INTRODUCING ACCENTS TO ELEMENTARY SCHOOL STUDENTS

PANISARA SRIWANG

A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION IN TEACHING ENGLISH AS A GLOBAL DEPARTMENT OF INTERNATIONAL GRADUATE STUDIES IN HUMAN RESOURCE DEVELOPMENT FACULTY OF EDUCATION BURAPHA UNIVERSITY NOVEMBER 2020 COPYRIGHT OF BURAPHA UNIVERSITY

ACKNOWLEDGEMENTS

I would like to express my wonderful thanks and boundless gratitude for the many individuals who have contributed in the success of my endeavor. THANK YOU as always to: Assistant Professor Dr. Punwalai Kewara, my ever supportive, patient, understanding and brilliant adviser, for guiding to win everything and with all the time she could offer, right from the very beginning until the last process of completion of this paper. Dr. Denchai Prabjandee, my other adviser for the additional insights and suggestions. His knowledge has become my edge to pursue the study and consider its depths and not just stand in the shallows. Ms. Rattanasiri Khemraj, for her complete support in the making of this research. Her appreciations were my springboard to continue in this endeavor. My special thanks are also given to my boss and his family, Mr.Chuan Kitikiatisak, Maryvit affiliated schools owner, who has been giving me opportunities and financial support. His heart is full of mercifulness and generosity. Without him I would not be here today. Also, my impressive thanks to Dr. Stephen Chana Kitikiatisak, the President of Maryvit affiliated schools, who is always concerned about my spirit. His concern encouraged me to move forward and try harder to reach my goal. I am also thankful to Dr. Thantakan Thongsinkiat, the Chief of Academic affairs, Maryvit affiliated schools, who always gives me warm heartedness that made me strong and dare to dream. My extended thanks are also given to Miss Sumana Malihom, Mr.Nikorn Chukawat, MissUrairat Wongsurin and Dr.Amornrat Sriporfor their generous help in enlightening me about the statistics used in the study and helping me in processing data analysis. I would like to express my appreciation to the Principal and my colleagues at Maryvit Sattahip School for providing me support and encouragement. Lastly, I am grateful to my wonderful family for their love, support and encouragement that they have always given to me. Without their foster I would not have completed this goal.

Panisara Sriwang

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58920569 MAJOR: TEACHING ENGLISH AS A GLOBAL LANGUAGE; M.Ed. (TEACHING ENGLISH AS A GLOBAL LANGUAGE) KEYWORDS: WORLD ENGLISHES ACCENTS PANISARA SRIWANG: TEACHING WORLD ENGLISHES ACCENTS TO ELEMENTARY SCHOOL STUDENTS. ADVISORY COMMITTEE: PUNWALAI KEWARA, Ph.D., DENCHAI PRABJANDEE, Ed.D. 83 P. 2020.

This study aimed to investigate the effects of teaching World Englishes accents on learners’ comprehension and attitudes. The study was conducted at a private elementary school in Chonburi province. The participants were 34 upper primary school learners (Prathomsuksa 4). The study used a mixed-methods approach, combining a pre-posttest and recording results after teaching. To complete the survey, the learners listened to three accents, selected from the three concentric circles of Kachru (1985). The accents used were English, Filipino and Chinese. Before listening to the accent vocabulary words, learners took a pre-test and post-test. The results showed that the scores of post-tests improved. This is because the learners had positive attitudes towards the 3 accents with the results from questionnaires and observation of learning behavior while the learners did the activities. It was found that the learners had positive attitudes towards learning different English accents which may result from the fun, the novelty, and the excitement of learning. Learners were happy and love learning English by considering the results of the questionnaire and learning behavior doing the activities.

CONTENTS

Page ABSTRACT………………………………………………….……………..…… iv CONTENTS………………………………………………….………………..… v LIST OF TABLES………………………………………..……………………… vii LIST OF FIGURES……………………………………………………..……….. viii CHAPTER 1. INTRODUCTION…………………………………………….……………..1 Background of the Study………………………………….………………..…..………1 Statement of the Problems…………………………………………… 2 Purpose of the Study….………………….………………………..… 3 Research Questions..…………………………………...……..……… 3 Conceptual Framework…….………………………………..……… 4 Contribution to Knowledge.………………….……………………… 5 Scope of the Study….………………….…………………………… 6 Definition of Terms…………………………………………..……… 6 Chapter Summary…………………………………………………… 7 2. LITERATURE REVIEW……………………………………………….. 8 English Varieties in ASEAN ………………………………..……… 8 World Englishes….…….……………………………..……..……… 10 ...... 11 Philippine English…………………………………………………… 11 Chinese English……………………………………………………… 13 The Importance of Learning English……………………………….. 13 Development of Learners by Studying English Accents……………………………………………………………… 14 Three Circle Model of World Englishes English……………………... 15 Steps in English Accents Learning…………………………………. 16 Steps in English Accents Learning in this Study……………………... 17 English as a Lingua Franca…………………………………………. 18 Definition of English Accents Learning…………………………….. 20

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CONTENTS (CONTINUED)

CHAPTER Page Benefits of English Accents Learning………………………………. 20 Related Research………...………………………………………..… 22 Chapter Summary………..…………………...…………….……..… 24 3. RESEARCH METHODOLOGY.……………………….………...…… 25 Context of the Study……………..………………………………… 25 Research Design……….…..…..………..………….…….…………. 25 Quantitative Phase………………………………………………….. 26 Qualitative Phase….…………………………………………….…. 29 Ethical Consideration………………………………………….….… 29 Chapter Summary………..…………………...…………….……..… 30 4. RESEARCH FINDINGS…………….……………………….…….…. 31 Research Question 1………...... ……………..…… 31 Research Question 2………...... ……………..…… 37 Chapter Summary………..…………………...…………………..… 38 5. CONCLUSION, DISCUSSION, AND RECOMMENDATIONS….… 40 Conclusion…………………….……………………….….…..…… 40 Discussion………………………………………………………….. 40 Implications …………………….………………………………….. 42 Recommendations for Future Research……………………....….…. 43 REFERENCES………………………………………………………………… 44 APPENDICES………………………………………………………..………… 49 APPENDIX A LESSON PLANS……..…………………………………… 50 APPENDIX B QUESTIONNAIRE……………….………..……..……… 60 APPENDIX C BEHAVIOR AFTER TEACHING FORM....……..……… 67 APPENDIX D FLASHCARDS…………………….………..……..……… 69 APPENDIX E ETHICAL APPROVAL FORM…………………….…….. 75 APPENDIX F STATISTICAL DIAGRAMS..…….………..……..……… 77 BIOGRAPHY………………………………………………………….…..…… 83

LIST OF TABLES

Table Page 1. Descriptive Statistics of the Pre-test and Post-test...... 31 2. Paired Samples Correlations………………………………………………. 32 3. t-test Results of the Pre-test and Post-test (N = 34)………………………… 32 4. The Means of the Student Attitude Survey Questions…………………….. 37

LIST OF FIGURE

Figure Page 1. Conceptual Framework………………………………………….…………… 5 2. Kachru’s Three Circles of English………………………………………….. 16 3. Explanatory Mixed-method Design…………………………………………. 26

CHAPTER 1 INTRODUCTION

This chapter presents the introduction of the study, background of the study, statement of the problem, purpose of the study, research questions, conceptual framework, contribution to knowledge, scope of the study, and the definitions of terms.

Background of the Study From the 17th century onwards, the English have extended their language all over the world due to the power of the British empire (Galloway & Rose, 2015). The global spread of English could be explained by various reasons. For example, Jenkins and Demaray (2015) explained why English spread all over the world in terms of waves of immigration, where English users immigrated to new territories. Galloway and Rose (2015) further discussed that English spread through four channels: 1) settler colonization, 2) slavery, 3) trade and exploitation colonies, and 4) globalization. Based on the global spread of English, it is safe to say that the status of English has truly become a global language being the official language of the international and multinational industries, and the language of the Internet (Galloway & Rose, 2015).It is also a truly global language since approximately 1.5 billion people across the planet speak English, representing 20 English users worldwide. Of these speakers, Crystal (2003) estimated that 375 million people are native English speakers, and 1.2 billion people are non-native English speakers. The estimation in 2003 was conservative, and it is argued that the number of English users has been increasing drastically since then (Galloway & Rose, 2015). When English users become more diverse, the English language is spoken in various accents from different parts of the world (Sung, 2016). In addition, the spread of English extends to the ASEAN region, where it is the home of great ethnic, cultural, political, and economic diversity. To elaborate, the total population of all ASEAN member states in 2018 confirmed that there were about 2

647.45 million in habitants (Holzmann et al., 2020). According to ASEAN policy, English was designated as the sole working language of the region (Kirkpatrick, 2010). In reality, it has a different status and performs different roles in each ASEAN member state (Low & Ao, 2018). As a result, it is likely that ASEAN people are required to learn their respective national language and English. This combination of the learning of English along with the learning of a national language, which can be a national lingua franca. In this region, it is likely that English is also spoken in various accents. Moreover, based on the spread of English, several researchers have examined linguistic features of Englishes, or in Krachu’s term “World Englishes.” According to Krachu (1985), World Englishes is a term for emerging localized or indigenized varieties of English, especially varieties that have developed in territories influenced by the United Kingdom or the United States. Originally, the study of World Englishes attempts to codify varieties of English used in diverse sociolinguistic contexts globally and analyze how sociolinguistic histories, multicultural backgrounds and contexts of function influence the use of English in different regions of the world (Galloway & Rose, 2015). The field of World Englishes has proliferated and many English Language Teaching (ELT) researchers call for the need to incorporate World Englishes in the classroom (Matsuda, 2003; Sung, 2016). It is this line of research that I want to undertake.

Statement of the Problems The fact that there are World Englishes out there makes it relevant to pedagogy (Sung, 2016). Students should be exposed to different English accents in order to prepare them for the sociolinguistic reality outside the classrooms (Prabjandee, 2020). Many researchers have attempted to implement World Englishes in the classrooms (Ates, Eslami, & Wright, 2015; Baik & Shim, 2002; Eslami, Moody, & Pashmforoosh, 2019; Solmaz, 2020); however, it is observed that most studies focused on undergraduate students. While promising empirical evidence of the positive effects on these groups were reported, it has limited understanding whether World Englishes could be implemented with younger students, such as those in elementary schools. As a result, there should be more research on how to incorporate 3

World Englishes into classrooms, especially for elementary school students. The integration of World Englishes in the classroom is beneficial for the students because it may help learners become aware of the diverse nature of English and prepare them for the messy world of English users (Matsuda, 2003; Prabjandee, 2020). Additionally, even though English has been taught in Thailand for more than a century, prior research has demonstrated that many English teachers reported using only the native English norm in the classrooms. For example, Phongsirikul (2017) demonstrated that many Thai teachers learned English in the 20th century, and they have to teach English in the 21st century. This means that the English language they learned has already changed its role and status. As a result, exposing learners to native speaker English accents only is problematic because it does not prepare learners for the messy world of English users, where they have to interact with more than native speakers, and it may create false perception that English has a single form (Matsuda, 2003; Prabjandee, 2020). Based on these problems, it is important to start raising awareness for younger students to understand the pluricentricity of English and to have positive attitudes toward learning English.

Purpose of the Study The purposes of this study are as follow: 1. To examine the effects of teaching World Englishes accents on learners’ intelligibility. 2. To investigate the effects of teaching World Englishes accents on learners’ attitudes toward learning English.

