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A PRAGMATIC ANALYSIS OF THE EFFECTS OF YOUTUBE IN ACQUIRING REQUEST AND APOLOGY SPEECH ACTS ON THAI EFL HOSPITALITY UNDERGRADUATES

BOONYARIT OMANEE

DOCTOR OF PHILOSOPHY UNIVERSITI UTARA MALAYSIA

2021

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Permission to Use

In presenting this thesis in fulfilment of the requirements for a postgraduate degree from Universiti Utara Malaysia, I agree that the Universiti Library may make it freely available for inspection. I further agree that permission for the copying of this thesis in any manner, in whole or in part, for the scholarly purpose may be granted by my supervisors or, in their absence, by the Dean of Awang Had Salleh Graduate School of Arts and Sciences. It is understood that any copying or publication or use of this thesis or parts of it for financial gain shall not be allowed without my written permission. It is also understood that due recognition shall be given to me and to Universiti Utara Malaysia for any scholarly use which may be made of any material from my thesis.

Requests for permission to copy or to make other use of materials in this thesis, in whole or in part should be addressed to:

Dean of Awang Had Salleh Graduate School of Arts and Sciences UUM College of Arts and Sciences

Universiti Utara Malaysia 06010 UUM Sintok

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Abstrak

Pragmatik merupakan satu kecekapan komunikasi yang penting bagi tenaga kerja hospitaliti di Thailand. Pekerja Thailand dalam industri perkhidmatan hotel perlu memperoleh kecekapan berkomunikasi. Jadi, pengajaran pragmatik untuk pelajar sarjana muda EFL di Thailand dapat dipertingkatkan lagi dengan mengembangkan kecekapan pragmatik mereka. Kajian ini membandingkan dua jenis kaedah pengajaran pragmatik, Kaedah Pengajaran Intervensi YouTube (YITM) dan Kaedah Pengajaran Konvensional (CTM) mengenai proses permintaan dan ucapan memohon maaf dalam perkhidmatan kaunter penyambut tetamu hotel di kalangan 60 orang pelajar EFL sarjana muda bidang Hospitaliti di Thailand. Kajian ini menyelidik pengajaran pragmatik dengan mengguna YouTube terhadap prestasi pragmatik pelajar dan persepsi mereka terhadap pembelajaran pragmatik dengan mengguna YouTube.

Sampel dibahagi secara sama rata dalam kumpulan eksperimen dan kumpulan kawalan. Peserta dalam kumpulan eksperimen diajar menggunakan Kaedah pengajaran Intervensi YouTube. Data yang dikumpulkan melalui ujian melengkapkan wacana penulisan (WDCT) dianalisis secara kuantitatif dengan menggunakan statistik deskriptif, t-test, ANCOVA dan Cohens’ d, serta dikaji secara kualitatif dengan mendalam menggunakan analisis kandungan dan tematik. Hasil kajian menunjukkan bahawa kedua-dua jenis pengajaran meningkatkan prestasi pragmatik pelajar dalam ucapan permintaan dan memohon maaf. Pelajar yang belajar pragmatik melalui YITM menunjukkan prestasi yang lebih baik daripada kumpulan kawalan yang belajar melalui CTM dalam menggunakan permintaan dan ucapan memohon maaf dalam perkhidmatan kaunter penyambut tetamu hotel. Ini merangkumi kemampuan untuk menggunakan perlakuan pertuturan,kosa kata yang betul, serta memberi maklumat yang memadai dengan cara yang baik. Penemuan ini mendalamkan pemahaman tentang impak kemudahan pengajaran pragmatik menggunakan YouTube, dan memberikan cadangan untuk guru ESP/EFL dan pihak yang membangunkan bahan pengajaran bahasa Inggeris.

Kata kunci: Prestasi pragmatik, Pengajaran pragmatik, Kaedah Pengajaran Konvensional (CTM) dan Kaedah Pengajaran Intervensi YouTube (YITM), Permintaan, Memohon maaf.

