the Teacher
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Biodata
Lillian L. C. Wong has a doctorate in applied linguistics and is a Senior Lecturer
in the Centre for Applied English Studies at the University of Hong Kong. She is
Coordinator of the Graduate School English Programme, supervisor of MA in Applied
Linguistics and MA TESOL students, and teaches English for academic and specific
purposes and information technology in language teaching and learning at undergraduate,
postgraduate and teacher education levels. Dr. Wong is Chair of the Research and
Professional Development Committee and Language Education SIG for her Centre. She
has served as Chair of the Professional Development Committee (2005-2006) and on the
Board of Directors (2012-2015) for TESOL International Association. She was Chair of
the International Conference “Faces of English: Theory, Practice and Pedagogy” (June,
2015) and “Faces of English 2: Teaching and Researching Academic and Professional
English” (June, 2017).
Dr. Wong has received research grants for over 15 projects in the areas of teacher
professional development, innovation and change in language education, information
technology in English language teaching and learning, e-portfolios and assessment,
sociolinguistics, language education planning and policy, autonomous learning, learning
motivation, learner differences, learning styles and strategies, EAP and ESP. The most
recent grant of USD500,000 is for developing a continuing professional development hub
for university English teachers. She has given over 130 papers including plenary and
invited presentations around the world. Her recent publications include “The Learning
Styles and Strategies of Effective Language Learners” (System, 2011, with Nunan, D.),
Innovation and Change in English Language Education (Routledge, 2013, with Hyland,
K.), and Faces of English Education: Students, Teachers and Pedagogy (Routledge,
2017, with Hyland, K.). Dr. Wong is on the Editorial Board of Asian Journal of Applied
Linguistics and Journal of Asia EAP.
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Parallel
Speaker
s I(Morning
Sessions)
CULI Research Seminar 2017
24 Interrogating Professional Development in ELT: Challenges and Opportunities for the Teacher
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A 1 Retno Wulandari
Diponegoro University, Indonesia
Students’ Motivation in TOEFL Preparation: A Case Study at Service
English Unit (SEU), Diponegoro University, Indonesia
Abstract
The TOEFL (Test of English as a Foreign Language) score is an internationally acknowledged requirement for academic works in English-speaking countries. In Indonesia, the TOEFL is essential for undergraduate students before attending their final exam in university, and an entrance requirement for postgraduate programs. This paper aims at investigating students’ motivation and perception in preparing for the TOEFL at university level. The research involved 40 students taking a Pre-TOEFL preparation course at Service English Unit (SEU), the language center at Diponegoro University, Indonesia. Questionnaires and interviews were used for collecting data. The results showed that most respondents (90%) were willing to learn about the TOEFL despite the fact that some of them attended it as a compulsory program from their campus. This means that most respondents possessed intrinsic motivation to learn the TOEFL. Meanwhile, 30% admitted that they would like to continue their studies abroad, and around 60% believed that learning about the TOEFL would accelerate their career. Almost all of the respondents received support from their workplaces and families. Generally, respondents also perceived positive perception over the pre-TOEFL preparation course. Although almost half faced difficulties in learning about the TOEFL, more than 60% found it interesting. Moreover, students confessed that their comprehension in general and academic English was increasing.
Biodata
Retno Wulandari is a lecturer in the English Department, Faculty of Humanities, Diponegoro University, Indonesia. She majors in American literature with specialization in diaspora, identity, and Food Studies. Currently, she is teaching American Prose, American Children Literature, Public Speaking, and English for PR. She is also teaching Pre-TOEFL preparation class at the Service English Unit (SEU) of Diponegoro University, in addition to having attended courses on English skills teaching and literature.
Interrogating Professional Development in ELT: Challenges and Opportunities for the Teacher 25
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A 2 Nathan Thomas
King Mongkut’s University of Technology Thonburi, Thailand
Diaries as a Tool for Teaching, Learning, and Professional Development
Abstract
At present, many teachers view professional development as a rigid requirement
sought after purely to meet standards. Courses, workshops, and seminars are held by
‘experts’ in the field, brought in to increase knowledge, develop skills, and enhance
practice. While these activities do add to our professional repertoire, one aspect that is
often overlooked is the amount of knowledge and skills local teachers bring to their
practice. Their stories are rarely told despite the value such exploration could bring to
light. Stories unlock meaning, provide insight, and entertain as well as enlighten. This
presentation will look at the ways in which teachers can use diaries in the three domains
of teaching, learning, and professional development. First, pedagogical diary usage –
students as writers – will be introduced. Practical activities to develop language with
meaningful output will be presented. Second, reflective practice diary usage – teachers as
writers – will describe how documenting and sharing stories from the classroom enriches
our teaching and benefits mental health. Finally, diaries as a form of data collection and
meaning making in research will demonstrate how both student written and teacher
written diaries can be used for empirical research. Implications for students, teachers, and
researchers at all levels will be discussed.
