Panel 22 Language and Literature - hs.kku.ac.thSecure Site hs.kku.ac.th/ichuso/2017/Panel_22.pdf ·...

|Proceedings of 13th International Conference on Humanities & Social Sciences 2017 (IC-HUSO 2017) 2nd-3rd November 2017, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand

IC-HUSO 2017

1. Marketability of Drafting Technology and Drafting Related Works 1199

Ella Suzanne E. Flores, Novelyn A. Luardo, Michael Art R. Napoles

2. Dubbing of Films: Interpreting and Analyzing Non-Verbal 1209 Communication Towards Audiovisual Translation

Airen C. Sajulga, Melba B. Ijan

3. The Development Of An “English For Communication” 1219

Training Course For Thai Traditional Doctors And Their Assistants

To Promote Tourism In Phetchaburi

Kannika Talalak

4. Using Facebook as an Educational Tool for Teacher Trainees in Japanese: 1232

From the Training Institution’s Viewpoint

Manami Fujihira

5. Effects of English Speech and Anxiety in Speaking English of First Year 1233

Undergraduate Students in Private University

Bundit Anuyahong

Panel 22 : Language and Literature


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Marketability of Drafting Technology and Drafting Related Works

Ella Suzanne E. Flores1, Novelyn A. Luardo2, Michael Art R. Napoles3

1,2,3Department of Technology Teacher Education, College of Education, 1,2,3MSU-Iligan Institute of Technology, Philippines

3E-mail: [email protected]

Abstract

This study aims to investigate the marketability of the course Drafting Technology or

drafting related works in the labor market. A descriptive method of research was utilized employing

both qualitative and quantitative approaches. There were 55 graduates surveyed using the snowball

technique in gathering the data. A revised questionnaire was adopted from CED Alumni as a main

tool in gathering the data needed in this study.

The respondents were the Drafting Technology Graduates and individuals employed in

drafting related works. The profile shows that majority of the respondents are female. It is great to

know that more than half of the respondents are employed as regular or permanent in a company

offering 20,000 and above range of earning monthly. Most of the respondents are under technical

position followed by professional which takes them less than a month in landing to their present

job. Most of the respondent found their job from the recommendations and as walk in applicant

that they prefer to stay because of well compensation and is related to their course or program

studied.

Drafting Technology and drafting related courses is highly demanded in the labor market.

Therefore, innovation of strategies and instruction in teaching is suggested, and there are new

technology introduced in the labor market that could be considered and integrated in the

curriculum. Outdated and Insufficient facilities may decrease if given attention.

Keywords: Drafting Related Works, Marketability of Drafting, Marketability

1200 Proceeding of 13th International Conference on Humanities & Social Sciences 2017 (IC-HUSO 2017)

2nd-3rd November 2017, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand |

IC-HUSO 2017

Introduction

A labor market is the place where workers and employees interact with each other. In the

labor market, employers compete to hire the best, and the workers compete for the best satisfying

job. According to The Economic Times labor market needs jobs that can develop the country‘s

economic growth. Philippines population grows every year that enters labor force. But still there

are some who finds hard to get a job even there are many unfilled jobs. According to the

Department of Labor and Employment (DOLE), the reason for this is the job mismatch. There are

students who enrolled courses that they think will land them to a well-paid job, but in the end as

they graduate such demand already drop. S.T.E.M (Science, Technology, Engineering and

Mathematics) courses are demand in the market today, because, they believe that this courses are

the ―wave of the future‖ said IMoney

There are students that are aiming to take S.T.E.M courses offered from Institutes. But

before admission the office administer Examination to measure individual capacities. And not

everyone is fortunate to get the passing rate for such courses, which force them to take the course

offered from the Institute according to their level of capacities.

In (DTTE) Department of Technology Teacher Education program of College of Education

in Mindanao State University – Iligan Institute of Technology, most of the students enrolled in the

program are not vertically inclined. That they only choose to continue the program despite to their

different interests and lack of the course background, because of no choice at all, and some uses

the program as a stepping stone to shift to their desired courses.

This Study will hopefully determine the demand of the course Drafting Technology in the

labor market, and will able to compete in National and Abroad standards. This Study will hopefully

help upgrade the program and will able to contribute to future revision of the curriculum to level

the demand of other courses globally.

Statement of the Problem

This study aims to investigate the marketability of the course Drafting Technology or

drafting related courses in the labor market. It sought to answer the following questions.

1. What is the profile of the respondents in terms of its:

1.1 Age

1.2 Gender

1.3 Civil Status

1.4 Permanent Address

1.5 Monthly Income

1.6 Course graduated

1.7 Year graduated

1.8 Is the course they graduated was their first choice?


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1.9 Highest Educational Attainment

1.10 School graduated

1.11 Present job

1.12 Name of the company/industry they employed

1.13 Length of service on their present job

1.14 Present employment status

1.15 How long did it take to land in your present job?

1.16 Is the job related to their course?

1.17 Job Level Position

2. How do the respondents find their present job?

3. What are the reasons of staying on their present job?

4. How do the respondents perceive the Drafting Technology course?

Theoretical Framework

Drafting Technology course is a program that prepares individuals to generally apply

technical skills to create working drawings and computer simulations for a variety of applications.

Behind every product, building, or process are drawings and models made by someone using the

techniques and principles taught in drafting or drafting technology courses. In the labor market,

employers compete to hire the best, and the workers compete for the best satisfying job. The

Influence and impact of the drafting technology course in the labour market are identified by

different reasons. This study is anchored by various theories such as; Parsons‘ Theory (1854),

Holland's theory of career choice (1919) and Happenstance theory (1928).

People perform best when they are in jobs best suited to their abilities. In the basis of

Parsons‘ theory (1854), He developed the idea of matching careers to talents, skills and personality.

Parsons stated that occupational decision making occurs when people have achieved an accurate

understanding of their individual traits (aptitudes, interests, and personal abilities), knowledge of

jobs and the labour market, rational and objective judgement about the relationship between their

individual traits, and the labour market. This theory supports the study in terms on what factors an

individual needs for them to be able to find a job or a career.

Holland‘s theory of career choice (1919) refers on the theory on how careers are determined.

According to him, we want jobs with people like us. John Holland's Theory of Career Choice

(RIASEC) maintains that in choosing a career, people prefer jobs where they can be around others who

are like them. They search for environments that will let them use their skills and abilities, and express

their attitudes and values, while taking on enjoyable problems and roles. Behaviour is determined by

an interaction between personality and environment. Holland‘s theory is centred on the notion that most

people fit into one of six personality types: Realistic, Investigative, Artistic, Social, Enterprising, And

Conventional. This theory supports the study in terms on how the environment can affect an individual

in finding the best career choice that best suits for them.



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John Krumboltz's planned Happenstance theory (1928) makes it OK to not always plan,

because unplanned events could lead to good careers. He states that indecision is desirable and

sensible, as it allows the opportunity for clients to benefit from unplanned events. This theory is

called planned happenstance. This emerging theory specifically addresses the need for people to

deal with change within the rapidly changing labour market. Managing life transitions is seen as

an essential career management skill. Krumboltz‘s theory offers insight on how to deal with the

limited degree of control we have over some career experiences.

Scope and Limitations of the Study

This study is limited on the self-made checklist questionnaire and limited to respondent’s

perception towards the Marketability of Drafting Technology course. This study was limited to any

BSTTE/BSIEd- Drafting Technology graduates, Cad Operators, Graphic Artist and any individual

taking Drafting related works who were able to respond through mail and personal interview. Due

to time and funding constraints, only 56 individuals, local and abroad were purposively chosen as

participants of this study. This research was conducted in Iligan City. Those working abroad were

reached through mails and through the help of social network and to their common friends.

Research Methodology

This chapter describes and discusses how the researchers will gather the necessary data and

information that will be used in the entire study. It describes who will be the respondents of the

research. This also includes the research design and the research locale where the study will be

conducted.

Subject of the Study

The respondents of this study are the graduates of Bachelor of Technology Teacher

Education major in Drafting Technology (BSTTE-DT) or the past (BSIEd-DT) Bachelor of Science

in Industrial Education major in Drafting Technology in Mindanao State University – Iligan

Institute of Technology who are now working locally and abroad. And the graduates of any related

Drafting Courses, and even those who are undergraduate but are already working on any drafting

related works.

Research Design


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The researchers used a Descriptive method of research in which in this type of research it

describes what exists and may help to uncover new facts and meaning. This study also employed

both quantitative and qualitative approaches. The quantitative approach focused on gaining

numerical findings was used with the survey method. And, the interview made the qualitative

approach in which it focused on personal accounts, observations, description and individual

insights of the respondents through the prepared questionnaire.

Results and Discussion

This Chapter presents the Analyses and Interpretation of the results from the gathered

data. Data were tabulated, computed, and analyzed. The focus of this interpretation is on the

Marketability of the Drafting Technology and Drafting Related Course in the Labor Market.

