Main Article Content
In order to study the successful strategy of efficient fundamental English writing teaching and learning for undergraduate level in educational institutions in Thailand, this paper, “An analysis of EFL students' perceptions and motivations towards fundamental English writing learning: A comparative study of classes conducted by native English instructors and Thai teachers in a Thai classroom context”, aims to shed light on how EFL undergraduate students perceive their own motivations in taking English writing course together with benefits offered by the course. In addition, this study also investigates problems and barriers that might affect students’ learning performance. Finally, the study examines the learners’ perceptions in studying their fundamental English writing course with their native English instructors and the Thai English teachers. A set of open-ended questions was the key research instrument designed to investigate participants’ motivations and perceptions towards their experience in the writing learning class. The stage of data analysis and interpretation involves transforming qualitative themes or codes into quantitative numbers and interpreting in¬ an “interpretation” section of the study. The findings suggest that students enrolled in the fundamental English writing course with various motivations namely, practicing and improving their writing skill, a chance to get a better grade, benefits offered to their real life and having ability to write correct English. The benefits the students perceived they would get in taking the writing course were improving their writing skill while learning more words and word choices from peers and teachers’ feedback activity. With regard to problems and barriers found in classroom learning, students possess inadequate English grammar and structure proficiency, limited vocabulary and word choices, weak organization and ideas as well as message transformation. Finally, the study concludes that the Thai learners were comfortable to study with the Thai instructors in the area of fundamental English writing with a significant supporting reason of no language barriers.
The owner of the article does not copy or violate any of its copyright. If any copyright infringement occurs or prosecution, in any case, the Editorial Board is not involved in all the rights to the owner of the article to be performed.
Astaman, A. (2009). Motivating the reluctant language learner. Retrieved February 7, 2011, from http://lanacometorich.blogspot.com/2009/07/ motivating-reluctant-languagelearner.html
Baker, W. (2012). English as a lingua franca in Thailand: Characteristics and implication. English in Practice, 1, 18-27.
Baker, W., & Jarunthawatchai, W. (2017). English language policy in Thailand. European journal of language policy, 9(1), 27-44.
Baş, M., & Gezegin, B. B. (2015). Language learning as losing weight: Analyzing students’ metaphorical perceptions of English learning process. Procedia - Social and Behavioral Sciences, 199, 317–324.
Benke, E., & Medgyes, P. (2005). Differences in teaching behaviour between native and nonnative speaker teachers: As seen by the learners. In E. Llurda (Ed.), Nonnative language teachers: Perceptions, challenges and contributions to the profession (pp. 195-215). New York: Springer.
Bradford, A. (2007). Motivational orientations in under-researched FLL Contexts: Findings from Indonesia. Relc Journal, 38, 302-323. DOI: 10.1177/0033688207085849
Brown, E. (2013). Native and non-native English speaking ESL/EFL teachers in Sweden: A study on students’ attitudes and perceptions towards the teaching behavior of native and nonnative English speaking teachers. Avdelningen for humaniora. [online] Available at: http://www.diva-portal.org/smash/get/diva2:624579/fulltext01.pdf
Cavalcanti, M. C., & Cohen, A. D. (1990). Feedback on compositions: teachers and student verbal reports. In B. Kroll (Ed.). Second language writing: research insights for the classroom (pp. 155-177). Cambridge: Cambridge University Press.
Creswell, J. W. (2009). Research design. Thousand Oaks, CA: Sage.
Creswell, J. W. & Plano Clark, V. L. (2011). Designing and Conducting Mixed Methods Research (2nd ed.). Thousand Oaks, CA: Sage.
Ferris, D. R. (1995). Students’ reaction to teacher response in multiple draft composition classrooms. TESOL Quarterly, 29, 33-53.
Gardner, R. C. (2006). Motivation and second language acquisition: The socio-educational model. New York: Peter Lang Publishing.
Hendricks, A. B. (1997). Predicting student success with the Learning and Study Strategies Inventory (LASSI) (Master thesis). Ames, IA.: Iowa State University.
