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Dissertation Framework

Title: The Development of Instructional Model to Enhance English Communicative Competence of Thai EIL Undergraduate Students: A Case Study of
Bansomdejchaopraya Rajabhat University
Researcher: Wapee Kong-in
Research Objectives
1. To develop learning
management model to
enhance English
Communicative
Competence of Thai EIL
Undergraduate Students

Research Questions
Research Design
1. What is the suitable
Quantitative design:
English for
survey and documentary
communication learning research
model for Thai EFL
Undergraduate Students?

Research Instruments
1.Need analysis
2.Focus-group
interview

Data Analysis
1. Statistical analysis:
mean and standard
deviation
2. Analysis and synthesis
of L2 learning theories
3. Content analysis

2. To investigate changes in
communicative competence
of Thai EIL undergraduate
students after implementing
the developed instructional
model

2.What are changes in


Qualitative design: action
communicative
research and
competence of Thai EIL case study
undergraduate students
after the implementation
of the developed model?

1. Teachers journal
2. Classroom
Observation checklist
3. Semi-structured
Interview
4. Videotaping

1. Content analysis
2. Coding procedure
-Open Coding
-Axial Coding

1.Stimuli (Video clip)


2.Evaluation form

Quantitatively
1.Communicative

3. To examine
3. To what extent is
communicative competence communicative

Explanatory mixedmethods

Literature Reviews
Instructional System Design
(ISD)
(1) ADDIE (Branson et al.,
1975)
(2) Dick and Carey Model
(Dick and Carey, 1985)
SLA
Krashens Input Hypothesis
(Krashen and Terrell, 1983)
Interactionist Hypothesis
(Long, 1996)
(Pica, 1994)
(Gass and Varonis, 1994)
Action Research
Nunan (1992)
Burns (1999)
Kemmis & McTaggart (1992)
Cohen, Manion, and Morrison
(2000)
Case Study
Hitchcock & Hughes (1995)
Yin (2003)
Coding of Qualitative Data
Strauss and Corbin (1990)
Communicative
Competence

Research Objectives
of Thai EIL undergraduate
students and the relation
between communicative
competence of Thai EIL
undergraduate students and
affective factors i.e.
motivation, self-confidence,
and perceived personality
after implementing the
developed instructional
model

Research Questions
competence of Thai EIL
undergraduate students
assessed?
4. Is there relationship
between communicative
competence of Thai EIL
undergraduate students
and affective factors i.e.
motivation, anxiety, selfconfidence after the
implementation of the
developed model?

Research Design
Research Instruments
1. design: experiment and 3. Questionnaire
survey
4. Semi-structured
2. Qualitative design:
interview
in-depth studies

Data Analysis
competence assessment:
scoring and proficiencybased grouping
2. Statistical analysis:
mean and standard
deviation
3. Chi-square test
Qualitatively
Coding procedure
-Open Coding
-Axial Coding

Literature Reviews
Hymes (1972)
Canale & Swain (1980)
Canale (1983)
Celce Murcia et al.(1995)
Bachman & Palmer (1996)
Okvir (2005)
Richards and Schmidt, 2002
Affective Factors
(1) Motivation
a) Integrative & instrumental
motivation (Gardner and
Lambert ,
1972;Gardner,1985;
Ellis, 1994)
b) Intrinsic & extrinsic
motivation (Ryan & Deci,
2000)
(2) Self-confidence
Situation-specific
self-confidence and L2 selfconfidence (Clement, 1986)
(3) Personality types
Myers Briggs Type Indicator:
MBTI (Briggs Myers,1998)
a) Extraversion-Introversion
b) Sensing-Intuition
c) Thinking-Feeling
d) Judging-Perceiving

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