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Abstract

Pragmatics is one of the most crucial communicative competences for the Thai hospitality workforce. The need to acquire communicative competence is a necessity for Thai workers in the hotel service industry. Therefore, pragmatic instruction for Thai EFL undergraduates can be further improved to develop their pragmatic competence. The present study aimed to compare the impact of two types of pragmatic teaching methods, YouTube Interventional Teaching Method (YITM) and Conventional Teaching Method (CTM) on the process of teaching request and apology speech acts in the hotel front desk service of 60 Thai EFL hospitality undergraduates.

The study also examined the effect of pragmatic instruction with YouTube on students’

pragmatic performance and their perception on learning pragmatics with YouTube.

The sample was divided equally into the experimental group and control group. The participants in the experimental group were taught using the YouTube Interventional Teaching Method. The data collected through a written discourse completion test (WDCT) was quantitatively analyzed using descriptive statistics, t-test, ANCOVA and Cohens’ d and qualitatively scrutinized with content and thematic analysis. The results indicated that both types of instruction improved learners’ performance of pragmatics in request and apology speech acts. However, students who learned pragmatics through the YITM performed better than the control group who learned through the CTM in using requests and apology in situations related to hotel front office service.

This includes the ability to use correct speech acts, expressions and vocabulary, as well as provide adequate information in an appropriate manner. The findings provide insights into the facilitative impact of pragmatic instruction using YouTube, as well as present suggestions for EFL/ESP teachers and English instructional materials developers.

Keywords: Pragmatic competence, Pragmatic instruction, Conventional Teaching Method (CTM) and YouTube Interventional Teaching Method (YITM), Request, Apology

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Acknowledgement

Without the dependable support of many people, I would not have accomplished this thesis and completed my doctoral journey. I would like to take this opportunity to express my sincere gratitude to them. Primary, I am thankful to my supervisor, Assoc.

Prof. Dr. Hariharan N Krishnasamy, for his immense knowledge, insightful feedback, and guidance in the right direction of the process of researching and writing this thesis.

I appreciate both his encouragement and motivation that have helped me to get through rough times in the Ph.D journey.

Also, I would like to express my profound gratitude and endless thanks to all my family members, relatives and friends for spiritual encouragement and support throughout the years of study.

Last but not the least, my gratitude goes to Rajamangala University of Technology Srivijaya, Thailand for recognizing my potential to pursue a doctoral degree. In line with this, I sincerely appreciate the opportunity, scholarship, and financial support granted to me throughout my study at Universiti Utara Malaysia.

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Table of Contents

Permission to Use………. ...i

Abstrak………... ..ii

Abstract………...iii

Acknowledgement………...iv

Table of Contents………..…....v

List of Tables………...viii

List of Figures……….... .xi

List of Appendices……….……..….….xiii

List of Abbreviations………..……...…xiv

CHAPTER ONE INTRODUCTION ………..……….………1

1.1 Background……….1

1.2 Problem Statement………...8

1.3 Research Objectives………..11

1.4 Research Questions………...12

1.5 Research Hypotheses………12

1.6 Significance of the Study………..13

1.7 Scope of the Study ………...15

1.8 Definitions of Key Terms ………...15

1.9 Organization of the Study………..……….…,,…17

CHAPTER TWO LITERATURE REVIEW…..………….……….…….…18

2.1 Introduction……….…..18

2.2 Definition of Pragmatics………...18

2.3 Pragmatic Competence……….20

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2.4 Pragmatics in Hotel Encounters………23

2.5 Pragmatics in Language Instruction ………..……….…………. 27

2.6 Youtube as Audiovisual Resources in Teaching Pragmatic Competence………29

2.7 Theoretical Frameworks…………. ………...33

2.8 Assessing Pragmatic Competence………50

2.9 Language Learners’ Perceptions ………53

2.10 Conceptual Framework of the Study………..55

2.11 Summary……….56

CHAPTER THREE RESEARCH METHODOLOGY……….…...57

3.1 Introduction……….………..57

3.2 Research Design………...57

3.3 Participants of the Study……….…..60

3.4 Teaching Materials………...63

3.5 The Instruments………69

3.6 Teacher Selection and Selection Process……….77

3.7 Research Procedure……… ……… ……...78

3.8 Data Analysis………82

3.9 Coding Scheme……….83

3.10 Validity………...84

3.11 Reliability………...90

3.12 Ethical Considerations………91

3.13 Summary……….………91

CHAPTER FOUR FINDINGS………...92

4.1 Introduction……….…...92

4.2 Demographic Characteristics of Subjects………...……93

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4.3. Findings for Research Question One……….………94

