How to Improve Students’ Critical Thinking Skills through their Reading Text books

Thae Su Khaing*
Abstract
Critical thinking allows students to make logical deductions. By improving the quality
of their thoughts and decisions, better critical thinking skills can bring about a big positive
change in their lives. This research shows that the ability developed through using the higher-
level thinking skills of Bloom’s Taxonomy strengthens the brain and improves reasoning
skills. This research aims to assist teachers in designing varieties of reading comprehension
questions which can assess students’ critical thinking levels. The objectives of the research
are to assist teachers in the preparation of reading comprehensions passages and to train
students to promote their critical thinking skills through their text books. In this paper, some
comprehension questions were stated. The questions were designed according to six levels of
Bloom’s Taxonomy. The reading passages, which the students were asked to answer, were
extracted from Grade 10 English Text Book. Twenty eight matriculation students were asked
to answer the questions, the answers were corrected and their marks were analyzed. It was
found that the students got the highest marks in Knowledge Level and they did not gain high
marks in the rest five levels. However, their marks were not in lower level but in average. So,
if the students are motivated and encouraged to practise these kinds of questions, they will
gradually improve their critical thinking skills.
Improving Students’ Writing Ability Using Mind-Mapping
Yin Mar Hlaing*
Abstract
Writing can be considered as a complicated skill for students because most students
find difficulties in producing a written task to express their ideas, thoughts, creations and
imaginations. Students also have some troubles using their own ideas in accordance with the
rules of grammar, vocabulary and writing organizations to develop their own composition.
The reason is that students do not know appropriate writing techniques and they do not have
any regular practice to produce a writing task. So, most of the students do not have self-
confidence and they are afraid to produce a writing text. Their concept on such language
skills will be negative. Therefore, this research is conducted to find better ways to solve this
problem. The aim of this study is to investigate how the Mind-Mapping Techniques can
effectively be used to enhance the students’ writing ability. This research also examines the
outcomes when applying the Mind-Mapping Techniques aspre-writing activities for the
purpose of improving the students’ thoughts, vocabulary, content, organization ideas and the
clarity of their writing on a given topic. The Mind-Mapping Techniques can be used for
almost any topic at any level and these techniques will be a hand for students to improve their
writing. It is hoped that this research may assist the English language teachers to help
improve the students’ writing skills.
Teaching Vocabulary Concerned with Personality Adjectives
through Project-Based Learning (PBL)
Phyu Phyu Kyaw*
Learning English Vocabulary is important part to learn English language. Students
should be taught both specific words and word-learning strategies to develop vocabulary
intentionally. Word-learning strategies include dictionary use, morphemic analysis, and
contextual analysis. And it is also essential for the development of all the other language
skills: reading comprehension, listening comprehension, speaking, writing, spelling and
pronunciation. Therefore, vocabulary is the main tool for the students in their attempt to use
English effectively. Students usually find it difficult to speak English fluently and write
accurately because it is the lack of vocabulary. Here, the teacher has an essential role in
helping students to improve their vocabulary. Moreover, Students needs to learn and acquire
in an unconscious way so that it is considered Project-Based Learning as the appropriate
method to teach vocabulary. It aims to utilize Project-Based Learning (PBL) to deepen
student’s knowledge of vocabulary for the selected lesson of the prescribed textbooks- New
Language Leader course book(1). The objectives of this study are to examine how to enhance
students’ learning skill of 21st century: critical thinking, creatively, collaboration and
communication, and to reshape traditional-lecture based classroom. According to Simpson
(2011), the PBL approach opens the door to: communicative competence, authentic learning,
learner autonomy, cooperative and collaborative learning, higher-order thinking skills,
language proficiency, self-efficacy and self-esteem. The study was conducted in the first year
English specialization students Sagaing University.