Research Questions This study attempts to answer the following question: 1. What are the effects of teaching World Englishes accents on learners’ intelligibility? 2. What are the effects of teaching World Englishes accents on learners’ attitudes toward learning English? 4

Conceptual Framework World Englishes is a term for emerging localized or indigenized varieties of English, especially varieties that have developed in territories influenced by the United Kingdom or the United States (Kachru, 2005). The study of World Englishes consists of identifying varieties of English used in diverse sociolinguistic contexts globally and analyzing how sociolinguistic histories, multicultural backgrounds and contexts of function influence the use of English (Baumgartner & Jäkle, 2017). Throughout the , experts have proposed many models to try to classify its speakers. However, not all linguists agree on which one is the best. In this post we are trying to take a look at Kachru’s model proposed four decades ago. But before starting to explain the model, we need to be aware of the fact that this is a three concentric model. That is, one that classifies speakers as a circle model of World Englishes states that there are three circles inside which, the different speakers are classified. The Inner Circle is made up the traditional bases of English and its speakers are the ones in charge of providing the norms. These places are where the norms are created and from which they spread to the other circles. Some of the countries that confirm the Inner Circle are the USA, UK and Canada. The Outer Circle represents the places where they speak official non-native varieties of English because of their colonial history. The speakers of these places are the ones who challenge the norms and develop them and are mainly ESL. Some of the countries that belong to this circle are India, Pakistan and Egypt. The Expanding Circle is made up of EFL speakers where English is not usually spoken. In this circle the speakers have to follow the rules established by the Inner Circle and developed by the Outer one. Some examples of countries that belong to this circle are China, Russia and Brazil. 5

Figure 1 Conceptual Framework Source: Modified from Kachru’s Model (1985)

In this study, English with a British accent represents the use of English as in the inner circle in this diagram since it is a standardized language, which is considered a native language. People in the countries that use English as the native language (ENL) acquire the language in early childhood because it is articulated in the family known as the mother tongue language. Second, English with a Filipino accent in this research characterizes the use of English as in the outer circle since this English language is influenced by a native English country. People in the use English as a (ESL), not the main language. Third, English with a Chinese pronunciation and accent, it represents English as in the expanding circle from this diagram. English used in China is considered as English as a foreign language (EFL.), meaning that the English language is learned in a non-English- speaking country, in which English in not regularly used or spoken.

Contribution to Knowledge This study contributes knowledge to the literature of teaching World Englishes. By conducting this research, the field of English language teaching will be 6 able to understand how teaching World Englishes to elementary school works, especially for young learners (age 10 years old). This population has never been examined systematically. In addition, this study also provides practical significance to other English teachers who want to teach World Englishes. The activities in this study can be used as an example to design World Englishes activities.

Scope of the Study 1. The population consisted of 198 Grade 4 students in a private elementary school in Chonburi, which was situated in the eastern part of Thailand. The participants were 34 learners out of 198, purposively selected from Grade 4 students who enrolled in the club. 2. The independent variable is teaching World Englishes, and the dependent variables are learner’s intelligibility and learners’ attitudes toward learning English.

Definition of Terms Throughout this research, the following terms are used, which are key to understanding the information presented in this study. Teaching World Englishes Accents is an instruction that teaches four categories of vocabulary (food, animal, clothes, and family) by exposing learners to three accents (British, Philippine, and Chinese). In each category, there are 12 words, obtained from the student’s books. The words learned in this instruction are part of the Basic Education Core Curriculum (B.E. 2551). The instruction has five steps: 1) introduction of World Englishes accents, 2) discussion, 3) accent analysis, 4) practice, and 5) debrief. The instruction was conducted during club for Grade 4 students, who volunteered to join the club. Learners refers to students who are studying in Grade 4 at a private school, which was situated in the eastern part of Thailand. They had opportunities to speak English to their teacher nevertheless, but outside of class they still speak in their mother tongue to their friends. They study five subjects in English at the school, which are English, Conversation, Science, Mathematics, and P.E. 7

Learner’s intelligibility refers to a recognition of how a word is spelled, tested by listening to the word pronounced by an English user from one country in the pool of British, Philippine, and Chinese speakers. Learner’s attitudes toward learning English refers to feelings toward learning English in the club.

Chapter Summary This chapter describes the overall concept of this research, beginning with the spreading of English in many parts of the world followed by the expanding of English in ASEAN, the application of World Englishes and the ways the teachers apply World Englishes in English class.

CHAPTER 2 LITERATURE REVIEW

This chapter presents the theoretical background and research literature which is related to the fostering of learner autonomy in an EFL classroom by using group club learning in the following areas.

English Varieties in ASEAN Prescott (2007) said that English has enjoyed a continuous presence within Asia for more than 500 years and, as it is widely spoken in almost every Asian nation, much scholarship points to the Asian roles of English.1 A recent book series proclaims with its title that “English is an Asian language.” There is a scholarly journal entitled “Asian Englishes” and the annual meetings of the “English in South East Asia (ESEA)” conference promote the study of varieties of Asian English. Varieties of English in are highly diverse (Low & Hashim, 2012; Prescott, 2007). Honna (2012) said that in each ASEAN country, a number of roles have appeared for English use in cultural and linguistic contexts, thus creating a unique variety characterized by distinctive structural and functional features. According to Low and Hashim (2012). English in Southeast Asia can be classified into two main groups. The first group includes the varieties of English used in the Outer Circle, countries that were early colonies of the British Empire, like Brunei Darussalam, Malaysia, Philippines, and . The second group includes the varieties of English used as a foreign language in the Expanding Circle countries such as Cambodia, Indonesia, Lao PDR, Vietnam, and Thailand (Kachru, 2005). Kirkpatrick (2008) said that people in ASEAN will use varieties of English. It is also found that new varieties of English have their own linguistic identities in many parts of the world including Southeast Asia (Crystal, 2008a; Mesthrie & Bhatt, 2008; Schneider, 2003). This means that people in ASEAN will use varieties of English.

Kirkpatrick (2008) said that English varieties in ASEAN should be taken into consideration. In the ASEAN context, it is clear that the English language used 9 by speakers is likely to be characterized by variation and variety. According to Kachru (2005), World Englishes studies have documented many varieties of Asian Englishes. The term ‘World Englishes’ was formed by the belief that people have the right to own and utilize the language they want to utilize in their own standards (Seidlhofer, 2009). Bhatt (2001) provided the definition of World Englishes that it refers to “varieties of English used in diverse sociolinguistic contexts” (p. 527). This is relevant to Jenkins’s (2006) definition that World Englishes is “the indigenized varieties of English in their local contexts of use.” Similarly, Bolton (2005). Also emphasized local contexts and suggested that World Englishes can be replaced by several terms such as. ‘varieties of English’, ‘international Englishes’, ‘new Englishes’, and ‘English ’. Kachru and Nelson (2006) said that as a result of English localization, English is considered to have been adjusted from native norm to local norm or varieties norm to serve the needs in communicating between native and non-native English speakers. Kirkpatrick (2010) said that in ASEAN countries, new varieties of English have been developed and used by non-native English speakers in local or individual contexts with unique identities. Kirkpatrick (2010) said that recently, in regard to English varieties, using English as a lingua franca has become a crucial issue for ASEAN since English is the working language of the ASEAN Community which was established in 2015. House (1999, p. 74) said that English as a lingua franca communication refers to “interactions between members of two or more different lingua cultures in English, for none of whom English is the mother tongue”. Kirkpatrick (2008) said that it is important to note that English as a lingual franca in ASEAN is not a single variety. Moussu and Llurda (2008) said that this means that learners of English in Thailand can expect to meet a wide range of speakers not the same varieties of English from the ASEAN members, so students might get confused if they are faced with the varieties which are not introduced in class. Taking in to consideration the changes in the current use of English as a lingua franca in ASEAN, it is essential not to teach EFL students only one single English accent or model. Jenkins (2007) recommended that teaching various varieties of English taught by teachers with different cultural and linguistic backgrounds will be useful for English language 10 learners. Thus, Thailand needs to prepare and improve teaching and learning English situations in Thailand for the ASEAN Community.

World Englishes World Englishes is a term for emerging localized or indigenized varieties of English, especially varieties that have developed in territories influenced by the United Kingdom or the United States. The study of World Englishes consists of identifying varieties of English used in diverse sociolinguistic contexts globally and analyzing how sociolinguistic histories, multicultural backgrounds and contexts of function influence the use of English in different regions of the world. The issue of World Englishes was first raised in 1978 to examine concepts of regional Englishes globally. Pragmatic factors such as appropriateness, comprehensibility and interpretability justified the use of English as an international and intra-national language. In 1988, at a Teachers of English to Speakers of Other Languages (TESOL) conference in Honolulu, Hawaii, the International Committee of the Study of World Englishes (ICWE) was formed. In 1992, the ICWE formally launched the International Association for World Englishes (IAWE) at a conference of “World Englishes Today”, at the University of Illinois, USA. Killen, Henning, Kelly, Crystal, and Ruck (2007) said that there is now an academic journal devoted to the study of this topic, titled World Englishes. Currently, there are approximately 75 territories where English is spoken either as a first language (L1) or as an unofficial or institutionalized second language (L2) in fields such as government, law and education. It is difficult to establish the total number of Englishes in the world, as new varieties of English are constantly being developed and discovered. Galloway and Rose (2015) said that the notions of World English and World Englishes are far from similar, although the terms are often mistakenly used interchangeably. World English refers to the English language as a lingua franca used in business, trade, diplomacy and other spheres of global activity, while World Englishes refers to the different varieties of English and English-based creoles developed in different regions of the world. Alternatively, the term Global Englishes has been used by scholars in the field to emphasis the more recent spread of English 11 due to globalization, which has resulted in increased usage of English as a lingua franca Galloway and Rose (2015).

British English The term British English refers to the varieties of the English language spoken and written in Great Britain (or, more narrowly defined, in England). Also called UK English, English English, and Anglo-English though these terms are not applied consistently by linguists (or by anyone else for that matter).While British English “might serve as a unifying label,” says Pam Peters, it “is not universally embraced. For some British citizens, this is because it seems to imply a broader base of usage than it actually includes. The ‘standard’ forms as written or spoken are mostly those of southern dialects” (Millar, 2012). Carthur (2002) said that “The phrase British English has . . . a monolithic quality, as if it offers a single clear-cut variety as a fact of life (alongside providing a brand name for language-teaching purposes). It shares, however, all the ambiguities and tensions in the word British, and as a result can be used and interpreted in two ways, more broadly and more narrowly, within a range of blurring and ambiguity. Nordquiest (2020) said that before English speakers began to spread around the world, first in large numbers in America, there was no British English. There was only English. Concepts like ‘’ and ‘British English’ are defined by comparison. They are relative concepts like ‘brother’ and ‘sister’ (Algeo, 2001).