Biodata
Nathan Thomas is an MSc Teaching English Language in University Settings
(TELUS) candidate at the University of Oxford. Prior to his current study, he earned an
MEd in International Teaching, an MA in Applied Linguistics, a BA in English, and
various certificates in TESOL and TEFL. He is interested in silent and reticent learners,
affordances in ELT, second language identities, and complexity theory.
26 Interrogating Professional Development in ELT: Challenges and Opportunities for the Teacher
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A 3 Nichapat PhusitWatthana Suksiripakonchai
Srinakharinwirot University, Thailand
A Study of Thai University Students’ Attitudes towards Pronunciation Models in English as a Lingua Franca
Abstract
English as a lingua franca (ELF) has been a controversial topic in English
language teaching and learning. The traditional view of ownership goes against the
alternative view of English being a global property. Attitude is a cultural dimension that
plays a pivotal role in shaping teachers and learners of English about the status of the
English language today. With the scholarly push on ELF across the field of English
language teaching around the world, Thailand is without exception. ELF has been
introduced in Thai classrooms in order to promote communication in a multilingual
setting. This quantitative research examined the attitudes of university students in the
Thai context. The participants of the research were selected using a convenience random
sampling technique. Researcher-made questionnaires were used as the research
instrument. Findings of the research showed the power of attitude and how it influenced
Thai university students with regard to the way they perceived ELF. Implications of the
findings also indicated the direction of English language teaching and learning in
Thailand.
Biodata
Nichapat Phusit is a student at Srinakharinwirot University. This research
(Independent Study) was conducted as part of her requirements to complete a Master of
Arts Program in English under the supervision of Dr. Watthana Suksiripakonchai.
Nichapat holds a Bachelor of Arts (English) from Kasetsart University.
Watthana Suksiripakonchai is a lecturer at the Faculty of Humanities,
Srinakharinwirot University.
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A 4 Satita Watanapokakul
Chulalongkorn University Language Institute, Thailand
CULI ZOO: An Edutainment Game-based Supplementary E-learning Program for English for Veterinary Profession I
Abstract
This presentation focuses on the role of edutainment at the tertiary level. Since
game-based learning is now considered as an alternative pedagogy, adaptable for Net Gen
learners, a game-based e-learning program for the English for Veterinary Profession I
Course, called CULI ZOO, has been developed to increase students' learning ability,
promote learner autonomy, motivate students to learn, and engage students in a
meaningful, interactive environment of learning. In this talk, I will present the
background of teaching EFL in Thailand, the rationale of the game-based learning
framework, and the development of this program and give a mini demonstration of CULI
ZOO.
Biodata
Satita Watanapokakul is currently an assistant professor at Chulalongkorn
University Language Institute (CULI) in Bangkok, Thailand. She obtained her BA in
English from the Faculty of Arts at Chulalongkorn University, her MA in TEFL from
Thammasat University, and her Ph.D. in EIL from Chulalongkorn University.
28 Interrogating Professional Development in ELT: Challenges and Opportunities for the Teacher
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A 5 Gary Torremucha
Nipaporn Chalermnirundorn
Rangsit University, Thailand
Independent Learning with Moodle Learning Management in English as a Second Language of Tertiary Level Learners
Abstract
This paper presents the key elements and models of independent learning, the
skills required by teachers and learners, the role of assessment in independent learning,
and the factors that influence the independence a learner has to acquire knowledge by his
or her own effort. Thailand’s education is fast becoming technology-dependent since the
government introduced its Cyber-University Project more than a decade ago. Important
historical documents have already been put online to help students and researchers get
easier access anytime and anywhere. The full set of online programs has been arranged by
universities where students are not required to sit in the classroom. More active roles are
given to language learners and independent learning is taking momentum in the area of
language learning. However, these online programs have not made a great impact on
learners even if they are offered lower fees and are recognized here and abroad. They
show little enthusiasm to take online courses. Moodle learning management system is to
be used in this study to assist learners on their personalized learning environment. The
system is available online and accessible on smart phones and tablets. An analysis of
variance and t-test are conducted to compare the degree of independence of
approximately 100 learners at tertiary level. The learners will be divided into two groups;
controlled and experimental. The paper also provides some examples of students’ work
in making projects, classroom activities, home tasks and tests using Moodle learning
management system.
