The Presentation of Speech Acts in EFL Textbooks Used in Primary and Secondary Schools in Thailand
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| Title: | The Presentation of Speech Acts in EFL Textbooks Used in Primary and Secondary Schools in Thailand |
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| Language: | English |
| Authors: | Jarinthorn Phaisarnsitthikarn |
| Source: | rEFLections. 2025 32(2):1076-1098. |
| Availability: | King Mongkut's University of Technology Thonburi School of Liberal Arts. 126 Pracha Uthit Road, Bang Mod, Thung Khru, Bangkok, Thailand 10140. Tel: +66-2470-8756; Fax: +66-2428-3375; Web site: https://so05.tci-thaijo.org/index.php/reflections/index |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Foreign Countries, English (Second Language), Second Language Instruction, Second Language Learning, Textbooks, Textbook Content, Instructional Effectiveness, Elementary School Teachers, Teacher Attitudes, Secondary School Teachers, Speech Communication, Textbook Evaluation |
| Geographic Terms: | Thailand |
| ISSN: | 1513-5934 2651-1479 |
| Abstract: | This study investigates the presence and distribution of speech acts in English as a Foreign Language (EFL) textbooks used in Thai primary and secondary schools. Additionally, this study explores the perspectives of Thai EFL teachers on the effectiveness of these textbooks in supporting the teaching and learning of speech acts. A mixed methods approach was employed. The quantitative component involved a content analysis of 57 EFL textbooks, and the qualitative component involved in-depth interviews with four English teachers. The findings revealed variations in speech act representation between grade levels and textbook series, with a focus on requests/commands, suggestions/advice, and greetings. Interview participants were generally satisfied with the coverage and authenticity of speech act representation in textbooks used in their classes but suggested including a broader range of scenarios demonstrating speech act use and providing more detailed explanations of speech act use in textbooks. The results have implications for textbook developers, highlighting the need to ensure balanced coverage of speech acts across grade levels and to provide more detailed explanations including metapragmatic information and practical examples. The study also suggests the need for schools to evaluate textbooks for adequate exposure to varied speech acts and comprehensive instructions. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1483045 |
| Database: | ERIC |
| Abstract: | This study investigates the presence and distribution of speech acts in English as a Foreign Language (EFL) textbooks used in Thai primary and secondary schools. Additionally, this study explores the perspectives of Thai EFL teachers on the effectiveness of these textbooks in supporting the teaching and learning of speech acts. A mixed methods approach was employed. The quantitative component involved a content analysis of 57 EFL textbooks, and the qualitative component involved in-depth interviews with four English teachers. The findings revealed variations in speech act representation between grade levels and textbook series, with a focus on requests/commands, suggestions/advice, and greetings. Interview participants were generally satisfied with the coverage and authenticity of speech act representation in textbooks used in their classes but suggested including a broader range of scenarios demonstrating speech act use and providing more detailed explanations of speech act use in textbooks. The results have implications for textbook developers, highlighting the need to ensure balanced coverage of speech acts across grade levels and to provide more detailed explanations including metapragmatic information and practical examples. The study also suggests the need for schools to evaluate textbooks for adequate exposure to varied speech acts and comprehensive instructions. |
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| ISSN: | 1513-5934 2651-1479 |
