Journal articles: 'Thai university students'

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Thayayuth, Kunanunt, and Paitoon Pimdee. "Energy Conservation Behavior of Thai University Students." Energy and Environment Research 8, no. 2 (November 26, 2018): 55. http://dx.doi.org/10.5539/eer.v8n2p55.

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An estimated 1.2 billion people, or 16% of the global population, did not have access to electricity in 2015. Therefore, access and the conservation of energy have become critical issues in a country’s quest for economic prowess and sustainability. This research, therefore, aimed to study the energy-conservation behavior of university students, and compare their energy-saving behavior categorized by gender and university group. The sample of 900 undergraduate students came from 15 Thai public universities under the Office of the Higher Education Commission [OHEC] in the 2013 academic year. The sample was randomly selected using a multi-stage sampling method. The instrument used to collect data in this research was a 5-level rating-scale questionnaire with reliability which was between 0.86-0.94. Data were analyzed using mean, standard deviation, t-test for independent sample and one-way ANOVA. The findings revealed that the students exhibited energy-conservation behavior in a family context at a high level, while energy-conservation behavior for themselves, and for the public was at a moderate level. Male and female students had different energy-conservation behaviors, and students under different university groups had distinct energy-conservation behaviors.

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Boonphak, Kanchana, Ampapan Tuntinakhongui, and Papaikan Innoi. "Factors influencing Thai university students’ accommodations selection." Asian International Journal of Social Sciences 14, no. 4 (October 1, 2014): 4–20. http://dx.doi.org/10.29139/aijss.20140401.

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Songsirisak, Prommin, Jutharat Jitpranee, Albert Lisec, Prasobkan Boonjanawiroj, Bhudtree Wetpichetkosol, and Kannikar Kantamas. "CHINESE STUDENTS’ METAPHORICAL DESCRIPTIONS OF THAI TEACHERS AT A THAI UNIVERSITY." Malaysian Journal of Learning and Instruction 19, no. 1 (January 31, 2022): 213–41. http://dx.doi.org/10.32890/mjli2022.19.1.8.

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Purpose – This paper discusses Chinese students’ negative and positive written feedback about Thai teachers using metaphorical descriptions and the links between it and their classroom experiences. Methodology – An open-response questionnaire was employed to collect the data from 21 Chinese female students. The questionnaire provided both positive and negative “people” or “thing” metaphors of Thai teachers for students’ selection. In addition, students were allowed to use their own metaphors to describe their teachers. Data was analyzed by using open and axial coding techniques. Findings – The results revealed that Chinese students were able to compare Thai teachers with either a “person” or “thing” metaphor and could write a metaphorical description that reflected different aspects of their instructors’ teaching, both positively and negatively. The quality of their descriptions was rich enough to link with their classroom learning experiences. Both positive and negative “people” and “thing” metaphorical descriptions were associated with three different viewpoints: academic, power dynamics, and emotion. The positive “people” metaphorical descriptions were linked to four classroom issues: knowledge and experience, teaching style, motivation, and guardian/protector. In contrast, the positive “thing” and negative “people” and “thing” metaphorical descriptions were linked to three classroom issues: knowledge and experience, teaching style, and emotion. Significance – These findings help to strengthen Thai-Sino understanding of the relationship between Chinese students and Thai teachers. Findings also suggested that Chinese students’ metaphorical feedback should be used with the non-metaphorical assessment form to evaluate and improve Thai teachers’ instructional practices in the Thai-Chinese student exchange curriculum.

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Prasitpong, S., and S. Rakkapao. "Investigation of Thai university students’ scientific reasoning abilities." Journal of Physics: Conference Series 1287 (August 2019): 012020. http://dx.doi.org/10.1088/1742-6596/1287/1/012020.

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Menking, Scott. "Thai and Japanese university students: Usefulness of English." English Today 31, no. 2 (May 28, 2015): 51–58. http://dx.doi.org/10.1017/s0266078415000103.

