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Instructional Materials in Songkhla Private Secondary

Schools from Teachers Perspective; Use, Problems and


Needs
Apichat Kaewmak1, Usa Intharaksa2
1. Graduate student in Teaching English as an International Language Program, Department of Foreign Languages and
Linguistics, Faculty of Liberal Arts Prince of Songkla University
2. Instructor, Teaching English, Department of Foreign Languages and Linguistics, Faculty of Liberal Arts Prince of
Songkla University

Abstract
The objective of this study was to examine the status, problems, and needs of
instructional materials for English teachers in private secondary schools, Songkhla Province.
The subjects included 96 English teachers in private secondary schools, Songkhla Province.
The data were collected through the use of questionnaires asking about the status, problems,
and needs of instructional materials for English teachers. The returned questionnaires were
77, about 80.20%. The data were analyzed by using statistics, including frequency, and
percentage. The data from open-ended questions were grouped, summarized and presented in
recurring themes. It was found out that there were more female than male English teachers in
private secondary schools, Songkhla Province. Their ages were between 20-30 years old with
a bachelor degree in English. Most English teachers used books, word and picture cards,
realia as instructional materials. Most instructional materials were created by the teachers.
Some were commercially bought by the schools. The reason for using instructional materials
was that students paid more attention to the lessons. And the criterion to select instructional
materials was that it had to be in accordance to the lesson and objectives of learning. Many
English teachers used these materials when teaching. No time for producing teaching
materials, lack of educational technology in material production, and no budget from schools
were problems of creating instructional materials. English teachers wanted to attend a
seminar and participate in a workshop. Moreover, the respondents believed that the school
where they worked should play a vital role in promoting the teachers to create instructional
materials.

Key words: Instructional materials, Private secondary schools, English teachers

The 3rd International Conference on Humanities and Social Sciences


April 2, 2011 Faculty of Liberal Arts, Prince of Songkla University 1
Proceedings- Factors Affecting English Language Teaching and Learning
Background and significance of the study
According to the National Education Acts (Ministry of Education, 2542:30-31), the
Constitutions of the Kingdom of Thailand has assigned the use of technology in the
educational management. This is stated in Section 9 concerning the use of educational
technology, stating that teachers who are responsible for teaching must recognize the
importance of uses of educational technology and creation of teaching materials in
accordance with the National Education Acts for the effectiveness of teaching and learning.
Related literature in this area, revealed that most problems the teachers confronted in
uses and creation of the educational technology included the lacks of instructional materials
necessary for the teaching and learning process (Srisuk Chewasukhanon 2541:109);
insufficient budgets for purchasing the educational instrument and teaching materials,
insufficient number of teaching media and materials, inappropriate classrooms for the
instructional instrument and materials that were available and the teachers who did not have
sufficient knowledge and skills in using the educational instrument and teaching materials
(Boontium Tepsupornkun 2545:86-87). Teachers in private Islamic schools in the southern
boarding provinces of Thailand faced the problems of broken, old or out of date instructional
tools and materials. They also had problems with the in-house made materials which were not
effective to use and not attractive to the students and insufficiency of the teaching tools and
materials (Jaruwat Songmueng, 2550). The teachers at Hat Yai Wittayalai
School reported the needs for training in use of educational instruments and teaching
materials at the Center for Educational Technology Development (Tienporn Sumnuan,
2547:119).
The English language teachers in the Southern Part of Thailand were also found to
have problems in uses of the teaching tools and materials. Some examples were, the English
language teachers in Songkhla primary schools did not have enough teaching materials of
books, tape recorders, and tape cassettes (Puangyok Songsri, 2542:49). The English language
teachers in primary schools in the Educational Area 2, Naratiwat Province had the problem of
an insufficient number of instructional tools and teaching materials for the teachers
(Silawatee Salea, 2553:41).
According to the National Education Acts, the needs and uses of the instructional
materials are regarded as very important factors for successful teaching and learning.
Teachers must be responsible for selecting the teaching tools and materials for the learners.
The schools should put more emphasis on providing modern and effective teaching
instruments and materials to support the efficiency of learning activities. Reviewing the
The 3rd International Conference on Humanities and Social Sciences
April 2, 2011 Faculty of Liberal Arts, Prince of Songkla University 2
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related literature concerning problems of teaching and learning tools and materials, the
researcher found that both the primary and secondary schools still had problems in this area
so the researcher was interested in finding out the problems and needs of teachers in private
secondary schools under the Office of Songkhla Private Secondary schools. Findings from
this study would benefit teachers, schools and responsible persons or sectors. They could be
used as baseline information and knowledge in creating and developing more English
language teaching materials and learning media for the better quality teaching and learning
purposes.