Philippine English Philippine English (similar or related to American English) is any variety of English native to the Philippines, including those used by the media and the vast majority of educated . English is taught in schools as one of the two official languages of the country, the other being Filipino (Tagalog). Due to the highly multilingual nature of the Philippines, code-switching such as (Tagalog- infused English) and Bislish (English infused with any of the Visayan languages) is prevalent across domains from casual settings to formal situations (Wikipedia, 2020). A national variety called Philippine English, with its beginnings as English in the 12

Philippines, has evolved tremendously and arguably one of the fastest to develop in the postcolonial world. Its origins as an English spoken by a large segment of the Philippine population could be traced all the way to the American introduction of public education, as characterized to be taught in English. This period was popularly marked to have begun upon the arrival of the Thomasites in immediately during re- colonization after the in the late 19th century up to the early 1900. After a tumultuous period of colonial transition, Filipino leaders and elites, and the American colonial government alike had already began discussing and questioning the formation of a Philippine national language. This reality was raised based on the highly ethno linguistically diverse landscape of this new American colony, and that Spanish, being the administrative language of Spain and its colonies, was in fact never learned by the majority of the native population as it was only relegated as a within schools for the landed elites (relabeled as Pilpino in 1959, and as Filipino since 1973). With the successful establishment of American-style public education having English as a consequential medium, more than 20% of the Philippine population were reported to be able to understand and speak English just before the turn of mid-20th century. This meteoric growth was sustained post-World War II, much further through Philippine mass media (e.g. newsprint, radio, television) where English also became the dominant language, and by the ratification into the current Philippine Constitution in 1987, both Filipino and English were declared co-official languages. Today a certain Philippine English, as formally called based on the World Englishes framework of renowned linguist Braj Kachru, is a recognized variety of English with its distinct lexical, phonological, and grammatical features (with considerable variations across socioeconomic groups and level of education being predictors of English proficiency in the Philippines). Kachru and Nelson (2009) said that as English language became highly embedded in Philippine society, it was only a matter of time before the language was indigenized to the point that it became differentiated from English varieties found in the United States, United Kingdom, or elsewhere. This, along with the formal introduction of the World Englishes (WE) framework to English language scholars in the Philippines opened the floodgates to research on this new emerging English, which has since been branded as Philippine English. 13

Chinese English Nordquist (2019) said that with some 250 million Chinese people currently learning to speak English or already fluent, there will soon be more English speakers in China than in the entire British Commonwealth. “Since each Chinese ideogram can have many meanings and interpretations, translating Chinese ideas into English is, indeed, extremely difficult. Because of this, Chinese-English hybrid words [such as “No noising” for “Quiet, please,” and “slipper crafty” for “treacherously icy road” are often viewed with amusement by the rest of the English-speaking world. Nevertheless, this abundance of new words and phrases, unlikely as it may seem, is one of the prime drivers of the globalization of the English language, A Million Words and Counting: How Global English is rewriting the World Citadel. On a theoretical level, China English is distinguished systematically from Chinese English, Chinglish, Pidgin English, etc. China English is understood as a standardizing or standardized variety in use in China, which reflects Chinese cultural norms and concepts. Chinese English refers to varieties of English used by Chinese learners (Kirkpatrick & Xu, 2002). Hu (2005) puts China English at one end of a continuum where lowly Pidgin English or Chinglish is at the other. China English is a language which is as good communicative tool as ,’ but one which has important Chinese characteristics (Wolf, 2008).

The Importance of Learning English Norton and De Costa (2017) said that for many English learners, speaking is the most difficult part of the language to master to improve your speaking skills, you need to be able to practice with other English learners or English speakers. One way to do this is by joining or starting an Englishes accents. In today’s Education Tips, we discuss how English accents can be helpful to your language-learning process. There are many reasons why English accents can help learners of all ages and levels improve their English. The most important reason is that they offer learners a chance to practice English by actually speaking it. There are other advantages, too. English accents are less formal than a classroom setting. Many learners find them more fun than usual English classes. They also let learners practice English in more 14 real-life situations. This can increase a learner’s desire to practice and learn on their own according to learning theory experts. They say that using a language in authentic situations is very important for learners. So is being motivated to practice and improve, they say. English is the second most widely used language in the world after Chinese, but it far outranks the latter as an international language. Knowing how to communicate in English is essential for just about anyone seeking to succeed in countless fields from business to academia (Talerngsri, 2019).

English Language Development of Learners by Studying English Accents Sung (2016) said that English accents come in many different guises. What they do all have in common, however, is that they provide an opportunity for English language learners to practice using English in a relaxing and friendly setting. They can make an excellent contribution to student life at a university language center, a or at a private language school, for example. English accents give students a chance to practice English in a relaxing, informal environment, and to meet new people. A good English accents is fun. They happen when people are not looking for them. With regard to English accents, it is almost impossible to guess in advance whether the activities planned will ‘click’ or not. Like a good teacher, an English accents moderator should be flexible and intuitive, abandoning activities that fall flat, and embracing the spontaneous and unplanned. In conclusion, English accents are, potentially, a very valuable part of the English language student experience. This has outlined five principles of a successful English accents, these are that it is participant center, that it plays a social role, that it gives participants and moderators freedom, that it is rooted in the community and that it is fun. This article also presents examples of three different types of activity suitable for an English.

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Three Circle Model of World Englishes English The Three-circle Model of World Englishes was developed by Kachru in 1985 and it remains one of the most influential models for grouping the varieties of English in the world Mollin (2006). Kachru (1985) described the spread of English in terms of three concentric circles: the Inner Circle, the Outer Circle and the Expanding Circle. These circles represent “the type of spread, the patterns of acquisition and the functional domains in which English is used across cultures and languages” Kachru, (1985). Although Kachru’s three-circles of English are still an important initial stepping stone for the division of Englishes, drawbacks and variations have been identified by several authors, including Kachru himself (Yoneoka, 2002). In the Kachru’s Three-circle Model, the Inner Circle of Kachru’s model refers to the traditional bases of English, dominated by the mother-tongue varieties, where English acts as a first language (White, 1997). The countries involved in the Inner Circle include the USA, the UK, Canada, Australia and New Zealand. The varieties of English used here are said to be ‘norm providing’. The Outer Circle consists of the earlier phases of the spread of English in non-native settings, where the language has become part of a country’s chief institutions, and plays an important ‘second language’ role in a multilingual setting (Rajadurai, 2005). Most of the countries included in the Outer Circle are former colonies of the UK or the USA, such as Malaysia, Singapore, India, Ghana, Kenya and others (Rajadurai, 2005). The English used in the outer circle is considered as ‘norm-developing’. The Expanding Circle refers to the territories where English is learned as a foreign language. The territories do not have a history of colonization by members of the Inner Circle and institutional or social role. English is taught as a foreign’ language as the most useful vehicle of international communication (White, 1997). The countries in the Expanding Circle include China, Japan, Greece and Poland (Crystal, 1997). The English used in the Expanding Circle is regarded as ‘norm dependent’. As in this diagram. 16

Figure 2 Kachru’s Three Circles of English Source: Kachru (2016, p. 14)

Steps in English Accents Learning Jamie, 2015 said that learning proper pronunciation in any language is a huge challenge. Depending on your native language, you will face a variety of difficulties when learning the ins and outs of correct English pronunciation. A big problem for a lot of students is that their native language simply does not have the sounds that they’re trying to say in English. Luckily for English learners, there is a short-cut by learning about how word sounds are formed we can stop guessing at the sounds and start practicing the correct mouth shapes. With a bit of time, we can learn to pronounce words just as well as a native speaker. Follow these five steps to master any tricky word or sound. Step One: Spot the Problem Sound When we were babies, we could hear the differences between every speech sound, or ‘phoneme’, in existence. Now we are grown, our brains combine phonemes so that only the important sounds in our language are audible. This means that 17 sometimes it is very difficult for us to hear the parts of words that we’re mispronouncing. Step Two: Identify the Sound Lots of languages have an alphabet, but did you know there is also a universal alphabet that contains all the speech sounds from every language. It is called the International Phonetics Alphabet (or IPA) and its useful for helping us to spot the exact sounds we are having trouble with. All you need to do is search for your word here and take note of the IPA spelling. Step Three: Practice the Sound on its Own It might take a little time for your tongue to get used to the movement required for some particular sounds. Though it might feel a little strange, spend some time practicing the sound out loud until you get the hang of it. You can try practicing the sound on its own, or when it’s in a word. Record attempts at pronunciation and compare to a native speak. Step Four: Practice the Sound in a Sentence We can pronounce the sound on its own. Now it’s time to put all that practice into action by reciting practice sentences. Try building sentences and checking with an English conversation partner. Step Five: Use the Word in Conversation As useful as books and apps are, we can’t learn a language by reading alone. Get out there and practice using new words in real-life and applying conversation. We’ll learn quickest by listening carefully to native speakers by using everything we’ve learned in the real world. The instructional framework used in this study was adapted from previous researchers.

Steps in English Accents Learning in this Study 1. Introduction of a Variety of English Accents The target words were recorded in three different accents (British, Philipino and Chinese) before provided to the learners to listen to. The learners need to identify the specific accent they heard without encouraging from the teachers.

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2. Discussion The learners were asked some questions about listening to the three different English accents. Besides, they had to explain the differences of each accent that they heard. 3. Accents Analysis Accent analysis of vocabulary heard by students by analyzing whether or not the accent of the vocabulary being heard is the same or different.Students listen to the accent again and help analyze whether the accent is heard is the same or different. 4. Practice Practice hearing the vocabulary of students by testing the written vocabulary that is heard, accent, and vocabulary reading. Students listen to the vocabulary and accent and write the words from the accent they hear in which the teacher selects only one accent. 5. Debrief Transferring student information by having students explain if the accents and vocabulary they hear that are similar or different. Ask questions to encourage the students to answer in order to check their understanding of the lesson.

English as a Lingua Franca Kachru (1985) said that the term English as a lingua franca (ELF) refers to the teaching, learning, and use of English as a common means of communication (or contact language) for speakers of different native languages. British linguist Jennifer Jenkins points out that ELF is not a new phenomenon. English, she says, has served as a lingua franca in the past, and continues to do so nowadays, in many of the countries that were colonized by the British from the late sixteenth century on (often known collectively as the Outer Circle following such as India and Singapore. ... What is new about ELF, however, is the extent of its reach (Jenkins, 2013, p. 22).

As far as Marko Modiano is concerned, there are two ways to approach deciding who English is a lingua franca for. Is it a lingua franca or common language only for non-native speakers that speak it as a foreign language or for those that use it 19 in multicultural settings? seeing as the movement to bring forth the conceptualization of English as a lingua franca is gaining momentum worldwide, and more specifically for Europe, it is imperative that an analysis is made of the implications of the two differing approaches. ... One is the (traditional) idea that English is a lingua franca for a non-native speaker constituency which should pursue knowledge of the language as if it were a foreign language Nordquist (2019). Everybody has an accent, although, if you think that a person doesn’t have an accent, this could be because they have the same accent as you. A person’s accent is part of their history and their identity. Different accents reflect the richness of civilization and culture. So, when is someone’s accent an issue. These days English is taught increasingly as an international language. To use English as an international language, the only real issues are those that affect intelligibility. The important thing is to be able to communicate with others, be they native or non-native speakers to be able to understand others and communicate intelligibly, a language learner needs to come into contact with different accents and be sensitised to the differences in pronunciation, so that they can cope in the real world where they will constantly be coming into contact with different accents. Try the following sensitising or conscious- raising exercise to see an example of how students can practice listening to different accents. The standard accent is not necessarily the same as the highest-status accent. It is simply the dominant accent, the one you are most likely to hear in the media, the one that is considered neutral. Nonstandard native accents are also underrepresented in the media, and like nonnative accents, are likely to be stereotyped and mocked. Terms like Southern drawl, Midwestern twang or Valley Girl up speak underscore the layered status attached to particular ways of speaking. English is a global language with many native and nonnative varieties. Worldwide, nonnative speakers of English outnumber natives by a ratio of three to one. Even in the United States, which has the largest population of native English speakers, there are, according to one estimate, nearly 50 million speakers of English as a second language. What does it even mean to sound native when so many English speakers are second-language speakers? Unless you are an embedded spy like the Jenningses, it is counterproductive to hold native like pronunciation as the bar you have to clear (Agudo, 2018).

