Journal of Studies in the English Language

Note from the Editor-in-Chief

2024-08-26T22:21:57+07:00

Editorial Team

2024-08-26T22:18:20+07:00

About the Journal

2024-08-26T22:19:49+07:00

Enhancing English and Soft Skills through CLIL and Children’s Literature: A Qualitative Case Study of Thai Undergraduates

2024-06-19T08:24:08+07:00

This study explores the integration of Content and Language Integrated Learning (CLIL) in a children’s literature course at a Thai university. The objective was to enhance English proficiency and soft skills among Thai English major undergraduates. To accomplish this, I used a systematic random sampling method to select 30 third-year English majors from a children’s literature course. Over one semester, students participated in CLIL activities, including reading, storytelling, and creative projects, aimed at improving English language skills and fostering essential soft skills. Data were collected through participant observations and semi-structured interviews. The results indicate potential improvements in the sampled students' English language skills, particularly in reading, speaking, and vocabulary acquisition. Observations revealed increased student engagement and positive attitudes towards CLIL activities. Interviews highlighted the enhancement of soft skills, such as teamwork, creativity, and critical thinking, with students expressing positive perceptions of the CLIL approach. The findings suggest that integrating CLIL into children’s literature courses can effectively enhance both language proficiency and soft skills, preparing students for the demands of the modern workforce. This approach can serve as a model for similar educational contexts seeking to improve language and soft skill development.

Thai Students’ Experiences with and Strategies for Direct and Inverse Translations

2024-07-27T09:07:24+07:00

Understanding translation competence (TC) is vital, as it directly influences the quality of translations and the teaching of translation. However, there is limited exploration of how TC develops among Thai students. Therefore, using PACTE’s TC model as its theoretical framework, this study explores the experiences of 31 Thai undergraduate translators in direct and inverse translations through retrospective semi-structured interviews administered after translation task. Specifically, we focus on understanding their translation processes, resource utilizations, encountered challenges, and perceived directionality difficulty. Results show that most students followed a three-stage translation process, involving orientation, development, and revision. However, some students exhibited unique behaviors, such as relying heavily on machine translation and skipping critical stages. Google Translate and online grammar checkers emerged as the most valuable resources, particularly in inverse translation. Primary challenges included linguistic difficulties, such as selecting appropriate word choices and structuring sentences, with inverse translation deemed as being more complex than direct translation. The study concludes that while students demonstrated a developing strategic and instrumental competence, further training is needed to enhance their translation competence, particularly in inverse translation, to better prepare them for professional practice.

Ecological Consciousness in Contemporary American Science Fiction: Posthuman Subjectivity and the Paradox of the Hyperreal

2024-08-12T19:23:54+07:00

This article examines representations of human and nonhuman subjectivity in Ray Bradbury’s The Veldt (1950) and Philip K. Dick’s I Hope I Shall Arrive Soon (2013), and Ernest Cline’s Ready Player One (2011) through the lens of environmental criticism. Specifically, it traces how the texts’ representations of the hyperreal—a condition where simulated reality replaces the real one—lead to an expansion of human subjectivity to include the nonhuman other, whether organic or mechanical. The article argues that these stories highlight the dangers of the human self as separate from the nonhuman world. Such detached subjectivity results in a misconception of human control over nature and technology. My analysis of the texts suggests that the overwhelming impacts of the hyperreal, closely tied to images of nature, challenge and eventually debunk the notion of human superiority. Ultimately, these literary texts promote the construction of posthuman subjectivity, prompting the characters to realize that their human autonomy cannot exist in isolation. This article also suggests that the underlying trope of posthuman representations reflects an ecological consciousness in contemporary American science fiction.

Factors Contributing to Students’ Failure in the English Subject in National Grade 12 Examinations in Cambodia: A Literature Review

2024-08-06T14:57:16+07:00

English plays a significant role in international education, especially examinations at both national and international levels. In Cambodia, the passing rates of Grade 12 students have increased year by year; however, many students, including those receiving overall Grade As, fail the English subject in the national exams. Therefore, this article presents a preliminary investigation into factors that could be contributing to students’ failure in the English subject in the national Grade 12 examinations in Cambodia and provides suggestions for improving students’ performance in national exams. Drawing on secondary sources and the authors’ experience and knowledge of the topic, this article discusses several factors, such as English being an elective subject, limited teacher quality, students’ poor English backgrounds, their lack of motivation, and other factors related to the Cambodian education system. The article offers some suggestions to improve students’ performance in the English subject by focusing on the roles of the Ministry of Education, Youth and Sport, school principals, teachers, students, parents, communities, and other stakeholders. The findings aim to contribute to the limited literature on English language education in Cambodia and provide a foundation for future research on addressing these challenges.

An Investigation of non-Thai Teachers’ Beliefs and Practices Towards English Medium Instruction in a Thai Secondary School Context

2024-07-09T12:21:16+07:00

The rapid adoption of English Medium Instruction (EMI) globally, including in Thailand, highlights the need to understand the beliefs and practices of EMI teachers in varying contexts. Accordingly, this study explores the beliefs of non-Thai teachers in Thai secondary schools and how these beliefs influence their classroom practices and potentially impact the success of the EMI programs they teach. Through a qualitative case study employing classroom observations and stimulated recall interviews, we investigated the beliefs and practices of three non-Thai teachers. The findings revealed the positive and negative aspects of the teachers’ beliefs about EMI and beliefs about how to promote effective learning in their EMI context. The study also found both alignment and misalignment between teachers’ beliefs and their classroom practices. While some beliefs were effectively implemented into practice, others faced challenges due to contextual factors, leading to inconsistencies in EMI implementation. Moreover, the study highlights the importance of intercultural awareness and prior experience in shaping effective EMI teaching practices. Overall, the study underscores the need for targeted professional development that addresses both cognitive and practical aspects of EMI teaching, aiming to enhance educational outcomes in non-Anglophone contexts.

2024-08-26T22:20:53+07:00