Situated Language Learning Practices in an EFL Reading Class: Case Studies of Six College Students

This microethnographic study explored the second language acquisition and the use of reading strategies of six EFL college students in Thailand through the lenses of sociocultural and cognitive frameworks. With the overarching purpose to promote successful learning, the investigation examined and documented how the students' language learning development had been shaped and influenced by social practices and the effects of formal schooling since they started learning English in an EFL discourse. The study also analyzed how their learning contributed to their cognitive strategies in performing reading tasks. Six college students, who were enrolled in a reading skills course in a university located in a southern province of Thailand, took part in this inquiry. Through the triangulation of multiple data sources such as interview transcriptions from the students and their teachers, field notes from classroom observations, think-aloud protocols, an English curriculum review and students' artifacts, this study showed that the English instruction these students received at every level as basic education mainly focused on linguistic rules or forms in a teacher-led lecture style, not in a meaningful and interactive fashion. Reading instruction and practice mainly involved translation method used by the instructors. In addition, the students reported a lack of practice in English in every skill for communication both in and outside the class. As a consequence, this teaching practice and their learning experiences resulted in an unfavorable impact on the students' overall performance to some critical degree and loosened their motivation in learning English. They developed a bottom-up view of reading and demonstrated very few reading strategies in think-aloud texts. Findings suggest that extra-curricular activities, as evidenced by the learning experience of Suri, a successful English learner, should be promoted in learning English in an EFL context in Thailand. Students will benefit from hands-on activities to enhance constructive interactions that build social and cognitive competence.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Sitthitikul, Pragasit

Contributors dc:contributor

• Mark Dressman

• Education, Higher

Language dc:language

eng

Identifier

(MiAaPQ)AAI3223719

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/79919