Table 1.6 Summary of Frequency and Percentage on the response of the Respondents on

their Course Graduated

Course Graduated Frequency Percent

College level 3 5.5

BSIEd/ BSTTE DT 34 61.8

Civil Eng. 1 1.8

Civil Eng. Tech 6 10.9

BS Archi 2 3.6

Vocational 2 3.6

Nursing 1 1.8

AB History 1 1.8

Comp. Sci 1 1.8

Marketing 1 1.8

None 3 5.5

Total 55 100.0

In table 1.6, six (6) respondents graduated Civil Engineering Technology with a

percentage of ten point nine percent (10.9%), three (3) respondents fall in the ―College level‖



IC-HUSO 2017

with a percentage of five point five percent (5.5%), two (2) respondents graduated BS

Architecture with a percentage of three point six percent (3.6%), also with vocational courses

having two (2) respondents with a percentage of three point six percent (3.6%), one (1) respondent

each in Nursing, AB History, Computer Science, and Marketing with a percentage of one point

eight percent (1.8%). Three (3) of the respondents with a percentage of five point five percent

(5.5%) stated that they did not graduate any course.


their Highest Educational Attainment

Highest Educational Attainment Frequency Percent

Undergraduate 7 12.7

Bachelor‘s degree holder 28 50.9

Master‘s degree holder 3 5.5

Masters units only 7 12.7

Doctoral Degree holder 1 1.8

Doctoral Units only 1 1.8

others 8 14.5

Total 55 100.0

Table 1.8 presents the Respondents‘ Highest Educational Attainment. The table shows

that seven (7) respondents with a percentage of twelve point seven percent (12.7%) are

Undergraduate, also, in the ―Master‘s Units Only‖ having seven (7) respondents with a

percentage of twelve point seven percent (12.7%), three (3) respondents with a percentage of five

point five percent (5.5%) falls in the ―Master‘s degree holder‖, one (1) respondent each in the

―Doctoral Degree Holder‖ and ―Doctoral Units Only‖, eight (8) respondents with a percentage

of fourteen point five percent (14.5%) falls on ―Others‖. It is stated in the table presented above

that the majority of the respondents had attained the ―Bachelor‘s Degree Holder‖ as to their

highest educational attainment, with the total number of twenty eight (28) respondents and a total

percentage of fifty point nine percent (50.9%).


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their Present Job

Present Job Frequency Percent

Draftsman 12 21.8

CAD Operator 5 9.1

Teacher 14 25.5

Graphic Artist 12 21.8

Freelance 3 5.5

Consultant 1 1.8

Secretary 2 3.6

OFW 4 7.3

Fraud Specialist 1 1.8

none 1 1.8

Total 55 100.0

Table 1.10 presented the frequency and percentage level of the respondents‘ present job.

The table stated that five (5) respondents with a percentage of nine point one percent (9.1%) as

CAD Operators, four (4) respondents with a percentage of seven point three percent (7.3%), three

(3) respondents with a percentage of five point five percent (5.5%) as Freelancers, two (2)

respondents with a percentage of three point six percent (3.6%) as Secretary, one (1) respondent

each with a percentage of one point eight percent (1.8%) works as Consultant and Fraud Specialist.

The table above shows that the job as a teacher has the highest frequency and percentage level with

fourteen (14) for the frequency and twenty five point five percent (25.5%) for the percentage level.

Followed with the job as a draftsman and a Graphic artist both having a total frequency level of

twelve (12) and a total of percentage level of twenty one point eight percent (21.8%).

University of Kent Careers and Employability Service said, the world of work is in a state

of continual change: your career today may involve moving between a number of different job

functions and employers, and those jobs and employers are themselves likely to change and

develop during the time you are employed in them. Employers are therefore seeking graduates who

are enterprising, resourceful and adaptable and who, as well as their degree, possess a range of

skills which can be used in a wide variety of settings as well as in their careers. These are known

as employability skills.



IC-HUSO 2017

According to https://www.geteducated.com/career-center/detail/what-is-a-bachelors-

degree ―The bachelor‘s degree remains the standard for entry into many professional careers.

Getting a bachelor‘s degree can be the ticket to a more promising career.‖ In contrary Zahir Irani

in the Telegraph said ―The negative connotations that still hang around the term 'vocational' are

relics of an era when there were strong class distinctions between people who undertook academic

study and those who needed more practical skills to fit into the order of things.

A degree could, in theory, be non-vocational for those with the background and connections

that essentially guaranteed them a career.‖ You can't rely on your degree alone to automatically

open doors after you graduate. It will certainly unlock doors - in other words it will make you

eligible to apply for jobs that specify "must be a graduate", and the subject or class of your degree

may also be important to certain employers. But however good your degree class, however relevant

your subject to the career that you'll be applying for, it is likely that you will be competing for this

job with a number of other graduates who are equally well-qualified academically. Once your

degree has unlocked the door, you'll need the right mix of skills, abilities and personal qualities in

order to turn the handle and give the door the push that will open it to you.

Conclusions and Recommendations

The respondents were the Drafting Technology Graduates and individuals working in

drafting related courses. The profile shows that majority of the respondents are female. It is great

to know that more than half of the respondents are employed as regular or permanent in a company

offering 20,000 and above range of earning monthly. Most of the respondents are under technical

position followed by professional which takes them less than a month in landing to their present

job. Most of the respondent find their job from the recommendations and as walk in applicant that

they prefer to stay because of well compensation and is related to their course or program studied.

Drafting Technology and drafting related courses is highly demanded in the labor market.

That Drafting Technology is highly demanded but the supply is low. There are individuals who are

still working in drafting related works though not a graduate of the program. Therefore, innovation

of strategies and instruction in teaching is suggested, and there are new technology introduced in

the labor market that could be considered and integrated in the curriculum. Outdated and

Insufficient facilities may decrease if given attention.

https://www.geteducated.com/career-center/detail/what-is-a-bachelors-degree



https://www.kent.ac.uk/careers/Choosing/perstyles.js


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1. Further improvement on outdated and insufficient facilities.

2. Offering a short term courses related to drafting technology.

3. Recommending that the findings of this study should be presented in the department

curriculum committee as basis in curriculum revision.

Further improvement on software to aligned in the labor market standards.

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https://blog.wealthfront.com/choose-right-job-company/

Ashley Stahl. 2015. ―Six Reasons Why Your College Major Doesn't Matter‖ Retrieved on

February 2017 from https://www.forbes.com/sites/ashleystahl/2015/08/12/six-reasons-

why-your-college-major-doesnt-matter/#11c3194c35a0

Bayt.2015. ―Choosing the Right Company for You‖ Retrieved on February 2017

from https://www.bayt.com/en/career-article-2681/

Bill Conerly.August 2012. ―The Six Classes That Will Make Any College Grad

Employable‖ Retrieved on January 2017 from https://www.forbes.com/sites/billconerly/2012/08/21/how-to-make-a-college-

graduate-employable/#63bb71e617e0

F. John Reh. 2016. ―The Use and Creation of Position Grade Levels‖ Retrieved on February 2017 from https://www.thebalance.com/employee-grade-levels-2276045

GetEducated.com.2017.‖ What is a Bachelor's Degree?‘ Retrieved on February 2017 from https://www.geteducated.com/career-center/detail/what-is-a-bachelors-degree

IET.2017.‖ The benefits of work experience‖ Retrieved on February 2017 from

http://www.theiet.org/students/work-careers/work-experience/benefits.cfm

James Harter.2015. ―Engage Your Long-Time Employees to Improve Performance‖

Retrieved on February 2017 from https://hbr.org/2015/03/engage-your-long-time-

employees-to-improve-performance

Kaskasia College.2017. ―Drafting Technology‖ Retrieved on February 2017 @

http://kaskaskia.edu/DraftingTechnology/Default.aspx

Laurie Kulikowski.2016. ―10 Highest-Paying Jobs in 2016 If All You Care About Is Money‖

Retrieved on February 2017 from https://www.thestreet.com/slideshow/13490804/1/10-

highest-paying-jobs-in-2016-if-all-you-care-about-is-money.html

On the basis of the conclusions drawn, the following are recommended:

Recommendations

https://blog.wealthfront.com/author/andy/



https://www.bayt.com/en/career-article-2681/

https://www.forbes.com/sites/billconerly/2012/08/21/how-to-make-a-college-graduate-employable/#63bb71e617e0




http://kaskaskia.edu/DraftingTechnology/Default.aspx

https://www.thestreet.com/author/1105608/laurie-kulikowski/all.html

https://www.thestreet.com/slideshow/13490804/1/10-highest-paying-jobs-in-2016-if-all-you-care-about-is-money.html





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Lindsay Kolowich. August 2015. Why Your Employees Are Leaving (And How to Make Them

Stay) Retrieved on February 2017 @ https://blog.hubspot.com/agency/why-employees-

leave#sm.0001qszj751b94fl3xi6rqqhwxzx5

Louis Bacani. May 2014. ―CHED lists in-demand, priority college courses until 2018‖

Retrieved on February 2017from http://www.philstar.com/campus/2014/05/26/1307196/ched-lists-demand-priority-college-courses-until-2018

Martha C. White. 2015. ―Here's How Long It Really Takes to Get a Job‖Retrieved on February

2017 from http://time.com/money/4053899/how-long-it-takes-to-get-hired/

Miriam Caldwell . 2017. ―Making It Between College and Your First Job‖ Retrieved on February 2017 from https://www.thebalance.com/making-it-between-college-and-your-first-job-2386193

Peter McGuire. 2016. ―7 common mistakes in choosing a college course‖Retrieved on

February 2017 from http://www.irishtimes.com/news/education/7-common-mistakes-

in-choosing-a-college-course-1.2474056

Ryan Hickey, Petersons & EssayEdge.2016.‖ How and when going to the 'right school' may

affect job prospects‖ Retrieved on February 2017 from

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Stacy Zeiger.2017. ―The Importance of Job Categories and Levels for Human Resources‖

Retrieved on February 2017 from http://smallbusiness.chron.com/importance-job-

categories-levels-human-resources-35915.html

University of Kent.2017. ―Introduction to Employability Skills‖Retrieved on February 2017

from https://www.kent.ac.uk/careers/sk/skillsintro.htm

University of Pittsburgh.2017. ―Employment Status for Staff Positions‖ Retrieved on February

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Vincent S. Flowers and Charles L. Hughes.July 1973. ―Why Employees Stay‖ Retrieved on February 2017 from https://hbr.org/1973/07/why-employees-stay