Move Structure of the Conclusion of Master’s Theses of Postgraduate
English Specialization Students from Kyaukse University
Cho Lae Yee Hmwe’
Abstract
A ‘move’ is a part of discourse that performs communicative functions. The aims of
the research is to study move structure of the conclusion chapters of the master’s theses of the
post graduate English specialization students from Kyaukse University. The objectives are to
identify the types of moves in the conclusion chapters and to investigate which move is the
most frequently used, which is the least. To do this research, the theory proposed by
Bitchener (2010) is used and ten randomly selected conclusion chapters of master’s these
written by postgraduate English specialization students were used as research materials. The
results indicated the move 2 was the most frequent type and move 1 was the second most
frequent type. Move 5 was the most frequent type and move 1 was the second most frequent
type. Move 5 was the least frequent and move 3 and 4 were absent. It can be concluded that
post graduate English students do not follow the move structure of writing conclusions
propounded by Bitchener (2010).
Teaching English Language Effectively through Songs by Integrating Gardner’s
Multiple Intelligences Theory (1999)
May Myat Khaing, Myan Nandar Yee Nyo, Aye Myint San
Abstract
The innovative Multiple Intelligences Theory (MIT) (1983, 1999) became the future
areas to explore and further investigate the phenomenon which will inform language teaching
practices. According to MI Theory (1983, 1999), all human beings possess nine forms of
Intelligences. So the aim of this paper was to explore the effectiveness of the use of nine
forms of intelligence in language teaching through songs. The objectives of this paper was to
apply the activities that can motivate learners by making use of nine different types of
intelligences described by Gardner (1983, (1999) and to decide which intelligence will be
more activated in teaching songs. The findings were that Musical Intelligence was mostly
activated in teaching songs and Linguistic Intelligence was mostly developed while listening
and singing songs. Moreover, other different intelligences can be activated with the various
kinds of activity, Interpersonal Intelligence is found in group work activities. Visual
Intelligence is activated in the activities using images. Logical Intelligence can be drawn by
some activities related to cause-effect relationships and logical deduction. In some nursery
songs, kinesthetic Intelligence were rarely developed because they are related to
environmental and life.
Keywords: language, motivate, Multiple Intelligences, activity
A Study of Some ways to Enhance Student’s Vocabulary
Yee Yee Lwin, Win Win Mya, Nan Win Thida Saw
Abstract
Vocabulary learning is very important in language study. Without the knowledge of
vocabulary, students may find it hard to develop their language skills. This research is carried
out with the aim of finding out the awareness of its importance both by teachers and students
and to suggest some ways to enhance students’ vocabulary. The data was collected through
questionnaires. The findings indicate that most of them know the importance of vocabulary.
It is suggested that teachers should encourage their students to enlarge their vocabulary by
means of using dictionaries and studying them in context.
An Error Analysis on the Use of Prepositions of Movement
Myint Myint Htay, Myint Thein, Lwin Lwin Thein
Abstract
This research paper is an attempt to analyze the errors made by the students at East
Yangon University in the use of prepositions of movement in English. This study evaluates
the students’ achievements in the use of prepositions of movement in English. It is carried out
to find out the errors made by 30 first year students in their use of prepositions of movement.
This study reveals that more than half of the students made errors and they were weak in the
use of prepositions of movement in contexts and they should not be asked to learn the
meaning of the prepositions by-heart.
Measuring Learner’s Vocabulary Size through Exposure to Language Skills
Nang Phyu Phyu Aung
Abstract
While it is virtually essential to expose the language learners to as much language
skills as possible in order to improve their target language, studying the effectiveness of this
exposure becomes absolutely vital as well. This paper attempt to find out whether exposure to
language skills noticeably increases learners’ vocabulary size by measuring by written
receptive vocabulary size of the second year and third year English language learners of
MUFL. The free online Vocabulary Size Test (14,000) version, created by Paul Nation,
Victoria University of Wellington was used. The results showed that the average vocabulary
size of the second year learners was between 4000 and 5000, and the third year was between
5000-6000. According to the common European Framework, the learners from both classes
were between the level of B1 and C2. Though not much difference was found in the level, it
was found out that the third year learners know more 1000 words than the second year
learners. Thus it can be deduced that the exposure to language skills increases leaners’
vocabulary size. It is strongly recommended that a lot of results would be found out if further
studies could be carried out based on learner’s vocabulary size such as comparing their
vocabulary size to their reading skills or to their exam achievements.