4.4 Findings for Research Question Two………...129

4.5.Findings for Research Question Three….………149

4.6 Summary………..…159

CHAPTER FIVE DISCUSSION AND CONCLUSION……….……..161

5.1 Introduction……….………..161

5.2 Summary of the Study……….……….161

5.3 Summary of the Findings………..164

5.4 Discussion……….174

5.5 Implications of the Study ……….179

5.6 Strengths of the Study………...183

5.7 Limitations of the Study……… ,,……….188

5.8 Recommendations for Future Research………. ………….188

5.9 Conclusion……….190

REFERENCES………...191

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List of Tables

Table 2.1 Politeness Strategies ... 24

Table 2.2 Taxonomy of Apology Realisation Strategies ... 42

Table 2.3 Taxonomy of Request Relization Strategies ... 44

Table 2.4 Taguchi (2006) Request Taxonomy ... 45

Table 3.1 The Relationship of the Research Objective,Questions, Procedures and Data Analysis ... 59

Table 3.2 Outline of Experimental Group Lesson Plan (90 minutes) ... 67

Table 3.3 Outline of Control Group Lesson Plan (90 minutes) ... 67

Table 3.4 Summary of Teachers' Informaation ... 78

Table 3.5 Procedure of Data Collection and Activities for the Experimental Group and the Control Group ... 79

Table 3.6 Summary of Data Analysis... 83

Table 4.1 Demographic Characteristic of Subjects ... 93

Table 4.2 Inter-Rater Reliability of the Scores of DCT Test ... .95

Table 4.3 Description for Interpreting Effect Size of Cohen’s d……… …...95

Table 4.4 DCT Mean Scores of the Pretest and the Post-test in the Four Components of the Control Group ... 97

Table 4.5 Mean Scores of the Pretest and the Post-test in the Four Components of the Experimental Group ... 99

Table 4.6 Mean Scores of the Pretest in the Four Componenrs by Groups ... 101

Table 4.7 Mean Scores of the Post-test in the Four Components by Groups . 103 Table 4.8 The Effects of the Type of Treatments in the Four Components of the Post-test ... 104

Table 4.9 Mean Score of the Pretest and the Post-test in Four Components of the Two Groups ... 105

Table 4.10 Mean Scores of the Pretest and the Post-test in the Four Components of the Control Group ... 108

Table 4.11 Mean Scores of the Pretest and the Post-test in the Four Components of the Experimental Group ... 110

Table 4.12 Mean Scores of the Pretest in the Four Components of the Two Groups ... 111

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Table 4.13 Mean Scores of the Post-test in the Four Components of the Two Groups ... 113 Table 4.14 The Effects of Type of Treatments on the Post-test inthe Four Components ... 115 Table 4.15 Mean Scores of the Pretest and Post-test in the Four

Components of the Two Groups ... 116 Table 4.16 Mean Scores of the Pretest and the Post-test in the Four

Components of Total Speech Acts in the Controlled Group ... 119 Table 4.17 Mean Scores of the Pretest and the Post-test in the Four

Components of Total Speech Acts in the Experimental Group ... 121 Table 4.18 Mean Scores of the Pretest in the Four Components of the Two Groups ... 123 Table 4.19 Mean Scores of the Post-test in the Four Components of the Two Groups ………..………...125 Table 4.20 The Effects of the Types of Treatment on the Post-Test in the Four Components ... 126 Table 4.21 Mean Scores of the Pretest and the Post-test in the Four

Components of the Two Groups ... 127 Table 4.22 The Frequency of Request Strategies Used by the Experimental Group in Pretest and Post-test ... 130 Table 4.23 The Request Strategies Used by the Students in Pretest and Post-test Situation 1 ... 131 Table 4.24 The Request Strategies Used by the Students in Pretest and Post-test Situation 2 ... 133 Table 4.25 The Request Strategies Used by the Students in Pretest and Post-test Situation 3 ... 135 Table 4.26 The Request Strategies Used by the Students in Pretest and Post-test Situation 4 ... 136 Table 4.27 The Request Strategies Used by the Students in Pretest and Post-test Situation 5 ... 138 Table 4.28 The Frequency of Apology Strategies Used by Students in

