Relevant bibliographies by topics / Thai learners

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Thai learners'

Author: Grafiati
Published: 25 May 2024

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Journal articles on the topic "Thai learners"

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Vanijdee, Alisa. "Thai Distance English Learners and Learner Autonomy." Open Learning: The Journal of Open, Distance and e-Learning 18, no. 1 (February 2003): 75–84. http://dx.doi.org/10.1080/0268051032000054130.

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Wongsuphasawat, Karn, and Phakkharawat Sittiprapaporn. "Preferred learning styles of Thai learners in anti-aging and regenerative sciences." Asian Journal of Medical Sciences 9, no. 6 (October 29, 2018): 14–19. http://dx.doi.org/10.3126/ajms.v9i6.20927.

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Background: Several studies reported that every individual learner has its own different style of learning. All learners have their own preferences for the ways in which they receive information for studying.Aims and Objective: In order to determine whether a particular teaching method provided by each instructor might enhance learner of anti-aging and regenerative medicine satisfaction with the learning process, a well-known learning preferences survey which are linked to sensory modalities of learners was distributed to anti-aging and regenerative science students at School of Anti-Aging and Regenerative Medicine, Mae Fah Luang University, Bangkok, Thailand.Materials and Methods: The applied preferred learning style survey named VARK was applied to identify student’s preferences for particular learning modes of information presentation. This study thus aimed to determine the preferred learning style and measure the distribution of learning preference mean scores of the anti-aging and regenerative science learners using 53 participants. The VARK questionnaire divided all learners into five groups, i.e., visual, aural, read/write, kinesthetic, and multimodal learners, respectively.Results: We found that the unimodality preference was 35.10% while the multimodality was 64.9%. Among the learners who preferred only one mode of information presentation, there were 8.25% of visual, 34.26% of aural, 22.44 % of read/write learners, and 35.05% of kinesthetic, respectively. Anti-aging and regenerative science learners preferred kinesthetic learning at a higher percentage than other modes. However, some learners preferred multiple modes including 32.45% of bimodal, 23.84% of trimodal, and 8.61% of quadmodal, respectively. Knowing the anti-aging and regenerative science learners preferred learning modes can help to provide instruction tailored to the learner’s individual preferences, to overcome the predisposition to treat all anti-aging and regenerative science learners in a similar way, to motivate instructors to move from their preferred mode(s) to using others, and to develop appropriate learning approaches.Conclusion: The result of this study would explore opportunities for anti-aging and regenerative science instructors to make the educational experience more productive.Asian Journal of Medical Sciences Vol.9(6) 2018 14-19
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Pan, Zhaoyi. "A Corpus-Based Study on Politeness Used by L1 Thai EFL Learners." International Journal of Linguistics 14, no. 6 (December 4, 2022): 28. http://dx.doi.org/10.5296/ijl.v14i6.20436.

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This research aimed to identify politeness super-strategies, the strategies under each category of super-strategy, and common lexical patterns in each strategy when performed by L1 Thai intermediate-level EFL learners in English conversation. It attempted to use the corpus-based approach to examine the pattern of how L1 Thai intermediate-level EFL learners use politeness in English conversation and, on the other hand, to examine the existing problems with L1 Thai intermediate-level EFL learners’ use of politeness super-strategies based on the findings. In total, 30 L1 Thai intermediate-level EFL learners were involved in this research. A learner corpus was built to investigate the use of politeness super-strategies and the frequencies of lexical patterns. The findings illustrated that L1 Thai intermediate-level EFL learners tended toward using the negative politeness super-strategy, while no off record super-strategy was found. Moreover, L1 Thai intermediate-level EFL learners used a limited number of politeness strategies under the super-strategy categories identified in this research, with a limited selection of lexical patterns in each strategy. The findings reveal that L1 Thai intermediate-level EFL learners adopt only a small range of politeness strategies, thereby resulting in a discrepancy in the performance of politeness in English conversation.
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Wiriyakarun, Pamararat. "Can Thai Students Become Self-directed Learners?" rEFLections 4 (December 31, 2002): 31–40. http://dx.doi.org/10.61508/refl.v4i0.114334.

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Recently in Thailand, there have been attempts to integrate self-directed learning into existing English programmes in a large number of institutions including King Mongkut's University of Technology Thonburi, where the importance of learner-centredness and learner self-assessment is stressed. However, questions about the possibility and effectiveness of the programmes and the students' ability to become self-directed learners have arisen. This paper will explore the students' perceptions of the effectiveness of learning through self-access to find out whether this learning mode could help improve their English proficiency.
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Maklai, Sumintra, Theeraporn Ratitamkul, and Thanasak Sirikanerat. "The Use of the Thai Final Particle Na by Japanese Learners of Thai." MANUSYA 20, no. 2 (2017): 27–54. http://dx.doi.org/10.1163/26659077-02002002.

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This research aims to analyze communicative functions of the Thai final particle na and to explore the use of na by Japanese learners of Thai, comparing to that of native speakers. The study consisted of two parts. The first part involved an analysis of na using data from the Thai National Corpus (TNC). The findings showed that na had three main communicative functions. It was used to soften the tone of an utterance, to emphasize an utterance, and to mark a topic of an utterance. The second part of this research concerned conversational data in a pair discussion task of 10 Japanese learners of Thai and 10 native Thai speakers. The results showed that, when different functions and contexts were considered, the use of the Thai final particle na by the Japanese learners was similar to that of the native Thai speakers. That is, both groups used na most frequently to emphasize an utterance and least often to mark a topic of an utterance. This could result from a positive transfer from the learners’ first language. However, it was found that the Japanese learners showed significantly fewer instances of na as a topic marker than the native Thai speakers. It is possible that its marked position and low frequency in the learners’ linguistic input as suggested by the corpus data made na in this function difficult to acquire. This research also pointed to the importance of proficiency in a second language as a factor affecting learners’ use of final particles in conversation.
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Worathumrong, Sakulrat. "“How the Furby Coming is…”: Interference of First Language and Culture in Thai EFL Learners’ Paragraph Writing." English Language Teaching 14, no. 10 (September 28, 2021): 92. http://dx.doi.org/10.5539/elt.v14n10p92.

