Identifying and supporting at-risk English language learners while improving English-medium instruction in Thai higher education
Keywords:
at-risk learners, English-medium Instruction, Insider Practitioner Research, Intercultural Communication, Self-determination, Teacher ScaffoldingAbstract
This study explores the identification and support of at-risk English Language Learners (ELLs) at a Thai International College, who were new to English-medium instruction (EMI). Navigating the complexities of Second Language Education (SLE) within non-English speaking environments remains a significant challenge, particularly for students who have limited intercultural experiences. However, by utilizing an applied interdisciplinary approach, insider practitioner research (IPR) was combined with targeted teacher scaffolding to identify and support at-risk English Language Learners (ELLs) at a Thai international college. Through a contextualized observation protocol and survey validation, twelve at-risk ELLs, marked by limited participation, intercultural communication difficulties, and emotional discomfort, were identified for interviews and scaffolding interventions. The findings revealed substantial language barriers, intercultural miscommunication, and academic stress, leading to self-isolation, concerning behavior, and hindered progress. The scaffolding intervention, grounded in inner development and self-determination, proved instrumental in fostering confidence and cultivating self-determined learning. This research underscores the necessity for international institutions to provide targeted language support, English integration, curriculum adaptations, and intercultural orientation programs to enhance ELLs academic self-efficacy and overall well-being. By illuminating the interplay between inner development and self-determination, this study demonstrates the potential for at-risk ELLs to thrive in international higher education.
References
Allwright, D., & Hanks, J. (2017). The developing language learner. Palgrave Macmillan.
Atkinson, D. (Ed.). (2010). Alternative Approaches to Second Language Acquisition. Routledge.
Bailey, A. L. (2007). Language development. In J. Cummins & C. Davison (Eds.), International handbook of English language teaching (pp. 155-168). Springer.
Birdsong, D. (2006). Pencil and paper: Second language acquisition research methodology. Lawrence Erlbaum Associates.
Brown, H. D. (2004). Language assessment: Principles and classroom practices (3rd ed.). Pearson Education.
Brown, H. D., & Abeywickrama, P. (2019). Language assessment: Principles and classroom practices (2nd ed.). Pearson Education.
Bruton, C. (2025). Exploring Holistic Development and HRD 5.0 in English-Medium Instruction: Promoting Well-Being for Local Language Students. In P. Nakpathom, K. Kankaew, & S. Khetjenkarn (Eds.), Humanizing the hyperconnected workplace (pp. 281-316). IGI Global.
Bruton, C. (2022). Existential online language education: Addressing ubiquitous language learning in light of COVID-19. Journal of Language and Culture, 41(1).
Bruton, C., Wisessuwan, A., & Tubsree, C. (2018). Praxial interlanguage experience: Developing communicative intentionality through experiential and contemplative inquiry in international education. HRD Journal, 9(1), 27–36.
Byram, M. (2008). From foreign language education to education for intercultural citizenship: Essays and reflections. Multilingual Matters.
Carroll, B. J. (1980). How to develop communicative language tests. Pergamon Press.
Chapelle, C. A., & Sauro, S. (Eds.). (2017). Evaluation of technology and language learning. John Benjamins Publishing Company.
Cochran-Smith, M., & Lytle, S. L. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24, 249–305.
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge University Press.
Cummins, J. (2000). Language, power, and pedagogy: bilingual children in the crossfire. Clevedon: Multilingual Matters.
Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press.
Echevarria, J., Vogt, M. E., & Short, D. J. (2017). Making content comprehensible for English learners: The SIOP model. Pearson.
Freire, P. (2000). Pedagogy of the oppressed. 30th anniversary ed. New York, Continuum.
Goldenberg, C. (2008). Teaching English language learners: What the research does—and does not—say. American Educator, 32(2), 8-44.
Hakuta, K., Butler, Y. G., & Witt, D. (2000). How long does it take English learners to attain proficiency?, Policy Report, 2000(4), 1-44.
Hanks, J. (2016). Exploratory practice in language teaching: Puzzling about principles and practices. Palgrave Macmillan.
Johnson, M. (2004). A philosophy of second language acquisition. Routledge.
Kegan, R. (2009). The Evolving Self: Problem and Process in Human Development. Harvard University Press.
Krashen, S. (1985). The input Hypothesis.
Larsen-Freeman, D. (2003). Teaching language: From grammar to grammaring. Heinle & Heinle.
LeCompte, M. D., & Preissle, J. (1993). Ethnography and qualitative design in educational research. Academic Press.
Long, M. (1985). Input and Second Language Acquisition Theory. In S. Gass & C. Madden (Eds.), Input in Second Language Acquisition (pp. 377-393). Rowley, Mass.: Newbury House.
Lopes, C., & Theisohn, T. (2003). Ownership, leadership and transformation: Can we do better for capacity development?. Earthscan Publications Ltd.
McIntyre, A. (2008). Participatory Action Research. Sage Publications
Nunan, D. (2013). Learner- Centered English Language Education The selected works of David Nunan. Routledge
O'Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge University Press.
Oxford, R. L. (2011). Teaching and researching language learning strategies: What every teacher needs to know. Pearson Education
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105–119.
Piaget, J. (2000). The construction of reality in the child. Routledge.
Repko, A. F. (2012). Interdisciplinary research: Process and theory (2nd ed.). Sage Publications
Richards, J.C. and Rodgers, T.S. (2014) Approaches and Methods in Language Teaching. Cambridge University Press, Cambridge, England.
Rousseau, C., & Guzder, J. (2008). Children of immigrants: Emotional and behavioural problems. Journal of the Canadian Academy of Child and Adolescent Psychiatry, 17(3), 114–118.
Ruiz de Zarobe, Y., Sierra, J. M., & Gallardo, F. (Eds.). (2009). Content and foreign language integrated learning: Contributions to multilingualism in European education. Peter Lang.
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications.
Snow, M., & Brinton, D. (2023). Content-based Instruction: What Every ESL Teacher Needs to Know. University of Michigan Press
Stokes, D. E. (1997). Pasteur's quadrant: Basic science and technological innovation. Brookings Institution Press.
Tomasello, M. (2019). Becoming human: A theory of ontogeny. Harvard University Press.
Tomasello, M. (Ed.). (2014). The new psychology of language: Cognitive and functional approaches to language structure, Volume II: Classic edition. Psychology Press & Routledge Classic Editions.
van Lier, L. (2017). Interaction in the language curriculum. Bloomsbury Academic.
Vygotsky, L. (1978). Mind in Society. Harvard University Press.
Wagner, T. (2006). Change leadership: A practical guide to transforming our schools. JB.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 International Journal of Interdisciplinary and Sustainability (IJIS)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
บทความที่ได้รับการตีพิมพ์เป็นลิขสิทธิ์ของ
ข้อความที่ปรากฏ
