Student Teachers' Perceptions of Language Syllabus Design Process
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Published
Jun 14, 2018
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Abstract
The purpose of this qualitative-oriented research is to uncover Thai EFL student teachers' perceptions toward language syllabus design process. The method used in this research was a focus group discussion. Groups of senior student teachers from three different universities in urban and local areas of Thailand were purposively selected to compare their perceptions. The findings reveal that the perceptions of student teachers from the two urban and well-resourced universities were generally similar, though they are not well-matched to ideas of school-based curriculum and syllabus design. On the other hand, the perceptions of student teachers from the rural university were different−they struggled to describe the steps and people involved in the design process. This research suggests that, for student teachers to develop critical perspectives on syllabus design process, teacher preparation courses at college or university should provide sufficient hands-on opportunities to practice planning, implementing and evaluating language syllabuses for different classroom contexts. Student teachers should be equipped with a clear understanding of the syllabus design process, which helps them become autonomous implementers of school-based curricula.
Keywords: Syllabus Design, Student Teachers, Teachers' Perceptions, School-Based Curriculum
References
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Wang, H. (2008). Language Policy Implementation: A Look at Teachers’ Perceptions. Asian EFL Journal, 8, 1-25.
Canh, L. V., & Barnard, R. (2009). Curricular Innovation behind Closed Classroom Doors: A Vietnamese Case Study. Prospect Journal, 24(2), 20-33.
Chayarathee, S., & Waugh, R. F. (2006). Teaching English as a Foreign Language to Grade 6 Students in Thailand: Cooperative Learning Versus Thai Communicative Method. In EDU-COM International Conference Proceedings, 22-24 November 2006 (pp. 120-131). Perth Western, Australia: Edith Cowan University.
Chin, R. (1967). Basic Strategies and Practices in Effecting Change. In E. L. Morphett, & C. O. Ryan (Eds.), Designing Education for the Future, no. 3: Planning and Effecting needed Changes in Education (pp. 39-57). New York: Citation.
Foley, J. A. (2005). English in Thailand. RELC Journal, 36, 223-234.
Graves, K. (1996). Teachers as Course Developers. Cambridge: Cambridge University Press.
Graves, K. (2000). Designing Language Courses: A Guide for Teachers. Boston, MA: Heinle & Heinle.
Hayes, D. (2010). Language Learning, Teaching and Educational Reform in Rural Thailand: An English Teacher’s Perspective. Asia Pacific Journal of Education, 30(3), 305-319.
Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learning-Centered Approach. Cambridge: Cambridge University Press.
Iskandar, I. (2015). Teachers’ Attitude towards the Implementation of the National Standards in School-based EFL Curriculum in South Sulawesi Primary Schools in Indonesia. In L. A. Wahid (Ed.), Proceeding of the 2nd International Conference on Language, Education and Innovation, June 2015 (pp. 35-49). Kuala Lumpur, Malaysia: Infobase Creation.
Kam, H. W. (2002). English Language Teaching in East Asia Today: An Overview. Asia-Pacific Journal of Education, 22, 1-22.
Lee, J. S. (2016). An Ethnographic Research on a Novice English Teacher with a Ph.D. Degree for the First Years in a Korean EFL Context: Bridging the Gap between Unrealistic Expectations and Reality. Asian EFL Journal, 18(3), 61-81.
Mackenzie, A. (2002). EFL Curriculum Reform in Thailand. In A. Mackenzie, & T. Newfield (Eds.), Curriculum Innovation, Assessment and Evaluation. Tokyo, Japan: The Japan Association for Language Teaching (JALT).
Nation, I. S. P. (1996). The Four Strands of a Language Course. TESOL in Context, 6(1), 7-12.
Nation, I. S. P., & Macalister, J. (2010). Language Curriculum Design. New York: Routledge.
Nguyen, H. T. M. (2011). Primary English Language Education Policy in Vietnam: Insights from Implementation. Current Issues in Language Planning, 12(2), 225-249.
Nguyen, H. T. M. (2016). Creating a Professional Learning Community for EFL Trainee Teachers during the Teaching Practicum: The Roles of Practicum Mentors. Asian EFL Journal, 18(3), 104-124.
Nunan, D. (1985). Language Teaching Course Design: Trends and Issues. Australia: National Curriculum Resource Centre.
Nunan, D. (1988). Syllabus Design. Oxford: Oxford University Press
Nutravong, R. (2002). School-Based Curriculum Decision-Making: A Study of the Thailand Reform Experiment. (Doctoral dissertation). Indiana University, Bloomington., U.S.A.
Office of the National Education Commission (ONEC). (1999). National Education Act of B.E. 2542 (1999). Retrieved from http://www.moe.go.th/English/edu-act.htm
Orafi, S. M., & Borg, S. (2009). Intentions and Realities in Implementing Communicative Curriculum Reform. System, 37, 243-253.
Prapaisit de Segovia, L., & Hardison, D. M. (2009). Implementing Education Reform: EFL Teachers’ Perspectives. ELT Journal, 63(2), 154–162.
Punthumasen, P. (2007). International Program for Teacher Education: An Approach to Tackling Problems of English Education in Thailand. In H. Carline (Ed.), Proceeding of the 11th UNESCO-APEID Conference, 12-14 December 2007 (pp. 1-14). Bangkok: UNESCO. Retrieved from http://www.unescobkk.org/fileadmin/user_upload/apeid/Conference/11thConference/papers/3C3_Pattanida_Punthumasen.pdf
Putri, A. (2016). Teachers’ Perceptions toward the Implementation of School-Based Curriculum (SBC) in Indonesia. Rangsit Journal of Educational Studies, 3(1), 41-47. Richards, J. (1985). Syllabus Design. Oxford: Oxford University Press.
Richards, J. (1990). The Language Teaching Matrix. New York: Cambridge University Press.
Richards, J. (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.
Saldana, J. (2013). The Coding Manual for Qualitative Researchers. London: Sage Publishing.
Saphier, J., & Gower, R. (1987). The Skillful Teacher. Carlisle Mass: Research for Better Teaching.
Sommer, R., & Sommer, B. B. (2002). A Practical Guide to Behavioral Research: Tools and Techniques. Oxford: Oxford University Press.
Stern, H. H. (1992). Issues and Options in Language Teaching. Oxford: Oxford University Press.
Wang, H. (2008). Language Policy Implementation: A Look at Teachers’ Perceptions. Asian EFL Journal, 8, 1-25.
Keywords
Syllabus Design, Student Teachers, Teachers' Perceptions, School-based Curriculum
Section
Research Articles
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How to Cite
ABHAKORN, Jirapa.
Student Teachers' Perceptions of Language Syllabus Design Process.
Journal of Community Development Research (Humanities and Social Sciences), [S.l.], v. 11, n. 2, p. 42-50, june 2018.
ISSN 2985-0231.
Available at: <https://www.journal.nu.ac.th/JCDR/article/view/1963>. Date accessed: 27 apr. 2024.