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This study investigated features of first language and cultural interference in Thai EFL learners’ English paragraph writing on popular culture. Drawing from theoretical grounds of interlanguage, language interference, and rhetorical interference, the sample of 30 English paragraphs of Thai EFL undergraduate learners was examined quantitatively and qualitatively. The English writing included 15 paragraphs from the Thai learners with high exposure to English language (TEH) group, and 15 paragraphs from those with the low exposure to English language (TEL) group. Using analysis models of metadiscourse markers and topical progressions, the findings revealed the preference of both groups in the use of interactive and interactional devices as well as SP, PP, and EPP types of topical progressions. The preference highlights the feature of oral-based, inductive, or reader-responsible writing orientation with a possibility of writing development, especially among the TEHs to reach expectation of the target language readers. The findings encourage assessing the Thai EFL learners’ writing as a process and raising frequent awareness of both language and rhetorical interferences when writing English texts. As the introductory stage during COVID-19 remote learning, writing to express learners’ interests could be used as an effective communication strategy for a positive instructor-learner relationship which assists the learners to further engage in the class in a more meaningful way. 
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Sumonsriworakun, Piyaboot, and Nattama Pongpairoj. "SYSTEMATICITY OF L1 THAI LEARNERS' ENGLISH INTERLANGUAGE OF DEPENDENT PREPOSITIONS." Indonesian Journal of Applied Linguistics 6, no. 2 (January 23, 2017): 246. http://dx.doi.org/10.17509/ijal.v6i2.4911.

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The study investigates systematicity in English interlanguage of dependent prepositions among L1 Thai learners of L2 English. It is hypothesized that Thai learners show non-random use of English dependent prepositions in their English interlanguage, and that the systematicity is largely attributable to cross-linguistic influence and certain cognitive factors. To test the hypothesis, 30 L1 Thai undergraduate students of L2 English at elementary, intermediate, and advanced proficiency levels took two tests: a Thai–English translation test and a cloze test. The tests involved four types of relationship between English and Thai dependent prepositions: (1) [–prep] in English but [+prep] in Thai, (2) [+prep] in English but [–prep] in Thai, (3) [+prep1] in English but [+prep2] in Thai, and (4) [+prep] in English and [+prep] in Thai. The findings demonstrate that systematicity occurred in the learners’ English usage of prepositions of all such types, possibly due to negative transfer from the learners’ native language. Also, the L2 learners tended to exhibit such systematicity irrespective of their English proficiency level. It may be assumed that the cognitive aspect of L2 learners’ working memory is involved in processing the usage of the four types of English dependent prepositions. The results of the study are expected to shed light on the problems of L2 English interlanguage of dependent prepositions among L1 Thai learners.
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Siripukdi, Sirisuda. "An Investigation of Motivation and Learning Strategies in Thai University Learners of French." English Language Teaching 16, no. 6 (May 26, 2023): 167. http://dx.doi.org/10.5539/elt.v16n6p167.

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Learner motivation and learning strategies play a crucial role in language learning. Therefore, the current study aimed to investigate the patterns of motivation and learning strategies in 144 Thai university learners of the French language. Participants were given a questionnaire asking about their motivation and learning strategy use. The findings suggest a hierarchy of learning strategy use among Thai university learners. The most frequently used taxonomies of learning strategies were social strategies, followed by metacognitive strategies, cognitive strategies, compensation strategies, affective strategies and, finally, memory strategies. The current findings also showed a positive relationship between learner motivation and language learning strategies. However, qualitative investigations need to be considered for further studies to gain in-depth insight into learning strategy use. Such a line of inquiry would yield additional crucial pedagogical and theoretical implications.
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Chiravate, Boonjeera. "An Interlanguage Study of Thai EFL Learners’ Apology." English Language Teaching 12, no. 5 (April 17, 2019): 116. http://dx.doi.org/10.5539/elt.v12n5p116.

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Although a number of interlanguage studies on apologies have been conducted, there has been no study of apologies among Thai EFL learners that differentiates between learners with high and low levels of exposure to the target language. This study, differentiating between learners with high and low levels of exposure to the target language, addresses two research questions: (i) What are the similarities and differences between perception of offense context of Thai EFL learners and native speakers of English? (ii) What are the similarities and differences between apology strategies used by Thai EFL learners and native speakers of English? Data for the analysis came from a questionnaire consisting of 12 scenarios eliciting different offense contexts. The participants were divided into four groups: native speakers of English (NEs), native speakers of Thai (NTs), Thai EFL learners with high exposure to the target language (TEHs) and Thai EFL learners with low exposure to the target language (TELs). The results revealed that due to the influence of cultural background, the learners’ perception of offense context was dissimilar to the NEs in certain respects. However, the investigation of apology strategies showed that compared to the TELs, the TEHs’ apology strategies tended to be less influenced by their cultural background and more similar to the NEs’. Providing support for levels of exposure to the target language, as individual differences vary in L2 pragmatic development, the study sheds light on pedagogical intervention that may enhance learners’ pragmatic competence.
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Kawinkoonlasate, Pongpatchara. "A Study of Using E-Writing Instructional Design Program to Develop English Writing Ability of Thai EFL Learners." English Language Teaching 14, no. 6 (May 17, 2021): 43. http://dx.doi.org/10.5539/elt.v14n6p43.

