Chantarath Hongboontri | Mahidol University (original) (raw)
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Papers by Chantarath Hongboontri
Suranaree Journal of Social Science
This qualitative research aims to seek causes for silence in an English as a foreign langu... more This qualitative research aims to seek causes for silence in an English as a foreign language (EFL) classroom. To do so, the researchers went to one university in Thailand, and then interviewed and observed 10 students who enrolled in the Fundamental University English I course and consented to participate in the study. An analysis of the transcribed data helped the researchers identify four possible causes for silence in this particular EFL classroom. They were: (1) the EFL teacher, (2) the students themselves and their classmates, (3) the teaching material and its content, and (4) the classroom environment. More importantly, these four commonplaces appeared to be entwined. That is, the less friendly the student participants felt their teacher and their classmates were, the less the students enjoyed their English class; the more pressured the classroom environment was; the more the students would be silent, and vice versa.
This mixed-methods research project documents the school culture of Hope University’s Language In... more This mixed-methods research project documents the school culture of Hope University’s Language Institute and reveals the reciprocal relationship between the school culture and the instructional practices of the English as a foreign language (EFL) teachers in this particular institute. Altogether, 62 EFL teachers agreed to complete a questionnaire. Of these, 14 participated in semi-structured interviews and classroom observations; 2 agreed to be interviewed but did not allow their classrooms to be observed. Quantitative data demonstrated strong correlations among eight social organizational variables of a school culture. Qualitative data further revealed the influences of a school culture on these teacher participants’ instructional practices
culture of Hope University’s Language Institute and reveals the reciprocal relationship between t... more culture of Hope University’s Language Institute and reveals the reciprocal relationship between the school culture and the instructional practices of the English as a foreign language (EFL) teachers in this particular institute. Altogether, 62 EFL teachers agreed to complete a questionnaire. Of these, 14 participated in semi-structured interviews and classroom observations; 2 agreed to be interviewed but did not allow their classrooms to be observed. Quantitative data demonstrated strong correlations among eight social organizational variables of a school culture. Qualitative data further revealed the influences of a school culture on these teacher participants ’ instructional practices.
Journal of Humanities and Social Sciences Research, 2020
Australian Journal of Teacher Education, 2014
This mixed-methods study borrowed Schwabian notions of practical curriculum inquiry (1969, 1971, ... more This mixed-methods study borrowed Schwabian notions of practical curriculum inquiry (1969, 1971, 1973, 1983) to investigate students' perceptions of their English as a foreign language (EFL) curriculum and instruction in light of their interactions with the four commonplaces; i.e., teachers, learners, subject matter, and milieu. Data were gathered through a questionnaire, interviews, and focus group interviews. Altogether 70 Thai university students volunteered to participate in the study. When woven together, these data demonstrated how this particular group of students perceived their EFL curriculum and instruction in terms of the four commonplaces encompassing curriculum development and instruction. In particular, they discussed how teachers' personalities, pedagogical knowledge, and subject matter affected their language learning; how they were bullied by their colleagues when using English; how significant English was, and; how their environment determined their learning. The information elicited in this process highlighted how important student voices are in evaluating educational programs.
... teachers of other subjects. These factors included (1) the nature of the subject matter ... H... more ... teachers of other subjects. These factors included (1) the nature of the subject matter ... Hence, an investigation into both teachers' and students' beliefs may help clarify their thinking ... Given the significance to study what characteristics an effective EFL teacher ...
Given the relationship between cultures of teaching and teacher professional development, this mi... more Given the relationship between cultures of teaching and teacher professional development, this mixed methods research project documents and depicts a Thai university's teaching cultures and the extent to which cultures of teaching determine teacher professional development. An analysis of data collected demonstrates a lack of teacher collaboration within this particular workplace. The participating teachers rarely have opportunities to share and learn from colleagues. Indeed, teachers' practices of balkanisation, individualism, and contrived collegiality temper collaboration among these teachers. Further, relationship between cultures of teaching and teacher professional development in this workplace is evident. Notwithstanding a lack of collaboration, the participating teachers have abundant opportunities for professional development. Most of these opportunities are, however, administratively mediated. Despite such opportunities, these participating teachers do little to de...