Keywords: Exposure, Language Skills, Vocabulary Size, Vocabulary Size Test
Effective Approaches to Learning Literature perceived by Third Year
 English Specialization Students from MUFL
Thantar Khaing1
Abstract
Learning literature at EFL classrooms has always been controversial for decades. It
can be highlighted that teaching and learning literature is helpful for language learners in
many aspects. A language teacher is responsible for inspiring students of appreciate and
analyze the literary work themselves in order to develop knowledge of literature not about
literature. In this regard: this paper investigated students’ perception of learning literature to
get satisfactory achievement in their learning process. In collecting the data of investigating
students’ perception, 20-item questionnaire is used as a tool and a Comprehensive Approach
of Foreign Language Literature (Bolemert, Jansen & Van de Grift 2016) is used as model of
learning literature. The data for this paper is collected from 50 Third Year English
Specialization students form MUFL. The question items are classified according of the
approaches to learning literature that are used as classroom activities in EFL classroom. The
findings show that reader approach is the most favorite way of language learning and context
approach is the second preferable way and the least favorable one for them is language
approach.
Key words: learning literature, language learners, students’ perceptions, language learning
approaches
Teaching Genre-Based Writing to Tertiary Level Students
Nyein Thwe Khaing1
Abstract
The research focuses on teaching writing a job application letter through genre-based
pedagogy to tertiary level students. To data, there have been researches on the language
analysis in different genres of English texts and teaching how to write the job application
letter at tertiary level by deploying the instructions mentioned in the Straightforward
teachers’ book (B1). However, to the best of the author’s knowledge, there is little on
language analysis in the job application letter in English and how to write it at tertiary level.
To facilitate students in writing the job application letter, the current research analyses the
language features of the job application letter in English from Eng 2001 Module prescribed
in universities in Myanmar. The schematic structure if the genre is categorized by deploying
the theoretical framework of Bhatia (1993). In addition to text analysis, two teaching
activities based on the Teaching Learning Cycle(TLC): a four-stage model (Mammond,
1992) are set. Apart from that, the expected challenges in doing these two activities are
presented. Finally, scaffolding activities designed to overcome these challenges are
mentioned. With the linguistic analysis of the job application letter and developing two
teaching activities, this research generates important pedagogical implications for the
teaching/ learning of the job application letter through genre-based pedagogy at tertiary level
setting and contributes to the enhancement of academic English language teaching in
universities in Myanmar.
Key words: Job application letter, schematic structure, genre-based theory, the Teaching
Learning Cycle(TLC)
An Analysis of Cognitive Levels in Listening Questions in English
for International Tourism (Intermediate Students’ Book)
Myat Theingi Kyaw1
Abstract
This research aims to analyse cognitive levels of listening questions included in
English for International Tourism according to Bloom’s revised taxonomy (2001). It is an
Intermediate Students’ Book prescribed for second year students specialized in tourism at
Mandalar Degree College. There are altogether twelve main units and each unit contains one
or more listening tasks. The objectives of the research are to observe listening questions and
to investigate which listening questions emphasize higher order thinking skills and lower
order thinking skills. The research tries to find out the levels of questions used in the textbook
especially from simple to complex question levels. The listening questions were collected,
and analyzed by using Bloom’s revised Taxonomy (2001). According to the results, the most
dominant question level in the textbook is lower order thinking skills. The questions which
test the lower order thinking skills make up 73% while the questions which test the higher
order thinking skills make up 27%. The question levels of the last six units are more complex
and higher than those of the first six units. Most of the questions for listening activities aim to
recall and remember the information learnt and to identify specific information from
dialogues. Based on the findings, it can be concluded that most of the listening questions test
lower order thinking skills as these questions are meant for the undergraduate students.
