Thai tesol journal vol.26 no.1 june 2013

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<ul><li> 1. ISBN2286-8909 Volume26Number1June2013 </li> <li> 2. Thailand TESOL Organization under the Patronage of Her Royal Highness Princess Galyani Vadhana Krom Luang Naradhiwas Rajanagarindra THAILAND TESOL ORGANIZATION is a professional non-profit and non- political organization under the patronage of H.R.H. Princess Galyani Vadhana Krom Luang Naradhiwas Rajanagarindra. Its purposes are to strengthen English Language education at all levels, to undertake research in the teaching of English to speakers of other languages, to offer scholarships, to disseminate information, and to cooperate in appropriate ways with other groups having similar concerns. THAILAND TESOL ORGANIZATION is an affiliate of TESOL, Inc. located in the United States of America; the International Association of Teachers of English as a Foreign Language (IATEFL), located in Great Britain; JALT, located in Japan; Korea TESOL; STETS, located in Singapore; ETAROC, located in Taiwan; and TESL Canada. THAITESOL JOURNAL (ISSN 2286-8909) is published 2 times a year, in January and May by Thailand TESOL Organization under the Patronage of H.R.H. Princess Galyani Vadhana Krom Luang Naradhiwas Rajanagarindra. It is intended to provide a forum for research and the exchange of information including opinion on theory and practice in the teaching of English to speakers of other languages. PHOTOCOPYING Material in THAITESOL JOURNAL may be photocopied for educational purposes. Under no circumstances may any part of this bulletin be photocopied for commercial purposes. Printed in Nakhon Ratchasima, Thailand </li> <li> 3. THAILAND TESOL EXECUTIVE COMMITTEE March 2011 May 2013 Advisory Board Arunee Wiriyachitra Independent Consultant Suntana Sutadarat Ramkhamhaeng University Naraporn Chan-Ocha Distance Learning Foundation Sonthida Keyuravong King Mongkut University Thonburi Suchada Nimmannit Chulalongkorn University Chaleosri Pibulchol Distance Learning Foundation Maneepen Apibalsri Rungsit University Damon Anderson RELO, US Embassy Samatha Grainger British Council Scott Evans Australian Embassy Paul Humphries AUA Language Center Wattanaporn Rangabtook Ministry of Education Past President Akara Akaranithi Chulalongkorn University Immediate Past President Ubon Sanpatchayapong Rangsit University President Nopporn Sarobol Thammasat University First Vice President Unchalee Sermsongswad Chiang Mai University Second Vice President Anamai Damnet Kasetsart University Secretary Edward B. Geerson Thammasat University Assistant secretary Nipaporn Chalermnirundorn Rangsit University Treasurer Kittitouch Soontornwipast Thammasat University Webmaster Sarapol Chirasawadi Suan Dusit Rajabhat University Public Relations Monthon Kanokpermpoon Thammasat University Wacharapong Kributr Thai Airways International Publication Andrew Lian Suranaree University of Technology Pannathon Sangarun Suranaree University of Technology Membership Coordinator Jiraporn Kakaew Kasetsart University Member-at-large Chantharat Hongboontri Mahidol University Chirasiri Kasemsin Mahidol University Paneeta Nitayaphorn Thai Airways International </li> <li> 4. SIG Chairs ESP Panna Chaturongakul Thammasat University Research Kanjana Chattrakul Suan Dusit Rajabhat University CALL Supanit Kulsiri Srinakarinwirot University STED Chanarong Rachbuanoy Udon Thani Educational Service Area Office 4 Literature Rajeev Ramnath Assumption University IELLT Anamai Damnet Kasetsart University ICT Sarapol Chirasawadi Suan Dusit Rajabhat University SAL Nopporn Sarobol Thammasat University Regional Affiliates Northern Affiliate Wichian Sunitham Chiang Mai University Northeastern Affiliate Uthaivan Danvivath Khon Kaen University Krauwan Thongwundee Roi-Et Wittayalai School Southern Affiliate Pragasit Sitthitikul Thammasat University Pareedar Pakawan Naradhiwas University Western Affiliate Singhanat Nomnian Mahidol University </li> <li> 5. THAITESOL JOURNAL Volume 26 Number 1 Published by Thailand TESOL Organization under the Patronage of Her Royal Highness Princess Galyani Vadhana Krom Luang Naradhiwas Rajanagarindra EDITORS Editor Pannathon Saengarun Suranaree University of Technology Thailand Managing Editor Maneepen Apibalsri Rungsit University Thailand CONTENTS ARTICLES An Analysis of Reading Materials Using Coh-Metrix in Conjunction with Students Reading Comprehension Scores MARY SARAWIT Effects of Online Task-Based Interactive Listening Instruction for EFL Learners XINGBIN TIAN SUKSAN SUPPASETSEREE Exploring Beliefs of Pre-Service Teachers toward English as an International Language FLORA DEBORA FLORIS 1 25 46 </li> <li> 6. EDITORS Editor