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Definition of English Accents Learning Accent is central in how speakers express their identities and how they fit into some social groupings while not fitting comfortably into others. Accent is also a normal and varied feature of L1 and L2 learning. However, accent may also be used to promote ways of speaking as better or worse, and thus create advantages and disadvantages for native and non-native English teachers. This entry discusses how accents function in the English-speaking world and their relationship to intelligibility, or how well listeners and speakers understand each other. Accents can have an exaggerated importance in implying whether language learners have been successful and whether non-native English-speaking teachers (NNESTs) are qualified, especially in whether they are qualified to teach pronunciation. Because of their social impact, accents cannot be ignored in language teaching and learning, but they should not determine ultimate success, either for learners or teachers. Linguistically, accents are socially significant bundles of phonetic characteristics. For example, features as diverse as the length of word-final stop consonants, vowel length, pausing behavior, and the degree of diphthongization can characterize native accent differences. Likewise, the precise acoustic features for foreign accents vary depending on many factors, including “age of L2 learning, length of residence in an L2-speaking country, gender, formal instruction, motivation, language learning aptitude, and amount of native language (L1) use” (Pisk, MacKey, & Flege, 2001).

Benefits of English Accents Learning Learning to speak with a British accent not only has the ability to open up doors for career opportunities, but it also allows you to expand your cultural knowledge by understanding word and phrase origins from Britain and why they are worked into the language today. A major benefit of understanding the proper dialect when speaking with a British accent is the ability to seamlessly understand and fluently chat with others who have a British accent themselves. Using British accent training is ideal if you are interested in pursuing a career in acting to give yourself additional skills when you are auditioning and trying out for new potential roles that you are interested in obtaining. Having a British accent is a way to better understand 21 the origin of words and the dialect spoken throughout various parts of Britain and Europe altogether, as you will have the ability to become familiar with how words are spoken and enunciated when you are learning from an accent training program. 1. The Ability to Communicate in a New Language The main benefit a person gains when committing to learning English (or any language) is the ability to communicate with the language itself and create connections with a wider range of the world’s population. 2. The Brain Undergoes a Change in Electrical Activity Before this study, it was believed this change in brain functioning only occurred when students had obtained a high level of language ability in the new language, but this study revealed this change may occur at the earliest stages of language learning. 3. Superior Memory Function Language learning showed an increase in memory capacities, this was especially strong in short-term memory. This is a huge benefit because it allows the brain to keep information in the brain for longer durations while thinking processes are activated. 4. Increased Mental Flexibility The article explains this keeps mental pathways “opened up” which allows a person to use “differing avenues for thought.” Language learning helps “exercise” the brain to keep it flexible and agile. 5. Increased Problem-solving Abilities A person also benefits from language learning by gaining increased problem-solving abilities in all of the following areas: abstract thinking skills, concept formation, creative hypothesis formulation, strengthened capacity to identify, understand and solve problems; the ability to focus on a task by filtering out distractions and extraneous information and an increase in multi-tasking ability. 6. Greater Comprehension for How Language Works and is Used Language acquisition also benefits a person by creating a greater comprehension for how language works and is used. The study found individuals with multilingual communication were able to better read and interpret social situations, which improved their performance in social settings. 22

7. Prevents the Deterioration of Brain Functioning over Time The study reports that individuals who were multilingual have a decreased rate of 2 to 4 years in the development of age-related cognitive problems such as dementia. 8. Increased Ability in Digital Literacy The culmination of all these advantages results in one last benefit: an increased ability in digital literacy. Because of these quickened mental abilities, individuals who are multilingual have a noticeable ability to stay up to date with modern technologies. Reading about this benefit reminded me of this quote: “Our intelligence tends to produce technological and social change at a rate faster than our institutions and emotions can cope with…We therefore find ourselves continually trying to accommodate new realities within inappropriate existing institutions, and trying to think about those new realities in traditional but sometimes dangerously irrelevant terms.” (Dyer, 2005, p. 441). Clearly having increased mental agility due to language acquisition helps the average language learners better stay atop all of the technological and informational changes constantly evolving in today’s world (Creese & Blackledge, 2010).

Related Research According to Warren, Hill, and Lewis (1981), it was found that a discussion can bring out students’ interests and motivate them. It is a chance for the students to talk about what they really care about. Giving and justifying opinions in English can also bring students a sense of accomplishment, as they are using the language to express complex ideas. Discussion activities encourage critical thinking, and are therefore excellent preparation for speaking tests, such as IELTS or TOEFL, which partly examine the ability to express and justify opinions in English. Perhaps most importantly, discussion activities can be great fun for students. Preparing for discussion classes. The first thing you need to be aware of is the language ability of your students and how much they know about the topic under discussion. This is important if you want to encourage real, free-flowing conversation. Get it wrong and students can get bored or, worse, feel intimidated and lose confidence. When setting discussion questions, make sure the language and topic aren’t too demanding. 23

Don’t try to begin a discussion about global economic theory with elementary-level students. As revealed in the research, it was found that previous research in the Chinese context has shown a strong preference for native English accents, especially British and American accents, on the part of both teachers and students (Hu, 2005; Kunschak & Fang, 2008). Such studies have highlighted that the participants still prefer native English accents, as they feel that English is a language belonging to those who speak it as a native language Fang (2017). According to the research, it was found that the English language has spread and is now used around the world as an international lingua franca (ELF), and has claimed legitimacy in traditional outer circle contexts through the study of World Englishes (WE), while it has also gained an unprecedented status in expanding circle regions such as in East Asia and Europe. China is a case in point, with English having gained considerable popularity over the last three decades in particular. Recognising the function of English and by conducting a case study at a university in south China, this research draws upon Chinese university students’ attitudes towards their English accents in the ELF framework. Two main research questions were explored in this chapter: 1) What are the attitudes of Chinese university students towards their own English accents? 2) To what extent are these attitudes informed by standard language ideology. By adopting both questionnaire and interview methods as research instruments, this study also investigates students’ own perspectives on the acceptability of China English, and, further, calls for a shift in perspective on the teaching of pronunciation in English language higher education (Fang, 2017). According to the research, it was found that in honor of Professor Braj B. Kachru, this paper highlights the legacy of his final monograph, World Englishes and culture wars. Professor Kachru was a towering figure among world Englishes scholars as well as students of language contact. World Englishes and culture wars highlights the role of English in the lives of many of its Outer Circle and Expanding Circle users of the language, simultaneously acknowledging the tension from the evolution of English in diverse cultural ecosystems across the world. This book enriches our understanding of world Englishes through its critical engagement with the spread and differential evolution of English around the world, and through the inspirational scholarship which Professor Kachru brings to this work (Mufwene, 2019). 24

Chapter Summary In this chapter, all academic resources are shown as the details of learner autonomy and group club learning. To understand the definitions and benefits, and to acquire the answers to the research questions, the researcher needed to design a teaching method that can enhance learner autonomy. In Chapter 3, the researcher shows how to collect and analyze the data.

CHAPTER 3 RESEARCH METHODOLOGY

The present research aims to investigate the effects of teaching World Englishes accents on learners’ intelligibility and attitudes toward learning English. In this chapter, the context of the study, research design, populations, participants, research instruments, the procedures of data collection, and data analysis are presented.

Context of the Study This study was conducted at a private elementary school in Chon Buri province, located in the eastern part of Thailand. In this school, at the time of data collection, there were 2,630 students who were studying from the levels of kindergarten to Grade 12. The school used Thai and English as the medium of teaching, while Chinese was an optional subject. The participants in this study were purposively selected from one of the school clubs called English club, which was an alternative class for students who could choose to participate based on their interests. The club was run at the last period on Thursdays. It took fifty minutes. This was a part of the school curriculum. The objectives of the club were as follows: 1) Learners could read aloud the vocabulary correctly, 2) Students could understand the meaning of each word and 3) The learners could express their attitude towards learning vocabulary. There were 34 club members who were studying in Grade 4. The researcher had all members take part in this study to represent a large population.

Research Design This study employed a mixed-method research with an explanatory sequential design to investigate the effects of teaching World Englishes accents on learners’ comprehension and attitudes toward learning English. According to Creswell (2012), the explanatory sequential design places a priority on quantitative data collection, followed by qualitative data collection to explain the results in the quantitative phase. Mixed-methods research was used because it helped explain the 26 potential reasons of the effects. Creswell (2012) illustrated the research design shown in Figure 2 as follows:

Quantitative Qualitative Follow up Data Collection Data Collection Interpretation with a nd Analysis a nd Analysis

Figure 3 Explanatory Mixed-method Design

Figure 3 presents the overall procedure of the research methodology, starting with the participants performing a pretest before giving the instruction. Next, I taught three types of Word Englishes accents: 1) English with British accent, 2) English with Chinese accent, and 3) English with Filipino accent. The vocabulary consisted of four categories: 1) clothes, 2) food, 3) animals, and 4) family. After each instruction, the researcher’s reflections were recorded. Finally, after the treatment process, the students performed the post-test, and then checked and the recorded the students’ score. For the next step, the students were asked to complete a questionnaire in order to explore their attitudes toward learning English.

Quantitative Phase Population and Sample The population was 198 Grade 4 students at a private elementary school, which was situated in the eastern part of Thailand. Out of 198 students, the participants were 34 students, selected by using the purposive sampling technique. Based on the participants’ sex, 18 students were male, and 16 were female. These students were the members of English club, which was handled following the school syllabus as an extra curriculum or activity. All club activities focused on learning English for communication and getting well-prepared for further education.

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The Data Collection The lesson plans were applied in the classroom during the English club sessions. Four lesson plans based on four categories of vocabulary were designed and used in a systematic classroom setting. The framework of teaching procedures in the lesson plans used in this research study was designed in five steps as follows: 1. Introduction of World Englishes Accents. In this step, the students were asked to listen actively to the vocabulary pronounced with three different accents (British, Filipino, and Chinese). The various accents were blinded, so the students were not aware that the accents were different. The goal of this step was to expose the students to how each word was pronounced by speakers from different sociocultural backgrounds. 2. Discussion. In this step, the students were prompted to share their opinions about the vocabulary they listened to in this first session. The students were encouraged to express their opinions towards different accents on the basis of following questions: What words did they hear? What was the accent they heard like? Where could they hear this accent? Which accent was the easiest to understand? The discussion in this step aimed to elicit prior assumptions about the accents. 3. Accent Analysis. In this step, the students worked collaboratively to analyze and differentiate the accents they heard. They were encouraged to focus on sounds and compared the sounds across the three accents. They were asked to use their own words to describe the accents. 4. Practice. In this step, the students practiced how to pronounce each accent. They practiced one by one. The goal of this practice was to familiarize the learners with how each word is pronounced. 5. Debriefing For this final step, the students listened to the words again, and the researcher’s explanation of various accents. Finally, they reviewed the lesson by studying each answer. Learner’s Intelligibility Test A learner’s comprehension test was created by selecting vocabulary from the textbook currently used at the school in English. The textbook is matched with Thailand’s Basic Education Core Curriculum in B.E. 2551. The test content derived from the lessons in the textbook were classified into four categories: 1) clothes, 28

2) food, 3) animals, and, 4) family. There were 12 items in the test. In each item, one accent was randomly selected from the pool (British, Filipino, Chinese) to read the vocabulary. Before and after receiving the World Englishes instruction, the students were requested to take the learner’s comprehension test in order to check their comprehension. To complete the test, the students listened to the accent and wrote down the words they heard down on the exam paper. One point was given when a word was written correctly. The learner’s comprehension test was validated by three experts using the Index of Item Objective Congruence (IOC). The items with an IOC value of ≥ 0.5 were acceptable (See Appendix B for more details). Questionnaire The questionnaire was developed in order to measure the students’ attitudes toward learning English. The questionnaire consisted of 12 questions which were translated into Thai to avoid misunderstanding. Four scales were applied in this questionnaire: Never, Sometimes, Often, and Regularly. Since the questionnaire was developed, the validity and the reliability analysis were performed to validate both research instruments. Three experts were involved to examine the validity and the translation. The Index of Item Objective Congruence (IOC) statistical analysis was used for this step. The items with an IOC value of ≥ 0.5 were acceptable (See Appendix B for more details). Then, the questionnaire and the learner’s comprehension test were piloted to examine the reliability rate. The test reliability was checked by asking sixteen pilot samples, who had the same background as the participants such as school, age, and level of studying, to do the pilot testing. The reliability analysis of the questionnaire was performed by running the Coefficient Alpha of Cronbach (α). The results showed that the questionnaire’s reliability was .941. For the learner’s comprehension test, modifications were made after trying it out. Data Collection in the Quantitative Phase The process started by collecting data with quantitative methods by using learner’s intelligibility test and the questionnaire. The procedure of data collection was as follows. First, the learner’s comprehension pre-test was assigned to 34 participants before studying the World Englishes accent lessons. Second, the 29 participants attended class for four periods while I was also managing the class by following 5 steps of instruction. Third, the post-test was given to the participants after they had finished the entire course. Last, the participants answered the questionnaire. Data Analysis in the Quantitative Phase According to data analysis, each participant’s raw scores from each test were totaled. Dependent T-test sample statistics were applied to compare students’ comprehension between the pre-test and post-test.

