Implementation of Critical Literacy for English Writing Classes in the Thai Context

Authors

  • Gelfer Stone

Keywords:

critical literacy, Thai EFL writing classes, student-centered approach

Abstract

Low motivation has always been a cause for concern in EFL teaching in Thailand. In fact, learners’ low English proficiency mainly results from their low motivation to learn. Research points to many factors to this problem, such as lack of exposure to an English environment, impractical curricula, and learners’ insufficient background knowledge; however, this paper finds that the absence of an interactive, student-centered approach in the writing classroom is the most impactful. Critical literacy has proved to be an effective way to increase learners’ motivation by promoting meaningful, independent learning, which, in turn, helps learners acknowledge the purposes and significance of acquiring English language skills. However, due to cultural differences, an adaptation of critical literacy or a middle ground between this approach and traditional teaching will provide more positive, effective outcomes in the Thai context.

Author Biography

Gelfer Stone

Mr. Gelfer Stone is an English instructor in the English Department at Bangkok University. He received his Master's degree in English from the University of Indianapolis, U.S.A., in 2015. He specializes in the Teaching of English. Some of his additional interests include American literature and young adult novels.

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Published

2017-09-12

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Research articles