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Biodata
Gary Torremucha is a full-time lecturer at Rangsit English Language Institute and
now pursuing his Doctoral degree in Educational Studies. He is also a guest lecturer at
Phranakhon Rajabhat University where he used to work as an assistant to the director of
Phranakhon Language and ASEAN Center and as a program adviser for student affairs
and international relations of College of Teacher Education (English Program). His
particular interests are inter-cultural education and the use of modern technology in
classroom teaching and learning. He is developing the use of various learning
management systems to promote independent learning.
Nipaporn Chalermnirundorn is the director of Master of Education Program in
Curriculum and Instruction, Rangsit University. She was a lecturer at Rangsit
University’s English Language Institute for 10 years and awarded as an outstanding
teacher in 2005, and 2007 to 2015. Nipaporn worked for Thailand TESOL (Organization
of English Teacher in Thailand) as a secretary from 2010 to 2014 and is currently a board
committee member. She carried out research for her Doctoral dissertation on motivation
in teaching and learning ESL. She is interested in Curriculum Design and Instruction,
Technology in Education, TESOL, and ESP.
30 Interrogating Professional Development in ELT: Challenges and Opportunities for the Teacher
CULI Research Seminar 2017
A 6 Chaiwat Kaewphanngam
Silpakorn University, Thailand
Digital Technologies for Professional Development of K12 Language
Teachers: Thailand’s Path towards Sustainable Development Goals
Abstract
The Thai Government annually spends a large budget on K12 English teachers to improve their knowledge and skills in language teaching. These top-down teacher training activities may not be able to effectively contribute to language teachers’ professional development due to their specific needs, problems and local contexts. In order for K12 English language teachers in Thailand to gain more practical knowledge and skills, it is essential for them to consider the use of current advanced digital technologies for their lifelong professional development (E-Teacher Professional Development) and for Thailand’s path towards sustainable development goals. This presentation is intended to address objectives, frameworks and designs of professional development recommended by well-known English language teaching and learning institutions such as TESOL International Association, Cambridge Teacher Training, and Oxford Teacher Training. Technologies and technology competency related to teacher professional development are also suggested for English language teachers to continuously improve their specific knowledge and skills.
Biodata
Chaiwat Kaewphanngam, founder of Teachers of Million Minds Project, is a Senior Lecturer in the Department of Curriculum and Instruction, Faculty of Education, Silpakorn University. He is the author of a book on Digital Technologies for 21 st Century Language Teaching and Learning. His diverse research activities, focusing on innovative connections between International Education Policies, Teacher Training and Teacher Education, Technology Competency for Language Teachers, Technology Enhanced Language Teaching and Learning, Entrepreneurs and Education, Innovative Education, are complemented by consultancies, and workshops and lectures for universities, public and private sectors. He earned a Master’s Degree in International Educational Development (Language, Literacy and Technology) from Teachers College, Columbia University, New York (Fulbright Scholarship).
Interrogating Professional Development in ELT: Challenges and Opportunities for the Teacher 31
CULI Research Seminar 2017
A 7 Mark B. Ulla
Walailak University Language Institute, Thailand
Filipinos as NNES-EFL Teachers in Thailand: Challenges and
Opportunities
Abstract
This present study aims to present the Filipino teachers’ perceptions, conditions,
benefits, and challenges as nonnative English speaking teachers in Thailand. The methods
used were a modified questionnaire, and individual and focus group interviews. The
findings revealed that the respondents held a positive view towards teaching English in
Thailand as it offered them better salary rates and a good chance to develop their teaching
skills. However, some issues such as the dichotomy of being a native English speaker and
a nonnative English speaker, inequality of monthly compensation, and lack of teachers’
professional development programs were also noted. The respondents also reported some
challenges in their classroom teaching, including classroom management, heterogeneous
classroom set-up, cultural differences, and adjustment to the curriculum. The implication
is for the schools’ management, the Ministry of Education officials, and policy makers to
consider and address the issues of the nonnative English speakers as English teachers in
the country.
Biodata
Mark Ulla finished his Master of Arts in English Language Teaching at Mindanao
State University, Marawi City, Philippines where he also obtained his Bachelor of Arts in
English. He is now a lecturer at Walailak University Language Institute, in Nakhon Si
Thammarat, Thailand.