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English is regularly perceived to be the global language that is used for cross-cultural communication by people from around the world (e.g., Crystal, 2003). Following international trends, English has exerted a presence in the cultures, languages, and interactional patterns of the peoples of Asia (Kachru, 1998: 91). The status afforded English native and near-native speakers reflects the perceived importance and interpersonal functionality of English in the region, and efforts by Asian governments to teach English at younger ages, as well as the demand for English ability by corporations, the media, and individuals, demonstrate its perceived instrumentality. In spite of the presumption of usefulness, there have been surprisingly few studies investigating Asian learners' perceptions of and decision to use English in specific settings. There is also a need for research that extends beyond individual countries to include pan-Asian issues, particularly in the “lesser-researched expanding-circle societies, including … Japan … [and] Thailand” (Bolton, 2008: 9). In order to address this gap in the literature and inform discussions about the comparability of students across Asian Expanding Circle countries, the aim of the present study is to compare and contrast how students in one Southeast Asian Expanding Circle country (i.e., Thailand) and one East Asian Expanding Circle country (i.e., Japan) view the usefulness of English to their lives.

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Thongwichit, Napapat. "Metacognitive Reading Strategies with Southern Thai University Students." Suranaree Journal of Social Science 12, no. 1 (June 12, 2018): 1–16. http://dx.doi.org/10.55766/reuq7811.

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This research was designed to account for metacognitive reading strategies employed by undergraduate students in southern Thai context. The study examined the reading strategy use from both successful and less successful readers: 371 university student who experienced reading courses at tertiary level. through a quantitative mean using a survey and a qualitative mean using a semi-structured interview. Descriptive statistics: percentages, means, standard deviation, were used in quantitative data analysis. Additionally, t-tests were used to prove if there were any statistically significant differences between successful and less successful readers in employing metacognitive reading strategies. The findings demonstrated that successful readers tended to utilize metacognitive reading strategies higher than less successful readers at 52.36% and 46.03%, respectively. In addition, it was found that there were statistically significant differences between the successful readers and the less successful readers regarding their metacognitive reading strategy use (p<.05). The main resultsrevealed that the successful readers tended to plan before they read, monitor their comprehension and evaluate their used strategies. Meanwhile, the less successful readers, although, seemed to show some metacognition awareness, the deficiency use of metacognitive strategies could be a hindrance to their reading achievement. Consequently, this study urges that metacognitive reading strategies should be instructed in classes to raise the students’ awareness towards the available strategies, and to make less successful readers become successful readers.

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Promsri, Dr Chaiyaset. "Gossip Tendency of Thai Students." Cross-Currents: An International Peer-Reviewed Journal on Humanities & Social Sciences 5, no. 5 (May 30, 2019): 117–21. http://dx.doi.org/10.36344/ccijhss.2019.v05i05.004.

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The aim of this present study was to explore gossip tendency of Thai students in one specific university in Bangkok, Thailand, and to compare gender and origin differences in tendency to gossip. A total sample of 60 undergraduate students was gathered for data collection through a survey questionnaire. A modified version of the Tendency to Gossip Questionnaire (Thai version) was utilized to measure gossip tendency of participants in this study. Results showed that this group of students seldom gossiped other people as the total mean score of tendency to gossip was 3.16. Among four tendency to gossip subscales, physical appearance was reported as the highest mean score of tendency to gossip while sublimated gossip was rated as the lowest mean score. In addition, findings revealed a significant difference in gossip tendency between males and females, which females had a higher score on an overall gossip tendency than males. However, this study did not find significant difference in tendency to gossip in terms of people with different places of origin.

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Promsri, Dr Chaiyaset. "Gossip Tendency of Thai Students." Cross-Currents: An International Peer-Reviewed Journal on Humanities & Social Sciences 5, no. 5 (May 30, 2019): 117–21. http://dx.doi.org/10.36344/ccijhss.2019.v05i05.004.