Review of Literature
Instructional materials refer to any instruments, devices or materials used to transfer
and hand over the knowledge, information, news and skills to learn from teachers/instructors
to learners or students (Supanika Intakamma, 2544; Ekkawit Kaewpradid, 2545; Narisara
Pohkam, 2550 and Amuseghan, 2007). In addition, the teaching instrument and materials
refers to the use of technology to increase the teaching and learning quality and to achieve the
learning objectives set by the teachers or the schools (Jarinya Nienchaleuy, 2546:1).
Instructional materials can be divided into software materials such as transparencies,
slides, movie films, disks, cassettes and CDs; and hardware or instruments which include the
overhead projector machine, slide projectors, movie projectors, tape recorders, computers and
CD and DVD players (Jarinya Nienchaleuy, 2546:17-18).
Principles in using the instructional instruments and materials in teaching are that they
must be suitable in terms of contents and learning objectives set by the teachers. The teaching
materials must be accurate and suitable for the students to learn, and practice their analytical
skills. They must help expose the students to sufficient experiences (Jarinya Nienchaleuy,
2546:18-19). The instructional materials must also be suitable to the school sizes and
educational policy as stated by each educational area (Bergeson, 2008:2).
The benefits of the educational instruments and teaching materials are to facilitate
learning and understanding, to save time in teaching and learning, to transfer accurate
learning contents to the students, to make the lessons or concepts to be learned more concrete
and therefore easy to understand and to develop learning potential of the learners (Supanika
Intakamma, 2544; Jarinya Nienchaleuy, 2546). In English language learning, in particular,
uses of suitable and a variety of instructional materials can help motivate learning and
developing all the language skills of speaking, listening, reading and writing the English
language (Tafani, 2009:82). In teaching English as a foreign language, the educational
The 3rd International Conference on Humanities and Social Sciences
April 2, 2011 Faculty of Liberal Arts, Prince of Songkla University 3
Proceedings- Factors Affecting English Language Teaching and Learning
instruments and teaching materials play a very important role for they can be used as the
media in developing the language skills (Gujja, 2007: 55). Instructional media can also
motivate and inspire learners in learning English language (Brezinova, 2009: 1).

Objectives of the Study


1. To study the state of the art of uses of instructional materials and to explore the
problems and needs of use of the instructional materials among English language
teachers in private lower secondary schools in Songkhla province
2. To determine the framework for developing potentials in using the instructional
materials among the English language teachers in private lower secondary schools
in Songkhla province

Definitions of Terms
Instructors: teachers who are teaching English language at the lower secondary
schools under the Office of Songkhla Private Secondary schools
Instructional materials: materials, devices and instruments which are used as the
media to transport knowledge to the learners through the techniques or methods the
teachers use to achieve the efficient learning

Research Procedure
Research samples were 96 English language teachers teaching in the lower
secondary schools under the Office of Songkhla Private Secondary schools.

Research instrument was survey rating scale questionnaires with the close-ended
and open-ended questions. The questionnaire was divided into seven parts: 1) demographic
information of the research samples; 2) general states of use of instructional materials; 3)
problems and causes of problems in using the instructional materials; 4) needs for personal
development in uses of the instructional instruments and materials; 5) framework for personal
development in uses of the instructional instruments and materials; 6) agents or sectors the
research samples require help in developing their ability in using the educational materials
and ; 7) other opinions and suggestions.

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April 2, 2011 Faculty of Liberal Arts, Prince of Songkla University 4
Proceedings- Factors Affecting English Language Teaching and Learning
Data Collecting Procedure

After reviewing the literature and related studies, the researcher drafted the
questionnaire and had it reviewed by the research advisor to check the validity of contents.
After that it was further reviewed by two experts to check content validity and the
appropriateness of the language use. After the revision made according to the comments from
the experts, the questionnaire was tried out with twelve teachers with an approximate quality
and same characteristics as the research subjects. Further revision was made accordingly, and
the revised questionnaires were sent to the 96 research subjects by post. Seventy-seven
(80.20%) of the questionnaire were returned.

