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English Speaking Teaching Model in Distance Education

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Title: English Speaking Teaching Model in Distance Education
Language: English
Authors: Sritulanon, Apisara (ORCID 0000-0001-8023-1578), Chaturongakul, Panna (ORCID 0000-0003-3928-1789), Thammetar, Thapanee (ORCID 0000-0002-6301-179X)
Source: Arab World English Journal. Sep 2018 9(3):418-433.
Availability: Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Peer Reviewed: Y
Page Count: 16
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Distance Education, Second Language Learning, Second Language Instruction, English (Second Language), Pretests Posttests, Feedback (Response), Speech Communication, Videoconferencing, Teaching Methods, Guidelines, Teacher Attitudes, Student Attitudes, Instructional Effectiveness, Flipped Classroom, Language Proficiency, Teaching Assistants, Undergraduate Students, Computer Mediated Communication, Foreign Countries, Audiolingual Methods, Communicative Competence (Languages), Asynchronous Communication, Synchronous Communication
Geographic Terms: Thailand
ISSN: 2229-9327
Abstract: This study is developmental research attempting to explore a practical model to teach English speaking in distance courses via videoconferencing technology. Therefore, the Dick and Carey instructional model design is used as guidelines in developing a proposed English Speaking Teaching Model (ESTM). The research was divided into four phases. The first phase featured the examination of stakeholders' perceptions, i.e. distance learning centre administrators (DLCs), DLC teaching assistants, broadcasting English teachers, and students who were studying via videoconferencing. In the second phase, the primary teaching model was designed based on the conceptual framework and the results from Phase 1. In the third and fourth phases, the evaluation of the model effectiveness was implemented in three trials: one-to-one, small group, and field trials. In each trial, a pre-test and a post-test were employed to examine students' speaking abilities before and after the application of each revised model. Additionally, thorough feedback was collected through researcher's observation notes, course teacher and teaching assistant journals and students' interviews. A questionnaire was also employed to examine students' satisfaction after studying through the ESTM in the last trial. Results from both data revealed that the students were satisfied with the proposed model. The suggestions from students' interviews, teachers' journals and observation notes were employed to revise the third model draft, to be used as the final ESTM, which comprises teaching activities in six stages: a speaking pre-test at the beginning of the course, study before class, teaching and practice time in class, lesson review after class, a speaking mid-test during the course, and a speaking post-test at the end of the course.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1313563
Database: ERIC
FullText Text:
  Availability: 0
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  Data: English Speaking Teaching Model in Distance Education
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Sritulanon%2C+Apisara%22">Sritulanon, Apisara</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8023-1578">0000-0001-8023-1578</externalLink>)<br /><searchLink fieldCode="AR" term="%22Chaturongakul%2C+Panna%22">Chaturongakul, Panna</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3928-1789">0000-0003-3928-1789</externalLink>)<br /><searchLink fieldCode="AR" term="%22Thammetar%2C+Thapanee%22">Thammetar, Thapanee</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6301-179X">0000-0002-6301-179X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Arab+World+English+Journal%22"><i>Arab World English Journal</i></searchLink>. Sep 2018 9(3):418-433.
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  Data: Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
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  Label: Peer Reviewed
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  Data: Y
– Name: Pages
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  Data: 16
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  Label: Publication Date
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  Data: 2018
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Pretests+Posttests%22">Pretests Posttests</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Communication%22">Speech Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Videoconferencing%22">Videoconferencing</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Guidelines%22">Guidelines</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Flipped+Classroom%22">Flipped Classroom</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Assistants%22">Teaching Assistants</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Mediated+Communication%22">Computer Mediated Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Audiolingual+Methods%22">Audiolingual Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Communicative+Competence+%28Languages%29%22">Communicative Competence (Languages)</searchLink><br /><searchLink fieldCode="DE" term="%22Asynchronous+Communication%22">Asynchronous Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Synchronous+Communication%22">Synchronous Communication</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Thailand%22">Thailand</searchLink>
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  Data: 2229-9327
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study is developmental research attempting to explore a practical model to teach English speaking in distance courses via videoconferencing technology. Therefore, the Dick and Carey instructional model design is used as guidelines in developing a proposed English Speaking Teaching Model (ESTM). The research was divided into four phases. The first phase featured the examination of stakeholders' perceptions, i.e. distance learning centre administrators (DLCs), DLC teaching assistants, broadcasting English teachers, and students who were studying via videoconferencing. In the second phase, the primary teaching model was designed based on the conceptual framework and the results from Phase 1. In the third and fourth phases, the evaluation of the model effectiveness was implemented in three trials: one-to-one, small group, and field trials. In each trial, a pre-test and a post-test were employed to examine students' speaking abilities before and after the application of each revised model. Additionally, thorough feedback was collected through researcher's observation notes, course teacher and teaching assistant journals and students' interviews. A questionnaire was also employed to examine students' satisfaction after studying through the ESTM in the last trial. Results from both data revealed that the students were satisfied with the proposed model. The suggestions from students' interviews, teachers' journals and observation notes were employed to revise the third model draft, to be used as the final ESTM, which comprises teaching activities in six stages: a speaking pre-test at the beginning of the course, study before class, teaching and practice time in class, lesson review after class, a speaking mid-test during the course, and a speaking post-test at the end of the course.
– Name: AbstractInfo
  Label: Abstractor
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  Data: As Provided
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  Label: Entry Date
  Group: Date
  Data: 2021
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  Data: EJ1313563
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1313563
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 418
    Subjects:
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Pretests Posttests
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Speech Communication
        Type: general
      – SubjectFull: Videoconferencing
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Guidelines
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Flipped Classroom
        Type: general
      – SubjectFull: Language Proficiency
        Type: general
      – SubjectFull: Teaching Assistants
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Computer Mediated Communication
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Audiolingual Methods
        Type: general
      – SubjectFull: Communicative Competence (Languages)
        Type: general
      – SubjectFull: Asynchronous Communication
        Type: general
      – SubjectFull: Synchronous Communication
        Type: general
      – SubjectFull: Thailand
        Type: general
    Titles:
      – TitleFull: English Speaking Teaching Model in Distance Education
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            NameFull: Sritulanon, Apisara
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            NameFull: Chaturongakul, Panna
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            NameFull: Thammetar, Thapanee
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              M: 09
              Type: published
              Y: 2018
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