Teacher’s Perceptions towards Authenticity and the Development of Learner Autonomy: Cases of Thai as a Foreign Language
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บทคัดย่อ
Authenticity in foreign language education has been widely advocated by scholars due to its pedagogical attributes to the learners’ language learning development. To the teachers’ perspectives, authenticity remains debatable if complexity and challenges would hinder the learners’ comprehension or increase learning motivation and learner autonomy. This article focuses on a qualitative study that investigated the teachers’ perceptions towards the use of authentic teaching materials and the development of learner autonomy among students of Thai as a foreign language at an institution of higher education in Singapore. Qualitative data collected through classroom observations, inspection of documentation and open-ended questionnaire were analysed. The results of the analysis suggest that authentic materials play an important role in increasing the learners’ interest and motivation, whereby the development of learner autonomy is enhanced. The key to these development lies in the support from the teachers and pedagogical tasks which help scaffold learners’ learning progress and outcomes. It is suggested that future research could explore perceptions of authenticity by learners and how they align with or differ from that of the teachers.
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เนื้อหาและข้อมูลในบทความที่ลงตีพิมพ์ในวารสารมังรายสาร ถือเป็นข้อคิดเห็นและความรับผิดชอบของผู้เขียนบทความโดยตรงซึ่งกองบรรณาธิการวารสาร ไม่จำเป็นต้องเห็นด้วย หรือร่วมรับผิดชอบใดๆ
บทความ ข้อมูล เนื้อหา รูปภาพ ฯลฯ ที่ได้รับการตีพิมพ์ในวารสารมังรายสาร ถือเป็นลิขสิทธิ์ของวารสารมังรายสาร หากบุคคลหรือหน่วยงานใดต้องการนำทั้งหมดหรือส่วนหนึ่งส่วนใดไปเผยแพร่ต่อเพื่อกระทำการใดๆ จะต้องได้รับอนุญาตเป็นลายลักอักษรณ์จากวารสารมังรายสารก่อนเท่านั้น
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