Pretest and Post-test ... 140 Table 4.29 The Frequency of Apology Strategies Used by students in

Pretest and Post-test in Situation 6 ... 141

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Table 4.30 The Frequency of Apology Strategies Used by Students in

Pretest and Post-test in Situation 7 ... 143 Table 4.31 The Frequency of Apology Strategies Used by Students in

Pretest and Post-test in Situation 10 ... 148 Table 4.34 Summary of Hypotheses for Research Question 1………....…….160

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List of Figures

Figure2.1 Components of language Competence…………..…………...……..22

Figure2.2 Working Memory……….……... 36

Figure2.3 Theoretical Framework ... 50

Figure2.4 Conceptual Framework ... 55

Figure 3.1 Research Procedure ... 78

Figure 4.1 Mean scores of the Pretest and the Post-test in the Four Components of the Control Group ... 98

Figure 4.2 Mean Scores of the Pretest and the Post-test inthe Four Components of the Experimental Group ... 100

Figure 4.3 Mean Score of the Pretest in the Four Components by Groups ... 101

Figure 4.4 Mean Scores of the Post-test in the Four Components by Groups . 103 Figure 4.5 Mean Scores of the Pretest and the Post-test in the Four Components of the Two Groups ... 106

Figure 4.6 Mean Scores of the Pretest and the Post-test in the Four Components of the Control Group ... 108

Figure 4.7 Mean Scores of the Pretest and the Post-test in the Four Components of the Experimental Group ... 110

Figure 4.8 Mean Scores of the Pretest in the Four components of the Two Groups ... 112

Figure 4.9 Mean Scores of the Post-test in the Four Components of the Two Groups ... 114

Figure 4.10 Mean Scores of the Pretest and the Post-test in the Four Components of the Two Groups ... 116

Figure 4.11 Mean Scores of the Pretest and the Post-test in the Four Components of Total Speech Acts in the Control Group ... 119

Figure 4.12 Mean Scores of the Pretest and the Post-test in Four Components of Total Speech acts in the Experimental Group ... 121

Figure 4.13 Mean scores in the Pretest in the Four Components of the Two Groups ... 123

Figure 4.14 Mean Scors in the Post-test in the Four Components of the Two Groups ... 125

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Figure 4.15 Mean Scores of the Pretest and the Post-test in the four

Components of the Two Groups ... 128 Figure 5.1 Suggested Procedure for Teaching Pragmatics with YouTube

Interventional Teaching Method for Thai EFL Hospitality Students………..185

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List of Appendices

Appendix A Informed Consent Form ... 209

Appendix B Teachers’ Consent Form……….…….……….211

Appendix C Classroom Activities/ Teaching Timetable………...213

Appendix D Lesson Plan………………..……214

Appendix E Student Handout………..…………227

Appendix F Students’ Perception Interview and Survey Questions………….236

Appendix G Discourse Completion Tests ... 237

Appendix H DCT Situations Displayed in terms of Power, Social Distance, and Imposition ... 239

Appendix I Rating Components Definitions ... 240

Appendix J Raters’ Rating on Participants’ Performance ... 242

Appendix K YouTube Clips In YouTube Interventional Teaching Method.... 243

Appendix L Map of Thailand ... 246

Appendix M The Index of Item-Objective Congruence of YouTube ... 248

Appendix N The Index of Item-Objective Congruence of Lesson Plan ... 249

Appendix O The Index of Item-Objective Congruence of DCT ... 250

Appendix P The Index of Item-Objective Congruence of Survey and Interview Questions ... 253

