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Enhancing Thai undergraduates’ ability on scholarly English presentation: Miller's model-based instruction

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  • Thassanant Unnanantn

    (Faculty of Education, Suan Sunandha Rajabhat University, Bangkok, Thailand)

Abstract

The attempts of this study were to strengthen the academic English presentation ability of preservice English major teachers, through the instruction based on Miller’s model, and to investigate their attitudes towards the teaching methodology. The cluster sampling was used in this study, therefore; 26 pre-service teachers studying in the English major program were selected. The research instruments for the development were 1) a course syllabus whose instructional process was systematized in accordance to Miller’s model, 2) scholarly presentation knowledge and language tests, 3) assessment forms for both simulated and authentic presentation contexts, and 4) an attitude investigation form. Regarding the instructional stages of Miller’s model: Knows, Knows how, Shows how and Does, the sampling group’s range of score was classified into the lowest and the highest with their degrees of development as follows: 60% (average) and 90% (very good) for Knows, 70% (good) and 90% (very good) for Knows how, 60% (average) and 100% (very good) for Shows how and 72% (good) and 100% (very good) for Does. For their mean score of progress, 16 and 10 students scored in the very good level and the good level, relatively. From the attitude investigation by open-ended questions, the results unfolded their positive attitudes towards the teaching methodology which helped them learn, the learning atmosphere and the teacher. The reflection from this study portrayed that the instruction model composed of cognitive and behavioral teaching steps with formative assessment in between is of great assistance for teachers to understand individual students’ learning problems and academic needs and, then, correct or help them improve on their own learning performance. Furthermore, the use of this model can help them gain a good command of skills together with endurable understanding and prepare them to perform effectively and wisely in their careers and real world situations.

Suggested Citation

  • Thassanant Unnanantn, 2017. "Enhancing Thai undergraduates’ ability on scholarly English presentation: Miller's model-based instruction," Journal of Advances in Humanities and Social Sciences, Dr. Yi-Hsing Hsieh, vol. 3(2), pages 82-94.
    • Handle: RePEc:apb:jahsss:2017:p:82-94
    DOI: 10.20474/jahss-3.2.2
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    Cited by:

    1. M. Zh. Tussupbekova* & M. A. Idrissova & B. G. Smagulova & N. K. Kazhikenova & Zh. M. Konyratbaeva & B. Abduali, 2019. "Action Research in Teaching English for Students of Non-Linguistic Specialties in Higher Schools," The Journal of Social Sciences Research, Academic Research Publishing Group, vol. 5(2), pages 354-359, 02-2019.
    2. Pattaraporn Thampradit, 2019. "Models in Enhancing English at Work for Private Enterprise Officers in Bangkok Metropolitan," The Journal of Social Sciences Research, Academic Research Publishing Group, vol. 5(2), pages 233-240, 02-2019.
    3. Wannee Niamhom∗, 2019. "Following Up the Result of Training Curriculum of Using Classroom Language of English Teacher in Primary School," International Journal of Humanities, Arts and Social Sciences, Dr. Mohammad Hamad Al-khresheh, vol. 5(4), pages 165-170.

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