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The aim of this present study was to explore gossip tendency of Thai students in one specific university in Bangkok, Thailand, and to compare gender and origin differences in tendency to gossip. A total sample of 60 undergraduate students was gathered for data collection through a survey questionnaire. A modified version of the Tendency to Gossip Questionnaire (Thai version) was utilized to measure gossip tendency of participants in this study. Results showed that this group of students seldom gossiped other people as the total mean score of tendency to gossip was 3.16. Among four tendency to gossip subscales, physical appearance was reported as the highest mean score of tendency to gossip while sublimated gossip was rated as the lowest mean score. In addition, findings revealed a significant difference in gossip tendency between males and females, which females had a higher score on an overall gossip tendency than males. However, this study did not find significant difference in tendency to gossip in terms of people with different places of origin.

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Koad, Phitsinee. "Learner Autonomy : Perception and Challenges for Thai University Students." Journal of AsiaTEFL 19, no. 1 (March 31, 2022): 364–72. http://dx.doi.org/10.18823/asiatefl.2022.19.1.29.364.

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Trang, Cao Thị Nhung, and Nguyễn Thị Hoa. "FACTORS AFFECTING THAI NGUYEN UNIVERSITY INTERNATIONAL STUDENTS' ENVIRONMENTAL SPECIALIZATION." TNU Journal of Science and Technology 226, no. 09 (June 4, 2021): 126–32. http://dx.doi.org/10.34238/tnu-jst.4339.

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Để xác định được các yếu tố ảnh hưởng đến việc chọn ngành Môi trường của sinh viên Khoa Quốc tế, nhóm nghiên cứu đã chọn 21 biến để nghiên cứu và chia làm 4 nhóm giả thuyết nghiên cứu chính: “Đặc điểm cố định của Khoa”, “Nỗ lực giao tiếp của Khoa”, “Đặc điểm bản thân sinh viên” và “Các cá nhân có ảnh hưởng” trên 134 sinh viên ngành Môi trường. Phương pháp kiểm định Cronbach’s Alpha, phân tích nhân tố khám phá (EFA) và hồi quy tuyến tính đa biến được sử dụng trong nghiên cứu này. Kết quả cho thấy 81,5% quyết định chọn ngành Môi trường của sinh viên Khoa Quốc tế chịu sự ảnh hưởng bởi 4 nhóm tố trên. Trong đó quyết định chọn ngành Môi trường của sinh viên tăng lên 0,419 đơn vị khi đặc điểm cố định của Khoa tăng lên 1 đơn vị; tăng lên 0,306 đơn vị khi nỗ lực giao tiếp của Khoa tăng lên 1 đơn vị; tăng lên 0,126 đơn vị khi đặc điểm bản thân học sinh tăng lên 1 đơn vị và tăng lên 0,337 đơn vị khi cá nhân có ảnh hưởng tăng lên 1 đơn vị. Do đó, để nâng cao công tác tuyển sinh ngành Môi trường Khoa cần nâng cao các công tác: Quản lý chặt chẽ các yếu tố tạo nên đặc điểm cố định của Khoa, tăng cường nỗ lực tuyên truyền và quảng bá, xây dựng đội ngũ cán bộ tư vấn tuyển sinh chuyên nghiệp, thiết lập mối quan hệ hữu hảo giữa Khoa với các đối tượng hữu quan có liên quan.

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Chansanam, Wirapong, Kulthida Tuamsuk, Kornwipa Poonpon, Kornwipa Poonpon, and Treepidok Ngootip. "Development of Online Learning Platform for Thai University Students." International Journal of Information and Education Technology 11, no. 8 (2021): 348–55. http://dx.doi.org/10.18178/ijiet.2021.11.8.1534.

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It is very challenging to regulate emerging innovations in the rapid evolution of online education, especially during the pandemic of Covid-19. Modern online learning systems must take both educational and technological factors into account. For learning purposes, universities have attempted to facilitate their students with online learning practices and phases using emerging technologies. In this study, the online student platform for humanities and social sciences students (HUSO-OPS) was developed using the user-centric, TPACK, and V-model design. Especially, the V-model mostly focused on the field of app engineering online learning network coordination. The 5-axis framework was to enhance the TPACK model to address online learning in more detail about pedagogy, content, movement technology, and the learner profile. The development also concerns the content as well as the context of learning. This research demonstrates the outstanding use of the HUSO-OPS platform during the global pandemic of Covid-19. They explain the different factors involved and the successful interconnections needed for optimum and efficient online learning implementation. The balance of the five parts on the online learning platform in design or consultation is a plural reflection matter.