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Zahir Irani.2014.‖ Vocational degrees: a misleading idea‖ Retrieved on February 2017 fromhttp://www.telegraph.co.uk/education/universityeducation/10606416/Vocationa l-degrees-a-misleading-idea.html

https://blog.hubspot.com/agency/author/lindsay-kolowich

https://blog.hubspot.com/agency/why-employees-leave#sm.0001qszj751b94fl3xi6rqqhwxzx5



http://www.philstar.com/campus/2014/05/26/1307196/ched-lists-demand-priority-college-courses-until-2018



https://www.thebalance.com/making-it-between-college-and-your-first-job-2386193

http://college.usatoday.com/author/ryan-hickey-petersons-essayedge/

http://smallbusiness.chron.com/importance-job-categories-levels-human-resources-35915.html

http://smallbusiness.chron.com/importance-job-categories-levels-human-resources-35915.html

https://hbr.org/search?term=vincent+s.+flowers

https://hbr.org/search?term=charles+l.+hughes

https://hbr.org/1973/07/why-employees-stay

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http://www.telegraph.co.uk/education/universityeducation/10606416/Vocational-degrees-a-misleading-idea.html




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Dubbing of Films: Interpreting and Analyzing Non-Verbal Communication

Towards Audiovisual Translation

Airen C. Sajulga1, Melba B. Ijan2

1,2Department of Filipino and Other Languages, College of Arts and Social Sciences 1,2Mindanao State University-Iligan Institute of Technology, Iligan City, Philippines

1E-mail: [email protected]

Abstract

This research was focus on interpreting and analyzing non-verbal communications in the

original film and how it was rendered in the translated film . Skopos Theory was used in this

study which states that the translator has a control in the process of translation . She has the right

in translating of the film for the sake of the film ’s output which is the translated film . It was

found out that there is a unique way of dubbing in the Philippines. Even if scenes in the original

film where not dubbed in the source language, it was rendered and dubbed in the translated film

using the translated language. There are 4 different styles in this case: (a) Dubbing Text in the

Screen, (b) Dubbing Based on Facial Expression, (c) Dubbing Based on Character’s Movement

and Position, and (d) Dubbing Based on Original’s Not Clearness.

Keywords: audiovisual translation, dubbing, film, skopos theory



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1. Introduction

Translations in written documents just like books, articles, and other literary piece from

one language to another are not a new thing. Recently, translation that includes media and

technology are very common nowadays. One that is very popular right now is the translation of

films. The translation in film is called screen translation or multimedia translation or commonly

called as audiovisual translation or AVT. Diaz-Cintas (2009) once said that, the globalization and

digitalization of multimedia is the reason to the production and distribution of audiovisual text. Advanced technologies contributed to the rapid transition of translation towards digital time that

is why it is the most successful research discipline: It only proves that AVT studies are rampant

nowadays because of the desire to watch a foreign film and the need to translate it with the help

of technology. There is a difference in the translation in written text and AVT. The translation in written

text mainly focused on translation between a two written text. In the case of AVT, it is not only

focused on the text but the other factors found in a film that may affect the translation of it just

like music, images, and movements. These factors are very important together with the text in

creating an AVT because these may the reasons of changes in the translation process. There are

two types of approaches in audiovisual translation- the substitution of original dialog of a new

soundtrack called revoicing and the translation in a written text that can be seen in the screen

called subtitling. Revoicing can be identify in two ways: you can replace the language to a new

one called lip synchronized dubbing or only a partial of it with a background of it in the original

language called voice-over. The preferred method of translation depends on the tradition of target language, genre,

and other kind of tv programs in a country. In the Philippines, dubbing is the most used in

recording an AVT. The translation of tv shows and films was prominent in the Philippines that

was accepted by the Filipinos. In the Philippine context, the AVT was popularized in 1990’s that

according to Diaz-Cintas (2009) was the golden time of AVT studies. In the latter end of first

decade of 21th decade, foreign shows in different Asian and American dramas in television,

popularly the films in the west, Japanese anime series, and even documentaries were translated in

Filipino. Mexican dramas were the first foreign show to rise before lead by Marimar, the first

foreign telenovela in the Philippines in 1994 (www.starmometer.com/2008/07/10/top-10-highest-rating-imported-tagalized-tv- series). The show was very popular and was followed by the people

because it was aired in Filipino language.


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Translation in films does not only focus on scripts. A Translator must consider the raw

copy of the film and analyze the elements found on a film. One should contextualize the movie to

it’s target audience. One must analyze how the gestures and movements will be interpreted in

target language and culture. Because of the development and rampant used

of technology, more foreign films were

translated and aired in different TV programs. Every Filipinos were given a chance to watch

any foreign films. But the language barrier is

one of the problem arises because TV stations

should consider the viewer’s language. They

should cater a large amount of viewers that is

why translation is needed from English to

Filipino language before it was aired in TV

screens. Translator has a vital role in this

process. Using the concept of Skopos Theory that focused on the function of a translated text,

translator has the right to adjust the text from source language to translated language. Changes

and add-ons are possible in order to contextualize the translated film to it’s target culture and

language. This explains the conceptual framework of this study as shown in the figure above.

2. Method

Qualitative design of research was used in this study while descriptive method was used

in the analysis of content. The study aimed to find another ways of interpreting and translating a

film from the original. The goal was to find how actions, movements, and gestures were

interpreted in the translated film without any dialogs from the original.

The researcher looked a copy of translated films that were shown in different TV

Networks (ABS-CBN, GMA, and TV5). After gathering the translated films, the researcher also

looked for an original copy of the film in English as the source language. Using the convenience

sampling, the researcher used three (3) films which had copies both in English and Filipino. The

films are: Jurassic Park, Night at the Museum, and The Hunger Games.

The researcher had an over-all copy of 6 films. The researcher watched the films and noted on

how scenes specifically the movements, gestures were interpreted in the translated film. After

transcribing the film, each techniques were used in the film was analyzed.



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3. Results

This part discusses the other characteristics of dubbing that happened in the 3 translated

foreign films. The researcher found that, aside from translating the script from one language to

another, there are cases that certain part of the film, the translated film rendered some lines just

give more emphasis to the film. There are 4 different styles in this case: (a) Dubbing Text in the

Screen, (b) Dubbing Based on Facial Expression, (c) Dubbing Based on Character’s Movement and

Position, and (d) Dubbing Based on Original’s Not Clearness.

a. Dubbing Text in the Screen

Dialog in Translated Film Scene in Original Film

Mula sa kasunduan sa pagrerebelde: Bilang parusa sa kanilang

paghihimagsik, ang bawat distrito’y

mag-aalalay ng isang babae’t lalake

na may edad na mula 12 hanggang

18 sa araw ng Reaping. Ang mga

Tribute na napili ay ibibigay sa

kustodiya ng Capito. Sila’y

maglalaban hanggang kamatayan,

isa lang ang matitira bilang

kampyeon. Mula noon hanggang sa

magpakailanman ang paligsahang

iyon ay kilala bilang The Hunger

Games.

Text written only in the screen

Maglagay ng marami para

manatiling buhay. Message written in a letter

Kiss ba ang tawag mo dun? Message written in a letter

The table above showed some of the dialogs added in the translated film The Hunger

Games that cannot be found in the original script. The dialogs added are based on the written text

in the screen. Below are the print screened scenes from the film:


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Series of Texts in the Screen

First of it were the texts written on the screen and

translated and dubbed as “ Mula sa kasunduan sa

pagrerebelde: Bilang parusa sa kanilang

paghihimagsik, ang bawat distrito’ y mag-aalalay

ng isang babae’ t lalake na may edad na mula 12

hanggang 18 sa araw ng Reaping. Ang mga Tribute

na napili ay ibibigay sa kustodiya ng Capito. Sila’y

maglalaban hanggang kamatayan, isa lang ang

matitira bilang kampyeon. Mula noon hanggang sa

magpakailanman ang paligsahang iyon ay kilala

bilang The Hunger Games” . These dubbed dialogs

are not found in the script of the original film. It was only written in the screen in English as the

source language of the film. The scene above

served as the opening scene of the film. Based on

the translated film, the written texts are translated in Filipino and dubbed in the translated film

the reason why there’ s a voice in this particular scenario together with the text found on the

screen. Same process was used in others like “Maglagay ng marami para manatiling buhay.” And

“ Kiss ba ang tawag mo dun?” that was written only on a piece of paper. In this way dubbing

introduced its other characteristics, a dubbing not only as a mere vocalizing of translated text

based on a script but the ability to add a voice or a dialog to a particular scene that didn’t occur in

the original. As for this case, translating a text in a screen and dubbed it adds more emphasis in

that particular scenario. Below are the other examples of it.



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b. Dubbing Based on Facial Expression

Dialog in Translated Film Scene in the Orginal Film

Haa! Ramdam na ramdam ko yun. Mouth opened and a little bit

shocked-I just love that.

Nakakatuwa! A smiling facial expression

Okay? Mouth opened

Haaay! Ano ba yan! Mouth opened while PAG-ILING

Okay! nod

Uhm! shock

Oo! nod only to answer the question

Huh? Huh? Huh? a hesitant facial expression

Salamat po. No dialog just a partially opened

mouth

The first example was the dialog from the translated film ““Haa!” Ramdam na ramdam ko

yun”. In the original film, the character didn’t deliver any lines before she said, ““I just love that”. What happened was just she open her mouth as an expression but in the translated film, a dialog

was added to justify that facial expression. The translator based only her added line to the position

and formation of her mouth the reason why “haa” was added with the same length of time before

the following dialog.

This concept was also based from the Theory of Luminous Details by Ezra Pound in

which it focuses on translation in specific details, in every piece of words, and even specific

details of an image (Dizon, 2012). This means that, even the small details of a certain film, a

simple gesture, expression of face, movement and etc, are subject for interpretation and

translation according to context. Just like the example above wherein translator interpreted and

translated the expression of the face to it’s target language.

Other example is the adding of a line, “Salamat po” that cannot be found in the original

film. What happened in that scenario was only the formation of the lips mouthing “thank you” but

no sounds uttered by the character while looking at the camera closer to her inside the arena. The

character considered that she cannot be heard because only a surveillance camera was infront of

her. But in the translated film, a voice was rendered saying “salamat po”. In this part, the translator

took the chance of the mouth’s formation in the original film and translated it in the target language.


