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the lowest level will be selected to the interview. They were equally male and female.
2.2 Instruments
Three instruments employed to collect data included a questionnaire, English listening and
speaking achievement test, and interview questions.
A questionnaire. It was used to examine learning
strategies and OCELLAs. This questionnaire was divided into three sections see Appendix A. In the
first section, the participants were asked to describe their demographic information. Section two and three
consist of the items used to examine learning strategies and out-of-class English language learning
activities respectively.
Semi-structured interview. It was conducted after
data from the questionnaire and achievement test had been analyzed. The questions were divided into three
parts: students’ personal information, out-of-class English language learning activities, and learning
strategies. English Listening and Speaking Achievement
Test. The test was created by the researcher. It included oral tests and paper test. Oral test was a role
play of pair students. Topics and outline is developed based on the content in the course-book. Each pair
will randomly select test topic and they have two weeks to prepare for the test. Then, students will
make appointment with the researcher to take the speaking test. All students will do the test on the same
week. On the other hand, the paper test evaluated learners’ knowledge of vocabulary, conversation,
culture, and listening skills. 2.3 Data Collection and Analysis
The researcher administered the questionnaire on OCELLAs and learning strategies to
approximately 143 participants. The participants were asked to complete the questionnaire after being
informed the objectives of the study and that their participation is voluntary. Researcher interpreted the
results from questionnaire into scores in order to find the frequency of OCELLAs and learning strategies
being conducted. Then all participants were asked to complete English listening and speaking achievement
test. After that, the researcher interviewed the participants who earn highest score and those of
lowest score from the achievement test in order to triangulate the findings with the questionnaire and
seek more information about reasons to conduct OCELLAs and learning strategies.
The data were from the survey, the achievement test, and the interview. Then data were analyzed with
different methods.
Survey Data Analysis. SPSS program was
employed to analyze the quantitative data of the questionnaire. The researcher analyzed the survey
data from each section separately. First, the data in the demographic section were analyzed for frequency and
percentage. The results was used to describe the background information of the participants. Second,
the data from the other two sections were examined to find mean and standard deviation of each item and of
each section.
English Listening and Speaking Achievement Test Data Analysis. Scoring machine was utilized to
rate the score from paper test. Next, oral test was rated by the researcher based on scoring criteria. In order to
verify the grading, some participants’ speaking was recorded as to rate again through intra-rater and inter-
rater process.
Interview Data Analysis. Content analysis was employed to analyze the data. The analysis was
conducted based on the objectives of the interview. They are to verify the findings from the survey and to
quest for the reasons the participants reported doing some activities and using some learning strategies.
The analysis process began with transcribing the recorded data several times. After that, the researcher
tried to make comments or coding the data revealed crucial information.
3. Results and Discussion
3.1 Language learning strategies. The results showed that the participants reported
using overall English language learning strategies at the moderate level
x
= 3.24, S.D. = 0.54 See Table 1. Between two types of learning strategies, indirect
strategies
x
= 3.33, S.D. = 0.62 were reported using at the higher level than direct strategies
x
= 3.17, S.D. = 0.55. Metacognitive strategies, one category
of indirect strategies, were reported using the most frequent x = 3.44, S.D. = 0.72. Among direct
strategies, cognitive strategies were reported using more often than other strategies
x
= 3.29, S.D. = 0.63.
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Table 1 English language learning strategies reportedly used by participants
Learning Strategies
x
S.D. Levels of
frequency Direct Strategies
3.17 0.55 Moderate
Memory strategies 3.05 0.60
Moderate Cognitive strategies
3.29 0.63 Moderate
Compensation strategies
3.13 0.68 Moderate
Indirect Strategies 3.33 0.62 Moderate
Metacognitive Strategies
3.44 0.72 High
Affective Strategies 3.13 0.71 Moderate
Social Strategies 3.35 0.73
Moderate
Overall 3.24 0.54
Moderate
The findings from the interview were consistent with those from the survey. Most interview
participants reported using metacognitive strategies to manage the way they tackled class activities and
enhance their English language skills. Oxford 1990 claimed that metacognitive strategies are ways of
learning which employ beyond cognitive methods and learners would coordinate on their learning process.
Similarly, White 1995 and River 2001 viewed that the use of metacognitive strategies show control over
the learning process. Data from the questionnaire revealed that three metacognitive strategies reported
using most often included finding the way to be a better learner of English, thinking about progress in
learning English, and paying attention when someone is speaking English. We can imply that most
participants did not just try to understand the knowledge of English language. Meanwhile, they
have set their goals of learning and plan to learn listening and speaking.
However, the results from the interview suggested that only participants with high
achievement score reported using metacognitive strategies frequently. These participants revealed their
desires to be better English language users and they realized the importance of English language for their
future careers. And they try to pursue their goals. 3.2 Out-of-class English Language Learning
Activities. The findings revealed that the participants reported
doing receptive skill activities more frequent than productive skills activities See Table 2.