Pannathon Saengarun Suranaree University of Technology Thailand Managing Editor Maneepen Apibalsri Thailand EDITORIAL REVIEW BOARD Akara Akaranithi Chulalongkorn University Thailand Anamai Damnat Kasetsart University Thailand Andrew Lian Suranaree University of Technology Thailand Apisak Pupipat Thammasart University Thailand Arunee Wiriyachitra Independent Consultant Thailand Chaleosri Pibulchol Distance Learning Foundation Thailand Chantharat Hongboontri Mahidol University Thailand Chirasiri Kasemsin Mahidol University Thailand Debra Hoven Athabasca University Canada Harald Kraus Dhurakitbandit University Thailand Kanjana Chattrakul Suan Dusit Rajabhat University Thailand Kittitouch Soontornwipast Thammasat University Thailand Leslie Burke Barratt Indiana State University U.S.A Maneepen Apibalsri Rungsit University Thailand </li> <li> 7. Nattaya Puekpong Suranaree University of Technology Thailand Nopporn Sarobol Thammasart University Thailand Panna Chaturongakul Thammasat University Thailand Pannathon Sangarun Suranaree University of Technology Thailand Pragasit Sitthitikul Thammasart University Thailand Rajeev Ramnah Assumption University Thailand Ruja Polsawad Rangsit University Thailand Singhanat Nomnian Mahidol University Thailand Somsak Boonsathorn Maeh Fah Luang University Thailand Sonthida Keyurawong King Mongkut University Thailand Suchada Nimmannit Chulalongkorn University Thailand Supanit Kulsiri Srinakarinwirot University Thailand Supatra Thongkalaya Srinakarinwirot University Thailand Unchalee Sermsongswad Chiang Mai University Thailand Ubon Sanpatchayapong Rangsit University Thailand Uthaivan Danvivath Khon Kaen University Thailand Wichian Sunitham Chiang Mai University Thailand Assistant Editor Rajeev Ramnah Assumption University Thailand </li> <li> 8. Editorial Welcome to the first issue of the Thai TESOL Journal. Until now, this journal was known as the Thai TESOL Bulletin. However, we felt it was important to rename it so as to avoid confusion with other forms of publication and to reflect clearly its status as a peer-reviewed, refereed, journal of international standing. The learning (and therefore teaching) of English is at a critically important point in its history, especially in Asian contexts. In particular, the inauguration of the AEC (ASEAN Economic Community) in 2015 as part of ASEANs development plans will require the use of English as the common language and will place increasing pressure on English language learning resources (as well as on resources for the learning and teaching of other languages). This is especially true in light of the possible development of a Regional Economic Partnership which would include Australia and New Zealand. These developments, which is are approximately two years away, will significantly strain the already overloaded language-learning and teaching systems in the region. As a result, it is almost inevitable that the demand for English language-learning support, in both formal and informal settings, will outstrip the resources currently available. Dealing with this situation will require substantial increases in the efficiency and effectiveness of English language learning and teaching in order to meet regional needs. Thailand, as a member nation of the AEC and as an Asian country where English is not an official language, has a critically important role to play both within its borders and beyond. It is therefore very pleasing to be able to report that the Thai TESOL Journal extends the tradition of quality established by the Thai TESOL Bulletin and continues to receive a flow of high quality submissions from both Thai and International scholars. These contributions will help refine our theoretical and practical understandings of the language learning process thus helping to alleviate some of the problems which lie ahead. We hope that you will both enjoy and benefit professionally from the new and relevant contributions to </li> <li> 9. knowledge to be found both in the pages that follow and in subsequent issues of the journal. We are grateful for these contributions and very much look forward to receiving yours in the near future. Pannathon Sangarun Editor </li> <li> 10. Join us at 34th Annual Thailand TESOL International Conference January 17-18, 2014 The Empress Hotel, Chiang Mai, Thailand www.thaitesol.org </li> <li> 11. THE AUTHORS Mary Sarawit has been involved in English language teaching in Thailand since her role as a US Peace Corps Volunteer in Thailand from 1967 to 1969. After completing her studies for a Ph.D. in Linguistics at the University of Michigan, she returned to teach in Phitsanulok, Thailand. She was Assistant to the Dean of the Humanities