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c. Dubbing Based on the Position and Movement of the Character

Dialog in the Translated Film Scene in the Original Film

Uuurgghh! Puta! Galaw ng katawan na nahihirapan

Wow! Boses ng batang nakatalikod lamang

Hooooy!!! Hoooy!! Lalakeng tumatakbo at tanging likod

lang ang nakikita sa screen

Handa na kayo mga amigo? Tingin sa mga kliyente nito

Ikabig mo. iwasan mo ang amog Kinakabig ng lalake ang lubid

Marami na akong nabalitaan tungkol

sayo

Habang ipinapakilala ng babae ang

bisita sa kanyang asawang

nakatalikod

Paparating na siya! Sigaw lamang

Tama ka! Halika na! Boses ng babae habang naglalakad

Ayon siya! Sigaw lamang ng pangalan

Body movement or kinesics is one kind of Non-verbal Communication. Together with the

movement of the body is a message conveyed to the audience without any verbal language. And

because a film is composed of image and character’s movement, viewers tend to interpret these

elements to formulate a message. One thing that a translator looked after that is they interpreted

and translated these elements using the target language. A new form was created-from a non-verbal communication to verbal communication. Just like the example, “Uuurgghh! Puta!”

wherein this dialog was added because of the movement of the character appeared in the screen



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that he’s in pain when he landed on the floor. Other example is the utterance of the word “WOW” that was only based on a male child facing back while walking towards the tablet of Akhmenrah. Since the amusement of the child cannot be directly seen, the translator used the character’s

position which is facing back to the camera to add dialog in that particular scene. This means, one

can add a dialog to a scenario if the character talking was not directly seen or the angle of the

camera is too wide, not focused to the character talking. Just like the added statement “Handa na

kayo mga amigo?” wherein the character talking which is the tourist guide is too far from the

camera, the reason why you cannot see him talking. One reason also why dialogs were added

especially to intense scenario is to add more feelings and emotions to the character just like when

shouting, running, crying, and etc. Pictures illustrated below are the examples of dubbing based

on character’s movement and position.

d. Dubbing Based on Unclearness

Dialogs in Translated Film Scenes in the Original Film

Oo nga tama ka roon. Pero sa tingin ko

ah, kailangan natin hahahaha! Hayaan

niyo na. Mabuti pa, uminom nalang

tayo. Sa tingin ko magiging maganda

itong taong ito. Aw oo naman. Oh sige

kumuha ka lang. Sa totoo lang ah. Magiging engrrande ang presentation

natin. Walang duda yun. Ginagawa ko

ang lahat para magiging enggrande ito. Aw oo naman. Basta magtiwala lang

kayo. Mabuti pa, uminom na tayo. Hello partner! Oh hinay-hinay lang ha.

Hindi klarong boses na nagsasalita na

mahigit sa iisang tao lamang


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Pasensya na kayo! Oh salamat-salamat! Oh teka simong umorder ng

lechon ha? Sinabi ko bang umorder

kayo nito? Wala naman akong

sinasabi diba?

Bakit hindi mo sinalo ma?Ikaw talaga. Okay tira tira! Ay isa pa ayan!

Random na boses mula sa pelikula

Isang maanghang sa buhay! Isang---- Mag-enjoy sa masasarap na pagkain sa

aming magagandang restaurant

Fading ang boses

Dubbing based on unclearness happened when a character delivering his dialog but

cannot be hear clearly. One example of dubbing based in unclearness is “Oo nga tama ka roon. Pero sa tingin ko ah, kailangan natin hahahaha! Hayaan niyo na. Mabuti pa, uminom nalang

tayo. Sa tingin ko magiging maganda itong taong ito. Aw oo naman. Oh sige kumuha ka lang. Sa

totoo lang ah. Magiging enggrande ang presentation natin. Walang duda ‘yun. Ginagawa ko ang

lahat para magiging enggrande ito. Aw oo naman. Basta magtiwala lang kayo. Mabuti pa,

uminom na tayo. Hello partner! Oh hinay-hinay lang ha. Pasensya na kayo! Oh salamat-salamat! Oh teka sinong umorder ng lechon ha? Sinabi ko bang umorder kayo nito? Wala naman akong

sinasabi diba?”What happened in this particular scene is that people are chatting, talking in

different small groups. But the center of the camera angle was focused to Seneca, the gamemaker

of the play. In this case, the translator considers the unclearness of the original scene. The chit-chats were not clear even if the camera was focused to a particular character that is why Seneca’s

voice was clearer in the translated film even if it isn’t in the original.

Same situation goes to the next statement that, “Bakit hindi mo sinalo ma? Ikaw talaga. Okay tira tira! Ay isa pa ayan!”. This line was delivered when the parents are watching a video of

their child playing in the sand. The original film didn’t have a clear dialog in the scene but the

translator somehow cleared this vividness through delivering this dialog.



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4. Discussion and Conclusion

This research was focus on interpreting and analyzing non-verbal communications in the

original film and how it was rendered in the translated film. Skopos Theory was used in this

study which states that the translator has a control in the process of translation. He/she has the

right in translating of the film for the sake of the film’s output which is the translated film. It was

found out that there is a unique way of dubbing in the Philippines. Even if scenes in the original

film where not dubbed in the source language, it was rendered and dubbed in the translated film

using the translated language. Qualitative design of research was used in this study while

descriptive method was used in the analysis of content. The study aimed to find another ways of

interpreting and translating a film from the original. The goal was to find how actions,

movements, and gestures were interpreted in the translated film without any dialogs from the

original.There are 4 different styles in this case: (a) Dubbing Text in the Screen, (b) Dubbing Based

on Facial Expression, (c) Dubbing Based on Character’s Movement and Position, and (d) Dubbing

Based on Original’s Not Clearness.

Based on the results and findings of the study, one must say that dubbing as a form of an

audiovisual translation is different from any forms of translation. The translator does not only in

the translated script but to other elements found in a film. Dubbing in a film from one language to

another does not only worked on translated scripts but with the sounds, movements and gesture

of the character should be interpreted for a better output of the translated film.

Adding of dialogs that cannot be found on the original script can be done in dubbing. This served

as an alternative to scenes which are not rendered clearly, and dialogs in the original film are not enough to

the scenes, interpret actions and movements not interpreted in the original scene. It is one nature of

audiovisual translation, the translator’s focus was not only in the text or language used in a film, but the

elements found a film. Because of this condition, the translator has the privilege to add or manage in the

process of translating the script of a film which is based in Skopos Theory.

5. References

Diaz-Cintas, J. (2009).New Trends in Translation Studies. Canada: Cromwell Press Group, Ltd.

Dizon, R. B. (2012). Teorya at Praktika sa Pangsasalin. MSU-Iligan Institute of Technology.

Starmometer. (2008). Top 10 highest rating tagalized tv series.

www.starmometer.com/2008/07/10/top-10-highest-rating-imported-tagalized-tv- series.

Vermeer , H.(1989a). Skopos and translation commission.Heidelberg: Universitat.

Nord, C. (1991). Skopos, Loyalty and Translational Conventions. Target, 3 (1) , 91-109.


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The Development Of An “English For Communication”

Training Course For Thai Traditional Doctors And Their Assistants

To Promote Tourism In Phetchaburi

Kannika Talalak

English Program, Faculty of Humanities and Social Sciences Phetchaburi Rajabhat University, Thailand

E-mail: [email protected]

Abstract

The purpose of the research was: 1) to develop an “English for Communication” Training

Course for Thai traditional doctors and their assistants to promote tourism in Phetchaburi, 2) to

investigate the efficiency and effectiveness of the “English for Communication” training course,

3) to investigate Thai traditional doctors and their assistants’ satisfaction toward the “English for

Communication” training course. The sample for this research was 15 Thai traditional doctors and

20 Thai traditional doctors’ assistants who responded to a questionnaire and agreed to attend at

least 80% of the training course. Data was gathered by structured interviews, questionnaires,

communication evaluation forms, and an ad-hoc approach to observation forms. The percentage,

mean, standard deviation and t-test dependent were the statistical methods used to analyse the data.

The results were as follows: 1) the “English for Communication” training course passed IOC at

level 1.00, showing that it was possible to use it in the future, 2) the efficiency and effectiveness

of the “English for Communication” training course resulted as follows: 2.1) the efficiency score

of the “English for Communication” training course reached the efficiency (E1/E1) at 75.01/76.10

which was higher than the expected criterion 75/75, 2.2) the Thai traditional doctors and their

assistants’ English communication scores were significantly higher than pre-test scores at a level

of .05, 2.3) following up 1 month after training showed that Thai traditional doctors and their

assistants could apply this knowledge daily life for servicing foreign tourists and working

effectively. This has had a great positive impact on their service and impressed foreigners in the

field of tourism. 3) Thai traditional doctors and their assistants’ satisfaction with the “English for

Communication” training course was at the highest level.

Keywords: English for Communication, Thai Traditional massage, Tourism



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1. Introduction

Nowadays, many companies are aware that English is very important for employees. Job

advertisements often specify that applicants must have English skills. If the applicants do not know

English, or can speak only a little, they will have fewer work opportunities. Lack of understanding

of the language has become an inevitable barrier to finding work, so all people who want to get

hired must improve their English skills. It is said that English is the language of communication,

and the ASEAN requires that English be its working language. When we have to interact with

people of different cultures, English is used in everyday life, and it will become increasingly

influential. (Onwimon, 2012) Onwimon (2012) thinks that every business can move forward smoothly and

work efficiently if everyone can understand what others are talking about. English is the ASEAN

working language, which means that citizens of ASEAN member countries need to use more

English. It is not only people who work in government workplaces and people who do international

business that must use English for communication; it is everybody who lives in ASEAN member

countries. English is the most important language for communication around the world. As a

consequence of the important role of the ASEAN Economic Community, more foreign investors

want to invest in Thailand.