Table 2 Out-of-class English language learning activities that participants reported using
Out-of-class Activities
x
S.D. Levels of
frequency
Listening activities 3.22 0.58
Moderate Reading activities
2.99 0.65 Moderate
Speaking activities 2.47 0.73
Low Writing activities
2.64 0.92 Moderate
Integrated-skills activities
3.70 1.28 High
Overall 2.87 0.61
Moderate
Among five OCELLAS reported doing most often, four were receptive skill activities, reading and
listening. They were listening to English songs, reading for pleasure from online media, reading lyrics
of English songs, and watching English movies. In other studies, receptive skill activities such as
watching TV programs and movies, listening to songs, and reading newspapers and magazines were
reported being done most often as well Pickard, 1996; Yap, 1998; Hyland, 2004; Lamb, 2004; and
Lee, 2005. Like Thailand, these previous studies were conducted in countries that English is not the
official language, i.e. Korea, Indonesia, and Germany.
However, the activities reported being done least often were writing a diary in English, speaking
English with teachers after class time, speaking English with family, reading English newspapers, and
listening to English radio programs. These findings were consistent with the findings of Lee 2005. In
this study, Korean students engaged in speaking and writing activities at a very low level as well.
Considering that the participants in previous studies Pickard, 1996; Yap, 1998; Hyland, 2004; Lamb,
2004; and Lee, 2005 and the present study were in contexts where English is not widely used in daily
communication, it may be easier for students to engage in some reading and listening activities than to
engage in some other activities. In the present study, most activities, i.e.
listening to English songs, reading for pleasure from online media, watching English movies, and reading
lyrics of English songs, found to be conducted most frequent were available online. We can imply that the
online media is a crucial English language learning resource which is easier and interesting for students to
access. In contrast, OCELLAs reported being done least often were difficult to do because they need to
involve other people, i.e. speaking English with
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teachers after class time and family. It was consistent with the findings of previous studies Pickard, 1996;
and Hyland, 2004, the availability of learning resources may have affected the kinds of activities
that the students do. According to Pickard 1996 and Hyland 2004, students in EFL contexts engaged in
activities involving face-to-face contact less than activities that they could do on their own because
there were few opportunities to develop the oral skills. Implications of how to encourage students to
speak English being discussed are related to learning strategies and OCELLAs. First, learning strategies
training should be included in the English listening and speaking courses, especially cognitive strategies.
The effective use of learning strategies can support learners to improve their skills and be able to speak
and listen productively. Second, the OCELLAs should be introduced as a way of learning English
which students can conduct with pleasure. These activities are not time consume because the students
can select the activities that they prefer to do in their free times. However, teachers have to point out the
usefulness of doing activities in English. The last implication is to provide more opportunities for
students to speak English. Since the findings revealed that the participants reported doing speaking activities
less often than other skills because they had no chance to do so. From the interview, some of them would like
to be able to communicate in English. However, it is difficult to find chances in EFL context like Thailand.
Teachers may need to organize a special event where everyone speak English or special time in the class to
use English only. 4. Conclusion
Although metacognitive strategies were reported being employed most frequent, cognitive strategies
was the only category of learning strategies which can be a good predictor of the achievement. For
OCELLAS, receptive skill activities were reported being done more often than those of productive skill
activities. The participants tended to do the activities which were easy to access, especially online
resources. As to reinforce speaking ability of Thai students,
the important factors are not just providing them knowledge of English language. Educators should
encourage learners to seek chance to use and learn English language from things around. It doesn’t waste
a lot of money. However, learners who invest their time with learning strategies training and OCELLAs
could possibly be good English language users in the globalized era.
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Teachers’Roles towards Integration Ethics and Moral Values in Instruction Process in
Islamic Private Secondary Schools, Southernmost Provinces of Thailand
Solihah Hayeesama-ae
Teachers are the most important factor influencing quality education and student achievement. They play vital roles in
conducting instructions and inculcating students with ethics and moral values. Thus this research paper seeks to examine the extent
to which the teachers aware of the importance of inculcating students ethics and moral values in instructional process; and how
they integrate Islamic moral values into their instruction. The study applied a mixed method research, using both quantity and
qualitative approaches for data collection and analysis. The sample of the study was 35 teachers from Islamic Private Secondary
Schools of Southernmost Provinces, Thailand in the 2012 academic year, were purposive selected. Data used in the study are based on
documentary search, observations, survey, and in-depth interviews. The result of the study showed that as a whole, teachers are aware of
the importance of inculcating students Islamic ethics and moral values. The teachers’ roles in integrating Islamic ethics and moral
values into instructional process was at a satisfied level. They integrated related Islamic ethics and morality in the lesson plans and
the instructional activities. Thus, the study recommends that schools should support teachers in all subjects to be well trained in
integrating ethics and moral values into their instructional process in order to prepare qualified students to live in the 21st century
successfully.
Corresponding author: shalihah_05hotmail.com
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Tensions between Globalisation and Local Demands in EFL in Colombian Rural Areas
Ferney Cruz Arcila
King’s College London Stamford Street, London SE1 9NH
ferney.cruz_arcilakcl.ac.uk
Abstract
Language policy in Colombia has been thought of to respond to the demands of a globalised world. For a
decade now, the country has been involved in a process of Spanish-English bilingualism mandated by the
Ministry of Education. However, this monolithic understanding of bilingualism has been proven to have
several pitfalls at different levels. This presentation is intended to share part of the outcomes of a study aimed
at identifying critical sociocultural factors involved in the teaching of English as a foreign language in
Colombian rural areas. Special attention is given to the sorts of tensions emerging from the challenging and
complex sociocultural features of these local contexts and the idealistic demands of the government grounded
in the interest to respond to globalisation demands. Keywords: globalization, rural areas, sociocultural
factors, English as a Foreign Language EFL
1. Introduction
