Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572799
Title: An investigation into the teaching of English for science and technology in a Thai university
Author: Chaturongakul, Panna
Awarding Body: University of Essex
Current Institution: University of Essex
Date of Award: 2012
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Abstract:
The study investigated teaching English for science and technology (EST) to undergraduate students at Tharnmasat University in Thailand. Four aspects were explored: (1) what science students were officially expected to learn in the EST course; (2) the perceptions that EST stakeholders (i.e., EST teachers, science students in their classes, science lecturers, and students in the lecturers' classes) had of the EST course; (3) the stakeholders' perceptions of English that science students should learn; and (4) the English that featured in undergraduate science classes. A total of forty respondents- thirty-two science students, four EST teachers, and four science lecturers-were interviewed. Thirteen and sixteen class observations were caried out in two EST classes and four science classes, respectively. The EST course book, samples of EST supplementary materials, and a number of science course materials were analysed. The dataset was analysed qualitatively. The findings show that, although they were officially expected to practise all of the four macro-skills, science students were mainly taught to read and write in scientific English. The respondents had some similar and distinct views on what science students were and should be learning in the EST course. The stakeholders' perceptions of science students' needs of English and the English the students should learn in the EST course were similar to some degree, and yet varied according to their different positions. What students were officially expected to achieve after the EST course were not entirely compatible with the stakeholders' perceptions of students' needs of English or the English which featured in science classes. It appeared that the stakeholders did not only think of the EST course as a preparation for their science studies but also for their future careers. Main suggestions for EST course design and development include a full analysis into science students' needs, wants, and lacks of English; a review of the aims of the EST course, as to whether it is intended to be and EAP, or a hybrid EAP/EOP course; and substantial communication networks among EST teachers and between the teachers and science lecturers.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.572799  DOI: Not available
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