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Toomnan, Parichart. "STRATEGIES IN READING ONLINE TEXTS BY THAI UNIVERSITY STUDENTS." PEOPLE: International Journal of Social Sciences 8, no. 1 (April 12, 2022): 83–101. http://dx.doi.org/10.20319/pijss.2022.81.83101.

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This present study aimed to scrutinize students’ use of reading strategies and to explore their reading strategy use according to their enjoyment of English learning. Mokhtari and Reichard’s (2002) reading strategies questionnaire was adapted and used to collect data from 112 undergraduates (freshmen, sophomores, and juniors) in the academic year 2021. Analysis of Variance (ANOVA) and the Chi-square tests were used to analyze data. Findings showed that students’ enjoyment of English learning affected their reading strategy use. Learners who enjoyed learning English used more reading strategies than those who had less enjoyment of English learning. It was also found that among the strategies used, Problem-solving strategies (PROB) were most frequently used followed by Support strategies (SUP) and Global reading strategies (GLOB). At the individual level of reading strategy use, students who enjoyed learning English tended to use more strategies than those who enjoyed it less.

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Sipe, Marlon D. "Contextualizing Online EFL Learning Experience : Thai University Students’ Voice." Journal of AsiaTEFL 19, no. 3 (September 30, 2022): 1127–35. http://dx.doi.org/10.18823/asiatefl.2022.19.3.28.1127.

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Fujiwara, Takayoshi, and Prapaphim Liptapanlop. "Thai University Students’ Beliefs about Chemistry and Learning Chemistry." International Journal of Learning in Higher Education 19, no. 3 (2013): 129–42. http://dx.doi.org/10.18848/1447-9494/cgp/v19i03/48663.

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Suksa-ngiam, Watanyoo, and Wornchanok Chaiyasoonthorn. "The adoption of social media by Thai university students." Information Development 31, no. 1 (December 3, 2013): 69–82. http://dx.doi.org/10.1177/0266666913502800.

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Losavio, Joann. "Temporary Thais: Circular Thai–US Migration in the 1960s." Journal of American Ethnic History 40, no. 4 (July 1, 2021): 41–85. http://dx.doi.org/10.5406/jamerethnhist.40.4.0041.

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Abstract Few published histories examine Thai Americans and Thai–US migration. This essay addresses that paucity and explores Thai–US migration in the 1960s. A narrative of trauma exists around Southeast Asian US migration history, wherein the United States is positioned as a final destination of hope and settlement. Thai-US migration in the 1960s does not fit into this narrative. This is a case study of Thai students in American universities and Thai employees of the Peace Corps. Thais came to the United States voluntarily, as university students, as professionals, and as tourists. Their journeys to the United States were circular by design. Thai and US Cold War concerns created legal pathways for Thai student migration to the United States to achieve these objectives. These same mechanisms created economic and social incentives to return home: high-paying jobs in a burgeoning economy and the social prestige of international travel. Cold War geo-politics circumvented hostile US immigration policies and permitted Thai students’ entry into the United States, but their pre-existing elite status, potential for personal profit, and civic duties induced them to return. These factors shaped Thai–US migration as temporary and circular.

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Sittichai, Ruthaychonnee. "Why are there dropouts among university students? Experiences in a Thai University." International Journal of Educational Development 32, no. 2 (March 2012): 283–89. http://dx.doi.org/10.1016/j.ijedudev.2011.04.010.

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Saengboon, Saksit. "An Exploratory Study of Thai University Students’ Understanding of World Englishes." English Language Teaching 8, no. 11 (October 13, 2015): 131. http://dx.doi.org/10.5539/elt.v8n11p131.

