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ORAL PRESENTATION SESSION 4

Place: Prof.Dr.Saroj Buasri Innovation Building, Srinakharinwirot University Theme: English As A Foreign Language, Secondary Education, Research and Evaluation Saturday 12th September 2015 Room: Asokmontri Music & Performing Art Hall 2, 4th floor Time: 13.00 – 16.00 p.m. Chair: Asst. Prof. Dr. Siriparn Sriwanyong THE DEVELOPMENT OF ANALYTIC ASSESSMENT CRITERIA FOR STUDENTS’ 13.00 - 13.20 ORAL PRESENTATIONS IN THE FOUNDATION ENGLISH COURSES PAYUPOL SUTHATHOTHON, KALAYA BOONSIRIJARUNGRADH A STUDY OF SOCIAL RELIGION AND CULTURAL STUDIES OF PRATHOMSUKSA 1 13.20 - 13.40 STUDENT BY CO-OPERATIVE LEARNING PIENGJAI POMTASNANON 13.40 - 14.00

EFFECTIVE LEARNING BY A STUDY OF CORRELATION COEFFICIENT RELATIONSHIPS: CASE STUDY OF USING VARIABLE MS. WORD AND MS. EXCEL

14.00 – 14.20

PITCHAYAKORN LAKE UNDERGRADUATE STUDENT WORK PLACEMENTS IN AN INTERNATIONAL CONTEXT: A BRIEF EVALUATION AND THE LESSONS LEARNED

14.20 – 14.40

MARK MEADOWS, DR PHORNCHULEE LUNGKA USING JOLLY - JOLLY PLAY IN INTRODUCING ENGLISH TO CHILDREN ELISE MURYANTI

14.40 – 15.00

COMBINING STUDENTS’ PROGRAM AND TEACHER’S PROGRAM IN TEACHING SPOKEN ENGLISH TO EFL STUDENTS YULI HERMAN

15.00 – 15.20

THE EFFECTIVENESS OF WEB SPEECH GRAPHICS ON ENGLISH PRONUNCIATION LEARNING OF BUSINESS ENGLISH STUDENTS PHUNSUK KANNARIK

15.20 - 15.40

JUST-IN-TIME TEACHING TECHNIQUES THROUGH WEB TECHNOLOGIES FOR VOCATIONAL STUDENTS’ WRITING ABILITIES REWADEE CHANTOEM

15.40 - 16.00

DEVELOPMENT OF A UBIQUITOUS INSTRUCTIONAL SYSTEM FOR THE UPPER SECONDARY STUDENTS IN UPPER NORTHERN THAILAND SURASAK PAJE

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THE EFFECTIVENESS OF WEB SPEECH GRAPHICS ON ENGLISH PRONUNCIATION LEARNING OF BUSINESS ENGLISH STUDENTS BY PHUNSUK KANNARIK

Abstract The objective of this research was to study the effectiveness of Web Speech Graphics by using it as a media to reinforce the traditional tools used in studying English pronunciation. This application was introduced to Business English students who took the English Phonetics course in the first semester of 2014. The populations used in the study were 95 second-year students in the Business English Department under the Faculty of Arts and Sciences at Southeast Asia University. Research instruments were consisted of course instruction plan designed for the English Phonetics course using Web Speech Graphics, pre-test, formative tests, and post-test for English pronunciation ability, respectively. Data were analyzed using the Efficiency Criterion (E1/E2) to evaluate the effectiveness of Web Speech Graphics on English pronunciation learning of students. For 8 weeks, the experiment processes began by giving English pronunciation ability pre-test in the first week of the semester. Succeeding assessments, like formative tests for English pronunciation were done in weeks 3, 5 and 7; while the English pronunciation post-test was conducted in week 8. The research results showed that the introduction of Web Speech Graphics for studying English pronunciation by Business English students was effective for improving their English pronunciation by exhibiting 50.01/70.61 marks, which was higher than the previously given 45/65 benchmark. From the findings, the researcher concluded that using the Web Speech Graphics for the students’ English pronunciation learning had something to do with the competence and the improvement of students’ English accent. Keywords: Effectiveness, English Pronunciation Ability, Web Speech Graphics