However many Thai laborers cannot use English language for communication. Thai people

are quality laborers but when you look at their language skills, it is found that they are less capable

with English than other foreign workers. Thai workers have very weak English skills, so they must

be aware of the importance of English, as it will prevent them from progressing or feeling

comfortable in their jobs. (Charoensuk, 2011, p.38) Educational institutions play an important role

in developing people’s English skills. They do this by reviewing policies, using progressive

teaching methods, and finding out how to focus on using English for work and applying English to

daily life. This helps students improve their English skills so that they can use it in their daily lives

and careers effectively.

Today Thai traditional massage is popular among foreigners. It is a profession that has

brought repute to Thailand and promotes tourism. It is a profession that requires the workers to

speak English in order to communicate with foreign clients and give a good impression.

Discussions based on the study "The Development of the Thai Massage Business Potential in

Chiang Mai" (Tonwanawarak, 2015, p. 3 5 ) found that Thai massage businesses should provide

English training courses to their employees to better serve foreign customers. Thai massage

businesses should be aware of the importance of English and should require this as a qualification

for job applicants. Thai traditional massage therapists must have English skills. A discussion of the

qualitative results from a study on the problem of servicing foreign tourists in the Thai massage

business and how to promote and develop the Thai massage business in Chiang Mai showed that

there were few massage therapists who could speak English. (Tonwanawarak, 2015, p. 35).


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In initial exploratory pilot study that interviewed Thai traditional doctors and their

assistants who were working in a hospital, the researcher found that most Thai traditional doctors

and their assistants have some basic knowledge of English but they could not speak it. This could

have been due to lack of interest in English, and lack of workplace use. This leads to a problem

when working for and servicing foreigners. The research interviewed Thai traditional doctors and

their assistants about their interest in attending a training course to improve and increase their

English for communication. Most of them are interested in attending the training course. The

researchers then asked them about the areas in which they wanted to improve, and they said that

they wanted to improve their English skills for greeting and inviting people to get a massage, asking

for personal information to register new customers, asking about medical history and giving basic

health checks, answering questions about service rates, giving advice before giving a massage,

giving recommendations and instructions while giving a massage, and other areas that related to

Thai traditional massage.

English for Communication is an important part of working preparation for the ASEAN

Community. It is also an important part of helping Thailand’s economy grow quickly because it

allows us to communicate with foreigners who visit Thailand and use services in the business,

travel, food and healthcare sectors, such as Thai massage. Therefore, the ability of Thai traditional

massage therapists to use English is a part of foreigners’ decisions to visit Thailand and get Thai

traditional massage.

Therefore, it is necessary to develop an English communication training course for Thai

Traditional doctors and their assistants to serve foreigners and meet their needs. This will increase

work performance and effectiveness and impress foreigners so they will want to come back to use

the service again.



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Formulation of

Objectives

Selection of

Content /

Organization of

Content

Determination of What to

Evaluate and the Means of

Doing It

Summative

Evaluation

Implementation

Framework

The researcher developed a framework of an “English for Communication” training course by adapting

from (Taba, 1962) as follows:

Basic Data Analysis

Improvement

Diagnosis of Needs

Research

Development

Research


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2. Method

The Development of an “English for Communication” training course for Thai traditional

doctors and their assistants to promote tourism in Phetchaburi was a Research and Development study

(R&D). The researcher presented the study in four steps: The first step is research (Diagnosis of needs).

The second step is development (Development of the training course). The third step is implementation

(Trial of the course). The last step is evaluation: (Assessment and improvement of the training course)

as follows:

The first step is research (Diagnosis of needs)

The researcher divided this step into two parts: investigating and analysing documents and

relevant documents, and surveying and investigating participants’ needs.

Firstly, investigating and analysing documents and relevant documents.

The researcher studied and analysed the training course and the development of the training course,

focusing on the English language training course and the development of training courses based on

relevant papers and research investigating theoretical concepts, research related to teaching English to

Thai traditional doctors and their assistants and problems encountered by Thai traditional doctors and

their assistants with using English for communication by investigating information from the texts,

relevant documents and research.

Secondly, investigation of participants’ needs

The researcher analysed the opinions of Thai massage experts, a Thai traditional doctors, Thai

traditional doctors’ assistant and a foreign teacher who loves getting Thai traditional massage and

frequently gets Thai traditional massage to investigate the problem of using English for communication

and the necessity of developing a training course using a structured interview and questionnaires.

The second step is development (Development of the training course)

The researcher divided this step into three parts: The first part is development of a training

course framework, the second part is evaluation of the training course framework, and the last part is

improvement of training course.

The first part is development of a training course framework.

The researcher used the data from step 1 to analyse and develop an “English for Communication”

training course as follows:

Firstly, the problems of using English for communication were investigated by analysing the work

situation of Thai traditional doctors and Thai traditional doctors’ assistants.



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Secondary, the teaching methods that would increase the efficiency and effectiveness of the work of

Thai traditional doctors and Thai traditional doctors’ assistants and that could be used in their daily

lives were investigated.

Thirdly, purpose of the study which to evaluate knowledge and communication skills.

Lastly, evaluation before, during, and after each lesson was conducted using a communication

evaluation form.

The second part is valuation of the training course framework.

After the training course framework had been completed, it was evaluated by reviewing the efficiency

and effectiveness as follows:

Firstly, a research advisor evaluated the training course and then the researcher improved it following

the research advisor’s advice.

Secondly, the efficiency and effectiveness of the training course were evaluated by experts (one

curriculum experts and two English teachers) to check content validity using an IOC (Index of Item

Objective Congruence) Evaluation of efficiency and effectiveness of a training course by experts that

consisted of one curriculum experts and two English teachers to check content validity by using IOC

(Index of Item Objective Congruence) (Thaweerat, 1997).

N

RIOC

IOC = Index of test consistency with purpose

R = Sum of all experts’ opinion points.

N = Total number of experts

The experts’ IOC criteria were as follows:

+ 1 means experts were sure that content of training course was correct and consistent with objectives

0 means experts were not sure that content of training course was consistency with objectives

- 1 means experts think that content of training was not accurate, not consistency and corresponded to

objectives

Lastly, the appropriateness of the training course was evaluated by three experts. The Likert rating scale

was used to determine the mean of the appropriateness. If the mean of the respondents’ opinions was

3.50, the researcher had to improve by following the five experts’ advices.

The third is improvement of the training course framework.


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Firstly, if the evaluation of efficiency and effectiveness of the training course by the three experts was

at a level of 0.5 or higher, the training course could be used by Thai traditional doctors and Thai

traditional doctors’ assistants. If it was lower than level .05, the researcher had to improve it following

experts’ advice.

Lastly, the average of the respondents' opinions ranged from 3.50, the researcher had to improve the

course according to expert advice. The data analysis used basic statistics: mean.

The third step is implementation (Trial of the training course)

This step was divided into two steps, trial training course. The training course is detailed below.

Firstly, the trainees registered for training

Secondly, the trainees attended an opening ceremony presenting terms and conditions of the training.

Thirdly, the trainees’ knowledge and communication skills were tested before the course with

a role play activity.in Thai massage practice. The trainees interacted with virtual Thai massage

practitioners. The trainees interacted with foreign teachers. (Based on the given conversation layout

which content covered Lesson 1 - 7 in the course book.) Two foreign teachers evaluated them using an

evaluation of communication form. The score was divided into 5 levels: 5 = very good, 4 = good, 3 =

fair, 2 = almost fair, 1 = improve. The total score was 30 points.

Lastly, the trainees underwent training in each unit as defined in the training course. The

training methods were as follows:

Foreign teachers presented vocabulary, sentences, and conversations based on the contents of each unit.

The trainees took the role-play test. At this stage, the trainees performed a role-play based on a given

situation. There were specifications and details for the role play. This required the trainees to prepare 5

minutes beforehand to spend 10 minutes performing the role-play according to the layout given at the

end of each lesson in the course book. Two foreign teachers evaluated them using the evaluation of

communication form. Test results were reviewed and problems and suggestions were discussed. Post-

test, trainees did a role-play with a foreign teacher following the contents of Unit 1-Unit 7.Trainees

assessed their satisfaction.

The last step is evaluation (assessment and improvement of the training course).

The researcher collected all data that was analysed and processed, then examined the hypothesis to

ensure that the training course was as effective as possible.

First, analysis of the effectiveness of training course at E1 / E2 = 75/75 level (Promvong, 2013, p. 1-16).

Then, comparison of scores before and after training by analysis, SD and t-test dependent



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After that, Analysis of the satisfaction of Thai traditional doctors and their assistants using mean

Standard Deviation and Interpretation Criteria.

Finally, follow-up 1 month after training.

Real life situations where trainees used English for communication were observed by foreign teachers

using an Ad-hoc approach to evaluate their interaction and their ways of solving the problems of Thai

traditional doctors and their assistants.

3. Results

First, basic data was gathered by interviewing Thai traditional doctors, Thai traditional

doctors' assistants, Thai massage experts, and a foreign teacher who loved getting Thai traditional

massage. In conclusion, English is very essential and important for those who give Thai traditional

massage to foreigners. Most of the massage therapists cannot use English for communication

because a lack of basic English and experience. Therefore, it is necessary to provide teaching

activities to improve their English communication skills in a way that is appropriate to the needs

and situations of their workplace.

Second, Diagnosis of the need for an “English for communication” training course

Out of 50 Thai traditional doctors and Thai traditional doctors' assistants who filled out the

questionnaire, 80 percent responded that they wanted to attend the training course, and 100 percent

responded that they needed to improve their speaking skills.

Third, the researcher selected 7 out of 20 topics for the training course based on the questionnaire.