Appendix Q Educational Expert Lecturers………..…254

Appendix R Focus Group Interview... 255

Appendix S Survey Questions Results ... 262

Appendix T DCT Pilot Study ... 267

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List of Abbreviations

ACCSTP ASEAN Common Competency

Standard for Tourism Professions

ASEAN Association of South East Asian

Nations

BALLI The Beliefs about Language Learning

Inventory CATC

CEFR

Competency ASEAN Tourism Standard Curriculum

Common European Framework of Reference for Languages

CLT Cognitive Load Theory

CTM Conventional Teaching Method

CTML Cognitive Theory of Multimedia

Learning

DCT Discourse Completion Test

EFL ELT

English as a Foreign Language English Language Teaching

ESP English for Specific Purposes

FL Foreign language

FTAs Face Threatening Acts

IFID Illocutionary Force Indicating Device

ILP Interlanguage Pragmatic

L1 First language

L2 Second language

MBA Master of Business Administration

MRA Mutual Recognition Arrangement

RUTS Rajamangala University of Technology

Srivijaya

SPSS Statistic Package for the Social Sciences

TEHU Thai EFL Hospitality Undergraduates

WDCT Written Discourse Completion Test

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WTO WTTC YITM

World Trade Organization

World Travel and Tourism Council

YouTube Intervention Teaching Method

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CHAPTER ONE INTRODUCTION 1.1 Background

English communicative competence is a basic requirement for human resources in international global business. English is widely used as the language for communication among travelers and service providers in the world tourism industry.

In Thailand, the tourism industry has been one of the most important service industries for decades, and has contributed significantly to the growth of the country's economy.

A large number of international tourists visiting Thailand commonly use English to communicate with Thai tourism personnel, and this requires English communicative competence from the tourism workforces in order to provide good service and satisfying traveling experiences.

In this section, the background of Thai tourism industry, English teaching in Thailand and English language competence for one of the vital tourism workforce , hotel front office staff are briefly reviewed.

1.1.1 Tourism in Thailand

Thailand, one of the most popular tourist attractions in the world was placed sixth in international tourist destinations in 2016 (World Travel and Tourism Council – WTTC, 2016). The tourism industry has contributed significantly to the economic growth of the country. The largest income generating sectors of the Thai economy is tourism (Bindloss & Taylor, 2004; Chamnankit, 2015). In order to generate more income, the tourism workforce has to be well equipped with English speaking skills to

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APPENDIX A

INFORMED CONSENT FORM

I am invited to participate in an educational research study that will examine the effects of YouTube in teaching speech acts to Thai EFL hospitality undergraduate students. I understand that a total 90 people have been asked to participate in this study. The purpose of this study will be to learn if speech acts ability will be enhanced though YouTube interventional instruction. The principal investigator is Mr. Boonyarit Omanee, working under the advisement of Dr. Hariharan N. Krishnasamy of University Utara Malaysia. There will be approximately 90 students in two campuses of Rajamangalar University of Technology Srivijaya in Trang and Songkhla, the Kingdom of Thailand. There will be approximately 45 students from Trang campus and 45 students from Songkhla campus.

I am now being invited to let the principal investigator of the study to analyze my work. And I have been told explicitly that my discourse production will be disclosed. The data I submitted to the researcher will be confidential. I understand there will be no benefits or risks occurred while participating in this project. And I understand that even though I decide to withdraw from this project, it will not affect my grade and class standing. I am free to refuse to let the researcher analyze my work. By doing so, my grade for this course will not be affected.

This research study has been reviewed by University Utara Malaysia. For research-related questions or problems regarding subjects’ rights, I can contact University Utara Malaysia.

I have read and understand the explanation provided to me. I have had all my questions answered to my satisfaction, and I voluntarily agree to participate in this study. If I have further questions, I may contact Mr. Boonyarit Omanee by the telephone number 086-0330901; E- mail boonfa2014@gmail.com ; and mailing : 560 moo 4 Park-Num, Langu District, Satun Thailand. Or Dr. Hariharan N. Krishnasamy by one of the following E-Mail:

hr1084@uum.edu.my

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Signature of the Subject Date

………..

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APPENDIX B

TEACHER’S CONSENT FORM

I understand that I am being asked to give permission for my students’ test scores, study notes and discourse productions along with approximately 90 students participating in the study “the effects of YouTube in teaching speech acts to Thai EFL hospitality undergraduate students” to be released. I understand that my students are going to participate in the study conducted by Mr. Boonyarit Omanee, University Utara Malaysia .Mr. Boonyarit plan to use this information to learn if pragmatic competence will be enhanced by YouTube interventional instruction. Written test and Test scores, will be collected as units when they are completed.

I understand that my students’ grades will not be affected regardless of whether my