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Learning with technology has become essential in today’s education not only in Thailand but also all around the world. Technology has been an important tool for improving language learners’ reading writing, speaking, and listening for quite some time. Writing, however, has been one of the most supported skills thanks to technology. Learning how to write paragraphs or essays is an essential skill for learners. The purposes of this quasi-experimental study were:  1) to examine the effectiveness of the e-Writing instructional design program in developing the writing skills of EFL learners, 2) to explore learners’ satisfaction and motivation toward the e-Writing instructional design program, and 3) to study learners’ autonomy after completing the e-Writing instructional design program. This study employed the purposive sampling method to select 33 second-year learners. Lesson plans, e-writing programs, learner perception questionnaires, interviews, as well as a pre and post-test were the tools used to gather relevant data. A t-test with standard and average deviation was used to investigate the quantitative data. Interview data were analyzed using content analysis. The quantitative findings revealed that the writing achievement level of the learners before and after receiving the treatment was significantly different at 0.001. The learners’ post-test scores of 33 learners increased over the pre-test scores. From the questionnaire results, the satisfaction level of undergraduate learners toward the instruction of this course had average scores of 4.34 which was an excellent level.  Furthermore, interviews revealed that learners are satisfied with the e-Writing instructional design program because this could improve learners’ writing skills and promote more learner autonomy. Recommendations are made and presented in terms of future practical application and future research needs to be done to analyze results and the effects of future outcomes.
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Dissertations / Theses on the topic "Thai learners"

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Kitikanan, Patchanok. "L2 English fricative production by Thai learners." Thesis, University of Newcastle upon Tyne, 2016. http://hdl.handle.net/10443/3410.

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In early research on L2 (second language) phonology, researchers mainly focussed on whether L2 learners can achieve ‘target-likeness’, which relates to whether or not a sound is perceived as the intended target or whether it fits into the expected IPA category as determined by trained phonetician(s). The popular model for this focus was the contrastive analysis hypothesis (CAH) (Lado, 1957). Later research extended the focus to judgements of ‘native-likeness’, which is the extent to which the speaker’s L2 sound production has native-like qualities. Methods such as accent rating tasks and acoustic measurements have become popular over time, together with investigations of how the results correlate with external factors which are thought to influence L2 speech learning. Well-known models such as the Speech Learning Model (SLM) (Flege, 1995) and the Perceptual Assimilation Model (PAM) (Best, 1995) have been very influential in this field, but are mainly based on assumptions regarding L2 learners in a naturalistic setting. The aim of this thesis is to investigate L2 English fricative production by Thai learners of English with a combination of focus on target-likeness and native-likeness through four types of analysis: impressionistic, sound identification, accent rating, and acoustic analyses. This thesis also explores external factors which may contribute to target-likeness in L2 production which is more important than native-likeness as it helps in communication between interlocutors. The L2 fricatives are divided into those that have a counterpart in Thai (/f, s/ henceforth ‘shared’ sounds) and those that do not (/v, θ, ð, z, ʃ/, henceforth ‘non-shared’). As CAH focuses on target-likeness, it predicts that shared sounds are easy to produce; SLM, on the other hand, focuses on native-likeness and predicts that shared sounds are difficult to produce. Results from the four experiments in this study show mixed results. In terms of results from impressionistic and sound identification analyses, CAH-based hypotheses accurately predict most results, which show that shared sounds are more frequently produced in a target-like manner and more accurately identified. In terms of results from the accent rating task, SLM had to be rejected in this case, as results showed that shared fricatives were more often produced in a native-like manner, unlike non-shared fricatives. In the acoustic investigation, ii differences in the realisations of L2 shared sounds supported SLM-based hypotheses in some contexts. And although SLM-based hypotheses were disconfirmed when it came to the accent rating of L2 shared and non-shared sounds, the phonetic properties of non-shared sounds in the realisations that were deemed target-like were native-like in many contexts, suggesting some L2 attainment for non-shared sounds. Taken as a whole, these results emphasise the need to focus on both target-likeness and native-likeness in investigating L2 speech production. They also imply that L1 and L2 sound comparison is context- and task-dependent.
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Hemchua, Saengchan. "Vocabulary development in Thai EFL and ESL learners." Thesis, University of Nottingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270286.

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Na-Thalang, Sanooch. "Thai learners of English and the English number system." Thesis, University of Essex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310046.

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Vanijdee, Alisa. "Language learning strategy use, interaction with self-instructional materials, and learner autonomy of Thai distance language learners." Thesis, University of Reading, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365377.

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Boonmoh, Atipat. "The use of pocket electronic dictionaries by Thai learners of English." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/1072/.