THE EFFECTIVENESS OF WEB SPEECH GRAPHICS ON ENGLISH PRONUNCIATION LEARNING OF BUSINESS ENGLISH STUDENTS ASST. PROF. PHUNSUK KANNARIK DEPARTMENT OF BUSINESS ENGLISH, FACULTY OF ARTS AND SCIENCES, SOUTHEAST ASIA UNIVERSITY ([email protected]) Introduction The English Phonetics course has been organized in one of required courses for the second-year Business English students in the Business English Department under the Faculty of Arts and Sciences at Southeast Asia University. The purposes of the English Phonetics course are learning the ways of English pronunciation based on the linguistic principle by studying the speech mechanism and articulation process for communication in daily life and business dealings. The course focuses on both theoretical knowledge and practical skills in English pronunciation (Bachelor of Arts in Business Administration Program, Faculty of Arts and Sciences, Southeast Asia University, 2011). In practical section of teaching, the researcher as the instructor, encouraged students to practice listening and pronunciation of English by using the medium of instruction called “Online Audio Streaming” which is the result of the researcher’s prior study (Kannarik, 2012). Online Audio Streaming helps develop more effective learning of students in listening and pronunciation of English without time location constraints through the Internet. However, the results of pronunciation tests, formative tests and post-test revealed that students’ English pronunciation of certain sounds was incorrect. Almost all of the students had difficulties pronouncing certain English sounds that don’t exist in Thai language such as the initial, medial and final sounds of the words thank, healthy, and clothe, or zoo, cozy, and jazz; and the final sounds of fish, much, beige, and change. The instructor noticed that while they vocalized these English words, the students tend to use their speech organs incorrectly. Therefore, the researcher tried to find ways of solving the problem and how to be more efficient in teaching. According to Lane (2000), when teaching English pronunciation, the diagrams are used to indicate the position of speech organs: tongue, teeth and the lips how to position these organs correctly; and students should place these organs properly. The researcher came up with the idea of integrating the diagrams of speech organs in the form of computer graphics for teaching English pronunciation. This is because computer graphics is a medium of communication between administrator and recipient. It can motivate attention and impress the recipient, and create a good learning (Calson, 2003). In addition, computer graphics communicates ideas and messages by using color as an element of the images to be more compelling (McConnell, 2006). The researcher also used computer graphics as a medium of instruction for teaching English pronunciation through a system of distance teaching or e-Learning, and it was called “Web Speech Graphics”. The reason

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has generally known that e-Learning in the academic curriculum allows educators to effectively combine the elements of self-study and distant education through software with the advantages of traditional classroom study and teaching (Zamorshchikova, Egorova, and Popova, 2011). The Internet can be used to motivate students in their efforts to acquire English proficiency skills (Fox, 1998). Using Web Speech Graphics would be appropriate for use as visual aids in teaching English pronunciation because students can practice English pronunciation without restrictions on time and place. Methods The researcher attempted to find the answer to the question: “To what extent does the use of Web Speech Graphics affect the Business English students’ English pronunciation abilities in the Business English Department under the Faculty of Arts and Sciences at Southeast Asia University?” The populations involved in the study were composed of 95 second-year Business English students under the Faculty of Arts and Sciences at Southeast Asia University. In order to find the basic knowledge of the populations who were taking the English Phonetics course in the first semester of 2014, they were categorized based on each student’s level of English pronunciation competency. This process was conducted by dividing them into three groups according to three levels of English pronunciation aptitude. Individual results were categorized out of 24 total scores of English pronunciation ability pre-test: - Group A: students withscores of19to24(Good) - Group B: students withscores of12to18(Average) - Group C: students withscores from0to11(Belowaverage) The two types of research instruments used in this study were research procedure and data collection. The research procedure integrated a course instruction plan which was designed for the English Phonetics course using Web Speech Graphics. On the other hand, the research instruments used for data collection included Web Speech Graphics, pre-test, formative tests, and post-test for English pronunciation. The experiment stages during the process and data collection are as follows: 1) Administered pre-pronunciation test to segregate the students based on their levels of English pronunciation ability in week 1. 2) Taught English pronunciation in practical section based on a course instruction plan designed for the English Phonetics course using Web Speech Graphics. 3) Checked and recorded students’ attendance. 4) Conducted English pronunciation formative tests in weeks 3, 5, and 7. 5) Conducted English post-pronunciation test in week 8. 6) Assessed and recorded the results of students’ English pronunciation from weeks 2 to 8. To evaluate the efficiency of students’ English pronunciation ability through the Web Speech Graphics Data, the efficiency criterion (E1/E2) was used to assess the behavior of these two types of learners: continuous

