This document summarizes an action research study that aimed to motivate high school language learners in Thailand using Computer-Assisted Language Learning (CALL) technology and a Communicative Language Teaching (CLT) approach. The study had three goals: to confirm the use of CLT and CALL in motivating learners, to improve student motivation in language learning through the interventions, and for the researcher to explore teaching skills and earn a master's degree. The study used qualitative and quantitative methods including interviews, observations, and pre- and post-tests with 19 students to analyze the impact of the CALL and CLT interventions over 10 weeks. The roles of various theories in the study and measures to ensure credibility and ethical treatment of participants are

1. Motivating high school language learners using CALL technology and CLT approach: An action research study Denduang Boutonglang University of Hawaii at Manoa

2. Problem statement Students are embarrassed to speak English (Nethiniwattanapong, 2009) English is the most disliked subject (Nethiniwattanapong, 2009) Teachers’ low-proficiency in Foreign Language affect student performance (National News Bureau of Thailand, 2009) Students possess poor competence and confidence in English skills because they do not have adequate inputs and inappropriate learning environment (Foley, 2005)

5. Literature review 1. Communication Language Teaching (CLT) theory 2. An Action Research Design 3. Computer-Assisted Language Learning (CALL) 4. Curriculum theory 5. Learners’ center theory 6. Motivation strategies

6. Role of theory Theories Where does it fit? Beginning Middle End 1. Communication Language Teaching (CLT) approach (Richards, 2006) / / / 2. An action research Designs (Creswell, 2008) / 3. Computer-Assisted Language Learning (CALL) theory (Davies G., Walker R., Rendall H. & Hewer S., 2009) / / / 4. Curriculum theory (Schiro, 2008) / 5. Learners’ center Ideologies (Schiro, 2008) / / 6. Motivation strategies (Gardner, 2008) / / / 7. Paradigm/ world views (Creswell,2007) / / / - Constructivism - Post positivism

7. Method An action research study (Creswell, 2009) 1. Qualitative approach - Interview - Observation 2. Quantitative approach - Pre-, Post-test score - Survey

10. Bounding the case 1. Participants - 19 grade 12 th student at Kritsanawittaya High School, Nakornratchasima Province, Thailand - 6 school staffs: a director and 5 high school teachers, that teaches English, computer, Thai, Social Studies, and Science subjects. - 5 parents of grade 12 th student 2. Time/Duration - From June to August 2010 (10 weeks) 3. Languages - The proposal and research paper --- English - The research site---Thai

13. Credibility/ generalizability/ reliability 1. Research Triangulations - Multiple participants; students, teachers, and parents - Multiple data collections; survey, observations, interviews - Multiple paradigms; constructivism and positivism - Multiple theories frameworks; ; Communication Language Teaching (CLT) theory (Richards, 2006) ; An action research study (Creswell, 2008) ; Computer-Assisted Language Learning (CALL) (Davies G., Walker R., Rendall H. & Hewer S., 2009) ; Curriculum theory (Schiro, 2008) ; Learners’ center ideologies (Schiro, 2008) ; Motivation strategies (Gardner, 2008) ; Paradigms (Creswell, 2007) 2. External audit (2 persons) 3. Researcher self- reflection Credibility/ Validity

15. “ The End“