The questionnaire showed that 83.26 percent of Thai traditional doctors and Thai traditional

doctors’ assistants were interested in learning about greeting and inviting people to get a massage,

78.60 percent in asking for personal information, 74.42 percent in asking about medical history

and giving basic health checks, 71.63 percent in answering questions about service rates, and 66.51

percent in giving advice before giving a massage. They were sixth-most interested in giving

recommendations and instructions while giving a massage and seventh-most interested in making

appointments.

Next, the “English for Communication” training course for Thai traditional doctors and

their assistants to promote tourism in Phetchaburi passed IOC at level 1.00, showing that it was

possible to use it in the future.

Then, the mean and standard deviation of experts’ opinions about the appropriateness of the

“English for Communication” training course for Thai traditional doctors and Thai traditional

doctors' assistants was at the highest level.


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Then, the total scores of the pretest of the samples were 492 at 46.86 percent and the sum

of the scores from the activities of the 7 lessons of the 35 samples was 5513.5 at 75.01 percent.

The lesson that the samples got the highest scores in was lesson 1: Greetings and inviting people

to get a massage. The samples got the lowest scores in lesson 6: Giving recommendations and

instructions while giving a massage because the researcher ordered the lessons from the easiest to

the most difficult.

After that, the test scores from each lesson (Lessons 1-7) of the “English for

communication” training course were at 74.76 percent from total 210 which was 75.01 percent,

which is equal to the efficiency of the result of E1 =75. The mean scores of post-test were 22.83

from 30 scores which were at 76.10 percent was equal to the efficiency of the result E2=75.

Therefore, the result of efficiency score of an “English for Communication” training course reached

the efficiency (E1/E2) at 75.01/76.10 which was higher than the expected criterion 75/75, showing

that the “English for Communication” training course was effective.

Finally, Overall, the average scores of pre-test X = 1 4 . 0 6 , the average of post-test X =

22.83, the average of progress score was at 8.77, and the progress average score was 29.23, which

is higher than expected criteria that scores must increase by at least 20 percent. Each Thai

traditional doctor and Thai traditional doctors’ assistant increased their scores. Each had a progress

score from 4 to 16 and progress at 13.33 to 53.33 percent. The results showed that their ability to

communicate in English increased. The researcher took pre-test and post-test average scores to test

the difference using a t-test dependent.

Table Comparison of pre-test scores and post-test scores of Thai traditional doctors and their assistants

N X S.D. t Sig.

Before 35 14.06 3.48 18.48* 1.31

After 35 22.83 2.79

** significance was at level .05.

From Table 1: Overall found that Thai traditional doctors and their assistants’ ability in English for

communication was significantly higher than pre-test scores at a level of .05.

Thai traditional doctors and their assistants’ satisfactions with the “English for Communication”

training course X = 4.68 and SD = 0.12 which was at the highest level.



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Recommendations by the sample group regarding the training course

The samples were the satisfied with the content of an “English for Communication” training

course at the highest level because the content was appropriate to their job and they can use it in daily life.

The sample was satisfied with the “English for Communication” handbook at the highest level

because its objectives matched their needs.

The sample was satisfied with trainers at the highest level because they were funny, answered

questions clearly and they were interested in every trainee.

The sample was satisfied with audiovisuals at a high level because they were up-to-date and

safe to use.

The sample was satisfied with training place at high level because it was clean, conductive to

learning and appropriate for the number of trainees.

The sample was most satisfied with the time of training at the highest level because it was

appropriate to the content of the training.

Result of observations of Thai traditional doctors and Thai traditional doctors assistants 1

month after training: The researcher randomly sampled three Thai traditional doctors and three Thai

traditional doctors' assistants. The researcher investigated the effectiveness of the training course and

examined the difference of their use of English for communication by creating a situation with a foreign

speaker. The situation involved greeting and inviting them for Thai massage, asking for personal

information, asking about medical history and giving basic health checks, answering questions about

the rate for Thai massage services, giving advice before a Thai massage, giving recommendations and

instructing while giving a massage and making appointments. The Thai traditional doctors and Thai

traditional assistants consisted of six people: a Thai traditional doctor and a Thai traditional doctor’s

assistant at Banlad hospital, a Thai traditional doctor and a Thai traditional doctor’s assistant at

Prachomklao Hospital, a Thai traditional doctor and a Thai traditional doctor’s assistant at Cha-am

Hospital. The ad-hoc approach to observation was used. The results of this observation were as follows:

Three Thai traditional doctors could speak quite well, pronounce correctly, and communicate with

foreigners effectively; two Thai traditional doctors’ assistants who worked at Prachomklao Hospital

and Cha-am Hospital could interact with foreigners on all topics quite well and pronounce correctly;

but a Thai traditional doctors’ assistant who worked at Banlat Hospital could only communicate with

foreigners on some topics, so foreigners had to repeat themselves several times and use short sentences.

These differing results were due to differences in experiences of giving services to foreigners, education

level, ability in the basics of English, and age.


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4. Discussion and Conclusion

The development of an “English communication” training course for Thai traditional doctors

and their assistants to promote tourism in Phetchaburi. The results were discussed as follows:

Firstly, in the implementation of an “English communication” training course, the results

showed that the efficiency score of an “English for Communication” training course reached the

efficiency (E1/E2) at 75.01/76.10 which was higher than the expected criterion 75/75. This is primarily

because the trainees had contact and speaking practice with foreigners throughout the duration of the

training course. Thai teachers and teaching assistants also facilitated while they were studying. They

became familiar with foreign teachers. Trainees felt comfortable, excited and embarrassment of using

English for communication was reduced. Trainees always practiced speaking prior, during and after

training with foreign teachers to check their progress and abilities. In addition, the researcher studied

basic information or diagnosis of needs of Thai traditional doctors and their assistants. According to

(Taba,1962) development of training courses, teachers were a key component and used training courses

in application to their real-life situations. The first step of development of a training course was training

course developers or teachers who had explored learners’ needs, analysed the characteristic of each

learner to investigate basic information and the differences between each learner. In addition, the

researcher had developed a training course systematically, ordered content appropriate to everyday life,

selected the right activities, designed teaching materials and planned to evaluate with reference to and

with the ultimate aim of investigating the training course's objectives. (Khositchaiwat, 2013) who

investigated “Development of an English camp training program to enhance English speaking skills,

English camp activity knowledge and social skills for English major students, faculty of education,

Silpakorn University” Their results showed the efficiency score of the training course reached the

efficiency (E1/E2) at 81.12/80.90 which was higher than the expected criterion 75/75. In the research

discussion it was posed that the research had to investigate needs and stressed the necessity of samples

which led to the training course, would be an effective training course. According to (Gaves, 2000),

and (Nunan, 1996) the development of English training courses had to analyse the needs and

requirements (Need Assessment) of related people to identify the goals and objectives of the course.

(Robinson, 1991) said that teaching English for

specific purposes related to training, practicing and knowledge which there were three aspects. The

three aspects were languages, learning, teaching and specific interest of learners. Most students wanted

to study for the specific purposes which they could apply knowledge to use in their work. They didn’t

want to study because they were interested in languages or cultures. However, the development of

training courses needed to appropriate with duration.



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Secondly, result of implementation of an “English for Communication” training course for Thai

traditional doctors and their assistants was the Thai tradition doctors and their assistants’ ability in

English for Communication skills was significantly higher than pre-test scores at the .05 level. In

conclusion, an “English for Communication” training course encouraged knowledge, understanding

and the skills of trainees. This could be due to trainees being given real-life conversation with foreign

teachers while training and at the end of each lesson. Trainees often practiced, which resulted in better

communication skills. This may be due to the content of the training course appropriate to the trainees’

needs. The activities were trainee-centered and focused on the trainees’ needs to use what they would

learn at work, therefore increasing the ability of the trainees (Wattanawong, 2004,p 2-8) said that

training was different from learning. The organization had to provide training course. But he didn’t

mean that training would improve all trainees. So the trainer or organizer had to help trainees improve

their skills in the right way and could apply it in daily life. The student-centered approach would provide

the learner's perceptions to influence their learning. The result of learning would be good. The results

of this research were consistent with the results of the study by (Asavabhokin, 2013: abstracts).

Srinakharinwirot University found that training courses could be used effectively. The result of pre-test

scores was higher and post-test scores was significantly higher than the pre-training score at the 0.05 level.

Lastly, Thai traditional doctors and their assistants' satisfaction with an “English for

Communication” training course were at the highest level. Trainees’ recommendations were that the

related organization should provide training course continuously. The content of the training course

was focused on vocabulary and idioms related to their jobs. They could apply knowledge to use in their

work to impress tourists and led to good opportunities to persuade tourists to get Thai traditional

massage again. English for communication books with beautiful covers, appropriately sized for

carrying, clear fonts, easy to read because there were Thai letters and English letters were all important

factors. Thai traditional doctors and their assistants wanted to study more or rather increase their

training time. As a result, the researcher surveyed the basic needs of the trainees, concerning the content

of the training course, so that content of the training course was appropriate to the trainees’ need to use

what they would learn in their professional capacity. Trainees were aware of the importance of the

training course, to use what they would learn at work. According to (Onwimon, 2012), if you want to

succeed in finding a job, a worker should have English skills. He said that English was a working

language and ASEAN required that English was a “working language”. Everybody had to learn and

try to use English as well. (Charoensuk, 2011,p. 38) said the one of the important roles of the ASEAN

Economic Community where that there were many foreign investors wanting to invest in Thailand.

Thai labourers are quality labours but upon closer inspection, it was found that they do not have any

English skills. Thai workers have very weak English skills, so Thai people must be aware of the

importance of English. (Chostelidou, 2010) studied the development of English for specific purposes

for accountant students, by analysing students’ needs to develop a curriculum. He found that basic

information appropriate to their needs and that they wanted to use English for their real lives.