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This thesis investigates the current situation of pocket electronic dictionary use in Thailand. It explores the types of dictionary owned and used by Thai learners and their teachers, and the teachers’ attitudes towards the use of pocket electronic dictionaries (PEDs). It also explores how Thai learners use pocket electronic dictionaries to write a summary in English (production) and to write a summary in Thai (reception), and strategies that Thai students use to try to solve their reading and writing problems. The participants in my studies included 30 lecturers who taught basic English courses at King Mongkut’s University of Technology Thonburi, Bangkok. Data was collected using a questionnaire to obtain personal information, and information about access to and use of dictionaries, including knowledge about PEDs. Of the 30 teachers, 6 were interviewed in order to gain insights into teachers’ attitudes towards the use of PEDs. For my large-scale survey on dictionary use there were 1,211 first and second year undergraduate participants. These came from the Faculty of Engineering, Faculty of Science, and Faculty of Industrial Education. Of these, 27 were selected to take part in my small scale survey of pocket electronic dictionary use. The first student survey was used to gain quantitative data about the students and their use of dictionaries, while the second student survey was used to gain more qualitative data regarding their use of PEDs. Finally, 13 out of the 27 participants were chosen to take part in the main experimental studies. Data was collected using think aloud, observation, and retrospective interviews. The first eight participants were asked to read two reading passages (one in English and the other one in Thai). Using dictionaries in their PEDs, the participants were asked to write a summary in Thai for the English passage (the Light Bulb I experiment) and to write a summary in English for the Thai passage (the Water I experiment). The remaining 5 participants followed the same procedures, but additionally after the two summary tasks were completed they were asked to review their summaries again using Oxford Advance Learner’s Dictionary, the English-English dictionary in their PEDs (the Light Bulb II and the Water II experiments). ii The data was analyzed quantitatively and qualitatively. The findings revealed that the teachers used and preferred their students to use monolingual learners’ dictionaries. They noticed the presence of PEDs in the classroom but they were under-informed about the contents and capabilities of Thai PEDs. The student surveys showed that although most students possessed learners’ dictionaries in book form, only a few of those owning the learners’ dictionaries reported actually using them. In contrast, nearly half of the students owned PEDs and most of these students reported using them. A greater number of students also reported they would like to use or own a PED in the future. The findings also suggest that the teachers do not have much influence over their students’ choice of dictionaries. The experimental studies revealed how the participants tackled the reading passages and wrote summaries, the problems they encountered, and the strategies they used to solve these problems. Models of PED consultations were proposed. The use of the English-English dictionary in their PEDs helped participants to comprehend the reading text, and helped some participants when reviewing their English summaries. It was found that some participants failed to display knowledge of the PEDs they were using. The investigations reveal several factors that may hinder dictionary look up success as well as factors that may promote dictionary look up success. On the basis of this research, guidelines for buying PEDs and for teaching PED skills are proposed. This research makes a significant contribution to the field of dictionary use, especially regarding the use of pocket electronic dictionaries. Through the use of a combination of research methods it provides an account of what really happens when PEDs are used for reception and for production. It also investigates and assesses PED features in detail, something which no existing PED studies have done before.
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Kongsom, Tiwaporn. "The effects of teaching communication strategies on Thai learners of English." Thesis, University of Southampton, 2009. https://eprints.soton.ac.uk/69653/.

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The issue of teaching and learning communication strategies has been controversial over the past few decades. Whereas some theoretical arguments reject the benefits of teaching of communication strategies, many practical and empirical studies make pedagogical recommendations and support the idea. Nevertheless, there appears to be no information on teaching communication strategies to Thai learners of English in Thailand. To address these issues, this thesis investigates the effects of teaching communication strategies to Thai learners of English in Thailand. It was designed as an interventionist study conducted with a group of students. Both qualitative and quantitative data were collected in the current study. Sixty-two fourth year students majoring in Engineering at King Mongkut’s University of Technology North Bangkok participated in this study. All the students received a 12-week communication strategy-based instruction and 12 students were asked to complete four speaking tasks and retrospective protocols. Data were collected via (1) self-report strategy questionnaire, (2) attitudinal questionnaire (3) transcription data of four different speaking tasks, and (4) retrospective protocols. The results from the self-report strategy questionnaire and the speaking tasks showed that the explicit teaching of communication strategies raised students’ awareness of strategy use and promoted the greater use of taught communication strategies of the students. The students considered the taught strategies in communication strategy instruction useful, especially pause fillers and hesitation devices, approximation, self repair and circumlocution. With respect to the retrospective verbal reports, the findings showed that the students tended to be more aware of the taught communication strategies. They revealed their intention and reasons behind their use of some taught communication strategies in more detail while completing the postspeaking tasks. Finally, the positive outcomes of the teaching of some specific communication strategies were supported by the findings of an attitudinal questionnaire on the strategy instruction. The findings suggest that the students found the communication strategy instruction useful for them. They also showed positive feelings and attitudes towards the communication strategy instruction.
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Burkardt, Brett A. "Acquisition sequence of the English interdental fricatives by Thai ESL learners /." Available to subscribers only, 2008. http://proquest.umi.com/pqdweb?did=1597629651&sid=2&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Thesis (M.A.)--Southern Illinois University Carbondale, 2008.
"Department of Teaching English to Speakers of Other Languages." Includes bibliographical references (p. 68-72). Also available online.
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Jaihow, Patson. "Corpus use by student writers : error correction by Thai learners of English." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8274/.

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Researchers in corpus linguistics and applied linguistics have recommended the use of corpus data by language learners to promote independent learning (Bernardini, 2004; Yoon & Hirvela, 2004; O’Keeffe et al, 2007). However, it is not clear to what extent learners are able to use corpus resources independently, and how they can be trained to use a corpus more effectively. This thesis reports a study of learners using a corpus for error correction. The learners recorded their processes using a think-aloud protocol. The thesis records three main findings. Firstly, the learners found it easiest to spot and correct errors of clause structure, noun class, adjective pattern, and collocation; they found verb pattern the most difficult errors to correct. Secondly, the learners most frequently searched for information about colligation, collocation, acceptability/occurrence of strings in a corpus, and determiner-noun agreement; they searched for information about lexical pattern relatively infrequently. Finally, the learners worked most effectively with the corpus when they entered single words as the search terms and scrutinized the concordance lines for collocates and patterns; they worked least effectively with the corpus when they entered whole strings of words. The thesis also makes recommendations for facilitating corpus use in classrooms and specifies the training that learners need to use corpora effectively.
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Kasemsin, Chirasiri. "Interlanguage refusals : a cross-sectional study of Thai EFL learners' refusals in English." Thesis, University of Leeds, 2006. http://etheses.whiterose.ac.uk/806/.