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behavior called “Process” and outcome behavior of learners which also known as “Products”. E1 refers to the percentage of the average scores of English pronunciation ability using Web Speech Graphics from weeks 3, 5 and 7 with the total score of 72. E2 refers to the percentage of the average scores of post-test Efficiency of Learning Products) equivalent to the total score of 24. Results

To investigate the effectiveness of the use of Web Speech Graphics for students’ English pronunciation, the researcher created the table shown above indicating that the effectiveness of using Web Speech Graphics developed the students’ English pronunciation aptitude by exhibiting 50.01/70.61 which was higher than the previously given 45/65 benchmark. When the evaluation of English pronunciation skills of the 2 groups of students was considered, (except Group A which represents students who were unable to obtain 19 to 24 scores of English pronunciation ability pre-test), it was found that the efficiency of development of English pronunciation using Web Speech Graphics (E1/E2) were: Group B, 72.70/89.70 higher than 70/80 provided criteria, and Group C, 47.14/68.11 higher than 40/60 provided criteria. From the findings, the researcher concluded that integrating the Web Speech Graphics on the students’ English pronunciation had something to do with the competence and students’ English pronunciation ability. It indicated that Web Speech Graphics is an effective teaching media that helps develop the capabilities of students in the English pronunciation learning. This study harmonized with the research of Kaewsonti & Jitngernmadan (2014), who mentioned that the use of Google Web Speech API can recognize the students’ English speeches and compare them with the right answers. This way, the students corrected their English pronunciation until they were satisfied, and Kannarik (2012), who studied the achievement in English pronunciation learning through Online Audio Streaming of students who were taking the English Phonetics course, found that using Online Audio Streaming was effective in students’ English pronunciation learning. This study also went along with Wichadee’s study (Wichadee, 2011) which said that learning through the Internet or computer online was suitable for English teaching and learning, and helped to promote autonomous learning skills for learners who can study based

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on their ability and interest, reaffirming Jaschik’s notion (Jaschik, 2009), that students who took all or part of their instruction online performed better, on average, than those taking the same course through face-to-face instruction. In addition, those who took "blended" courses -- those that combine elements of online learning and face-to-face instruction -- appeared to do best of all. Moreover, the results of this research were in accordance with the research of Kim, D. & Gilman, D. A. (2008) who found that, students learned better when they received “visual text and added graphics” or “visual text, added spoken text, and added graphics” instruction. Although the added multimedia components required learners to spend more time on the instruction, the extra time was not significant. The results lead one to conclude that an effective way to improve learning of English vocabulary is to offer graphics that illustrate what the vocabulary means. Conclusions In summary, the results of this research showed that Web Speech Graphics for students’ English pronunciation was effective in improving English pronunciation skills. It is logical to conclude that the application of technology in education has developed modern technical ways and should be continued for effective learning and teaching of the English language. Teachers of English language should encourage their students to apply technology to further enhance their English language skills. The researcher wishes to propose that Web Speech Graphics should be considered as part of English teaching and learning media in English classes. The following recommendations have been taken into account from the results of the study for the benefit and improvement of students taking related course in the future. Further study should be incorporated with English reading and writing skills to see whether the use of Web Speech Graphics could alleviate students’ skills or not. Researchers should study the advantages and disadvantages of Web Speech Graphics.Educational institutions should encourage English language instructors to modernize their technical instruction capabilities by using new modern technology in teaching. References Bachelor of Arts in Business English Program. Faculty of Arts and Sciences. (2011). Bangkok: Southeast Asia University. Calson, W. (2003). A Critical History of Computer Graphics and Animation. Ohio State University. Fox, G. (1998). The Internet: Making it Work in the ESL Classroom. The ESL Journal, Vol. IV No. 9, September 1988. Retrieved February 24, 2015 from http://iteslj.org//Article/ Fox-Internet.html. Jaschik, S. (2009). The Evidence on Online Education. Retrieved January 12, 2015. from http://www. innsidechishered.com. Kannarik, P. (2012). A Study of Achievement in English Pronunciation Learning through Online Audio Streaming . The Proceedings of the TCU National e-Learning Conference 2012. Kaewsonti, T. & Jitngernmadan, P. (2014). Google Web Speech API Implementation Case Study: English Skill Online Practice.The Proceedings of International e-Learning Conference 2014.

