Publication: Practical curriculum inquiry: students’ voices of their EFL curriculum and instruction
4
Issued Date
2014
Resource Type
Language
eng
Rights
Mahidol University
Bibliographic Citation
Australian Journal of Teacher Education. Vol.39, No.11 (2014), 65-81
Suggested Citation
Chantarath Hongboontri, Nitchan Noipinit Practical curriculum inquiry: students’ voices of their EFL curriculum and instruction. Australian Journal of Teacher Education. Vol.39, No.11 (2014), 65-81. doi:10.14221/ajte.2014v39n11.5 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/13296
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Title
Practical curriculum inquiry: students’ voices of their EFL curriculum and instruction
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Abstract
This mixed-methods study borrowed Schwabian notions of
practical curriculum inquiry (1969, 1971, 1973, 1983) to investigate
students’ perceptions of their English as a foreign language (EFL)
curriculum and instruction in light of their interactions with the four
commonplaces; i.e., teachers, learners, subject matter, and milieu. Data
were gathered through a questionnaire, interviews, and focus group
interviews. Altogether 70 Thai university students volunteered to participate
in the study. When woven together, these data demonstrated how this
particular group of students perceived their EFL curriculum and instruction
in terms of the four commonplaces encompassing curriculum development
and instruction. In particular, they discussed how teachers’ personalities,
pedagogical knowledge, and subject matter affected their language
learning; how they were bullied by their colleagues when using English;
how significant English was, and; how their environment determined their
learning. The information elicited in this process highlighted how important
student voices are in evaluating educational programs.