This mixed-methods research study aims to investigate the factors influencing EFL teachers to lea... more This mixed-methods research study aims to investigate the factors influencing EFL teachers to leave or consider leaving their teaching profession. Forty-eight participants at the language institute of one public university in Thailand including 29 currently in-service Thai teachers, 13 currently in-service foreign teachers, 3 retired Thai teachers, 2 Thai teachers leaving teaching careers, and 1 Thai teachers moving to another institution completed the questionnaire. Twenty-three of them including 10 currently in-service Thai teachers, 7 currently in-service foreign teachers, 3 retired Thai teachers, 2 Thai teachers leaving teaching careers, and 1 Thai teachers moving to another institution gave an interview. Employment, external, and personal factors are found to be factors influencing teacher attrition. Demotivating work policies, inappropriate salary and benefits, negative characteristics of the profession and family responsibilities are believed to be reasons why EFL teachers le...
This review article seeks to depict the reciprocal relationship between school culture and foreig... more This review article seeks to depict the reciprocal relationship between school culture and foreign language (FL) teachers’ beliefs, behaviors, and instructional practices. To do so, we first review several works in the realms of organizational management and education to offer a definition of school culture. Following are two discussion sections. One reviews Rosenholtz’s seminal work on the impacts of school culture on teachers; the other one discusses the published works concerning the interplay between school culture and FL teachers of a few FL educators and researchers. In essence, these two sections give meaning and nuance to how school culture shapes and re-shapes the beliefs, behaviors, and instructional practices of teachers and FL teachers. Our article ends with a call for more research into this area to help situate a better understanding in FL education.
In the current debate concerning the dominant role of textbooks in language teaching, this paper ... more In the current debate concerning the dominant role of textbooks in language teaching, this paper looked at the perceptions of teachers of English as a foreign language (EFL) regarding their textbooks and the interplay between their perceptions and their instructional practices. The paper first examined how 18 university EFL teachers in a Thai university perceived their textbooks. Then, the paper looked at the issue dealing with the relationship between these participants’ perceptions of their textbooks and their actual classroom teaching performances. An analysis of qualitative data (interviews, classroom observations, journal entries, and written documents [e.g., EFL course syllabi and textbooks used]) helped the researcher categorize the participants’ perceptions of their textbooks into four categories: (1) the applicability of the content in the textbooks, (2) the relevance or otherwise of the content, (3) the lack of systematic organization of the textbooks, and (4) the inacc...
This mixed-methods study borrowed Schwabian notions of practical curriculum inquiry (1969, 1971, ... more This mixed-methods study borrowed Schwabian notions of practical curriculum inquiry (1969, 1971, 1973, 1983) to investigate students’ perceptions of their English as a foreign language (EFL) curriculum and instruction in light of their interactions with the four commonplaces; i.e., teachers, learners, subject matter, and milieu. Data were gathered through a questionnaire, interviews, and focus group interviews. Altogether 70 Thai university students volunteered to participate in the study. When woven together, these data demonstrated how this particular group of students perceived their EFL curriculum and instruction in terms of the four commonplaces encompassing curriculum development and instruction. In particular, they discussed how teachers’ personalities, pedagogical knowledge, and subject matter affected their language learning; how they were bullied by their colleagues when using English; how significant English was, and; how their environment determined their learning. The i...
This mixed-methods research project documents the school culture of Hope University’s Language In... more This mixed-methods research project documents the school culture of Hope University’s Language Institute and reveals the reciprocal relationship between the school culture and the instructional practices of the English as a foreign language (EFL) teachers in this particular institute. Altogether, 62 EFL teachers agreed to complete a questionnaire. Of these, 14 participated in semi-structured interviews and classroom observations; 2 agreed to be interviewed but did not allow their classrooms to be observed. Quantitative data demonstrated strong correlations among eight social organizational variables of a school culture. Qualitative data further revealed the influences of a school culture on these teacher participants’ instructional practices.