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<p>This exploratory study investigated the perceptions of Thai university students towards World Englishes (WEs). One hundred and ninety-eight students from three universities in Bangkok were administered a questionnaire inquiring about definitions of WEs, the Kachruvian concentric circles, the concepts of standard and ownership of English, Thai English and the role of native vs. non-native English speaking teachers. Findings revealed that the majority of the respondents were ambivalent about WEs, although they still prized British and American English as most desirable. However, Thai English was perceived as undesirable, although they did not mind whether Thais may speak English with the Thai accent. Implications for classroom teaching and future research are provided.</p>

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Khamkhien, Attapol. "Language Learning Strategies Used by Thai and Vietnamese University Students." MANUSYA 14, no. 2 (2011): 1–23. http://dx.doi.org/10.1163/26659077-01402001.

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Based on several standardized tests, previous studies show that Vietnamese youths have higher proficiency in English than Thai youths in spite of the latter’s social advantages. An explanation for the discrepancy is probably that the two groups use different strategies in learning English. This study reports the results of an investigation into language learning strategies commonly used by Thai and Vietnamese university students, using the Strategy Inventory for Language Learning (SILL) developed by Oxford (1990) and semi-structured interviews. A comparison of the patterns of language learning strategies used by the two student groups revealed some resemblances and differences, illustrating what teachers and students should know to successfully teach and learn English, respectively. It is hoped that the findings of this study will be of particular benefit to educational planners, methodologists, and classroom teachers; they will not only help them better understand the strategies used by Thai students in learning English, but also facilitate the process of improving English education in Thailand.

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Subin, Natdanai, Krisna Lertsukprasert, and Natthapong Chanyoo. "Assessing of English Morpheme Acquisition Order of Thai Deaf University Students." Journal of Language Teaching and Research 13, no. 3 (May 2, 2022): 525–32. http://dx.doi.org/10.17507/jltr.1303.08.

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The purposes of this study were to assess the acquisition order of nine English grammatical morphemes and to identify types of grammatical morphemes which seem difficult for Thai deaf university students. Thirty-seven Thai deaf university students completed 18 fill-in-the-blank questions. Data were analyzed by frequency, percentage, mean, and standard deviation. The results indicated that the English grammatical morpheme acquisition order of Thai deaf university students was as follows: 1) article (Mean (M) =1.38/3.00), 2) plural (M =1.36/3.00), 3) regular past tense (M =1.28/3.00), 4) progressive (M = 1.22/3.00), 5) the 3rd person singular simple present tense (M=1.16/3.00), 6) auxiliary (M = 1.53/3.00), 7) irregular past tense (M = 1.46/3.00), 8) copula (M = 0.41/3.00), and 9) possessive (M = 0.39/3.00). From the results, the 3rd person singular simple present tense, auxiliary, irregular past tense, copula, and possessive were considered difficult for the deaf participants. The findings from this study can be used for further pedagogical and curriculum development in teaching English grammatical morphemes to Thai deaf students.

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Worawong, Kanoknate, Kanjana Charttrakul, and Anamai Damnet. "Promoting Intercultural Competence of Thai University Students through Role-Play." Advances in Language and Literary Studies 8, no. 6 (December 25, 2017): 37. http://dx.doi.org/10.7575/aiac.alls.v.8n.6p.37.

