Circumstances in English Learning Concerning Learer-centered Factors of Industrial Central-parted Campuses of Rajamangala Institute of Technology

Dhida Riddhabhaya
Thailand

The purposes of this research were to 1) study the circumstances of learning English concerning student-centered factors 2) study the students' English abilities of 4 skills: listening, speaking, reading, and writing and 3) provide the findings as guidance to reform English learning procedure. The sampling group was 347 industrial students taking English II course at Rajamangala Institute of Technology : Nonthaburi Campus, Bangkok Technical Campus, North Bangkok Campus, Uthen Thawai Campus and Salaya Campus which were located in the central part of Thailand. The questionnaires were used as a research instrument .

The National Education Act 1999 aims for education reforms especially learning reform which is emphasized on student-centered learning. That is, learners should have strategies to build and search knowledge for life-long learning. They must be doers because learning is an active process. They should learn through direct experience, authentic materials and varied teaching aids. Teachers' roles are changed from traditional ones. Their roles are as the followings : manager, planner, provider, facilitator, resource person and diagnostician. However, there are many problems of teaching and learning English. Previous study revealed that many of them were due to teachers' inappropriate teaching methodology, students themselves, unsuitable materials. And as an English teacher, I have noticed that most industrial students have low English background . So it is a burdensome duty of teachers to improve students' English. Learning reform emphasized on student-centered learning, as well as problems of teaching and learning English, draws me to investigate circumstances concerning learner-centered factors and students' English ability of 4 skills : listening, speaking, reading, and writing. Theoretical framework Learning procedure focusing learner - center ranges from teachers' management, students' learning, suitable materials, suitable teaching aids, effective evaluation to self-study beyond classroom. Teaching methodology should be well- organized . Teachers must attend to all learners, prepare suitable and varied activities for different learners. Learners should judge that English is essential .

They must feel like learning. Materials must be interesting, up to date, and served learners' need. In addition, they should be communicative and related to the real world. Teaching aids should motivate learners' attention and help learners build knowledge. The effective formative and summative evaluation should be provided. Teachers should diagnose or judge learners abilities by various methods. Learners' self- study beyond classroom should be facilitated by teachers. Teachers must assign tasks and follow up closely. Leading to global literacy, learners should be able to use their English of 4 skills fluently. So self -assessment on English for daily life is included in this research.

Findings 1. The overall circumstances in English learning concerning learner- centered factors of industrial central-parted campuses of Rajamangala Institute of Technology was considered moderate . 2. The circumstances in English learning concerning learner-centered factors as perceived by students from different campuses were not significantly different at .05 level, except two dimensions - teaching aids and self-study beyond classroom. The former was between Nonthaburi and Bangkok Technical Campuses. The latter was between Nonthaburi and North Bangkok Campuses. 3. The students' English abilities in listening, speaking, reading and writing were at a moderate level . And the level of abilities was not significantly different at .05 level as perceived by students from different campuses.

The ones who influence learning reform are teachers. The qualified teachers will be able to make learners reach the education goals , From the findings, most of learners should be more brave to ask questions when confused. Teachers should manage various and well-organized group activities, take learners to real world of language, and use varied teaching aids. Assessment should be more varied. Learners should have a chance to assess themselves and his friends. The authentic evaluation is needed. And teachers should improve learners' skill of searching knowledge for life-long learning. sufficient knowledge resource should be provided .