Suranaree Journal of Social Science
This qualitative research aims to seek causes for silence in an English as a foreign langu... more This qualitative research aims to seek causes for silence in an English as a foreign language (EFL) classroom. To do so, the researchers went to one university in Thailand, and then interviewed and observed 10 students who enrolled in the Fundamental University English I course and consented to participate in the study. An analysis of the transcribed data helped the researchers identify four possible causes for silence in this particular EFL classroom. They were: (1) the EFL teacher, (2) the students themselves and their classmates, (3) the teaching material and its content, and (4) the classroom environment. More importantly, these four commonplaces appeared to be entwined. That is, the less friendly the student participants felt their teacher and their classmates were, the less the students enjoyed their English class; the more pressured the classroom environment was; the more the students would be silent, and vice versa.
This mixed-methods research project documents the school culture of Hope University’s Language In... more This mixed-methods research project documents the school culture of Hope University’s Language Institute and reveals the reciprocal relationship between the school culture and the instructional practices of the English as a foreign language (EFL) teachers in this particular institute. Altogether, 62 EFL teachers agreed to complete a questionnaire. Of these, 14 participated in semi-structured interviews and classroom observations; 2 agreed to be interviewed but did not allow their classrooms to be observed. Quantitative data demonstrated strong correlations among eight social organizational variables of a school culture. Qualitative data further revealed the influences of a school culture on these teacher participants’ instructional practices
culture of Hope University’s Language Institute and reveals the reciprocal relationship between t... more culture of Hope University’s Language Institute and reveals the reciprocal relationship between the school culture and the instructional practices of the English as a foreign language (EFL) teachers in this particular institute. Altogether, 62 EFL teachers agreed to complete a questionnaire. Of these, 14 participated in semi-structured interviews and classroom observations; 2 agreed to be interviewed but did not allow their classrooms to be observed. Quantitative data demonstrated strong correlations among eight social organizational variables of a school culture. Qualitative data further revealed the influences of a school culture on these teacher participants ’ instructional practices.
Journal of Humanities and Social Sciences Research, 2020
Australian Journal of Teacher Education, 2014
This mixed-methods study borrowed Schwabian notions of practical curriculum inquiry (1969, 1971, ... more This mixed-methods study borrowed Schwabian notions of practical curriculum inquiry (1969, 1971, 1973, 1983) to investigate students' perceptions of their English as a foreign language (EFL) curriculum and instruction in light of their interactions with the four commonplaces; i.e., teachers, learners, subject matter, and milieu. Data were gathered through a questionnaire, interviews, and focus group interviews. Altogether 70 Thai university students volunteered to participate in the study. When woven together, these data demonstrated how this particular group of students perceived their EFL curriculum and instruction in terms of the four commonplaces encompassing curriculum development and instruction. In particular, they discussed how teachers' personalities, pedagogical knowledge, and subject matter affected their language learning; how they were bullied by their colleagues when using English; how significant English was, and; how their environment determined their learning. The information elicited in this process highlighted how important student voices are in evaluating educational programs.
... teachers of other subjects. These factors included (1) the nature of the subject matter ... H... more ... teachers of other subjects. These factors included (1) the nature of the subject matter ... Hence, an investigation into both teachers' and students' beliefs may help clarify their thinking ... Given the significance to study what characteristics an effective EFL teacher ...
Given the relationship between cultures of teaching and teacher professional development, this mi... more Given the relationship between cultures of teaching and teacher professional development, this mixed methods research project documents and depicts a Thai university's teaching cultures and the extent to which cultures of teaching determine teacher professional development. An analysis of data collected demonstrates a lack of teacher collaboration within this particular workplace. The participating teachers rarely have opportunities to share and learn from colleagues. Indeed, teachers' practices of balkanisation, individualism, and contrived collegiality temper collaboration among these teachers. Further, relationship between cultures of teaching and teacher professional development in this workplace is evident. Notwithstanding a lack of collaboration, the participating teachers have abundant opportunities for professional development. Most of these opportunities are, however, administratively mediated. Despite such opportunities, these participating teachers do little to de...
