A case study of English language education at Chiang Mai Rajabhat University: An assessment based on the criteria of educational reform in the Kingdom of Thailand
Guardat en:
| Publicat a: | ProQuest Dissertations and Theses (2006) |
|---|---|
| Autor principal: | |
| Publicat: |
ProQuest Dissertations & Theses
|
| Matèries: | |
| Accés en línia: | Citation/Abstract Full Text - PDF |
| Etiquetes: |
Sense etiquetes, Sigues el primer a etiquetar aquest registre!
|
MARC
| LEADER | 00000nab a2200000uu 4500 | ||
|---|---|---|---|
| 001 | 305313503 | ||
| 003 | UK-CbPIL | ||
| 020 | |a 978-0-542-81310-8 | ||
| 035 | |a 305313503 | ||
| 045 | 0 | |b d20060101 | |
| 084 | |a 66569 |2 nlm | ||
| 100 | 1 | |a Crosbie, Susan Elizabeth | |
| 245 | 1 | |a A case study of English language education at Chiang Mai Rajabhat University: An assessment based on the criteria of educational reform in the Kingdom of Thailand | |
| 260 | |b ProQuest Dissertations & Theses |c 2006 | ||
| 513 | |a Dissertation/Thesis | ||
| 520 | 3 | |a The purpose of this research study is to examine an English Language Program at Chiang Mai Rajabhat University [CMRU], a program designed for Thais by Thais. During the reign of King Chulalongkorn, Rama V, educational reform began earnestly in the Kingdom of Thailand. During his reign, the current Thai educational system began to take form, and since his reign, many factors have contributed to what is today's evolutionary educational reform in the Kingdom. Related to the important need to identify outcomes of successful English Language Programs, this study employs a triangulated research design using qualitative methods. The case study examines the English Language Program at CMRU using the criteria of the National Education Act [NEA] 1999 and Amendments 2000. Using a survey, an interview protocol, and classroom observation, this study analyzes the backgrounds and composition of the CMRU English Language teacher trainees; what kinds of English language training the teacher trainees have been receiving and for how long they have been receiving it; what factors affect the quality of English language teacher training; and to what extent the trainees are committed to life-long learning and learning English through informal education. This study found that the majority of the English language teacher trainees at CMRU are from humble origins; thus, their enrollment in an English language program attempts to fulfill the essence of the legislation's motto "Education for All and All for Education". While their English language program attempts comprehensive English language education in all four areas of language learning: reading, writing, listening, and speaking, instructional focus is shifting from a teacher-centered environment to a student-centered environment. The study further indicates that the English language program does not fulfill the legislated requirements of IT infrastructure and capabilities, and without sufficient IT infrastructure and capabilities, CMRU teacher trainees will not be able to pursue formal, informal, and non-formal education fully as indicated by the NEA 1999 and Amendments 2002. Despite these IT deficiencies, the study found that CMRU teacher trainees were evolving into committed life-long learners of English. | |
| 653 | |a Language arts | ||
| 773 | 0 | |t ProQuest Dissertations and Theses |g (2006) | |
| 786 | 0 | |d ProQuest |t ProQuest Dissertations & Theses Global | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/305313503/abstract/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/305313503/fulltextPDF/embedded/6A8EOT78XXH2IG52?source=fedsrch |