Following Up the Result of Training Curriculum of Using Classroom Language of English Teacher in Primary School

Wannee Niamhom∗
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Wannee Niamhom∗: Kamphaeng Saen, Kasetsart University, Thailand

International Journal of Humanities, Arts and Social Sciences, 2019, vol. 5, issue 4, 165-170

Abstract: This study has the purpose of following up the result of training curriculum in using classroom language of English Teacher in primary school under the educational area office, Nakorn Pathom, Thailand, in four aspects: school context, characteristic of leading knowledge and activities from the training, correctness in using classroom language, problems and obstacles in leading knowledge from the training application, and recommendations for further training curriculum arrangement. The employed population in this research were the twenty-eight English teachers in primary-level schools under the Educational Area Office, Nakorn Pathom, who participated in curriculum training of using classroom language. The tools applied in this research were interviews, questionnaires, and observation. The methodologies of data collection were traveling to interview and observing teachers instruction of the schools’ performance. The statistical data analysis methodologies were frequencies, percentage, mean, standard deviation, and content analysis. The research results were found: firstly, the school context the schools that participated in teachers performance - was mostly from the middle-sized schools. The teachers were mostly not graduated from English major nor minor in English subject, mostly having duties in teaching Prathom 1-6; besides these duties, they still have other tasks, such as teaching other subjects and school administrations; secondly, the way of leading knowledge and activities perceived from training application. The participating teachers teaching English curriculum in classrooms had brought knowledge and activities in various ways by instructing in classrooms at the most. Thirdly, there was correctness of using classroom language; the participating teachers had used classroom language correctly in the high level in every topic. Fourthly, there were problems and obstacles in leading knowledge from training; were the teachers having other tasks and hesitating in English pronunciation? The students had little basic knowledge on vocabularies affecting their communication. Then, there were limitations on technological materials from the school; and lastly, recommendation for next curriculum training is to increase more time for training, arranging training in other topics, and activities accompanying English usage, such as musical activities and games.

Keywords: Training program evaluation; classroom language; English teacher in primary level; English teacher development curriculum (search for similar items in EconPapers)
Date: 2019
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Persistent link: https://EconPapers.repec.org/RePEc:apa:ijhass:2019:p:165-170

DOI: 10.20469/ijhss.5.20005-4

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