Analysis of Data

Data obtained from the returned questionnaire were analyzed using several types of
statistics. The data obtained for sections 1-6 in the questionnaire were calculated for
percentages and frequency. Data of section 7 was calculated for frequency, then summarized
and presented in the descriptive form.

Results

Research results were presented and discussed in seven sections as follow.

Part 1: Demographic information of the research samples --the English language


teachers

Regarding the research samples, there were more female informants than the male
ones. They were at the age range of 20-30 years. Most of them were university graduates
majoring in English language. Most were teachers in Hat Yai District. Most have passed the
training for obtaining the teachers certificate with less than five years teaching experience.
Most of these research samples were teaching one course in the first semester of the academic
year of 2553.

Part 2: General situation of use of instructional materials

The findings on general states of use of instructional materials showed that most of
the research samples resorted on books as the teaching materials (94.4%), followed by
information sheets (81.8%), word cards (59.7%), realia (59.7%) and picture cards (54.54%)

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April 2, 2011 Faculty of Liberal Arts, Prince of Songkla University 5
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respectively. Regarding types of instructional materials, apart from the course books, the
research subjects used the materials that they made by themselves the most frequently,
followed by the ready made teaching materials provided by the schools. The reasons for
using extra teaching materials were reported that the instructional materials helped motivate
students to the lessons and students could understand the lessons better through the use of
these materials. The second most reason was that the instructional materials could be used to
give direct experiences in learning and using the language. As regard to frequency of use of
the instructional materials in one course, it was found that the extra teaching materials (apart
from course books) were used 1-2 times a week (63.6%). The next most frequency of use was
2-3 times per week (14.3%), followed by those who used the teaching materials every hours
of teaching (10.4%), once a month (9.1%); and others that could not be categorized (2.6%).
The research samples reported using these instructional materials most often in the learning
activities, the second and third most often were in the stage of motivating or leading to the
lesson and at the concluding phase of the lessons, respectively.

Part 3: Problems and causes of problems in using the instructional materials

Most of the research samples stated that they had problems in using teaching
materials (66.2%); while the remaining number of 33.8 % said that they did not have any
problems on this. The most frequent problem found in using instructional materials among
these teachers were the production of the materials, followed by the preparation of them and
the decisions on which to choose or use. Between the problems deriving from the teachers
themselves and from the schools, results showed that in the teachers part the top two
problems were due to time constraint of the teachers and the lack of know-how and skills in
making the teaching materials. As for the problems due to the schools, it was found that the
school did not prepare any budgets for the teaching materials. Problems concerning the
teaching instruments or materials included the limit number of the teaching instruments or
materials followed by the unsuitable classrooms to use the instructional instruments and the
instruments and materials were not suitable for the contents of the lessons or the learning
activities. These problems were presented in Table 1.

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April 2, 2011 Faculty of Liberal Arts, Prince of Songkla University 6
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Table 1: Problems and causes of problems in using the educational
materials

1. Problems in Using the educational Number Percentage


materials

Having the problems 51 66.2

Not having any problems 26 33.8

Problems Weighted Order


scores

Production of the teaching materials 112.00 1

The preparation for the teaching materials 96.00 2

The selection of the teaching materials 69.00 3

The maintenance of the teaching materials 21.00

Others 9.00

2. Causes of the problems in using the teaching Weighted Order


materials scores

Problems concerning the teachers and schools

Lack of time for producing the teaching materials 100.00 1

Lack of skills in producing the teaching materials 68.00 2

Lack of budgets for buying the instructional 48.00 3


instruments and materials

Lack of experience and skills in using instructional


instruments and materials 45.00

Inability to keep up with the technology used for 22.00


instructional instruments and materials

No intent of the school to support the use of


instructional instruments and materials 13.00

No intent of the teachers themselves to use 6.00


instructional instruments and materials
3.00
Others

Problems concerning the instructional


instruments and materials

A limit number of instructional instruments and

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materials
90.00 1
In compatibility between the classroom for the
instructional instruments and materials 65.00 2