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Using the speech act of refusals and formulaic language as focuses of analysis, this thesis aims to explore whether or not grammatical proficiency and development is distinct from pragmatic proficiency. The data were collected from 36 Thai EFL learners at three proficiency levels: low intermediate, intermediate and advanced, using four open role-plays. The role-plays were designed to incorporate different combinations of sociolinguistic variables of power and distance, as expounded in Brown and Levinson's politeness theory. The data were analyzed from two perspectives: pragmatic and lexicogrammatical. In the pragmatic analysis, the data were segmented in to refusal moves and interactional function categories. Drawing on politeness theories of face-saving, the analysis focused on a comparison of the learners' use of refusal moves, the pragmatic orientation of their refusal moves in refusal episodes and face-saving manoeuvres. The lexico-grammatical features of the data were analyzed in terms of their formulaicity. Sixteen native speakers of English were asked to identify formulaic sequences in the role-play transcription. The formulaic sequences identified were tallied, analyzed in terms of proportion, frequency and variety, and compared across the three proficiency levels. The analyses show that 1) the pragmatic orientation of refusal moves of the learners at the three proficiency levels was similar but 2) that the use of refusal moves to mitigate the force of refusals was slightly different across the levels; 3) the overall language produced by the advanced learners had the highest proportion of formulaic language, but 4) in the lexicalizations of refusals the low-inter-mediate learners used more formulaic language than the other two groups. The results indicate that the pragmatic aspects of the learners' refusals seem to be independent of their proficiency level while the way they used formulaic language in the role-plays and in the lexicalizations of refusals are related to proficiency level.
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Puakpong, Nattaya, and n/a. "An individualized CELL Listening Comprehension Program: making listening more meaningful for Thai learners of English." University of Canberra. Languages, International Studies & Tourism, 2005. http://erl.canberra.edu.au./public/adt-AUC20060724.135729.

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The purpose of this research project was to examine theories of learning, theories of teaching, and theories of listening comprehension with a view to developing and testing a computer-enhanced listening comprehension system for English as a Foreign Language within the Thai university system. In addition to carrying out an in-depth literature review, factors contributing to difficulties in the listening process were also carefully examined in order to build a sound foundation for dealing with listening comprehension. A brief history and analysis of Computer Assisted Language Learning were presented together with a review of some computer programs with the aim of determining their characteristics. An Individualized CELL Listening Comprehension Program was then developed on the basis of four theoretical frameworks: the Constructivist approach, the need to use authentic spoken passages, reduction of cognitive load and response to learner differences. The system was then used by twenty students of Suranaree University of Technology (SUT), Thailand for a period of fifteen weeks. Students were volunteers from different proficiency levels. SUT midterm and final examinations were employed, in part, to observe the effect of the program on proficiency levels. The SUT examinations, which were usually in a multiple-choice format, tested students on minor details through short, simple conversations. These tests might not fit entirely within best practice for listening but they seem to be a common way of measuring listening development in several educational contexts. Pretests and posttests examining global ideas and specific details in written and multiple-choice formats were then developed so as to provide a more accurate gauge of improvement in listening skills. Log files were kept in order to scrutinize in detail students� interactions with the system. Questionnaire and interview techniques were applied to seek out students� attitudes towards the program. The results revealed that the participants performed better than their peers in the same proficiency levels in SUT midterm and final examinations although the difference was not at a statistically significant level. However, posttest scores were better than those of pretest at a statistically significant level in most aspects except in case of the global ideas. The log files revealed that all students tended to focus on the word level by attempting to understand and decode every word in the transcriptions. This fixation is likely to explain the low global ideas scores. Analysis was complicated by the fact that some students were not able to use the program frequently enough, usually because of unexpectedly heavy schedules. However, the data extracted through questionnaires and interviews showed that most students demonstrated a positive attitude towards the various features of the program and felt that use of the program had improved their listening skills. In addition to findings relating to the development of listening comprehension, the study revealed that the majority of students felt that they did not think listening comprehension and, more generally the study of English, was sufficiently important to spend time on. This interesting but shocking discovery needs to be attended to immediately as it may have a strong effect on how Thai students prioritize their learning of English, and how this may impact on the levels of proficiency which they might subsequently attain.
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Books on the topic "Thai learners"

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Tannacito, Dan J. Second language acquisition: selected annotated bibliographies on Japanese, Chinese, Thai, Indic, Spanish and Arabic learners of english. Washington, D.C: Educational Resources Information Center, 1990.

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English language learners: Teaching strategies that work. Santa Barbara, Calif: Linworth, 2010.

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J, Kameenui Edward, ed. Effective teaching strategies that accommodate diverse learners. 2nd ed. Upper Saddle River, N.J: Merrill, 2002.

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Inclusion strategies that work for adolescent learners! Thousand Oaks, Calif: Corwin Press, 2009.

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J, Kameenui Edward, and Carnine Douglas, eds. Effective teaching strategies that accommodate diverse learners. 4th ed. Upper Saddle River, N.J: Pearson Education, 2010.

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Liu, Shuangshuang. Assessing Education Interventions that Support Diverse Learners. [New York, N.Y.?]: [publisher not identified], 2018.

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J, Kameenui Edward, and Carnine Douglas, eds. Effective teaching strategies that accommodate diverse learners. 3rd ed. Upper Saddle River, N.J: Pearson Merrill Prentice Hall, 2007.

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J, Kameenui Edward, and Carnine Douglas, eds. Effective teaching strategies that accommodate diverse learners. Upper Saddle River, N.J: Merrill, 1998.

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Ferlazzo, Larry. English language learners: Teaching strategies that work. Santa Barbara, Calif: Linworth, 2010.

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Kirsten, Miller, ed. Classroom instruction that works with English language learners. Alexandria, Virginia, USA: ASCD, 2013.