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In conclusion, developing English skills needs to involve developing English for specific

purposes. This is because the activities were trainee-centred and focused on the trainees’ needs to use

what they would learn at work, therefore increasing the ability of the trainees. So that English for

communication is the most important role to service Thai traditional massage for foreigners to impress

them in such a way as to promote tourism business. This will allow Thai traditional doctors and their

assistants to listen and speak effectively. Therefore they can help to promote the tourism business better.

5. References

Chaiyoung, P. (2013). How to use efficiency criterion in media research and development.

Education, 19(1), 1-16

Chostelidou, D. (2010). A need analysis approach to ESP syllabus design in Greek tertiary

education: a descriptive account of students’ needs. Procedia Social and Behavioral

Science, 2, 4507-4512.

Graves. (2000). Designing language course: A guide for teachers. Boston, MA: Heinle&Heinle.

Nunan, D. (1996). The self-directed teacher: Managing the learning process. In Cambridge

Language Education series, edited by Jack C. Richards. Cambridge: Cambridge University.

Charoensuk, P. (2015). English and Thailand’s economy for ASEAN economic community.

(Electronic version).Journal of Executive, 31(4), pp. 30-34.

Puangrat, T.(1997). Creation and development achievement test. Educational and Psychological

Test Bureau, Srinakharinwirot University.

Robinson, P. (1991). ESP Today: A Practitioner’s Guide. London: Prentice Hall International.

Somkiat, O. (2012). First Page of ASEAN Journal, Khusangkhusom.Vol.33 No747-746,16-17.

Sunita, K.(2013). Development of an English cam training program to Enhance English speaking

skills, English camp activity knowledge and social skills for English major students, faculty

of education, Silpakorn University.

Suwat, W.(2004). Philosophy of training adult. Bangkok. Chulalongkorn University.

Taba, H. (1962). Curriculum development. : Theory and Practice. New York : Harcout Braca & World.

Varunee, A. (2013). Development of an English communication curriculum for non-academic

personnel of Srinakharinwirot University, Doctor of Education, Srinakharinwirot University.

Yanisa, T. (2015). Development of massage business’s potential in Chiang-Mai to service foreign

tourists. Bachelor of Arts Program in Tourism Management, Phitsanulok University.



IC-HUSO 2017

Using Facebook as an Educational Tool for Teacher Trainees in Japanese:

From the Training Institution’s Viewpoint

Manami Fujihira

Center for Japanese Language and Culture

Osaka University, Japan

E-mail: [email protected]

Abstract

In 2016, the Agency for Cultural Affairs revised the basic requirements to become Japanese

language teachers in Japan. The new standard specifies that Japanese language teacher training

programs starting on and after August 1, 2017, must include at least one accredited course

concerning ‘teaching practice.’ Hence, it is an urgent matter that each university providing such a

program should establish a new course containing practical teaching training in real classrooms

with real students. However, it might be difficult for some universities with few international

students to fulfill all these conditions within their universities . One of the options for them is to

outsource a practical teaching training to domestic or overseas institutions . However, there have

been several difficulties when receiving trainees from other universities, which are as follows;

1) Lack of information on trainees themselves, their preparation and goals, prior to the training,

2) Uncertainty about what coaching and advice trainees have been given from

instructors of sending universities before and during the training, and

3) Difficulties of maintaining close coordination between instructors of sending and

receiving institutions.

Since being certified as a nationwide Joint -usage Center by the Japanese Ministry of

Education, the Center for Japanese Language and Culture of Osaka University (CJLC ) has

provided opportunities for Japanese language teacher trainees of other domestic universities to

undergo various teaching practice . When two students from Aichi Prefectural University

participated in CJLC ’s two -week program in 2016, we tried to overcome the difficulties

mentioned above by using Facebook as online portfolio and communication tool between trainees

and instructors of sending/receiving/third-party institutions. The aims of this paper are to discuss

the merits of using Facebook before/during/after the training program from the viewpoint of the

receiving institution, and to suggest that this method can also be applied to practical teaching

training/school internship outsourced to overseas institutions.

Keywords: Facebook, Joint-usage Center, practical teaching training, training institution

|Proceedings of 13th International Conference on Humanities & Social Sciences 2017 (IC-HUSO 2017)

2nd-3rd November 2017, Faculty of Humanities and Social Sciences, KhonKaen University, Thailand 1233

IC-HUSO 2017

Effects of English Speech and Anxiety in Speaking English of First Year

Undergraduate Students in Private University

Bundit Anuyahong 1

1 College of General Education and languages,

Thai-Nichi Institute of Technology, Thailand 1 E-mail: [email protected]

Abstract

The purposes of this research were 1) to study effects of English speech of first year

undergraduate students in private university 2) to compare English speech of the undergraduate

students according to speech skills and faculty, and 3) to study anxiety in speaking English of the

first year undergraduate students.

Research samples were 60 first-year undergraduate students derived through a simple

random sampling technique in the first semester of the 2017 academic year. The instruments used

in this experiment included a speech evaluation form, an English speech test, and an anxiety

questionnaire. The experimental process and data collection were conducted as follows: The

subjects were asked to undertake a speech test. Then, on the final week, a questionnaire was used

to survey the subjects’ anxiety in speaking English.

The research findings were 1) the overall English speech ability of first year

undergraduate students was at high level, 2) the first year undergraduate students with different

speech skills had statistically significant differences at 0.05 level in all aspect, 3) the first year

undergraduate students with different faculty had no statistically significant differences at 0.05

level, and 4) First year undergraduate students had anxiety in speaking English at a moderate level.

Keywords: English Speech Ability, Anxiety in Speaking English.


2nd-3rd November 2017, Faculty of Humanities and Social Sciences, KhonKaen University, Thailand |

IC-HUSO 2017

1. Introduction

English plays a significant role in Thailand's economic, financial, and technological

development and this role and function of English have commonly been accepted by the Thai

public. Moreover, Huang (2005) studied about students’ English talking demonstrated their very

positive attitudes towards English language, recognising not only the occurrence of English in the

world, but also its importance in their access to information, employment opportunities and the

link to the development of the nation. They embraced English for individual and national prestige

and development and they all believe getting good English skills is a good movement and

something needed to be followed rather than resisted.

In many countries, it has been argued that having English proficiency is like possessing a

bright lamp, as it can bring prosperity by ensuring access to education, international business,

science and technology. For such purposes everybody is desired for the means to get suitable

command over this language and to increase the ability to use it properly just like its fluent native

speakers. In most of the countries’ university education is carried out in English (Malik, 2012).

Anxiety, furthermore, one of the most important and pervasive emotions, was described as a

feeling of uneasy suspense by Rachman (1998). Over the years, state anxiety, trait anxiety, and

situation-specific anxiety have become three mainstream approaches to anxiety research in

language teaching and learning (Horwitz et.al., 1986).

In teaching and learning English language at College of General Education and Language,

the undergraduate students need to use English for communication in real life and in workplace.

Therefore, English speech and English speaking ability are developed and assessed before their

graduation.

As a result, the researcher studied effects of English speech and an anxiety in speaking

English of undergraduate students in private university. The results of the study will be guideline

for instructional development and the learners’ competency development in next occasion.

Research Purposes

1. to study effects of English speech of first year undergraduate students in private

university.

2. to compare English speech of the undergraduate students according to speech skills

and faculty.

3. to study anxiety in speaking English of the first year undergraduate students.



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2. Methodology

Research Design

The data was gathered and analysed as follows:

1. Population and Samples

1.1 The population was 600 first-year students at Thai-Nichi Institute of Technology

during the first semester of the 2017 academic year.

1.2 The samples were 60 first-year students derived through a simple random sampling

technique in the first semester of the 2017 academic year.

Duration of Experiment

The experiment ran over twelve weeks which encompassed twelve two-hour classes.

Variables

The variables analysed in this study included:

1. The English speech ability of first year undergraduate students.

2. The anxiety in speaking English of first year undergraduate students.

Research Instruments

1. A speech evaluation form.

2. An English speech test.

3. An anxiety questionnaire.

Data Analysis

The collected data was analysed using a computer program. F-test was used to compare

the differences of the samples’ mean scores according to faculty. The mean and standard

deviation of scores from the English speech evaluation form and anxiety questionnaire were used

to measure data at the end of the speaking class. The experiment lasted twelve weeks.

Data Collection

The experimental process and data collection were conducted as follows:

The subjects were asked to undertake an English speech test with the speech topic on

“What are the best experiences in your life”. Then, on the final week an anxiety questionnaire

was used to survey the subjects’ anxiety in speaking English.



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3. Results

Phase 1: Results of English speech scores analysis of undergraduate students

The assessment of English speech ability of undergraduate students at TNI, the researcher

used English speech ability test which created according to test procedure.

Therefore, percentage of scores was calculated from criteria as following; (adapted from

Thaweerat, 2000; Wongsothorn, 1995).

81-100 means very high

61-80 means high

41-60 means moderate

21-40 means low

1-20 means very low

Table1: Results of English speech ability of 60 first year undergraduate students

No. Faculty Frequenc

y

(10)

Accuracy

(10)

Confidence

(10)

Content

(10)

Comprehensio

n (10)

Scores

(50)

percentag

e

1 Information Technology 6 6 7 7 7 33 66.00




















21 Engineering 8 7 8 8 8 39 78.00

22 Engineering 7 7 8 7 8 37 74.00

23 Engineering 7 7 8 8 8 38 76.00

24 Engineering 7 7 8 8 8 38 76.00

25 Engineering 8 8 8 8 8 40 80.00

26 Engineering 8 7 8 8 7 38 76.00



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No. Faculty Frequenc

y

(10)

Accuracy

(10)

Confidence

(10)

Content

(10)

Comprehensio

n (10)

Scores

(50)

percentag

e

27 Engineering 6 7 8 7 7 35 70.00

28 Engineering 8 8 8 8 8 40 80.00

29 Engineering 7 7 7 7 7 35 70.00

30 Engineering 8 8 8 8 9 41 82.00

31 Engineering 8 8 8 8 8 40 80.00

32 Engineering 7 7 8 8 8 38 76.00

33 Engineering 8 8 8 8 9 41 82.00

34 Engineering 8 8 8 8 8 40 80.00

35 Engineering 7 7 8 8 8 38 76.00

36 Engineering 8 8 8 8 8 40 80.00

37 Engineering 9 8 8 9 8 42 84.00

38 Engineering 9 9 9 9 9 45 90.00

39 Engineering 8 7 8 8 8 39 78.00

40 Engineering 8 7 8 8 7 38 76.00

41 Business Administration 8 7 7 7 8 37 74.00




















Total mean 7.40 7.36 7.83 7.76 7.76 38.18 76.36

Total scores 2,291

The table showed that the total scores of the 60 first year undergraduate students were

2,291 and 76.36 for the total percentage which effects of English speech ability of first year

undergraduate students were at high level.