Keywords: cognitive level, taxonomy, higher order thinking, lower order thinking,
Grammatical Collocation Errors made by Postgraduate English Specialization
Students Studying at Yadanabon University
Sandar Aye*
Abstract
 The aim of the present research is to investigate the grammatical collocation errors
made by Postgraduate students specializing in English at Yadanabon University in their essay
writing. The objectives of this research are to find out what types of grammatical collocation
errors were made by the students and to what extent grammatical errors were made. A total of
45 M.A first year students participated in this research. The students were provided with a
narrative topic to write a 250-word essay in 45, minutes. The grammatical collocation errors
made by the students were identified by the use of Benson et al’s (2010) theory. The BBI
Combinatory Dictionary of English was employed to analyze the students’ grammatical
collocation errors. The highest type of errors made by the students was the grammatical
collocation pattern G8 D/ d (verb+ preposition+ object (or) verb+ object+ preposition+
object). The grammatical collocation patterns, GS (Adj+ Prep.), G8A (v+direct O+to+indirect
O/ v+indirect O+direct O), G8F (v+bare inf.), G8H(v+o+to inf.), G8J (v+o+ving), and G8N
(v+o+complement) were found to be the second highest type of errors. No data were found in
using some grammatical collocation categories such as G2 (n+to inf.), G8C (v+direct O+for
+indirect O/ v+indirect O+direct O), G8G (v+ving), G8K (v+a possessive +ving),
G8O(v+01+02), and G8R (It+v+o+that-clause). It can be noticed that the Postgraduate
students made these errors in their writing because of the interference of their mother tongue,
lack of their fluency in writing and shortage of knowledge of grammatical collocations.
Key words: Grammatical collocation errors, The BBI Combinatory Dictionary of English,
Grammatical collocation patterns
Stage Structure of the Introduction Sections from the MA Theses by
English Specialization Students in Yadanabon University
Thuta*
Abstract
This research aims to study the stages of introduction sections in the research papers
from the M.A theses of English Specialization students. The objectives of this research are to
explore the stages in the introduction sections of the MA theses and which stage is the most
frequently used. To do this research, the introduction section of each of the ten theses is
analyzed according to Weissberg and Buker (1990). It was found that in the introduction
sections of the selected theses, stages 1,2,3 and 4 were used and stage 5 was not found in all
the introduction sections. It indicates that most of the MA thesis candidates fail to include
optional statements that give a justification for carrying out the study. This research may help
the MA candidates beware of how to write the introduction of research papers.
 Improving Reading Comprehension Skills of HRD Students at Mandalay
University of Foreign Languages by Using Reading Strategies
Sandar Win1, Kyu Kyu Mar2
Abstract
This action research project was planned to improve reading comprehension of
English Language learners at Mandalay University of Foreign Languages. Data were
collected from 15 DE basic students, 15 PGDE Basic students and 15 PGDE Upper
Intermediate students attending at Mandalay University of Foreign Languages who were
selected randomly. This research is intended to improve reading comprehension by using
higher-order thinking skills such as predicting, making connection, visualizing, inferring,
questioning and summarizing. This paper aims to study the effective reading strategies in
order to improve reading skills in class. In the classroom, the teacher modeled these strategies
through the think- aloud process by using six strategies: predicting, making connection,
visualizing, inferring, questioning and summarizing. This was followed by the students using
these strategies through whole class, small group, and independent practice. The information
was gathered prior to implementing the reading strategy. The Meta Comprehension Strategy
Index indicated a lack of some student knowledge strategies to use before, during, and after
reading.
Key words: reading comprehension, strategies, reading skills
Needs of Teaching Speaking for Non-English Specialization Students in MUFL
Wai Yan Min Oo1, Wai Yan Kyaw2
Abstract
English has been taught as a compulsory subject to non-English specialization foreign
language learning students in Mandalay University of Foreign Languages. The current study
is conducted to investigate whether the contents in teaching speaking skills are able to fulfill
the needs of the students. The data were collected from 100 Non-English Specialization
students through the self-administered questionnaire based on the speaking contents over 4
Straightforward course books. The required data were analyzed, and interpreted
quantitatively. The findings reveal that a huge gap can be found between the prescribed
contents and their desired ones. It is concluded that several teaching related practices are
needed to be done in the current structure of the course and contents in order to provide for
the speaking needs of students in a particular academic context (e.g. English for students
learning foreign languages) learning English language speaking.
Key words: speaking skills, needs, particular academic context