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2. JUVY A. VILLETE
Bachelor of Arts - Major in Sociology
Kindergarten Teacher and Adviser
Loei Thailand
Tessaban 4 Phubobid School

4. • The teacher's role in motivation includes, but is not limited to, creating an
environment conducive to learning. The teacher's role in encouraging support of
students' autonomy, relevance, and relatedness of the material increases motivation
to learn. Many factors motivate students to learn.
• Teacher enthusiasm can lead to teaching evaluations, positive attitudes better
toward teachers, better student performance, and improved classroom behavior.
Student engagement is widely regarded as an effective antidote to declining
academic motivation and performance and increasing alienation and boredom.
Teacher must create fun learning activities and provide materials that can be used
to motivate the students.
• Given all the citations, it is very important to know the role of teachers in motivating
Thai learners when English language is the medium of instruction in handling IEP
English Program classes among Thai learners. Hence, this study addressed the ESL
Filipino teachers by increasing level of motivation when teaching Thai students and
how to overcome this motivation in their daily teaching.

5. Main problem
What is the role of Filipino ESL Teachers in increasing the level of motivation in IEP
among Thai learner?
Sub Problem
1. What is the role of an English ESL teacher as a motivator?
2. How can a teacher motivate the IEP Thai students for learning?
3. What is the motivation strategy being used?
4. What are the intervention programs that can be implemented by Filipino teachers to
enhance and increase the level of motivation among IEP learners?

6. • By language learning motivation, it means the motivation to learn (and acquire) a
second language. This type of motivation is considered in the socio-educational
model of second language acquisition (Gardner, 1985), the social context model
(Clément, 1980), the Self-determination model (Noels, & Clément, 1996), the
Willingness to Communicate model (MacIntyre, Clément, Dörnyei, & Noels, 1998),
and the extended motivational framework (Dörnyei, 1994) to name a few. It is a
general form of motivation relevant in any second language-learning context. It is
not a trait, as some individuals contend, but it is a general characteristic of the
individual that applies to any opportunity to learn the language.
• Maslow’s Theory of Hierarchical Needs According to Abraham Maslow he postulated
that a person will be motivated when all his needs are fulfilled. People do not work
for security or money, but they work to contribute and to use their skills. He
demonstrated this by creating a pyramid to show how people are motivated and
mentioned that one cannot ascend to the next level unless lower level are fulfilled .

7. • Input: Role of a teacher as a motivator in motivational learning strategies, concerns
in increasing the level of motivation, assessment level and evaluation.
• Process: Analysis of English language assessment in increasing motivational
practices, evaluation of the teacher’s roles as a motivator, investigation of
alternative assessment methods and strategy to the role of ESL Filipino teachers in
increasing the motivational learning.
• Output: Recommendations for improving English language motivational learning
fluency methods and practices, motivational strategies to enhance validity,
reliability, and fairness
• Outcome: Improve the motivational learning measurement and evaluation of English
practices, enhanced instructional English language and the role of teachers ESL
English in the level of motivation.

8. • This study will be using a qualitative research design.
• The research locale is on Loei Thailand.
• Respondents will be selected from IEP elementary grade 6 Tessaban 4 School.
• The respondents will answer properly and fill-up of the questionnaires and for
interview English Teachers who are working as an English or second language
teacher will be selected for this survey.
• 5 teachers were selected for the interview session. Instruments In this study
researcher will use questionnaire for collecting data from the students and also
interview for the teachers. Students and teachers from IEP English program. Those
questions were based on motivation and the purpose of the research. Questionnaire
is close-ended. It is a voluntary survey. Researcher will interview the teachers by
asking them questions. Those questions will be inserted to get the descriptive and
elaborate opinion from the teachers.

11. • The population of Non-native English-speaking teachers, mainly Filipinos, in Thailand,
had undeniably outnumbered the Native English Teachers. There are more than 20,000
Filipinos in Thailand (Novio, 2014).
• Filipino teachers had been handling the Intensive English Program (IEP). This is a special
program of Thai schools that focused on reading, speaking, critical thinking and writing.
The students focus primarily on the development of their English language skills for the
entire duration of the course with less thought of the content subjects.
• In these studies, there is a general tendency among teachers working abroad to focus on
professional development and training as vital and necessary.
• Hence, the above-mentioned studies show a lack of investigation mainly on how these
positive impacts shaped their teaching condition in the context of handling Intensive
English programs in Thai school in Loie province. The following are some problems
concentrating on non-native English speaking teachers who have been teaching in
some parts of Northern part of Thailand. Some of the challenges that are encountered
by the Filipino teachers included the language barrier, employment proper, training,
post employments, and lower salary rates compared to native speaking teachers.