Kim, D. & Gilman, D. A. (2008). Effects of Text, Audio, and Graphic Aids in Multimedia Instruction for Vocabulary Learning. Educational Technology & Society, 11 (3), 114-126. Ladefoged, P. (2001). A Course in Phonetics. Orfando: Hardcort College Publishers. 4th Edition. McConnell, J. J. (2006). Computer Graphics: Theory into Practice. Jones & Bartlett Publishers. Lane, R. R. (2000). Lane’s English Pronunciation Guide. Stanford, CA: Lane Press. Shirley, P., & others. (2005). Fundamentals of Computer Graphics. A.K. Peters, Ltd. Wichadee, Sawapa.(2011). Teaching English in the Changing World: From CAI to Web-based Instruction. Retrieved July 10, 2013 from http://www.google.co.th/#hl=en&rlz=1R2ADFAenTH479&. Zamorshchikova, L., Egorova, O. & Popova, M. (2011). Internet Technology – Based Projects in Learning and Teaching English as a Foreign Language at Yakutsk State University. Retrieved February 24, 2015 from www.irrodl.org/ index.php/irrod/ article/view/845/1795.

The 1st Srinakharinwirot University International Conference on Education (SWUICE) Theme: Education towards Global Competence in the 21st Century Organized By The Faculty Of Education, Srinakharinwirot University, Bangkok, Thailand ORGANIZING COMMITTEE Assoc.Prof.Dr. Prapansiri Susoarat Dr. Sumolnit Kerdnoonwong Dr. Suppawan Satjapiboon Dr. Kanokporn Vibulpatanavong Dr. Gumpanat Boriboon Dr. Naruemon Sirawong Dr. Nutteerat Pheeraphan Ms. Sirima Sukkee

Dr. Patcharaporn Srisawat Asst.Prof.Dr. Siriparn Sriwanyong Asst.Prof.Dr. Skol Voracharoensri Dr. Rojjana Klechaya Dr. Ornuma Charoensuk Dr. Kittichai Suthasinobol Ms. Orrawan Korkanuea

Asst.Prof.Dr. Pasana Chularut Dr. Rungtiwa Yamrung Dr. Prapimpong Wattanarat Dr. Chamaiporn Disathaporn Dr. Theeraphab Phetmalhkul Mrs. Srijitra Chanakanon Dr. Ranida Cheuychoom

REVIEWER BOARD FOR PROCEEDINGS PUBLICATION Assoc.Prof.Dr. Sowwanee Sikhabandit Asst.Prof.Dr. Pasana Chularut Assoc.Prof.Dr. Khompet Chatsupakul Asst.Prof. Chommanad Cheusuwanthavee Assoc.Prof.Dr. Daranee Saksiriphol Dr. Rungtiwa Yamrung Asst.Prof.Dr. Siriparn Sriwanyong Dr. Voravudh Subhap Asst.Prof.Dr. Suchada Suthummaraksa Dr. Suwaporn Semheng Asst.Prof. Puongrat Kesonpat Dr. Pornpimon Prasongporn EDITORIAL BOARD FOR JOURNAL PUBLICATION Sonya Martin, Ph.D. Department of Earth Science Education, Seoul National University, Republic of Korea Robert Mayes Institute for Interdisciplinary STEM Education – Director, Department of Teaching and Learning - Research Professor, Georgia Southern University, Institute Phone 912-478-2423, COE Phone 912-478-8538 Irasema Ortega, PhD Assistant Professor of Science Education, LEAP Project Co-principal Investigator, Chevak Project Principal Investigator, College of Education, University of Alaska Anchorage PSB 223B, 3211 Providence Drive, Anchorage, AK99508-4614 Office Phone: 907-786-4454, Fax: 907-786-4473 Kania A. Greer, Ed.D Project Development Specialist, Institute for Interdisciplinary STEM Education Georgia Southern University 261 Forest Drive Room 2022, PO Box 8090, Statesboro, GA 30460 (912) 478-2549, [email protected] Fred Finley Associate Professor , Science and Environmental Education, Department of Curriculum and Instruction University of Minnesota Twin Cites STEM Education Center, 320 Learning and Environmental Sciences, 1954 Buford Avenue, St. Paul, MN 55108 Phone: 612 625 2074+, Email: [email protected] George E. Glasson, Ph.D. Professor, Science Education, School of Education, 203 War Memorial Hall, Virginia Tech, Blacksburg, VA 24061 [email protected], www.soe.vt.edu/scied/

PHUNSUK KANNARIK THE EFFECTIVENESS OF WEB SPEECH ...

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