Qualitative Phase Instrument in Qualitative Phase Researcher’s Reflections The researcher’s reflections were collected to analyze the learning process throughout the entire teaching period. Learning behavior reflection was also recorded and analyzed in order to examine the participants’ learning attitudes towards learning English pronunciation Data Collection in the Qualitative Phase According to Figure 5, the chart shows that the researcher recorded every students’ learning period throughout all activities provided. Learning behavior was also collected in order to investigate the students’ attitudes. In addition, the researcher reflected teaching process for the participants’ learning attitudes towards pronunciation classes. An interview method was also applied in order to investigate the students’ opinions on the class activities. Data Analysis in the Qualitative Phase To analyze the qualitative data, the content analysis was used by finding the main points from the researcher’s reflections.

Ethical Considerations For this research, ethical considerations were strictly followed. The ethical considerations in this study included informed consent, voluntary participation, no harm, and confidentiality. All participants were fully informed about the research purpose, evaluation, activities, and interviews being conducted in order to make 30 a decision as to whether they would participate in the study or not. The school director as the students’ main caretaker was also informed. Moreover, all participants who took part in this study were free from any enforcement and they could withdraw their participation at any time without any negative impact on their education. In addition, both physical and psychological harms were considered for every participant. Lastly, any identifying information of the participants was not accessed by anyone but the researcher.

Chapter Summary In this study, a transformative mixed method approach was conducted. The participants were selected by the intact group sampling method; all English club members participated in this research. For the quantitative analysis, the participants were asked to take a pre-test first, and then took part in class activities. After that a post-test was administered to collect the data. In addition, a questionnaire was conducted to investigate the participants’ learning attitudes. In the qualitative process, both participants’ and the researcher’s reflections were collected in the mid-learning and post-learning sessions in order to examine the participants’ learning attitudes towards vocabulary classes.

CHAPTER 4 RESEARCH FINDINGS

This chapter presents the findings of this study on the basis of the research questions. For each research question, the quantitative data and qualitative data were mixed to present the effects of teaching World Englishes accents on learners’ comprehension and attitudes toward learning English.

Research Question 1: What are the effects of teaching World Englishes accents on learners’ comprehension? Part 1 Data Analysis of Pre-test and Post-test To answer the above question, the data from the learner’s comprehension test and the researcher’s reflections were used. To elaborate, 34 students were asked to take two sets of learner’s comprehension tests before and after learning about World Englishes accents. After each lesson, the researcher’s reflections were recorded. In this section, the data from the test is presented first. The data were analyzed by using descriptive statistics and a dependent sample t-test. The results of the descriptive statistics are presented in Table 1.

Table 1 Descriptive Statistics of the Pre-test and Post-test

N Mean SD Pre 34 5.14 3.28 Post 34 8.61 3.22

As shown in Table 1, the participants’ pre-test mean score was 5.14 (SD = 3.28) and post-test mean score was 8.61 (SD = 3.22). It is obvious that the post-test mean score is higher than the pre-test mean score. 32

A correlation analysis was performed in order to investigate the potential relationship between the pre-test and the post-test. The findings revealed that the scores of both tests were highly correlated as presented in Table 2 (Correlation = .81).

Table 2 Paired Samples Correlations

N Correlation Sig Pair 1 pre & post 34 .81 .000

In the present study, English accents (pre-test and post-test) were assigned to the participants before and after the treatment of English accents. The aim of using the pre-test and post-test was to check the students’ comprehension and their improvement. The final draft of the test contained twelve items divided into one section: Listening and writing the vocabulary words. After the test was taken by the target sample, paired sample statistics (t-test) was used to calculate and compute the mean of one group’s pre-test and post-test. By analyzing this method, we can determine whether there was a significant difference between the pre-test and post- test results. The following table shows the pre-test and post-test results. Table 3 shows the mean scores compared between the pre-test and post-test as well as determining if there was a statistically significant (sig) difference.

Table 3 t-test Results of the Pre-test and Post-test (N = 34)

Paired Samples Statistics Paired Samples Test Overall Mean S.D. Mean t Sig. (one-tail) average score total 12 Pre-test 5.14 3.28 -3.47 -10.10 .00 Post-test 8.61 3.22

As shown in Table 3, the results indicate that the overall pre-test mean was 5.14 while the post-test mean was 8.61 out of a total of 12 marks (Mean = -3.47). 33

According to statistical data analysis and the results, there is a significant difference in the value between the pre-test and post-test at the level of .05 (sig = 0.00, t = -10.10). The increased value could be interpreted as an improvement and progression of the participants in English accent comprehension. Apart from the quantitative data, this study also collected qualitative data from the researcher’s reflection to explore the effects of teaching World Englishes accents on learner’s comprehension. Generally, it was found that learners expressed a willingness to learn about various accents, especially when they heard Filipino and Chinese accents. This section presents the researcher’s reflection from each category first, followed by a conclusion. Researcher’s Reflections of the Clothing Vocabulary Category When the teacher played the audio recording of the accents of words in English, Filipino and Chinese accents the researcher found that students pay attention listening carefully because it is a new activity that has never been done before. When asked by the teacher to comment on the sounds heard by raising their hands to express their opinions, the students then competed with raising their hands to express their opinions. The teacher therefore gave opinions one by one. Most of the students commented on the accent they heard on the internet. Another sound heard from Filipino and Chinese teachers, and the accent is different, but what children like is the English accent because it is clear and easy to listen.After that, the teacher showed a picture of the vocabulary and clothing categories for students to learn and found that students pay attention when competing with fun answering words. I can see the smiling faces and laughter of the children during the activity. Causing the students to learn in a relaxed way which makes learning effective because the learners learn happily. This is a much better result in writing vocabulary of the learners from the previous activity. Researcher’s Reflections of the Food Vocabulary Category This is the 2nd activity which is the food category. The teacher found that students were interested and paid attention to the pronunciation of English Filipino and Chinese accents as well as the first activity because the vocabulary is the name of the food that the students have heard before and showed interest in the accent of words as well during the discussion. Students enthusiastically expressed their 34 opinions that they used to pronounce it that way, unlike what I heard make the learners more knowledgeable about the accent of the words. Then the teacher asked the students to comment on the sound of the accent heard. The students expressed their opinions with fun. They have heard the accents from the internet media from Filipino teachers and Chinese teachers and commented that the British accent from the internet media is easier to comprehend than the other two accents. When the teacher showed the food image to the students, they were able to share the vocabulary that matched the picture as well. The accent is like the ones they have already heard and students have a good knowledge of accent vocabulary from observing the behavior of the learners. It was found that the students were happy and had fun with the accents, as noticed from the smiling faces and the laughter from sharing opinions. As a result, learners have a passion and love for learning English. Studying and making students happy results in a positive attitude which is effective learning, allowing kids to score better writing vocabulary. Researcher’s Reflections of the Animal Vocabulary Category This is the 3rd activity which is the animal category. The teacher found that students were interested and paid attention to the pronunciation of English Filipino and Chinese accents as well as the first activity because the vocabulary is the name of the animal that the students have heard before and showed interest in the accent of words as well during the discussion. Students enthusiastically expressed their opinions that they used to pronounce it that way, unlike what I heard make the learners more knowledgeable about the accent of the words. Then the teacher asked the students to comment on the sound of the accent heard. The students expressed their opinions with fun. They have heard the accents from the internet media from Filipino teachers and Chinese teachers and commented that the British accent from the internet media is easier to understand than the other two accents. When the teacher showed the animal image to the students, they were able to share the vocabulary that matched the picture as well. The accent is like the ones they have already heard and students have a good knowledge of accent vocabulary from observing the behavior of the learners. It was found that the students were happy and had fun with the accents, as noticed from the smiling faces and the laughter from sharing opinions. As a result, learners have a passion and love for learning English. 35

Studying and making students happy results in a positive attitude which is effective learning, allowing kids to score better writing vocabulary. Researcher’s Reflections for the Family Vocabulary Category This is the 4th activity which is the family category. The teacher found that students were interested and paid attention to the pronunciation of English Filipino and Chinese accents as well as the first activity because the vocabulary is the name of the family that the students have heard before and showed interest in the accent of words as well during the discussion. Students enthusiastically expressed their opinions that they used to pronounce it that way, unlike what I heard make the learners more knowledgeable about the accent of the words. Then the teacher asked the students to comment on the sound of the accent heard. The students expressed their opinions with fun. They have heard the accents from the internet media from Filipino teachers and Chinese teachers and commented that the British accent from the internet media is easier to understand than the other two accents. When the teacher showed the family image to the students, they were able to share the vocabulary that matched the picture as well. The accent is like the ones they have already heard and students have a good knowledge of accent vocabulary from observing the behavior of the learners. It was found that the students were happy and had fun with the accents, as noticed from the smiling faces and the laughter from sharing opinions. As a result, learners have a passion and love for learning English. Studying and making students happy results in a positive attitude which is effective learning, allowing kids to score better writing vocabulary. For the first lesson, clothing category was conducted. First, the pre-test was administered. It was obvious that the students had a problem in doing the test. Next, the researcher delivered the lesson and observed the class simultaneously. It was found that students were enthusiastic and paid a great deal of attention to the class activities. Great learning behavior could be seen. The participants joined every activity provided such as always answering the questions and expressing their opinions when requested. Students were also keen to listen, pronounce, and practice pronouncing the words which were already set up. Since three accents of English vocabulary have already been presented in the class, all participants were asked to express their comments or opinions. 36

From the students’ reactions after listening, they were eager to guess whose accents were those and what accents they were listening to. Most of the participants agreed that English vocabulary with British pronunciation and accents seemed to be easier to listen and understand than the other two. However, all participants realized this difference of world English, which has a variety of specific accents. They were keen to learn and participate in the activities actively. Significantly, after the learning process, their listening perception showed great improvement. This was obvious because before the end of the class, the post-test was always administered to investigate the participants’ outcomes. In addition, the learning atmosphere became energetic and lively. For the following lessons: Food, Animals, and Family, since the learning procedures were designed in the same learning methods, all activities were conducted respectively: the pre-tests, instruction, group-based activities, discussion, pronunciation practice, and the post-tests. The participants showed much enthusiasm, significant vocabulary improvement, and great positive attitudes towards learning a variety of English accents: British, Filipino, and Chinese. For the learning attitudes, the research witnessed a better learning atmosphere. All participants took part in all activities eagerly. More importantly, students realized the dissimilarity or the variety of English accents as a world language. They also wanted to learn more different accents in the future. Conclusion of Research Question 1 To sum up, the findings after conducting the four lessons: Clothes, Food, Animals, and Family are summarized as follows: 1. All participants had difficulties while taking the pre-tests. 2. The participants paid a great deal of attention to all activities. 3. When three different accents were introduced, all participants were keen to learn and practice. 4. From the participants’ opinions, the British accent is more understandable than the others. 5. All participants accepted the different English accents, and realized that English is a world language. 37

6. The participants’ attitudes towards learning a variety of English accents were positive. 7. Post-test outcomes were significantly higher than the pre-test.