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Table 2: results of mean scores and standard deviation of 60 first year undergraduate students

according to faculty

No. Faculty

n Minimum Maximum Mean

Std.

Deviation

1 Information Technology 20 30.00 39.00 35.85 2.32

2 Engineering 20 35.00 45.00 39.10 2.29

3 Business Administration 20 35.00 44.00 39.60 2.32

Total 60 30.00 45.00 38.18 2.82

The table showed that the total of mean scores was 38.18 (S.D=2.82) which in faculty

ranged from (x¯=39.60) for Business Administration, (x¯=39.10) for Engineering, and (x¯ =35.85) for

Information Technology respectively.

Table 3: results of mean scores and standard deviation of 60 first year undergraduate students in

each skill and in the total

Skills

n Minimum Maximum Mean

Std.

Deviation

Frequency 60 6.00 9.00 7.40 0.90

Accuracy 60 6.00 9.00 7.36 0.63

Self-confidence 60 6.00 9.00 7.83 0.66

Content 60 6.00 9.00 7.76 0.67

Comprehension 60 6.00 9.00 7.76 0.62

Total 7.60 0.70

The table showed that the total of mean scores was 7.60 (S.D=0.70) which in skills ranged from

(x¯=7.83) for self-confidence, (x¯=7.76) for comprehension, (x¯=7.76) for content, (x¯=7.40) for

frequency, and (x¯ =7.36) for accuracy respectively.



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Phase 2: The comparison of the English speech for the 60 first year undergraduate students

according to speech skills and faculty. The statistics used in the data analysis consisted of

mean (x¯ ), standard deviation (S.D) and F-test

Table4: The comparison of the English speech for the 60 first year undergraduate students

according to speech skills was as follows:

ANOVA

Sum of

Squares df Mean Square F Sig.

Frequency Between Groups 19.600 2 9.800 19.396 .000

Within Groups 28.800 57 .505

Total 48.400 59

Accuracy Between Groups 4.133 2 2.067 5.949 .005


Total 23.933 59

Self-

confidence

Between Groups 5.733 2 2.867 7.932 .001


Total 26.333 59

Content Between Groups 6.633 2 3.317 9.405 .000


Total 26.733 59

Comprehension Between Groups 4.033 2 2.017 6.147 .004


Total 22.733 59

* Statistical significance at 0.05 level

The table showed that the first year undergraduate students with different speech skills

had statistically significant differences at 0.05 level in all aspect.



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Table 5: The comparison of the English speech for the 60 first year undergraduate students

according to speech faculty was as follows:

ANOVA

Sum of

Squares df Mean Square F Sig.

IT Between

Groups 63.183 9 7.020 1.783 .190

Within Groups 39.367 10 3.937

Total 102.550 19

ENG Between

Groups 26.683 9 2.965 .405 .905


Total 99.800 19

IT Between

Groups 37.917 7 5.417 1.006 .473


Total 102.550 19

BA Between

Groups 47.467 7 6.781 1.471 .266


Total 102.800 19

ENG Between

Groups 42.967 8 5.371 1.040 .463


Total 99.800 19

BA Between

Groups 57.300 8 7.163 1.732 .196


Total 102.800 19

* Statistical significance at 0.05 level

The table showed that first year undergraduate students with different faculty had no statistically

significant differences at 0.05 level.



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Phase 3: The results of the students’ anxiety in English speaking from questionnaire were

as follows:

Table 6: mean and standard deviation in anxiety in speaking English of first year students

No. Statements x̄ S.D. level 1 My problem is incomprehensive listening. 3.28 0.91 low

2 Being called on in class whether prepared or not is my problem. 2.24 0.73 low

3 Insufficient preparation for speaking is my anxiety. 2.17 0.68 low

4 I lack of confidence 1.98 0.87 low

5 I fear of speaking English 2.35 0.75 low

6 I fear of speaking English to native English speakers or international peers 2.79 0.69 moderate

7 I feel inferior to peers or native English speaker spoke to 2.21 0.71 low

8 I fear of making mistakes 1.97 0.73 low

9 I have realized I made a mistake while speaking 3.12 0.78 moderate

10 I fear of teacher, classmates, host family, teacher’s negative evaluation 2.99 0.67 moderate

11 I do not understand the class content. 2.24 0.77 low

12 I fear of working in an unfamiliar learning environment 3.02 0.73 moderate

13 I have negative experience of talking with native English speakers 2.65 0.88 moderate

14 I tend to continuously compare with others and competitiveness when I speak. 3.59 0.87 high

15 I fear of being laughed by others due to mistakes made or inaccurate

pronunciation. 3.58 0.79 high

Total 2.67 0.77 moderate

These rating scales were calculated to find out the mean and standard deviation and then

translated based on criteria developed by Best (1977) as follows:

1.00 <= x̄< 1.50 refers to students who had the lowest level of anxiety in speaking English

1.51 <= x̄ < 2.50 refers to students who had a low level of anxiety in speaking English

2.51 <= x̄< 3.50 refers to students who had a moderate level of anxiety in speaking

English

3.51 <= x̄< 4.50 refers to students who had a high level of anxiety in speaking English

4.51 <= x̄< 5.00 refers to students who had the highest level of anxiety in speaking

English

According to the table, it was demonstrated that the students’ anxiety in English speaking

was at a moderate level x̄=2.67). When each item was considered, it was found that the highest

item was from item 14 I tend to continuously compare with others and competitiveness when I

speak (x̄=2.59) and item15 I fear of being laughed by others due to mistakes made or inaccurate

pronunciation (x̄=2.58).



IC-HUSO 2017

4. Conclusion

1. The effects of English speech ability of first year undergraduate students were at high

level.

2. The first year undergraduate students with different speech skills had statistically

significant differences at 0.05 level in all aspect.

3. The first year undergraduate students with different faculty had no statistically

significant differences at 0.05 level.

4. First year undergraduate students had anxiety in speaking English at a moderate level.

5. Discussion

According to the research results, the TNI students’ level of English speech ability of first

year undergraduate students was at high level. This might be because the first year undergraduate

students prefer English speech in order to improve their speaking skills and confidence in

speaking. On the other hand, English speaking skill is one of the most important of four skills to

be developed as a means of effective communication in second language learning which related

to the notion of Osborn et al (2008) who stated that English speaking skill is one of the important

of four language skills to be increased as a means of successful communication in second

language learning context. Therefore, effective communication by speaking generally generates a

number of benefits for speakers. Effective speaking skill results in achievements may have in

ceremonial speaking activities, job training, activities, job interview, and other business purposes

(Osborn, et al 2008).

Moreover, the first year undergraduate students had anxiety in speaking English at a

moderate level. It might be because the first year undergraduate students had a variety of

background of English skills and different contexts including educational backgrounds which

related to the idea of Horwitz (2001) who advocated that different contexts, ethical and

educational backgrounds have an impact on learners’ level of anxiety. Furthermore, it is vital to

address this in relation to classroom practice and anxiety. Practicing in a classroom may be

comfortable to one group but stressful to other learners from different cultural backgrounds who

habituated to different cultural norms of classroom learning.

6. Acknowledgements

This research is supported by College of General Education and Languages, Thai-Nichi

Institute of Technology, Bangkok, Thailand.



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7. References

Best, John W. (1977).Research in Education. 3rd ed. Englewood Cliffs, New Jersey:

Prentice Hall, Inc.

Horwitz et.al. (1986) “Foreign language classroom anxiety,” The Modern Language Journal,

vol. 70, pp. 125–132, 1986.

Horwitz, E. (2001). Language anxiety and achievement. Annual review of applied linguistics,

21, 112-126.

Huang, H. W. (2005). The relationship between learning motivation and speaking anxiety

among EFL non-English major freshmen in Taiwan, Unpublished M.A thesis,

Chaoyang University of Technology, Taiwan.

MacIntyre P. D. and Gardner R.(1991). “Methods and results in the study of anxiety and

language learning: a review of the literature,” Language Learning, vol. 41, pp. 85–117.

Osborn, S., Osborn, M., & Osborn, R. (2008). Public speaking guidebook. Boston: Pearson.

Rachman, S. (1998).Anxiety, Psychology Press, Hove, East Sussex, UK.

Spielberger C. D.(1972). “Anxiety as an emotional state,” in Anxiety: Current Trends in

Theory and Research, C. D. Spielberger, Ed., vol. 1, pp. 3–19, Academic Press, New

York, NY, USA.

Thaweerat, P. (2000) Methodology of Behavioral and Social Sciences. 8th Edition, Bangkok:

Chareonphol Publishing.

Wongsothorn, A. (1995) Guideline for Language Testing. Bangkok: Chulalongkorn

University Publishing.

Bio Data

Assistant Professor Dr. Bundit Anuyahong is English lecturer at College of General

Education and Languages, Thai-Nichi Institute of Technology. He got Ph.D. in Curriculum and

Instruction-Teaching English at Silpakorn University. He also obtained double degrees for his

master. One is Master of Education in TEFL from Silpakorn University and Master of Education

in Educational Administration from Naresuan University, Thailand.

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