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Book chapters on the topic "Thai learners"

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Mintowati, Pensri Panich, Octo Dendy Andriyanto, Hespi Septiana, and Hans Yosef Tandra Dasion. "Indonesian-Thai bilingual BIPA teaching materials e-learning based for beginner learners." In Inclusive, Sustainable, and Transformational Education in Arts and Literature, 105–11. London: Routledge, 2024. http://dx.doi.org/10.1201/9781003484318-16.

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McDonough, Kim, William J. Crawford, and Jindarat De Vleeschauwer. "7. Thai EFL learners’ interaction during collaborative writing tasks and its relationship to text quality." In Peer Interaction and Second Language Learning, 185–208. Amsterdam: John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/lllt.45.08mcd.

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Golon, Alexandra Shires. "Are Boys More Visual-Spatial Than Girls?" In VISUAL-SPATIAL learners, 47–52. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003239482-3.

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Golon, Alexandra Shires. "Are Boys More Visual-Spatial Than Girls?" In VISUAL-SPATIAL learners, 47–52. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003239482-3.

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Navaitienė, Julita, and Eglė Stasiūnaitienė. "The Goal of the Universal Design for Learning: Development of All to Expert Learners." In Inclusive Learning and Educational Equity, 23–57. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_2.

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AbstractOver the past 10 years, every learner’s ability to achieve the highest level of learning success has become quite an important topic. The Universal Design for Learning (UDL) sets a goal to allow all learners to achieve their optimal learning experience that matches inclusive education. Learners who can assess their own learning needs set their personal learning goals, and monitor their progress are termed the expert learners (McDowell. Developing expert learners: a roadmap for growing confident and competent students. Corwin, 2019). This chapter focuses on theoretical backgrounds for expert learners’ paradigm. It starts from fundamental constructivist theories and moves towards the theory of self-regulation and cognitive neuroscience approach. It concentrates on the theory of self-determination, which, in our opinion, validates in the best way the nature of the expert learners’ development. Implementation of the Universal Design for Learning allows all learners to access, participate in, and progress in the general-education curriculum. This chapter presents the specific profile of the expert learners covering their main characteristics and qualities and revealing the essence of the UDL framework. Educators could use the profile as the educational guidelines conductive to understand how the process of becoming the expert learner proceeds.
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Rosier, Soren. "PeerTeach: Teaching Learners to Do Learner-Centered Teaching." In The Power of Peer Learning, 239–63. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-29411-2_11.

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AbstractOne-on-one tutoring is the most effective teaching arrangement. Most schools and families, however, cannot afford to provide each child with a tutor. Peer tutoring in classrooms, a more feasible and scalable learning arrangement, increases learning for both tutors and tutees, but peer tutors’ efficacy is often limited by their didactic and disempowering approaches. Two interventions with distinctly different designs were developed to test the viability of online, scalable training to foster students’ adoption of learner-centered teaching methods. To compare the efficacy of these intervention approaches, two randomized control experiments were conducted with 198 middle school math students. Both trainings increased the frequency that tutors employed learner-centered strategies, evident in clickstream data from virtual scenarios and in tutee reflections following real-life tutoring. Shifts in tutoring behaviors significantly boosted tutee learning at every level of tutor content mastery. This suggests that training students to use learner-centered tutoring strategies can greatly improve the efficacy for peer tutoring in classrooms, and that technological solutions can scale this type of training.
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Jin, Lixian, and Martin Cortazzi. "More than a Journey: ‘Learning’ in the Metaphors of Chinese Students and Teachers." In Researching Chinese Learners, 67–92. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230299481_4.

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Palmér, Hanna, and Camilla Björklund. "The Real World of Toddler Mathematics." In Teaching Mathematics as to be Meaningful – Foregrounding Play and Children’s Perspectives, 221–32. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-37663-4_17.

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AbstractThe focus of this paper is the expression ‘mathematizing’, which was introduced by the famous Dutch mathematician Hans Freudenthal. His starting point was that mathematics should be taught so that the knowledge becomes useful for the learner, which is why all mathematics teaching should be based on the learner’s world and experiences. He referred to the learner’s world as a context relevant to those who are to learn where the ‘real world’ ought to precede the mathematics. Based on empirical examples, we elaborate in this paper on what ‘real world’ and thus mathematizing may imply in the context of preschool mathematics with the youngest learners in the education system. The results show that ‘real world’ can involve both imagination and play, but mathematization is only noticed when there is a problem that, from the child’s perspective, needs to be solved.
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Lehman, Maria Lorena. "Architecture that learns." In Adaptive Sensory Environments, 54–60. New York : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315630519-9.

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Henri, France, and Sylvie Doré. "A Study Program is more than a Set of Courses." In Networking the Learner, 515–22. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-0-387-35596-2_51.

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Conference papers on the topic "Thai learners"

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Wiboonwachara, Lalida. "ENHANCING CRITICAL THINKING OF THAI EFL LEARNERS THROUGH QUESTIONING TECHNIQUE." In 38th International Academic Conference, Prague. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.038.043.

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Phithak, Thawatphong, Supachanun Wanapu, Narodom Kittidachanupap, and Sorachai Kamollimsakul. "Expectations and Self-Regulated Learning Behaviors of Thai MOOC Learners." In ICBIM '18: The 2nd International Conference on Business and Information Management. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3278252.3278271.

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Hansakunbuntheung, Chatchawarn, Hiroaki Kato, and Yoshinori Sagisaka. "Model-based duration analysis on English natives and Thai learners." In 2nd Tutorial and Research Workshop on Experimental Linguistics. ExLing Society, 2019. http://dx.doi.org/10.36505/exling-2008/02/0026/000085.

