Abstract
The research aimed at 1) To investigate students’ linguistic features of Englishes found in writing in the Facebook closed group’s posts and comments, and 2) To investigate types of characteristics of localised features of Thai in English writing found in students’ writing in the Facebook closed group’s posts and comments. The participants were the second-year English major students who enrolled the course entitled “Teaching English Writing skill 1” at Bansomdejchaopraya Rajabhat University in 2018. The data were collected from the students’ writing in the Facebook closed group’s posts and comments and analysed with the qualitative method. The finding showed that the posts were mainly about life-learning. For linguistic features, syntactic features were mostly found in parts of speech, punctuation, verb tenses, and capitalisation, and lexical features were mostly found in word choices and spelling. In the aspects of localised features of Thai in English writing, the characteristics of translation and transfer were found the most, and the rest were code-switching, code-mixing, shift, and reduplication.
Highlights
As an EFL teacher, two of the most important problems found in the EFL classroom are teaching writing and motivation in writing as the writing skill is the hardest and most challenging skill of four (Salma, 2015; Choudhury, 2013; Negari, 2011; Nik, Hamzah & Rafidee, 2010)
Syntactic features were mostly found in parts of speech, punctuation, verb tenses, and capitalisation, and lexical features were mostly found in word choices and spelling
The writing techniques developed by NS researchers, professors or teachers have been brought to be implemented to EFL students
Summary
As an EFL teacher, two of the most important problems found in the EFL classroom are teaching writing and motivation in writing as the writing skill is the hardest and most challenging skill of four (Salma, 2015; Choudhury, 2013; Negari, 2011; Nik, Hamzah & Rafidee, 2010). Most teachers are nowadays teaching with the traditional or classical techniques as summarised by Tickoo (2003 as cited in Choudhury, 2013) consisting of 1) a teacher set an assignment; 2) students write their paragraph or essay and submit to the teacher; 3) the teacher corrects errors, such as grammar and spelling with a red pen; 4) The students revise their work with regard to what their teacher corrected; and 5) the students rewrite or make changes to be like what the teacher has corrected This causes the harmful washback to students in terms of perspectives, elaboration and teacher-centredness, and limits students’ creativity, motivation and interaction. This big failure is from a kind of imitation
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