Hewstone, M., Fincham, F. D., & Jaspars, J. M. F. (1983). Attribution theory and research: Conceptual, developmental and social dimensions. London: Academic Press.
Hofstede, G. (1986). Cultural differences in teaching and learning. International Journal of Intercultural Relations, 10, 301– 320. DOI: 10.1016/0147-1767(86)90015-5
Kaplan, R. B. (1987). Cultural thought pattern revisited. In U. Connor & R. B. Kaplan (Eds.), Writing across languages: Analysis of L2 text (pp. 9-21). Reading, MA: Addison Wesley.
Köseoğlu, Y. (2013). Motivational orientations for learning English: The case of Turkish University students. Journal of Emerging Trends in Educational Research and Policy Studies, 4, 800–806.
McLeod, S. (1987). Some thoughts about feelings: The affective domain and the writing process. College Composition and Communication, 38, 426-35.
Medgyes, P. (1994). The Non-native Teacher. London: Macmillan.
Ngo, H., Spooner-Lane, R. & Mergler, A. (2017) A comparison of motivation to learn English between English major and non-English major students in a Vietnamese University. Innovation in Language Learning and Teaching, 11(2), 188-202. DOI: 10.1080/17501229.2015.1094076
Novianti, A. (2018). Native versus non-native English speaking teachers: An insight into Indonesian students’ voices. Journal Pendidikan Bahasa dan Sastra, 18(1), 44-57. DOI: 10.17509/bs_jpbsp.v18i1.12145
Ortega, L. (2009). Studying writing across EFL contexts: Looking back and moving forward. In R.M. Manchón (Ed.), Writing in foreign language contexts (pp. 232-255). Clevedon, UK: Multilingual Matters.
Petric, B. (2002). Students' attitudes towards writing and the development of academic writing skills. The Writing Center Journal, 22(2), 9-27.
Rappa, A. L., & Wee, L. (2006). Language policy and modernity in Southeast Asia: Malaysia, the Philippines, Singapore and Thailand. New York, NY: Springer.
Sağlamel, Hasan & Kayaoğlu, Mustafa. (2015). English Major Students’ Perceptions of Academic Writing: A Struggle between Writing to Learn and Learning to Write. Journal of History Culture and Art Research, 4(3), 37-52. DOI: 10.7596/taksad.v4i3.477
Salary information. (2019, June 01). Salary information of the foreign language speakers in Thai labor market. Matichon. Retrieved from https://www.matichon.co.th/lifestyle/news_723500
Santangelo, T., Harris, K. R., & Graham, S. (2007). Self-regulated strategy development: A validated model to support students who struggle with writing. Learning Disabilities: A Contemporary Journal, 5(1), 1–20.
Seifert, T. (2004). Understanding student motivation. Educational Research, 46(2), 137- 149. DOI: 10.1080/0013188042000222421
Schoonen, R., Snellings, P., Stevenson, M., & van Gelderen. A. (2009). Towards a blueprint of the foreign language writer: The linguistic and cognitive demands of foreign language writing.
In R.M. Manchón (Ed.), Learning, teaching, and researching writing in foreign language contexts. US: Multilingual Matters.
Srisatidnarakul, B. (2010). Research methodology: Ways to success (2nd ed.). Bangkok: U&I Intermedia.
Straub, R. (1997). Students’ reactions to teacher comments: An exploratory study. Research in the Teaching of English, 31, 91-119.
Warden, C. A., & Lin, H. J. (2000). Existence of integrative motivation in an Asian EFL Setting. Foreign Language Annals, 33, 535–545. DOI: 10.1111/j.1944-9720.2000.tb01997.x.
Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4), 548-573. doi:10.1037/0033-295X.92.4.548.
Weiner, B. (2010). The development of an attribution-based theory of motivation: A history of ideas. Educational Psychologist, 45, 28–36.
Zumbrunn, S., Marrs, S., & Mewborn, C. (2016). Toward a better understanding of student perceptions of writing feedback: A mixed methods study. Reading and Writing: An Interdisciplinary Journal, 29(2), 349-370.