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Sioson, Irish Chan. "Attitudes of Thai English Learners towards Online Learning of Speaking." In 16th Education and Development Conference. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/edc.2021.003.

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ABSTRACT A recent challenge in the field of education has been met as a shift to online classes from traditional face-to-face classes has been attributed to the COVID-19 pandemic. Hence, certain issues arise from such a sudden shift to an online learning environment, especially for those who have been mainly (or for others, solely) taught in a face-to-face setting. This paper aimed to determine the attitudes of Thai English learners towards online learning of speaking. The study involved fifty-four fourth year English majors in a university in southern Thailand. A survey questionnaire was developed to collect data. It consisted of a 5- point Likert scale asking for the students' level of agreement with statements and open-ended questions. The results show that the teacher being perceived as supportive and the students having a positive feeling when they had a stable Internet connection were the two areas that had the highest mean scores. On the other hand, being given enough opportunities to interact with classmates and preferring to participate in discussions using video (with microphone and video on) had the lowest mean scores. Moreover, the learners’ comments provided insights into their attitudes toward online learning in terms of preferences and challenges. Implications for teaching are then drawn from the results. KEYWORDS: attitudes, online learning, speaking
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Jawaut, Nopthira, and Remart Dumlao. "From Upland to Lowland: Karen Learners’ Positioning and Identity Construction through Language Socialization in the Thai Classroom Context." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.9-2.

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Karen (or Kariang or Yang) are a group of heterogeneous ethnic groups that do not share common culture, language, religion, or material characteristics, and who live mostly in the hills bordering the mountainous region between Myanmar and neighboring countries (Fratticcioli 2001; Harriden 2002). Some of these groups have migrated to Thailand’s borders. Given these huge numbers of migrant Karens, there is a paucity of research and understanding of how Karen learners from upland ethnic groups negotiate and construct their identities when they socialize with other lowland learners. This paper explores ways in which Karen learners negotiate and construct their identities through language socialization in the Thai learning context. The study draws on insights from discourse theory and ecological constructionism in order to understand the identity and negotiation process of Karen learners at different levels of identity construction. Multiple semi-structured interviews were conducted to gain deeper understandings of this phenomenon between ethnicity and language socialization. The participants were four Karen learners who were studying in a Thai public university. Findings suggest that Karen learners experience challenges in forming their identity and in negotiating their linguistic capital in learning contexts. The factors influencing these perceptions seemed to emanate from the stakeholders and the international community, which played significant roles in the context of learning. The findings also reflect that Karen learner identity formation and negotiation in language socialization constitutes a dynamic and complex process involving many factors and incidences, discussed in the present study. The analysis presented has implications for immigration, mobility, language, and cultural policy, as well as for future research.
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Kanoksilapatham, Budsaba. "Enhancing Global English and Maintaining Regional Identity: Young Northeastern Thai Learners." In Annual International Conference on Language, Literature & Linguistics (L3 2016). Global Science & Technology Forum ( GSTF ), 2016. http://dx.doi.org/10.5176/2251-3566_l316.82.

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Runzrat, Saowalak, Antony Harfield, and Supiya Charoensiriwath. "Applying Item Response Theory in Adaptive Tutoring Systems for Thai Language Learners." In 2019 11th International Conference on Knowledge and Smart Technology (KST). IEEE, 2019. http://dx.doi.org/10.1109/kst.2019.8687462.

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Anonthansap, Orapin, Pannisa Iamjanchai, and Teerapong Leelanupab. "The development of iCALL application for Thai learners to study a LAO language." In 2014 Third ICT International Student Project Conference (ICT-ISPC). IEEE, 2014. http://dx.doi.org/10.1109/ict-ispc.2014.6923210.

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"Using a Phonetics Transcription to Improve Word Stress in Pronunciation for Thai Learners." In 6th International Conference on Trends in Social Sciences and Humanities. Emirates Research Publishing, 2016. http://dx.doi.org/10.17758/erpub.ea1216236.

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Liu, Zenghui, Shufen Liang, and Lei Zeng. "The Development of Prosodic Focus-marking and Declarative Question Intonation in Thai Learners’ Mandarin." In 10th International Conference on Speech Prosody 2020. ISCA: ISCA, 2020. http://dx.doi.org/10.21437/speechprosody.2020-174.

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Reports on the topic "Thai learners"

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Rui, Yang, and Arjun Upadhyay. Examples of EdTech that reach marginalised learners. EdTech Hub, July 2022. http://dx.doi.org/10.53832/edtechhub.0102.

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Pape, Barbara, and Tom Vander Ark. Policies and Practices That Meet Learners Where They Are. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/15.

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The convergence of growing classroom diversity, learning sciences research, sophistication of technology, and 21st- century job requirements in a global market could put America’s education system on track for personalizing the learning experience. The goal is for each student to master content and skills to help guarantee their success in college and career. We need to re-think our education system to address learner variability and meet our promise to guide each learner to become productive and ful lled citizens.
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Armas, Elvira G., Magaly Lavadenz, Natividad Rozsa, and Gisela O’Brien. English Learner Master Plan Playbook: Developing Equitable Local Policies for Multilingual and English Learners Students. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.elmasterplan2021.

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The education of English Learners (ELs) is informed by federal, state, and local policies, research and practice. The EL Master Plan is the Local Education Agency’s (LEA) policy document that has the potential to positively impact the educational programs, practices and experiences of ELs. Aligned and informed by California’s English Learner Roadmap policy as well as federal requirements, this playbook is a guide for educational partners to use to achieve four goals in their LEAs EL Master Plans: (1) equitable, coherent, and sustainable systems; (2) equity-driven processes to deliver research-based programs and practices; (3) effective family-community engagement; and (4) accountability models that ensure EL students’ success. The authors include a variety of tools and processes for LEA’s to use in the development of their EL Master Plan.
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Suchan, Jim, and Alice Crawford. Factors That Create Learner Engagement in Network-Based Instruction. Fort Belvoir, VA: Defense Technical Information Center, November 1998. http://dx.doi.org/10.21236/ada359393.