Research Question 2: What are the effects of teaching World Englishes accents on learners’ attitudes toward learning English? Part 2 Questionnaire Analysis on Attitudes toward Learning English To analyze the participants’ attitudes towards learning a variety of English accents in pronunciation classes, the adapted four-scale design: 1 = Never, 2 = Sometimes, 3 = Often, and 4 = Regular was applied. Thirty-four participants were requested to complete the questionnaire. After that the data were analyzed statistically. The findings are presented in Table 4.

Table 4 The Means of the Student Attitude Survey Questions

Item Mean SD. Interpret results 1. I like to learn English everyday. 3.61 .55 regularly 2. I was energetic when I got to English class. 2.91 .83 often 3. I like to answer questions when attending an 2.85 .92 often English class. 4. I love listening to English vocabulary with 3.44 .99 regularly different accents. 5. I want to have foreign friends to practice 2.23 .98 sometimes speaking English. 6. I paid attention and studied while the teacher 3.05 .64 often taught. 7. I memorized English words. 3.82 .52 regularly 8. I participated in group activities and had fun. 3.41 .74 regularly

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Table 4 (Continued)

Item Mean SD. Interpret results 9. I pronounce vocabulary on CDs and on various 2.52 .99 often media. 10. I use the knowledge from English language class 3.08 .83 often in daily life. 11. I like to listen to the English accents of different 3.23 .96 regularly English vocabulary. 12. I have more knowledge of vocabulary from 3.08 .85 often English pronunciation. All items 3.08 .43 often

For data analysis of this questionnaire, Srisaart (2002) indicated the criteria of the interpreting scales as follows: 1 – 1.75 = “Never,” 1.76 – 2.50 = “Sometimes,” 2.50 – 3.25 = “Often,” and 3.26 – 4.0 = “Regularly.” Based on the results of this analysis, item no. 7 “I memorized English words.” gained the highest level (M = 3.82, SD = .52), whilethe lowest level belonged to item no. 5, “I want to have foreign friends to practice speaking English.” (M = 2.23, SD = .98. Forallitems, the overall mean of the perceived value was 3.08 (SD = .43) which indicates that the opinions about preferences in a variety of vocabulary accents obtain the ‘often’ level.

Chapter Summary Quantitative findings showed that participants had better post-test results. The scores of the post-tests showed a significant increase after taking the pronunciation classes. The questionnaire was conducted to investigate participants’ attitudes, the findings revealed that they all had positive attitudes towards the learning activities and the variety of English accents. For the qualitative results, the researcher’s reflections were analyzed and recorded. The findings showed that the participants were cooperative in all activities provided and enthusiastic about learning a variety of English accents: British, 39

Filipino, and Chinese. They also accepted and perceived different accents. This caused the scores of the post-tests to significantly increase.

CHAPTER 5 CONCLUSION, DISCUSSION, AND RECOMMENDATIONS

This research aimed to explore the effects on the attitudes towards learning a variety of English accents: British, Filipino, and Chinese. The participants of this study were 34 students who were Grade 4 students, a private school in Chon Buri, Thailand. This study was conducted by using a mixed-method approach. The instruments of this study consisted of vocabulary pre-tests and post-tests, a questionnaire, and the record of the researcher’s reflections. A concise summary of the study, discussion, practical implications and recommendations for future study are all addressed in this chapter.

Conclusion The research findings are as follows: 1. For quantitative results, the participants’ post-test mean score was higher that the pre-test mean score at the level of (M = 8.62, SD = 3.23) and (M = 5.15, SD = 3.29), respectively. This result indicated that proper learning procedures which led to a constructive attitude brought about better outcomes. In addition, the questionnaire data used to support the participants’ attitudes towards learning three different English accents revealed that the overall mean of the perceived value was 3.08 (SD = .43). 2. The qualitative results showed that the participants were cooperative in all activities provided and keen on learning a variety of English accents: British, Filipino, and Chinese. They also accepted and perceived different accents. This led their post- test scores to show a significant increase.

Discussion The impact of a wide variety of English accents for learners on world-class English pronunciation has been witnessed. The global spread of English has created new challenges in the teaching and learning of traditional English, especially in countries where English is considered a foreign language.

41

This study focuses on examining the effects on attitudes of Thai learners towards a wide range of English pronunciation with various accents. According to the research findings, it was found that the majority of the participants had more positive attitudes towards learning English vocabulary with different accents. The data showed that the use of various accents of vocabulary pronunciation made learning activities more interesting to the students. Accent comparison led students to be more interested in studying and have supportive attitudes towards English classes and brought about better outcomes on vocabulary tests. Moreover, the results of the questionnaire data showed that the learners had positive attitudes towards learning English. At the elementary level, the use of engaging teaching activities for the learners should be widespread in classroom management and teaching. As mentioned, this proof can enlighten everyone who teaches English in order to assist the teacher to design teaching activities for the learners to make them well motivated and inspired to learn with visual aids such as audio and video clips in pronunciation classes. These research results have proven that a wide range of teaching and learning activities affected students’ attitudes, which make the learners more active and like to learn English. The qualitative results, on the other hand, presented the essential information to meet the response of the research question, that is, to examine the effects and attitudes of English language learners at the elementary level. The learners reflected the impact of their learning attitudes by being very enthusiastic in all activities. All learning behaviors were recorded by the researcher. With regard to previous studies, Matsuda (2003) claimed that proper teaching procedures can enhance students’ positive attitudes and help students learn the language easily. Insufficient exposure to the English language can confuse learners and force them to abandon learning. The supportive attitudes towards learning have a great impact on students gaining language skills. Gardner (1985) stated that a learner, with a positive attitude towards language, culture and towards learning a foreign language, will be a successful language learner. This means that positive attitudes encourage learners to feel more like interacting and learning a foreign language. As a result, all language learners should be prepared for imminent engagements with speakers of varieties of 42

English that contradicts their own (Jenkins, 2000). In addition, a variety of English accents in the teaching process assists students to perceive vocabulary knowledge together with its correct pronunciation and different accents. Based on the framework named English Accent (Stroll, 2002), different accents were introduced in pronunciation classes with group-based activity in a discussion process. This supported the learners’ positive attitudes towards learning vocabulary and pronunciation, and led to better perception of vocabulary competence. These findings also proved an open atmosphere in the classroom, where the learners could express their opinions during group-based activities which were helpful motivation in learning. With different accents introduced in class, learners had a good opportunity to challenge their peers to guess the specific accent and imitate the different accents. The students can learn the right or better pronunciation through comparative learning procedures. Moreover, it is said that since English is the global language, new varieties of English are constantly being developed with their own unique identities (Crystal, 2008b). As a result, leaning English through a real-world setting enhances learners to expose themselves to World Englishes. Even though this research has fulfilled its purpose, there were some limitations. First, this research was conducted only on a small population. Therefore, in order to generalize these findings to a larger group, the study should have involved more participants. Second, for quantitative data, both vocabulary tests and a questionnaire were objective questions, so the data were still limited. Additional open-ended questions such as interview questions should have been also introduced. Lastly, only one voice from each accent was introduced, more sounds from different people should have been added.

Implications This research offers empirical evidence of the effects on attitude towards learning a variety of English accents. This study provides the implications as follows. For the pedagogical field, the results suggest that in vocabulary or pronunciation classes, the educators or instructors should be aware of proper learning activities, teaching aid materials, and practical use in real life. This is to help students retain 43 their knowledge and apply it in the real world. For the communication area, learning different accents in vocabulary pronunciation can support the learners to interact or respond to conversations in different contexts or settings. This causes the students to have more confidence to communicate with people in English in various scenes.

Recommendations for Future Research These results reveal that the impact on the attitudes towards learning a variety of English accents. The recommendations for further research studies are presented as follows: 1. This research was conducted on a small population of only 34 Grade 4 students. Therefore, in order to generalize these findings to a larger group, the study should be concluded with a wide range of participants; more numbers of students from more schools should be added. 2. In this study, both vocabulary tests and a questionnaire with objective questions. Additional open-ended questions such as interview questions should also be conducted. 3. More sounds from different people should be added, including more different accents such as American, Thai, or Australian. 4. For further research studies, different English skills, e.g., speaking and listening should be performed.

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Low, E. L., & Ao, R. (2018). The spread of English in ASEAN: Policies and issues. RELC Journal, Retrieve from https://doi.org/10.1177/0033688218782513 Low, E. L., & Hashim, A. (2012). English in Southeast Asia: Features, policy and language in use. Amsterdam: John Benjamins. Matsuda, A. (2003). Incorporating world Englishes in teaching English as an international language. TESOL Quarterly, 37(4), 719-729. Mesthrie, R., & Bhatt, R. M. (2008). World Englishes: The Study of New Linguistic Varieties. Cambridge: Cambridge University Press. Millar, R. M. (2012). English historical sociolinguistics. Edinburgh: Edinburgh University Press. Mollin, S. (2006). Euro-English: Assessing variety status. Tübingen: Narr. Moussu, L., & Llurda, E. (2008). Non-native English-speaking English language teachers: History and research. Language Teaching, 41(3), 315-348. Mufwene, S. S. (2019). The legacy of Braj B. Kachru through World Englishes and culture wars. World Englishes, 38(1-2), Retrieved from https://doi.org/10.1111/weng.12398 Nordquist, R. (2019). The Sapir-Whorf hypothesis linguistic theory. Retrieved form https://www.thoughtco.com/sapir-whorf-hypothesis-1691924 Norton, B., & De Costa, P. (2018). Research tasks on identity in language learning and teaching. Language Teaching, 51(1), 90-112. Phongsirikul, M. (2017). A learner of the 20th century becoming a teacher of the 21st century: A perspective on the goals of ELT in Thailand. REFLections, 24, 81-94. Pisk, T., MacKey, I. R. A., Flege, J. E. (2001). Factors a4ecting degree of foreign accent in an L2: A review. Journal of Phonetics, 29(2), 191-215. Prabjandee, D. (2020). Teacher professional development to implement Global Englishes language teaching. Asian Englishes, 22(1), 52-67. Prescott, D. (2007). English in Southeast Asia: Varieties, literacies and literatures. Newcastle: Cambridge Scholars. Rajadurai, J. (2005). Pronunciation issues in non-native contexts: A Malaysian case

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APPENDICES

APPENDIX A LESSON PLANS

51

TRADITIONAL LESSON PLAN

Teaching Schedule of Traditional Lesson Plans

Week Date Instruction List Period Note 1 Week 1 Clothes 1 50 minutes 2 Week 2 Food 1 50 minutes 3 Week 3 Animals 1 50 minutes 4 Week 4 Family 1 50 minutes

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Weekly Lesson Plan Learning Area of Foreign Language Subject: Topic: Clothes Level: Prathom 4 Week 1 Period: 1/4 Teacher: Panisara Sriwang

1. Objective 1. Students learn pronunciation and accents from the vocabulary. 2. Student can discuss about English accents of lesson vocabulary. 3. Student can write the vocabulary after listening to different English accents.