In compatibility between the instructional


instruments and materials and the lessons/learning
objectives 46.00 3

Lack of suitable places to keep or store the


instructional instruments and materials
29.00
Inconvenience in moving or installing/placing the
instructional instruments and materials 28.00

In compatibility between the instructional


instruments and materials and age of the learners
25.00
Broken and out of ordered instruments/teaching
materials 23.00

Others 1.00

Part 4: Needs for the teaching instruments and materials and personal
development in using instruments and materials

Due to the needs for the teaching instruments and materials, the research samples
stated that apart form the course books what they needed the most was CD/DVD, next were
CD/DVD players, computers, picture cards and information sheets, respectively. In terms of
development in ability and skills in using the teaching instruments and materials, the ability
to produce the teaching materials was ranked the highest, followed by the ability or
knowledge in choosing the appropriate teaching materials. Details are presented in Table 2.

Table 2: Types of instructional materials and ability/skills development in


using the materials needed by the research samples

1. Types of instructional materials needed Weighted Order


scores

CD/DVD 156.00 1

CD/DVD players 149.00 2

Computers 134.00 3

Picture cards 118.00 4

Information sheets 117.00 5

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Proceedings- Factors Affecting English Language Teaching and Learning
Over-head projectors 108.00

Word cards 107.00

Realia 91.00

Televisions 66.00

Tape recorders 56.00

Cassette tapes 25.00

Others 13.00

2. Needs for ability/skills development in Weighted Order


using the materials scores

Ability to make the teaching materials 164.00 1

Ability to choose the suitable and quality 106.00 2


teaching materials

Skills in using the teaching instruments and


teaching materials 101.00 3

Ability in preparing the for use of the teaching 90.00


instruments and teaching materials
6.00
Others

Part 5: Types of personal development in using the teaching instruments and


materials

Results concerning the types of personal development in using the teaching instruments
and materials revealed that English language teachers teaching in the lower secondary
schools under the Office of Songkhla Private Secondary School needed potential
development in terms of training at the highest level, followed by the workshop type and
the self-study programs. Types of personal development in uses of the teaching instruments
and materials of the sample group are listed inTable 3.

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April 2, 2011 Faculty of Liberal Arts, Prince of Songkla University 9
Proceedings- Factors Affecting English Language Teaching and Learning
Table 3: Types for personal development in using the teaching instruments and
materials

Forms for personal development in the use of Weighted Order


the teaching instruments and materials scores

Trainings 182.00 1

Workshops 173.00 2

Self-study and self practice 101.00 3

Others 7.00

Part 6: Agents or sectors the research samples needed help in developing their
ability in using the instructional materials

Agents or sectors from which the research samples needed help in developing their
ability in using the instructional materials in the highest rank were first, the schools they were
working for, followed by the Office of Private Secondary School and third the Office of Songkhla
Province Educational Area. Details are given in Table 4.

Table 4: Agents or sectors from which the research samples needed help
in developing their ability in using the instructional materials

Forms for personal development in the use of Weighted Order


the teaching instruments and materials scores

The schools the research subjects were working for 141.00 1

The Office of Private Secondary School 104.00 2

Office of Songkhla Province Educational Area 97.00 3

Associations for Private Education 66.00

Publishers 46.00

Others 0.00

Part 7: Other opinions

Data obtained from the open-ended questions in the questionnaire were recorded and
categorized in four categories as follow.

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1. The sate of problems in instructional materials such as insufficient or limited
number of the materials

2. Needs for new and up-to-date instruments such as tape recorders, CDs, overhead
projectors and computers

3. Needs for development in ability to use the instructional instruments and


teaching materials, opportunities for trainings and seminars in the area of
instructional instruments and teaching materials

4. Suggestions in solving the problems such as providing more trainings in


constructing and using the instructional instruments and teaching materials

Discussion
The findings from this research can be discussed in four areas as follow.
1. The highest raked reason for using the instructional instruments and teaching
materials given by the research samples was to motivate students to the learning
process. Next was to help the students to better understand the lesson, followed by
to provide the students with real life experience because through the instructional
instruments and media students could experience more real life language use.
These findings accorded well with the findings of Jarinya Nienchaleuys study
(2546:18-19) stating that teaching materials must be accurate and suitable for the
students so that they can learn, and develop their analytical skills and the
instructional media could expose them to sufficient experiences The instructional
instruments and materials must also be suitable for the school sizes and
educational policy of each educational area (Bergeson, 2008:2).
2. Findings concerning problems and causes of problems in uses of instructional
instruments and teaching materials, it was found that most of the research samples
had problems on the productions of the additional/supplement teaching materials
to support the course books. The next to the most important problem was the
problems in preparing the teaching materials and the selection of the suitable
instruments and teaching materials for the lessons. These findings were in
accordance with the results reported in the study of Jaruwat Songmueang (2551:1)
which indicated that English language teachers in private religious schools had
problems in preparing the teaching materials and selection of appropriate