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Kaminski, Linda, Magaly Lavadenz, Elvira Armas, and Grecya López. No. 11, November 2022: Insights from Co-Designed English Learner Improvement Networks. Center for Equity for English Learners, November 2022. http://dx.doi.org/10.15365/ceel.policy.12.

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This research brief presents a case study of an English Learner Improvement Network (ELIN), a group of educators focused on a shared problem of practice in English Learner education and supported through extensive collaboration between researchers and practitioners in English Learner education and Improvement Science. The case study involves an urban school district and a charter organization each serving between 50-80% of students who have ever been English Learners. The research brief identifies five key themes that contribute to knowledge of the English Learner Improvement Networks’ ability to support English Learner improvement: (1) Expert Partnerships Support Improvement; (2) Context Impacts Improvement; (3) Smaller Steps Lead to Larger Changes; (4) Collaborative Coaching Counts; and (5) Teacher Leaders Support Implementation. This ELIN is highlighted as a model of a systemic and coherent approach to educational improvement for ELs through the extensive collaboration provided in English Learner content and Improvement Science process.
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Tare, Medha, Susanne Nobles, and Wendy Xiao. Partnerships that Work: Tapping Research to Address Learner Variability in Young Readers. Digital Promise, March 2018. http://dx.doi.org/10.51388/20.500.12265/67.

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Over the past several decades, the student population in the United States has grown more diverse by factors including race, socioeconomic status, primary language spoken at home, and learning differences. At the same time, learning sciences research has advanced our understanding of learner variability and the importance of grounding educational practice and policy in the individual, rather than the fiction of an average student. To address this gap, LVP distills existing research on cognitive, social and emotional, content area, and background Learner Factors that affect learning in various domains, such as reading and math. In conjunction with the development process, LPS researchers worked with ReadWorks to design studies to assess the impact of the newly implemented features on learner outcomes.
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Sims, Kate. Lessons Learned from Education Initiatives Implemented During the First Wave of COVID-19: A Literature Review. Institute of Development Studies (IDS), December 2021. http://dx.doi.org/10.19088/k4d.2021.134.

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It is important to assume that the learning crisis caused by COVID-19 is not over. As highlighted by 2021 school closures in response to the Delta variant, lessons learned from school closures in 2020 are required and applicable. There is therefore a need for reflection and a consolidation of lessons learned to protect education outcomes. Lessons include the need for parental engagement and support, the mobilisation of community actors, and inclusive and accessible remote learning approaches (Kapur, 2020, p. 38). This literature review seeks to better understand what worked and what did not work in education interventions during the first wave of COVID-19, in order to support planning on current and future school closures and/or disruptions to education systems. It focuses on three key areas: 1. Support to teachers to continue teaching during school closures, and the role of teachers in supporting marginalised learners; 2. Approaches to ensure the continuation of learning; and 3. Approaches to reach the most marginalised learners.
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Tare, Medha, Alison R. Shell, and Jessica Jackson. Shifting Mindsets: Designing Lessons for Learner Variability. Digital Promise, June 2022. http://dx.doi.org/10.51388/20.500.12265/157.

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Classrooms nationwide welcome a diverse group of learners. A goal, and an achievable one, is to recognize this unique diversity on a whole child spectrum and to strive to customize learning to meet individual needs. Critical to this process is for teachers to have at hand research that connects factors of learning in a holistic way. It is equally important to provide research-based strategies that teachers can use to embrace differences and provide pathways to robust learning for each student. With these considerations in mind, the Learner Variability Project (LVP) engaged in a partnership with the national nonprofit DonorsChoose to discover if teachers across the country could use the Learner Variability Navigator (LVN) to find and put in place research-based strategies that address the whole learner. The LVN is a free and open-source web app that curates research to provide factors of learning and affiliated strategies on a whole child framework. The pilot study found that even brief use of LVN encouraged teachers to reflect on the research-based strategies they already use and explore new strategies that support their students’ diverse experiences and needs.
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Forbus, Kenneth D., Christopher Riesbeck, Lawrence Birnhaum, Kevin Livingston, Abhishek Sharma, and Leo Ureel. A Prototype System that Learns by Reading Simplified Texts. Fort Belvoir, VA: Defense Technical Information Center, January 2007. http://dx.doi.org/10.21236/ada470413.

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Olsen, Laurie. The PROMISE Model: An English-Learner Focused Approach to School Reform. Loyola Marymount University, 2011. http://dx.doi.org/10.15365/ceel.policy.3.

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Findings from a 3-year (2006-2009) evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to address three questions: 1) What is the PROMISE Model ?; 2) What changes occurred in schools as a results of implementing the PROMISE Model ?; and 3) What are the lessons learned from the PROMISE Model pilot that can contribute to an understanding of school reform for English Learners? A qualitative, ethnographic approach allowed for exploration of the research questions. The researcher identified five foundational elements to the PROMISE Model. Implementation of the PROMISE Model increased use of EL specific research-based approaches to student grouping, placement, instruction, school structures, curriculum choices, program design and practices in addition to more knowledgeable and advocacy-oriented leaders and distributive leadership. The brief presents five lessons learned that contribute to a deeper understanding of the impact of a school reform model on English Learners. Two policy recommendations include: 1) broadly disseminate research on effective EL education and provide an infrastructure of support with EL expertise; and 2) adopt the PROMISE Model or components of the model as a viable school improvement strategy.
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