32 Interrogating Professional Development in ELT: Challenges and Opportunities for the Teacher
CULI Research Seminar 2017
A 8 Sirirat Pholmoo
Phranakhon Si Ayutthaya Rajabhat University, Thailand
Shakespearean Zombies in Literature Class: Romeo and Juliet in Disguise
Abstract
The excerpt of Isaac Marion’s novel Warm Bodies (2010) and the one of William
Shakespeare’s play Romeo and Juliet were used in the first semester of the 2015
academic year Language of Literature class. In the upcoming first semester of the 2017
academic year, these excerpts are used again with some adaptation in order to make the
Language of Literature class more interesting and fun to learn Shakespearean zombies,
combining Romeo and Juliet with R and Julie. The course syllabus is re-organized to
make the students stay focused on the intertwined themes. The excerpt of Romeo and
Juliet is moved from the second half of the semester into the first half so that it can be
accommodated with the one of Warm Bodies. There will be four weeks (12 hours) on the
two excerpts starting from the selected part of the excerpt of Warm Bodies in week 1, the
excerpt of Romeo and Juliet in week 2, the theme-based discussion of the two excerpts in
week 3, and concluding in week 4 with the students’ free writing and speaking of their
created dialogues between R and Juliet based on the contexts of these two characters in
Warm Bodies and Romeo and Juliet, respectively. This re-organized lesson plan can help
the students be familiar with the two selected texts and be able to easily see the influence
of Shakespeare’s Romeo and Juliet on Marion’s Warm Bodies.
Biodata
Sirirat Pholmoo is a lecturer at the English Program, Faculty of Humanities and
Social Sciences, Phranakhon Si Ayutthaya Rajabhat University. She graduated with a
B.A. in English from the Faculty of Arts, Silpakorn University and an M.A. in English
from Faculty of Arts, Chulalongkorn University. She is interested in literature and
English language teaching.
Interrogating Professional Development in ELT: Challenges and Opportunities for the Teacher 33
CULI Research Seminar 2017
A 9 Annabel Bhamani Kajornboon
Rajamangala University of Technology Phra Nakhon, Thailand
Assessing Language Writing of Bhutanese and Thai BBA Students
Abstract
This research was conducted with first year English Program Bachelor of
Business Administration (BBA) students at Rajamangala University of Technology Phra
Nakhon, Bangkok, Thailand. The students were from Bhutan and Thailand; their English
ability varied. This research was based on the process theory of writing (Murray, 1972).
It is action research designed by the teacher to solve a problem and improve the situation
in the classroom. The students were assigned topics for their writing assignments. The
data were collected from the students and a researcher who were engaged with the
treatment. Each student and the researcher had a one-on-one discussion during the
assessment. The students’ writing assignments were a formative assessment which was a
tool to give ongoing feedback to each individual student, and to gather information about
the students’ learning. The writing assignments were examined at different stages in the
course. The researcher served as a motivator, collaborator, and evaluator. The writing
assignments were corrected and errors were analyzed according to a rubric (Kajornboon,
2012). The findings showed errors, including spelling mistakes, misuse of tenses, misuse
of articles (determiners: a, an, the), and misuse of vocabulary. In addition, the research
aimed to assist teachers in teaching writing.
Biodata
Associate Professor Dr. Annabel Bhamani Kajornboon teaches to BBA (Bachelor
of Business Administration) International Program at Rajamangala University of
Technology Phra Nakhon, Bangkok, Thailand. She teaches general two English courses.
The students are from Bhutan and Thailand. Previously, she has taught at Chulalongkorn
University Language Institute. Her interest is doing research to improve teaching and
learning in the classroom.