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materials for the lessons. Reasons for these two problems reported by the research
subjects of this study were the reasons concerned the teachers themselves and
those concerned the schools. For the teachers, they did not have the time to
produce the teaching materials and they did not have any skills in making the
materials. As for the problems of the school, the problem was that the school did
not plan the budgets for purchasing the materials. These findings were also found
in the study conducted by Boontiem Tepsupornkun (2545:86-87) reported that the
budget for purchasing the instructional materials were very limited, the limited
number of teaching materials, the physical classrooms were not suitable for the
instructional instruments and materials, and the teachers did not have experience
in using the instruments and the materials. These problems were found at a high
level in most schools.
3. Results concerning the needs for instructional instruments and teaching materials,
it was found that in addition to the course books, the teachers also needed other
media such as CD/DVD, CD/DVD players, computers, picture cards, information
sheets respectively. Most of the research samples in the current study needed the
knowledge and skills in using the instructional instruments and teaching materials
at the highest level, followed by the need for the ability to select the teaching
materials suitable for the lesson, and the skills in using the instrument and
materials. The form of self development preferred by the teachers at the highest
level was training, followed by the workshop and self-study programs. These
aspects of needs in personal development in uses of instructional instruments and
teaching materials among the English language teachers in this study were in
accordance with the findings in the study done by Tienporn Sumnuan (2547:119)
reporting that the teachers in Hat Yai Wittayalai School in Hat Yai District,
Songkhla Province reported the needs for training in instructional instruments and
materials use provided by the Center for Educational Technology Development,
and they also asked for some supports from external sectors. They also suggested
that the teachers who attended the training program should be responsible for
transferring the knowledge and skills to those teachers who could not attend the
program. It was also found in the results of a study by Pitchayaporn Promkambud
(2551:2) that the English language teachers in secondary schools in the
Educational Area 3 in Galasin Province needed trainings in uses of instructional

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instruments and materials for English language teaching so that they would be
more efficient in teaching.
4. Information gained from the open- and close-ended questions in the questionnaire
showed that the English language teachers in this study recognized the importance
of use and needs for development of their ability in using and making the
instructional instruments and materials. They suggested that the best way to
achieve this goal was to learn from experts in these areas of producing, selecting
and using the teaching materials.

Suggestions emerged from the study

Suggestions derived from the findings of this study were presented in the ways to
solve the problems and responses to the needs and requirements imposed by English
language teachers.
1. As the teachers of this study were aware of importance of the ability to use
instructional instruments and teaching materials effectively, it was recommended
that both teachers and schools make a network with both personnel in the school
and the outside sectors or organizations in order to share knowledge and
experience in this regard of making and using instructional instruments and
teaching material more efficiently.
2. Schools should provide more instructional instruments and teaching materials and
renovate or build more classrooms that are more compatible to instructional
instruments and the teaching materials they had or needed to use.
3. Schools, private educational associations and the offices of educational area in
Songkhla province should support and develop the knowledge and skills in using
and producing the instructional instruments and teaching materials for the private
schools teachers. The trainings and seminars in this area of uses of supplement
teaching materials and instruments were mostly needed.
Suggestions for further study

1. A further study should be done on the availability and accessibility of the


facilitating factors for using instructional instruments and teaching materials in
other private schools.

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2. A comparative study on uses of instructional instruments and teaching materials
between teachers in private schools and those in public schools should be done.
3. A study on the state of the arts and problems and needs of instructional
instruments and teaching materials by using other means of research instruments
and designs should be done, such as the observation form on the use of
instructional instruments and teaching materials, an interview or the group
discussion. In addition data of uses of instructional instruments and teaching
materials should be collected from students and administrators of the school.

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