2. Materials 1. English accents audio 2. Television 3. Worksheet 4. Pre-test and Post-test

3. Procedure Step 1: Introduce a variety of accents 1. The teacher has students take the pre-test by listening to the vocabulary with three different accents that the teacher opens for students. 2. After listening the words in the Clothes Category with British, Filipino, and Chinese accents, students write down the words they hear with the correct spelling. 3. The teacher observes the students’ behavior and reactions while they are doing the pre-test and listening to a variety of English accents. Step 2: Discussion Based on group-based activities, the teacher has students comment on the 3 accent words with guiding questions asked by the teacher as follows: - What do students think about the pronunciation with different accents? How are they similar or different? 53

- Have you ever heard the vocabulary pronunciation with three different accents before? - How do you feel when you listen to the words with British, Filipino, and Chinese accents? - Which accent do you understand most? And which accent do you understand least? And why? Step 3: Accent analysis 1. The teacher has the students listen to the vocabulary again and try to explain how the pronunciation is different with three accents. 2. The teacher has the students listen to the British pronunciation only again. 3. The teacher has the students listen to the pronunciation with Filipino accent only again. 4. The teacher has the students listen to the pronunciation with Chinese accent only again. 5. The teacher has the students analyze how they are different or similar. 6. The teacher has the students analyze which accent is easy or difficult to perceive. Step 4: Practice 1. The teacher has the student practice pronouncing the vocabulary with British accents as the standardized pronunciation. 2. The teacher has the students pronounce each word as a group and as an individual. Step 5 Debrief 1. The teacher has the students listen to the set of clothes vocabulary again. 2. The teacher has the students take a post-test. 3. The teacher has the students check the test in class and discuss each item by listening again with the flashcard of the words.

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Weekly Lesson Plan Learning Area of Foreign Language Subject: Basic English Topic: Food Level: Prathom 4 Week 2Period: 2/4 Teacher: Panisara Sriwang

1. Objective 1. Students learn pronunciation and accents from the vocabulary. 2. Student can discuss about English accents of lesson vocabulary. 3. Student can write the vocabulary after listening to different English accents.

2. Materials 1. English accents audio 2. Television 3. Worksheet 4. Pre-test and Post-test

3. Procedure Step 1: Introduce a variety of accents 1. The teacher has students take the pre-test by listening to the vocabulary with three different accents that the teacher opens for students. 2. After listening the words in the Food Category with British, Filipino, and Chinese accents, students write down the words they hear with the correct spelling. 3. The teacher observes the students’ behavior and reactions while they are doing the pre-test and listening to a variety of English accents. Step 2: Discussion Based on group-based activities, the teacher has students comment on the 3 accent words with guiding questions asked by the teacher as follows: - What do students think about the pronunciation with different accents? How are they similar or different? - Have you ever heard the vocabulary pronunciation with three different accents before? 55

- How do you feel when you listen to the words with British, Filipino, and Chinese accents? - Which accent do you understand most? And which accent you understand least? And why? Step 3: Accent Analysis 1. The teacher has the students listen to the vocabulary again and try to explain how the pronunciation is different with three accents. 2. The teacher has the students listen to the British pronunciation only again. 3. The teacher has the students listen to the pronunciation with Filipino accent only again. 4. The teacher has the students listen to the pronunciation with Chinese accent only again. 5. The teacher has the students analyze how they are different or similar. 6. The teacher has the students analyze which accent is easy or difficult to perceive. Step 4: Practice 1. The teacher has the student practice pronouncing the vocabulary with British accents as the standardized pronunciation. 2. The teacher has the students pronounce each word as a group and as an individual. Step 5: Debrief 1. The teacher has the students listen to the set of Food vocabulary again. 2. The teacher has the students take a post-test. 3. The teacher has the students check the test in class and discuss each item by listening again with the flashcard of the words.

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Weekly Lesson Plan Learning Area of Foreign Language Subject: Basic English Topic: Animal Level: Prathom 4 Week 3/4 period Teacher: Panisara Sriwang

1. Objective 1. Students learn pronunciation and accents from the vocabulary. 2. Student can discuss about English accents of lesson vocabulary. 3. Student can write the vocabulary after listening to different English accents.

2. Materials 1. English accents audio 2. Television 3. Worksheet 4. Pre-test and Post-test

3. Procedure Step 1: Introduce a variety of accents 1. The teacher has students take pre-test by listening to the vocabulary with three different accents that the teacher opens for students. 2. After listening the words in the Animal Category with British, Filipino, and Chinese accents, students write down the words they hear with the correct spelling. 3. The teacher observes the students’ behavior and reactions while they are doing the pre-test and listening to a variety of English accents. Step 2: Discussion Based on group-based activities, the teacher has students comment on the 3 accent words with guiding questions asked by the teacher as follows: - What do students think about the pronunciation with different accents? How are they similar or different? 57

- Have you ever heard the vocabulary pronunciation with three different accents before? - How do you feel when you listen to the words with British, Filipino, and Chinese accents? - Which accent do you understand most? And which accent you understand least? And why? Step 3: Accent Analysis 1. The teacher has the students listen to the vocabulary again and try to explain how the pronunciation is different with three accents. 2. The teacher has the students listen to the British pronunciation only again. 3. The teacher has the students listen to the pronunciation with Filipino accent only again. 4. The teacher has the students listen to the pronunciation with Chinese accent only again. 5. The teacher has the students analyze how they are different or similar. 6. The teacher has the students analyze which accent is easy or difficult to perceive. Step 4: Practice 1. The teacher has the student practice pronouncing the vocabulary with British accents as the standardized pronunciation. 2. The teacher has the students pronounce each word as a group and as an individual. Step 5: Debrief 1. The teacher has the students listen to the set of Animals vocabulary again. 2. The teacher has the students take a post-test. 3. The teacher has the students check the test in class and discuss each item by listening again with the flashcard of the words.

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Weekly Lesson Plan Learning Area of Foreign Language Subject: Basic English Topic: Family Level: Prathom 4 Week 4/4 period Teacher: Panisara Sriwang

1. Objective 1. Students learn pronunciation and accents from the vocabulary. 2. Student can discuss about English accents of lesson vocabulary. 3. Student can write the vocabulary after listening to different English accents.

2. Materials 1. English accents audio 2. Television 3. Worksheet 4. Pre-test and Post-test

3. Procedure Step 1: Introduce a variety of accents 1. The teacher has students take pre-test by listening to the vocabulary with three different accents that the teacher opens for students. 2. After listening the words in the Family Category with British, Filipino, and Chinese accents, students write down the words they hear with the correct spelling. 3. The teacher observes the students’ behavior and reactions while they are doing the pre-test and listening to a variety of English accents. Step 2: Discussion Based on group-based activities, the teacher has students comment on the 3 accent words with guiding questions asked by the teacher as follows: - What do students think about the pronunciation with different accents? How are they similar or different? 59

- Have you ever heard the vocabulary pronunciation with three different accents before? - How do you feel when you listen to the words with British, Filipino, and Chinese accents? - Which accent do you understand most? And which accent you understand least? And why? Step 3: Accent Analysis 1. The teacher has the students listen to the vocabulary again and try to explain how the pronunciation is different with three accents. 2. The teacher has the students listen to the British pronunciation only again. 3. The teacher has the students listen to the pronunciation with Filipino accent only again. 4. The teacher has the students listen to the pronunciation with Chinese accent only again. 5. The teacher has the students analyze how they are different or similar. 6. The teacher has the students analyze which accent is easy or difficult to perceive. Step 4: Practice 1. The teacher has the student practice pronouncing the vocabulary with British accents as the standardized pronunciation. 2. The teacher has the students pronounce each word as a group and as an individual. Step 5: Debrief 1. The teacher has the students listen to the set of Family vocabulary again. 2. The teacher has the students take a post-test. 3. The teacher has the students check the test in class and discuss each item by listening again with the flashcard of the words.

APPENDIX B QUESTIONNAIRE

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LIST OF EXPERTS EXAMINING THE VALIDITY OF THE RESEARCH INSTRUMENT

1. Dr.Amornrat Sripor Head of Academic Affairs, Maryvit Bowin School

2. Dr.Thuntakarn Thongsinkieat Head of Academic Affairs of the Marywit Group

3. MissUrirat Wongsurin Foreign language teacher, Maryvit Sattahip School

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IOC FORM QUESTIONNAIRE TO EXPRESS OPINIONS ABOUT PREFERENCES

Objectives: The questionnaire questions are administered to identify whether or not accuracy is achieved. In each item, the expert will be asked to determine the content validity score: Score 1 = if the expert is sure that the item really measures the accuracy. Score -1 = if the expert is sure that the item does not measure the accuracy. Score 0 = if the expert is not sure that the item does measure or does not measure the accuracy.

Items -1 0 1 Comments 1. I like to learn English everyday.

ข้าพเจ้าชอบเรียนภาษาอังกฤษทุกวัน

2. I was energetic when I got to English class.

ข้าพเจ้ามีความกระตือรือร้นเมื่อถึงคาบเรียนภาษาอังกฤษ

3. I like to answer questions when studying English class.

ข้าพเจ้าชอบตอบคาถามเมื่อเรียนภาษาอังกฤษ

4. I loved listening to English vocabulary with different accents. ข้าพเจ้าชอบฟังคา ศพั ทภ์ าษาองั กฤษสา เนียงต่าง ๆ

5. I want to have foreign friends to practice speaking English. ข้าพเจ้าอยากมีเพื่อนชาวต่างชาติเพื่อฝึกการพดู ภาษาองั กฤษ

6. I paid attention and studied while the teacher taught.

ขา้ พเจา้ ให้ความสนใจและต้งั ใจเรียนในขณะที่ครูสอน 7. I memorized English words.

ขา้ พเจา้ ทอ่ งคา ศพั ทภ์ าษาองั กฤษ

8. I participated in group activities and had fun.

ขา้ พเจา้ ร่วมกิจกรรมกลุ่มและมีความสนุกสนาน 63

Items -1 0 1 Comments 9. I pronounce vocabulary on CDs and on various media.