Faculty, Deputy Director of the Naresuan University International College, and is presently Distinguished Specialist in Language and Advisor for International Student Activities in the Office of the President at Naresuan University. Xingbin Tian received his Bachelors Degree in English from Guizhou University, China in 1982, and Masters Degree in history from Shandong University, China in 2008. He has been teaching English at Tongren University, China since 1982. His research interests include technology enhanced language learning, instructional systems design and language learning strategies. Suksan Suppasetseree is currently a lecturer in English and the supervisor of the Foreign Languages Resource Unit (FLRU), the self-access language learning center, at Suranaree University of Technology, Nakhon Ratchasima, Thailand. He is now a MA and PhD supervisor in his institute. His research interests include technology enhanced language learning, e-learning and instructional systems design. Flora Debora Floris completed her Masters Degree in English Language Teaching at the Institute for English Language Education, Assumption University Thailand as a scholar of the United Board for Christian Higher Education in Asia (UBCHEA). She is currently a teacher in the English Department of Petra Christian University, Surabaya where she teaches English for Education Business subjects. Her areas of interest include issues of English as an International Language and teachers' professional development. </li> <li> 12. AN ANALYSIS OF READING MATERIALS USING COH-METRIX IN CONJUNCTION WITH STUDENTS READING COMPREHENSION SCORES Mary Sarawit Naresuan University, Phitsanulok, Thailand marys@nu.ac.th Abstract The purposes of the study were (1) to analyze the SRA Lab 3B Rose Level using Coh-Metrix indices at a lexical level (reading ease, reading grade level, frequency of content words, concreteness of words, and lexical diversity), syntactic level (words before the main verb, pronoun ratio to noun phrases, personal pronoun incidence, number of modifiers before the noun phrase, and words in a sentence), and semantic level (additive, temporal, causal, logical connectives, and latent semantic analysis) and (2) to identify relationships between the students comprehension scores on the 11 Rose readings and the 15 characteristics of the readings. The subjects were Naresuan University International College students. They read all 11 Rose readings and completed the questions that follow the readings. This study reconfirms the relationship between connectives and reading ease. The higher incidence of causal and logical connectives related to a higher Flesch ease score. Also, a higher Flesch grade correlated with a lower word frequency level. The Flesch grade level correlated with the number of modifiers before the noun phrases for which the number of words before the verb also correlated. Correlations between the students comprehension scores and the 15 text indices showed correlations with temporal and causal connectives. This study also found relationships between student </li> <li> 13. THAITESOL JOURNAL Vol.26, No.1 June 20132 reading comprehension scores and lexical diversity of content words in the passages. Keywords: SRA Reading Lab 3B, Coh-Metrix, reading comprehension, reluctant reader Introduction In a previous study on students attitudes towards reading (Sarawit, 2009), I found that my students fit the definition of the reluctant reader: reading when necessary but not as a hobby or leisure time activity even though they consider reading in English enjoyable and useful. Teachers of English take great efforts to get their students to read more efficiently by building their students vocabulary and reading skills, such as having students identify main ideas and details, identify the tone of a passage and the authors opinions, and make inferences. We use scaffolding, such as graded readers to build student confidence in reading. While graded readers do seem to offer a bridge to full texts, they often miss their mark. A lower level reading is found to be more difficult than a higher graded reading. In part, the background knowledge of the reader comes into play. Recent research has also shown that traditional readability scales that use number of syllables, words, and sentences only reveal surface components of language and that a better measure of readability needs to include semantic and syntactic features of a text. Researchers at the University of Memphis have over the past decade developed new tools to better assess readability that go beyond the surface structure of a text to include deeper language structures (McNamara et al., 2010). </li> <li> 14...</li></ul>