34 Interrogating Professional Development in ELT: Challenges and Opportunities for the Teacher
CULI Research Seminar 2017
Interrogating Professional Development in ELT: Challenges and Opportunities for the Teacher 35
Parallel
Speaker
s II(Afternoo
n
Sessions)
CULI Research Seminar 2017
36 Interrogating Professional Development in ELT: Challenges and Opportunities for the Teacher
CULI Research Seminar 2017
B 1 Chalermporn Choosri
Hatyai Technical College, Thailand
The Relationship between Motivation and Students’ English
Learning Achievement: A Study of the Second-Year Hatyai Technical
College Students
Abstract
Among the factors influencing students’ learning, motivation is thought to be an important reason for different achievement. The purposes of this study were (i) to find out the levels of motivation in students with high and low achievement, (ii) to investigate the differences in motivation of students with high and low achievement, and (iii) to investigate the relationship between motivation and students’ achievement. The subjects were 140 second-year vocational certificate students in electronics technology program and building construction program, Hatyai Technical College in the second semester of the Academic Year 2016. The instruments used for data collection were a questionnaire and an in-depth interview. The data from the returned questionnaire were statistically analyzed by using the SPSS program for percentage, frequency, mean, standard deviation, t-test and correlation coefficient. Findings from this study indicated that the motivation of students with high and low achievement was at high levels. There were no significant differences of motivation between the high and low achievement groups. The correlation between motivation and their English learning achievement was significantly correlated with each other in the high achievement group but there was no significant correlation in the low achievement group. The participants mentioned that they had studied English in order to be successful in their scores, future education and career. Instrumental motivation was found to have more impact on students than integrative one. In conclusion, motivation has positive relationship with students’ English learning achievement. The findings could be useful for researchers and teachers in improving students’ achievement by conducting effective teaching and learning strategies to develop students’ motivation.
Biodata
Mrs. Chalermporn Choosri is an English Lecturer of Hatyai Technical College. She earned a Master of Arts in Teaching English as an International Language at Prince of Songkhla University in 2011. Her areas of interest include factors affecting students’ learning achievement, English project presentation, and classroom management.
Interrogating Professional Development in ELT: Challenges and Opportunities for the Teacher 37
CULI Research Seminar 2017
B 2 Manachai Inkaew
Thammasat University and Kasetsart University, Thailand
The Relationship between Hotel Employees’ Backgrounds and
Intercultural Communicative Competence Level: A Case Study of Hotel
Front Office Personnel in Bangkok
Abstract
This study examined the relationship between the backgrounds of frontline hotel
workers in Bangkok and their level of intercultural communicative competence (ICC).
The intercultural competence framework from Barrett et al. (2013), which included an
exploration of the ICC domains — attitudes, knowledge and understanding, and skills and
actions — all essential areas for interculturally competent speakers, was adopted as a
guideline in the study. Added to the ICC domains, Byram’s (1997) framework is an
objective-based ICC approach to be operationalized as a guideline for the design of the
ICC self-perception questionnaires. The participants for this study were randomly
selected hotel front office personnel. The results of the study revealed that there was no
relationship between participants’ backgrounds and their intercultural competency level.
The outcomes may provide useful guidelines for hotel human resources management to
inform the future content of intercultural communication training courses. Also, the
findings can be valuable for educational institutions to help enhance the ICC development
of their graduates. Finally, the outcomes are an informational base for future research.
Biodata
Manachai Inkaew holds a B.A. in English, an M.A. in English for Careers and a
Ph.D. in English Language Studies Program from Thammasat University. He has been a
part-time lecturer for Thammasat University and Kasetsart University in Thailand since
2013. His research interest is Intercultural Communication.
38 Interrogating Professional Development in ELT: Challenges and Opportunities for the Teacher
CULI Research Seminar 2017
B 3 Thitaree Chanthawat
Phitsanulok Vocational College, Thailand
Enhancing Students’ Motivation by English Camp Experience
Abstract
English has been a global language for a long time. Motivation in English learning
is one of the most important things and at times can be very challenging for both teachers
and students. Hence, this presentation focuses on using an English camp to increase
motivation in English learning and how it is related to language learning. It will provide
insightful information of how an English camp was conducted, along with some findings
and feedback for further language development.
Biodata
Ms. Thitaree Chanthawat is a teacher of English and the Head of ASEAN Studies
Center at Phitsanulok Vocational College. In addition to her administrative
responsibilities as the Head of ASEAN Study Center, she lectures on ASEAN Studies and
teaches English Courses. She also manages English Activity Projects both in college and
other organizations. Ms. Thitaree holds a bachelor’s degree and a master’s degree in
English from Naresuan University. She earned her post graduate degree in Critical
Thinking Skill from University of Oregon, American English Institute and a certificate of
TESOL from University of Maryland Baltimore, USA. She received Best Practice in
Professional English Teacher Award from The Teachers Council, Thailand in 2015.