ขา้ พเจา้ ออกเสียงคา ศพั ทต์ ามแผน่ ซีดีและสื่อตา่ งๆ

10. I use the knowledge from English language class in daily life. ข้าพเจ้านาความรู้จากการเรียนภาษาอังกฤษไปใช้ในชีวิตประจ าวัน

11. I like to listen to the English accents of different English vocabulary. ขา้ พเจา้ ชอบฟังสา เนียงการออกเสียงคา ศพั ทภ์ าษาองั กฤษแบบตา่ งๆ

12. I have more knowledge of vocabulary from English pronunciation. ขา้ พเจา้ มีความรู้เรื่องคา ศพั ทจ์ ากการออกเสียงภาษาองั กฤษมากข้ึน

______(Signature) Expert

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QUESTIONNAIRE TO EXPRESS OPINIONS ABOUT PREFERENCES IN A VARIETY OF VOCABULARY PRONUNCIATION WITH DIFFERENT ACCENTS แบบสอบถามเพื่อแสดงความคิดเห็นเกี่ยวกนั ความชอบในการออกเสียงคา ศพั ทด์ ว้ ยสา เนียงที่มี ความแตกตา่ งกนั สา หรับนกั เรียนระดบั ประถมศึกษา

Direction: Please respond to the questions in each of the four categories below, using scale from 1 (never = ไมเ่ คยปฏิบตั ิ), 2 (sometimes =บางคร้ัง), 3 (often=บอ่ ยคร้ัง), 4 (regularly=เป็นประจา ). Mark with a () to indicate your answer. ค ำชี้แจง: กรุณาตอบคา ถามตามความคิดเห็นของทา่ นโดยทา เครื่องหมาย()ในช่องที่ทา่ นคิดวา่ ตรงกบั ตนเองมากที่สุดต้งั แต่ระดบั 1 คือไม่เคยปฏิบตั ิ 2 คือปฏิบตั ิเป็นบางคร้ัง 3 คือปฏิบตั ิ บอ่ ยคร้ัง4 คือปฏิบตั ิเป็นประจา สม่า เสมอ

Students have opinions that they like these words. No. Items 1 2 3 4 never sometimes often regularly ไม่เคย บำงครั้ง บ่อยๆ เป็นประจำ สม ่ำเสมอ 1. I like to learn English everyday. ข้าพเจ้าชอบเรียนภาษาอังกฤษทุกวัน 2. I was energetic when I got to English class. ข้าพเจ้ามีความกระตือรือร้นเมื่อถึงคาบ เรียนภาษาอังกฤษ 65

No. Items 1 2 3 4 never sometimes often regularly ไม่เคย บำงครั้ง บ่อยๆ เป็นประจำ สม ่ำเสมอ 3. I like to answer questions when studying English class. ข้าพเจ้าชอบตอบคาถามเมื่อเรียน ภาษาอังกฤษ 4. I loved listening to English vocabulary with different accents. ข้าพเจ้าชอบฟังคาศัพท์ภาษาอังกฤษ สา เนียงตา่ ง ๆ 5. I want to have foreign friends to practice speaking English. ขา้ พเจา้ อยากมีเพื่อนชาวตา่ งชาติเพื่อฝึก การพูดภาษาอังกฤษ 6. I paid attention and studied while the teacher taught. ขา้ พเจา้ ใหค้ วามสนใจและต้งั ใจเรียนใน ขณะที่ครูสอน 7. I memorized English words. ขา้ พเจา้ ทอ่ งคา ศพั ทภ์ าษาองั กฤษ 8. I participated in group activities and had fun. ขา้ พเจา้ ร่วมกิจกรรมกลุ่มและมีความ สนุกสนาน 9. I pronounce vocabulary on CDs and on various media. ขา้ พเจา้ ออกเสียงคา ศพั ทต์ ามแผน่ ซีดี และสื่อตา่ งๆ 66

No. Items 1 2 3 4 never sometimes often regularly ไม่เคย บำงครั้ง บ่อยๆ เป็นประจำ สม ่ำเสมอ 10 I use the knowledge from English language class in daily life. ข้าพเจ้านาความรู้จากการเรียน ภาษาอังกฤษไปใช้ในชีวิตประจาวัน 11. I like to listen to the English accents of different English vocabulary. ข้าพเจ้าชอบฟังสาเนียงการออกเสียง คา ศพั ทภ์ าษาองั กฤษแบบตา่ งๆ 12. I have more knowledge of vocabulary from English pronunciation. ข้าพเจ้ามีความรู้เรื่องคาศัพท์จากการ ออกเสียงภาษาองั กฤษมากข้ึน

APPENDIX C BEHAVIOR AFTER TEACHING FORM

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BEHAVIOR AFTER TEACHING FORM

Before playing the sound, record the vocabulary accent...... While the sound is on, record vocabulary accent...... While allowing students to express their opinions......

APPENDIX D FLASHCARDS

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Vocabulary 4 groups

Group 1 Clothes

No. British Filipino Chinese

1 jacket jacket jacket

2 trousers trousers trousers

3 sweather sweather sweather

Group 2 Food

No. British Filipino Chinese

1 salad salad salad

2 ice cream ice cream ice cream

3 steak steak steak

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Group 3 Animals

No. British Filipino Chinese

1 rabbit rabbit rabbit

2 giraffe giraffe giraffe

3 snake snake snake

Group 4 Family

No. British Filipino Chinese

1 mother mother mother

2 daughter daughter daughter

3 uncle uncle uncle

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(ส ำหรับครู) แบบทดสอบเขียนค ำศัพท์ ค ำสั่งให้นักเรียนเขียนค ำศัพท์จำกกำรฟังให้ถูกต้อง

ข้อ ส ำเนียง ค ำศัพท์ 1. British jacket 2. Chinese sweater 3. Filipino trousers 4. British steak 5. Filipino salad 6. Chinese ice cream 7. British rabbit 8. Chinese snake 9. Filipino giraffe 10. British uncle 11. Filipino daughter 12. Chinese mother

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(ส ำหรับนักเรียน) แบบทดสอบก่อนเรียน ค ำสั่งให้นักเรียนเขียนค ำศัพท์จำกกำรฟังให้ถูกต้อง

ข้อ ค ำศัพท์

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

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(ส ำหรับนักเรียน) แบบทดสอบหลังเรียน ค ำสั่งให้นักเรียนเขียนค ำศัพท์จำกกำรฟังให้ถูกต้อง

ข้อ ค ำศัพท์

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

APPENDIX E ETHICAL APPROVAL FORM

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ETHICAL APPROVAL FORM

APPENDIX F STATISTICAL DIAGRAMS

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DESCRIPTIVE STATISTICS

N Minimum Maximum Mean Std. Deviation item1 34 2.00 4.00 3.6176 .55129 item2 34 1.00 4.00 2.9118 .83003 item3 34 1.00 4.00 2.8529 .92548 item4 34 1.00 4.00 3.4412 .99060 item5 34 1.00 4.00 2.2353 .98654 item6 34 2.00 4.00 3.0588 .64860 item7 34 2.00 4.00 3.8235 .52052 item8 34 1.00 4.00 3.4118 .74336 item9 34 1.00 4.00 2.5294 .99195 item10 34 2.00 4.00 3.0882 .83003 item11 34 1.00 4.00 2.8235 .96830 item12 34 1.00 4.00 3.2353 .85489 allitem 34 2.17 3.75 3.0858 .43301 Valid N (listwise) 34

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GROUP STATISTICS

sex N Mean Std. Deviation Std. Error Mean item1 ชาย 18 3.5556 .51131 .12052 หญิง 16 3.6875 .60208 .15052 item2 ชาย 18 2.6667 .90749 .21390 หญิง 16 3.1875 .65511 .16378 item3 ชาย 18 2.6111 1.03690 .24440 หญิง 16 3.1250 .71880 .17970 item4 ชาย 18 3.3333 1.13759 .26813 หญิง 16 3.5625 .81394 .20349 item5 ชาย 18 1.7222 .75190 .17723 หญิง 16 2.8125 .91059 .22765 item6 ชาย 18 2.8889 .58298 .13741 หญิง 16 3.2500 .68313 .17078 item7 ชาย 18 3.8889 .32338 .07622 หญิง 16 3.7500 .68313 .17078 item8 ชาย 18 3.3333 .84017 .19803 หญิง 16 3.5000 .63246 .15811 item9 ชาย 18 2.3333 1.08465 .25565 หญิง 16 2.7500 .85635 .21409 item10 ชาย 18 2.9444 .87260 .20567 หญิง 16 3.2500 .77460 .19365 item11 ชาย 18 2.3889 .91644 .21601 หญิง 16 3.3125 .79320 .19830 item12 ชาย 18 3.0000 .90749 .21390 หญิง 16 3.5000 .73030 .18257 allitem ชาย 18 2.8889 .37812 .08912 หญิง 16 3.3073 .38935 .09734

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Levene’s t-test for Equality of Means Test for Equality of Variances F Sig. t df Sig. (2- Mean Std. Error 95% tailed) DifferenceDifference Confidence Interval of the Difference Lower Upper item1 Equal variances .086 .771 -.691 32 .495 -.13194 .19094 -.52087 .25698 assumed Equal variances -.684 29.646 .499 -.13194 .19282 -.52594 .26205 not assumed item2 Equal variances 3.643 .065 -1.897 32 .067 -.52083 .27459-1 .08015 .03848 assumed Equal variances -1.933 30.785 .062 -.52083 .26940-1 .07043 .02876 not assumed item3 Equal variances 5.140 .030 -1.658 32 .107 -.51389 .30988-1 .14508 .11731 assumed Equal variances -1.694 30.310 .101 -.51389 .30335-1 .13315 .10537 not assumed item4 Equal variances 3.052 .090 -.668 32 .509 -.22917 .34326 -.92836 .47002 assumed Equal variances -.681 30.685 .501 -.22917 .33660 -.91596 .45763 not assumed item5 Equal variances .386 .539 -3.823 32 .001 -1.09028 .28521-1 .67122 -.50933 assumed Equal variances -3.779 29.221 .001 -1.09028 .28850-1 .68013 -.50042 not assumed item6 Equal variances 1.549 .222 -1.663 32 .106 -.36111 .21712 -.80337 .08114 assumed Equal variances -1.647 29.718 .110 -.36111 .21920 -.80895 .08673 not assumed item7 Equal variances 3.114 .087 .772 32 .446 .13889 .17995 -.22766 .50544 assumed Equal variances .743 20.841 .466 .13889 .18702 -.25022 .52800 not assumed 81

Levene’s t-test for Equality of Means Test for Equality of Variances F Sig. t df Sig. (2- Mean Std. Error 95% tailed) DifferenceDifference Confidence Interval of the Difference Lower Upper item8 Equal variances .596 .446 -.647 32 .522 -.16667 .25769 -.69157 .35824 assumed Equal variances -.658 31.209 .516 -.16667 .25341 -.68336 .35002 not assumed item9 Equal variances .672 .418 -1.232 32 .227 -.41667 .33818-1 .10552 .27219 assumed Equal variances -1.250 31.594 .221 -.41667 .33346-1 .09624 .26290 not assumed item10 Equal variances .311 .581 -1.074 32 .291 -.30556 .28453 -.88513 .27402 assumed Equal variances -1.082 32.000 .287 -.30556 .28249 -.88097 .26986 not assumed item11 Equal variances .294 .592 -3.123 32 .004 -.92361 .29579-1 .52611 -.32111 assumed Equal variances -3.150 31.983 .004 -.92361 .29323-1 .52091 -.32631 not assumed item12 Equal variances .061 .807 -1.755 32 .089 -.50000 .28489-1 .08031 .08031 assumed Equal variances -1.778 31.716 .085 -.50000 .28122-1 .07303 .07303 not assumed allitem Equal variances .073 .789 -3.176 32 .003 -.41840 .13174 -.68675 -.15005 assumed Equal variances -3.170 31.289 .003 -.41840 .13198 -.68747 -.14934 not assumed

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T-Test

Paired Samples Statistics Mean N Std. Deviation Std. Error Mean Pair 1 pre 5.1471 34 3.28571 .56349 post 8.6176 34 3.22880 .55373

Paired Samples Correlations N Correlation Sig. Pair 1 pre & post 34 .811 .000

Paired Samples Test Paired Differences 95% Confidence Interval of the Std. Std. Error Difference Sig. (2- Mean Deviation Mean Lower Upper t df tailed) Pair pre - -3.47059 2.00356 .34361 -4.16966 -2.77151 -10.100 33 .000 1 post