This mixed-methods research study aims to investigate the factors influencing EFL teachers to lea... more This mixed-methods research study aims to investigate the factors influencing EFL teachers to leave or consider leaving their teaching profession. Forty-eight participants at the language institute of one public university in Thailand including 29 currently in-service Thai teachers, 13 currently in-service foreign teachers, 3 retired Thai teachers, 2 Thai teachers leaving teaching careers, and 1 Thai teachers moving to another institution completed the questionnaire. Twenty-three of them including 10 currently in-service Thai teachers, 7 currently in-service foreign teachers, 3 retired Thai teachers, 2 Thai teachers leaving teaching careers, and 1 Thai teachers moving to another institution gave an interview. Employment, external, and personal factors are found to be factors influencing teacher attrition. Demotivating work policies, inappropriate salary and benefits, negative characteristics of the profession and family responsibilities are believed to be reasons why EFL teachers le...
This review article seeks to depict the reciprocal relationship between school culture and foreig... more This review article seeks to depict the reciprocal relationship between school culture and foreign language (FL) teachers’ beliefs, behaviors, and instructional practices. To do so, we first review several works in the realms of organizational management and education to offer a definition of school culture. Following are two discussion sections. One reviews Rosenholtz’s seminal work on the impacts of school culture on teachers; the other one discusses the published works concerning the interplay between school culture and FL teachers of a few FL educators and researchers. In essence, these two sections give meaning and nuance to how school culture shapes and re-shapes the beliefs, behaviors, and instructional practices of teachers and FL teachers. Our article ends with a call for more research into this area to help situate a better understanding in FL education.
In the current debate concerning the dominant role of textbooks in language teaching, this paper ... more In the current debate concerning the dominant role of textbooks in language teaching, this paper looked at the perceptions of teachers of English as a foreign language (EFL) regarding their textbooks and the interplay between their perceptions and their instructional practices. The paper first examined how 18 university EFL teachers in a Thai university perceived their textbooks. Then, the paper looked at the issue dealing with the relationship between these participants’ perceptions of their textbooks and their actual classroom teaching performances. An analysis of qualitative data (interviews, classroom observations, journal entries, and written documents [e.g., EFL course syllabi and textbooks used]) helped the researcher categorize the participants’ perceptions of their textbooks into four categories: (1) the applicability of the content in the textbooks, (2) the relevance or otherwise of the content, (3) the lack of systematic organization of the textbooks, and (4) the inacc...
This mixed-methods study borrowed Schwabian notions of practical curriculum inquiry (1969, 1971, ... more This mixed-methods study borrowed Schwabian notions of practical curriculum inquiry (1969, 1971, 1973, 1983) to investigate students’ perceptions of their English as a foreign language (EFL) curriculum and instruction in light of their interactions with the four commonplaces; i.e., teachers, learners, subject matter, and milieu. Data were gathered through a questionnaire, interviews, and focus group interviews. Altogether 70 Thai university students volunteered to participate in the study. When woven together, these data demonstrated how this particular group of students perceived their EFL curriculum and instruction in terms of the four commonplaces encompassing curriculum development and instruction. In particular, they discussed how teachers’ personalities, pedagogical knowledge, and subject matter affected their language learning; how they were bullied by their colleagues when using English; how significant English was, and; how their environment determined their learning. The i...
This mixed-methods research project documents the school culture of Hope University’s Language In... more This mixed-methods research project documents the school culture of Hope University’s Language Institute and reveals the reciprocal relationship between the school culture and the instructional practices of the English as a foreign language (EFL) teachers in this particular institute. Altogether, 62 EFL teachers agreed to complete a questionnaire. Of these, 14 participated in semi-structured interviews and classroom observations; 2 agreed to be interviewed but did not allow their classrooms to be observed. Quantitative data demonstrated strong correlations among eight social organizational variables of a school culture. Qualitative data further revealed the influences of a school culture on these teacher participants’ instructional practices.