Interrogating Professional Development in ELT: Challenges and Opportunities for the Teacher 39
CULI Research Seminar 2017
B 4 Michael Thomas Gentner
Panyapiwat Institute of Management, Thailand
Reading for Communicative Skills
Abstract
This study explores the relationship between reading and speaking in the Thai
EFL context and attempts to integrate the two communication styles in a manner that
encourages learners to practice and develop these language faculties with greater
enthusiasm. To this end, a questionnaire was devised and distributed to 150 Thai tertiary
students from two separate universities and six distinguishable fields of study. The
questions focused on the outside class English speaking habits and aspirations of the
study participants as well as their favored types of reading material. The goal of this
project was to determine learner preferences, discover a link between the speaking and
reading skills that are connected but rarely considered an alliance, and develop lesson
material that combines the learners’ selections for speaking and reading skills into
assimilated tasks. The results of the study found only a negligible difference between
freshman, sophomore, junior, and senior level students in regards to their speaking and
reading interests. Thai learners were largely instrumental English learners in their
speaking conventions (largely for work related designs), and integrative learners in their
reading selections (combining various types of Internet literature and diverse social
networking groups).
Biodata
Michael Thomas Gentner Ph.D obtained his doctorate in TESOL as well as
certifications in CELTA and TEFL. He has taught English in Korea, Japan, China,
Cambodia, and Thailand. He lectures, writes, and speaks on topics related to teaching
EFL in areas of limited resources. He is author of the series Teaching English in ASEAN,
which includes editions from each of the countries that comprise ASEAN and the plus
three nations of Japan, Korea, and China. His research has been published in the Asian
EFL Journal, Thai TESOL Journal and other notable periodicals.
40 Interrogating Professional Development in ELT: Challenges and Opportunities for the Teacher
CULI Research Seminar 2017
B 5 Yossiri Yossatorn
Navamindradhiraj University, Thailand
Attitudes of Undergraduate Medical Students towards an English
Communicative Course
Abstract
Attitudes are considered one of the crucial factors in language learning. This
action research explored attitudes towards an English communicative support course of
undergraduate medical students at a public university after completing the English
compulsory one. Multiple communicative language learning activities were applied
throughout the course in order to help the students familiarize with the language. The
participants were forty second year nursing students. The data were qualitatively collected
through open-ended questions related to the course and English language. The
participants were asked to provide answer for the questions at the end of the last class of
the course. The data were, then, categorized through open-coding method and analyzed.
The findings of the study revealed that almost all participants had positive attitudes
towards the course due to the teacher, teaching pedagogies, classroom activities, and
applicable contents. They also further indicated the importance of English and the
improvement in communicative skills. The study is hoped to be a didactic guideline and
pave the way to develop effective communicative courses and further studies.
Biodata
Yossiri Yossatorn is a full-time lecturer at Navamindradhiraj University. He has
many years of experience teaching at universities and private English lessons. He
completed his master’s degree in Applied Linguistics at Mahidol University. His research
interests lie in the area of linguistics, particularly phonetics and phonology, language and
culture, teaching methodology, and attitudes and metaphors.
Interrogating Professional Development in ELT: Challenges and Opportunities for the Teacher 41
CULI Research Seminar 2017
B 6 Chad Cottam
Himeji Dokkyo University, Japan
Smartphone Movies: 5 Task-based Learning Examples for the EFL
Classroom
Abstract
Smartphones, as a device, represent a paradigm shift in technology; one where advancement of technology is becoming more affordable, smaller, and exponentially more powerful (Ahmed, 2015; Vibeg & Gronlund, 2013; Wu, 2014). Nowhere is this more obvious than in the EFL classroom, where students and teachers are now given access to technology that previous generations would never have even dreamed possible (Ahmed, 2015; Wu, 2014). From this array of economical, yet advanced communications technology available to students, the platform of movie production is emerging as a dynamic tool for enhancing learning in an EFL classroom environment (Cottam, 2016). In this study, a set of five different task-based learning ideas were explored through videos that were created in the classroom. By detailing learning goals, planning, execution, methods of assessment and student feedback, the positive effect of task-based learning movie production on students' learning and motivation could be demonstrated.
N.B This presentation will utilize the iPhone and iMovie application; however, the principles of the presentation can be easily applied to other hardware. Attendees should have some basic understanding and experience using smartphone applications.
Biodata
Chad Cottam is an English university lecturer in Western Honshu, Japan. He has been teaching English in Japan for nine years. Having brought his previous business experience into teaching, he has extensive experience in business English teaching and textbook development, while currently holding a business development role at a Japanese biotech venture. He holds an M.A. in TESOL, and is currently researching the effects of technology in the classroom; particularly smartphone usage. His other interests include goal orientation, and language policy in Japanese higher education.