12. Main Problem
What are the challenges encountered by the Filipino English teachers in Thailand in
handling IEP program in terms of the ff:
1.1. Application and Recruitment
1.2. Training
1.3. Employment proper
1.4. Post-employment
Sub Problem
1. What are the solutions used by the Filipino English teachers to counteract the
challenges they encountered in the workplace?
2. What are the intervention program that can be implemented by Filipino teachers to
overcome the challenges?

13. • According Chomsky's theory of language acquisition argues that human brain
structures naturally allow for the capacity to learn and use languages. Chomsky
believed that rules for language acquisition are innate (inborn) and strengthen
naturally as humans grow and develop which have evolved to contain linguistic
signals.
• In other words, humans are born with an innate language ''device'' that enables
them to learn any human language. Prior to Chomsky, it was widely agreed that
language was acquired through experiential learning, but his theory argues that
human brain structures naturally allow for the capacity to learn and use languages.
• According to Chomsky, humans acquire language by unconsciously storing
information in the brain which can later be used for many types of written and oral
communication. He also believes in the importance of children acquiring and
developing effective language skills during early critical development stages. This is
because language helps the child to function in society, teaching them how to
socialize and learn.

14. • Input: Challenges encounter of a teacher as a motivator in motivational learning
strategies, concerns in increasing the level of motivation, assessment level and
evaluation.
• Process: Analysis of English challenges assessment practices, evaluation of the
teacher’s roles as a motivator, investigation of alternative assessment methods and
strategy.
• Output: Recommendations for improving English language assessment, challenges
and strategies to enhance validity, reliability, and fairness.
• Outcome: Improve English measurement and evaluation practices, enhanced
instructional materials methods, increased English language between challenges
and learning outcomes among Thai learners.

15. • This study will be using a qualitative research design.
• The research locale is on Loei Thailand.
• Respondents will be selected from IEP elementary grade 6 Tessaban 4 School.
• Then, locations, participants, and data collection procedures are described, as is the
role of the researcher. Afterwards, the instruments for data collection and the
system for data analysis are then detailed. Finally, the chapter concludes with the
procedures used to establish trustworthiness and tackle ethical considerations.

18. • Body language is an important medium in people’s communication. It includes
gestures and facial expressions. As we know, language is important in
communication, but nonverbal communication also can’t be neglected. American
psychologist Albert said, people get 55% information from expressions. In
classroom teaching, nonverbal communication is more important than verbal one.
• It is an important method for teachers to learn about the students by noticing the
students’ body language. Teachers can get feedback information by watching the
students’ expressions in their eyes, on their faces and noticing their actions, as to
adjust and organize the teaching in class timely and effectively.
• If a teacher can be just right of using body language in classroom teaching, it’s
every look, every smiles, every action will have a strong psychological effect on
students. At this time, silence is the best words. Therefore, the body language takes
an important place that oral language can’t replace.

19. Main Problem
1. What are the strategies of teachers using effective body language teaching
strategy?
2. What is the result after using body language teaching strategy?
3. Is there any significant difference before and after using the strategy of body
language teaching?
4. What are the intervention program that can be develop for teachers in English
communication among Thai learners?

20. • Input: Effectivity of body language teaching in English learning strategies,
concerns in English language, assessment of English in body language teaching
level and evaluation.
• Process: Analysis of English language assessment in effectiveness of body language
teaching practices, evaluation and investigation of alternative body language
assessment methods and strategy.
• Output: Recommendations for improving English body language teaching
assessment practices, strategies to enhance validity, reliability, and fairness.
• Outcome: Improve English body language measurement and evaluation practices,
enhance instructional body language methods, increase body language teaching
between assessments and learning outcomes among Thai learners.

21. • This study will be using a qualitative research design.
• The research locale is on Loei Thailand.
• Respondents will be selected from IEP elementary grade 6 Tessaban 4 School.
• The locations, participants, and data collection procedures are described, as is the
role of the researcher. Afterwards, the instruments for data collection and the
system for data analysis are then detailed. Finally, the chapter concludes with the
procedures used to establish trustworthiness and tackle ethical considerations.