Learning Mathematics in English Through the Use of the Think-Talk-Write Strategy
DOI:
https://doi.org/10.17507/tpls.1309.01Keywords:
think-talk-write strategy, EFL classroom, English writing activities, mathematics in EnglishAbstract
This study examines the effects of the Think-Talk-Write (TTW) strategy on Thai EFL students’ learning mathematics in English. The TTW learning strategy contributed by Pratiwi and Muiz (2016) was used in this study. The participants were 25 Thai EFL students enrolled in a Mini-English Program in which English is used as a medium language in all subjects. During the teaching and learning activities, the researcher conducted three phases of mathematics problem-solving activities, including the Think, Talk, and Write phrases. In this study, a Filipino teacher as the researcher taught a mathematics subject in English since the researcher and the participants used different first languages. Five research instruments were deployed to collect data: a pretest/ posttest, survey questionnaire, observation checklist, and semi-structured interview. The findings of this study revealed that the TTW strategy could enhance Thai EFL students’ learning of mathematics in English. In addition, the results showed that the EFL students used English (L2) and Thai (L1) to solve their mathematical problems with their peers. The findings from the semi-structured interview also revealed that the EFL students viewed the think, talk and write as a useful strategy to share ideas with their peers. Therefore, using the TTW strategy is an easy and challenging way to solve mathematical problems in English.
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