42 Interrogating Professional Development in ELT: Challenges and Opportunities for the Teacher
CULI Research Seminar 2017
B 7 Nattharmma Thong-iam1
Pramarn Subphadoongchone2
1Rajamangala University, Thailand2Chulalongkorn University, Thailand
Exploring EFL University Lecturers’ Assessment Literacy: Implications
for Continuing Professional Development
Abstract
Assessment literacy involves the ability to identify, implement and evaluate sound
assessments to improve one’s own instructional and assessment practices. This study
aimed to investigate the language assessment literacy of EFL lecturers from nine
Rajamangala Universities of Technology. Situated in a pragmatic paradigm, the study
particularly delved into the lecturers’ understanding of the principles and implementation
of student self-assessment in EFL classrooms through the lens of Continuing Professional
Development (CPD). Drawing on data from a questionnaire survey of 240 EFL lecturers,
augmented with those from an in-depth, semi-structured interview with 26 lecturers, the
study revealed that the lecturers had varying degrees of assessment literacy. These
lecturers also articulated their needs for assessment literacy training as a means to raising
their assessment self-efficacy. The findings of the current study, in concert with those of
previous studies, suggest that enhancing EFL teachers’ skills, knowledge and
understanding of the contextualised use of student self-assessment can serve as a stepping
stone for their professional development. This study also offers pedagogical implications
for designing, delivering, and evaluating the implementation plan for assessment literacy
training for EFL teachers.
Interrogating Professional Development in ELT: Challenges and Opportunities for the Teacher 43
CULI Research Seminar 2017
Biodata
Nattharmma Thong-iam is a lecturer at Rajamangala University of Technology
Tawan-ok. She is also reading her PhD in English as an International Language at
Chulalongkorn University. She has been awarded a 6-month scholarship, under the
Fulbright-Thailand Research Fund Junior Research Scholarship Program, to write up her
doctoral thesis under the supervision of Asst. Prof. Dr. Betsy Gilliland at the University
of Hawaii at Manoa. Her areas of research interest are language assessment, intercultural
communication, teaching methodology, and teacher professional development.
Pramarn Subphadoongchone is currently Deputy Director for Research at the
Chulalongkorn University Language Institute. He read his PhD in Applied Linguistics
and TESOL at the University of Leicester, UK. and received training in language
assessment at WestEd Summer Institute, USA and Lancaster University, UK. His areas of
research interest include language socialisation, literacies as social practices, text
ethnography, critical pedagogy, and language assessment.
44 Interrogating Professional Development in ELT: Challenges and Opportunities for the Teacher
CULI Research Seminar 2017
B 8 Singhanat Nomnian
Mahidol University, Thailand
Thai PhD students and their supervisors at an Australian university:
Working relationship, communication, and agency
Abstract
PhD supervision is crucial for higher degree research students in western
academic contexts. Despite an increasing body of literature regarding the international
student-supervisor relationship, Thai students in Australian higher education are under-
represented. This qualitative study aims to explore discursive practices that impact on
Thai students’ experiences taking place during the course of their PhD supervision in an
Australian university. Drawing upon interview transcripts, it was found that Thai
students’ working relationship and communication with their supervisors, as well as their
exertion of agency were interconnected and addressed as key practices underpinned by
relationship between these two parties. The complexity of PhD supervision requires an
open dialogic and culturally appropriate pedagogical engagement to lessen implicit
tensions between international students and supervisors. Supervisors need to consider
students’ prior learning experiences and cultural baggage through culturally sensitive
supervision. Non-native-English-speaking (NNES) international PhD students’ academic
and sociocultural orientations regarding implications of supervisor-supervisee
relationship, academic English proficiency development, intercultural communications,
western academic norms and expectations, and coping strategies with supervisors’
feedback should be adequately promoted. The study highlights the importance of
international student-supervisor relationship for their PhD achievement and satisfaction in
Australian higher education. The pedagogical implication of this study can potentially be
relevant for Thai academic staff and international postgraduate students in terms of cross-
cultural awareness due to the increasing nature of internationalization at a postgraduate
level in Thai higher education.
Interrogating Professional Development in ELT: Challenges and Opportunities for the Teacher 45
CULI Research Seminar 2017
Biodata
Singhanat Nomnian is an Associate Professor of English at Research Institute for
Languages and Cultures of Asia, Mahidol University, Thailand. He obtained his MA
(TEFL) from Thammasat University in Thailand and EdD (TESOL & Applied
Linguistics) from University of Leicester in England. He completed an Advanced
Specialist Certificate with distinction in Language Assessment from RELC in Singapore.
He was awarded Australian Awards (Endeavour Postdoctoral Research Fellowship) under
the supervision of Professor Alastair Pennycook at University of Technology Sydney
(UTS) in Australia. His research interests include ESP/EAP, World Englishes,
intercultural communication, language, culture and identity. He can be reached at
46 Interrogating Professional Development in ELT: Challenges and Opportunities for the Teacher
CULI Research Seminar 2017
Interrogating Professional Development in ELT: Challenges and Opportunities for the Teacher 47
Announ
cements
CULI Research Seminar 2017
48 Interrogating Professional Development in ELT: Challenges and Opportunities for the Teacher
CULI Research Seminar 2017
Call for Papers
PASAA: Journal of Language Teaching and Learning
The PASAA Journal (PASAA) is an international, peer-reviewed journal of the
Chulalongkorn University Language Institute (CULI). It is the oldest professional English
language teaching journal in Thailand. The journal is indexed by the Thai-Journal
Citation Index Center (TCI/Tier 1), the ASEAN Citation Index Center (ACI), and the
Education Resources Information Center (ERIC). It has an open-access online version as
a companion to the print edition.
PASAA publishes two issues annually and aims at publishing articles on a wide
range of topics relevant to current ELT inquiry. This includes second and foreign
language learning and teaching, materials development, curriculum design and
development, language testing and assessment, language program evaluation, identities in
second and foreign language learning and teaching, critical pedagogy, and teacher
training and professional development. PASAA welcomes submissions in four categories:
research articles, academic articles, discussion/idea-sharing articles, and book reviews.
PASAA does not charge submission, processing, or publication fees.
Manuscripts and further inquiries should be sent to:
Pramarn Subphadoongchone (Editor)
Research Department, Chulalongkorn University Language Institute
Prem Purachatra Building, Phayathai Road, Bangkok 10330, THAILAND
E-mail: [email protected]
http://www.culi.chula.ac.th/publicationsonline/
Interrogating Professional Development in ELT: Challenges and Opportunities for the Teacher 49
CULI Research Seminar 2017
Call for Papers
Pasaa Paritat Journal
The Pasaa Paritat Journal (Pasaa Paritat) is a peer-reviewed language journal of
the Chulalongkorn University Language Institute (CULI), Thailand. The journal is
indexed by the Thai-Journal Citation Index Center (TCI/Tier 1). It has an open-access
online version as a companion to the print edition. The journal is made possible through
funding provided by Chulalongkorn University for the publication of academic work.
Pasaa Paritat welcomes submissions on a wide range of issues related to English
language teaching, English literature, and English linguistics/applied linguistics. The
journal welcomes manuscripts in English or Thai in four categories: research articles,
academic articles, discussion/idea-sharing articles, and book reviews. Pasaa Paritat does
not charge submission, processing, or publication fees.
Manuscripts and further inquiries should be sent to:
Pramarn Subphadoongchone (Editor)
Research Department, Chulalongkorn University Language Institute
Prem Purachatra Building, Phayathai Road, Bangkok 10330, THAILAND
E-mail: [email protected]
http://www.culi.chula.ac.th/publicationsonline/
50 Interrogating Professional Development in ELT: Challenges and Opportunities for the Teacher
CULI Research Seminar 2017
Organizing Team
Advisory CommitteeKulaporn Hiranburana DirectorPramarn Subphadoongchone Deputy Director for Research AffairsWanlee Talhakul Deputy Director for Administration and
PlanningChalatip Chanchairerk Deputy Director for Academic AffairsReongrudee Maneepakhathorn Deputy Director for Academic Services
and Professional DevelopmentJuthamas Thongsongsee Deputy Director for International Affairs
Organizing CommitteePramarn Subphadoongchone ChairPiyaboot Sumonsriworakun Deputy ChairSeehazzakd Rojanaapichatsatsakul MemberSirawit Apairach MemberNanthiya Wichayathian MemberTanapan Panthong Member and Secretary
Organizing Sub-CommitteeSirawit Apairach Head of Academic CommitteePimpan Syamananda Welcoming, Master of Ceremony and
Public RelationsPiyaboot Sumonsriworakun Conference DocumentsNaruemol Jirapanakorn Conference DocumentsSiriprapa Saparat Conference DocumentsTanapan Panthong Registration & CateringWichian Koedphum Conference VenueKomson Eiamjamrus Audio-VisualsMontri Pukcharoen Graphic ArtPrang Chanrujipat Photography
Interrogating Professional Development in ELT: Challenges and Opportunities for the Teacher 51