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The current situation of international communication in globalization context requires intercultural competence (IC) to achieve successful communication (Crystal, 2003). Concerning this intercultural competence, non-verbal communication (NVC) plays a key role to indicate the success of having intercultural competence. On the other hand, Thai Ministry of Education (MOE) has launched the CEFR for the country policy in English teaching and learning (Ministry of Education, 2016). The purpose of this paper is to present major results of an investigation of intercultural competence, that is, the NVC. An innovative program implemented in this study is the CEFR and project- based activities (the CEFR-PBA). The study also examines Thai university students’ attitude towards this innovative class. This paper discusses the IC students learned from role-plays. The participants of the study were 44 students of third year English Education at a Thai Rajabhat University. Research method applies action research (Burns, 1999) and case study (Yin, Case Study Research: Design and Method, 2003). Data collection gained was from 1) videotape recordings of students’ role-play, and 2) the questionnaire. Data analysis for video recordings employed a NVC rating scale evaluated by native-speaker raters; while means, percentage, and SD were used for the questionnaire. Grounded theory’s color coding (Strauss & Cobin, 1990) will be utilized in analyzing the qualitative data from raters’ additional comment. Findings revealed students’ NVC performance were both appropriate on body movement and position as well as vocalic communication. Moreover, their attitude towards the CEFR-PBA was positive.

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Saengboon, Saksit. "English Grammar and Thai University Students: An Insurmountable Linguistic Battle?" English Language Teaching 10, no. 11 (October 8, 2017): 22. http://dx.doi.org/10.5539/elt.v10n11p22.

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This study aimed at investigating English grammar knowledge of a group of Thai university students. The three main research questions revolved around their knowledge of English grammar, the kinds of difficulties they had encountered in using the grammar as well as their perceptions of the roles of grammar in using English. The participants were administered two types of grammar test: one was the grammar production test (20 items), and the other was the grammar recognition test (40 items). The average scores of the tests were relatively low: 7.30/20 and 21.13/40, respectively. The interview results suggested that the participants viewed grammar as important in learning and using English effectively. They also reported that appropriate teaching of grammar was beneficial as long as the communicative use of the grammar was emphasized. Further, a thorough analysis of sentence structures, which was one of the foci of the lesson learned, helped them to gain a better understanding of English sentences, enabling them to read academic texts more effectively. In short, the participants believed that grammar was essential and was something that was not insurmountable albeit the low scores reported above.

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Chuanchaisit, Suttinee, and Kanchana Prapphal. "A Study of English Communication Strategies of Thai University Students." MANUSYA 12, no. 3 (2009): 100–126. http://dx.doi.org/10.1163/26659077-01203008.

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Thai students appear to have problems communicating in English as a second language, especially students of low ability. This may be caused not only by the lack of basic grammar and vocabulary but also by deficiency in the use of appropriate communication strategies. Low-ability students experience difficulties in selecting the most appropriate strategies for many communicative contexts. This study aims to obtain empirical data on the types of communication strategies that low-ability students select which may affect their oral communication abilities. Three hundred Thai university students participated in the initial part of this study, 100 of whom were randomly selected to complete the Strategies Used in Speaking Task Inventory, which was developed to elicit responses related to their use of communication strategies. In addition, content analysis was employed to confirm the quantitative analysis. It was found that low-ability students tended to employ risk-avoidance techniques, especially time-gaining strategies, and needed assistance in developing risk-taking techniques such as social-affective, fluency-oriented, help-seeking, and circumlocution strategies.

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Sanjamsai, Supat, and Darunee Phukao. "Flow experience in computer game playing among Thai university students." Kasetsart Journal of Social Sciences 39, no. 2 (May 2018): 175–82. http://dx.doi.org/10.1016/j.kjss.2018.03.003.

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Tangkiengsirisin, Supong, and Rusma Kalra. "Thai Students’ Perceptions on the Direct Vs. Indirect Written Corrective Feedback: A Thai University Context." Arab World English Journal 7, no. 3 (September 15, 2016): 161–76. http://dx.doi.org/10.24093/awej/vol7no3.12.

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Kantamas, Kannikar. "The Impact of Studying English in China on Thai University Students’ Intercultural Competence." World Journal of English Language 13, no. 1 (December 21, 2022): 248. http://dx.doi.org/10.5430/wjel.v13n1p248.

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The major purposes of this study aimed (1) to investigate the communication differences and cross-cultural adaptation of Thai university students studying English in China PR., (2) to investigate the problems of the Thai university students’ cross-cultural adaptation, as well as (3) to investigate factors influencing their intercultural competence. A structured questionnaire was conducted across 30 Thai students as the target group studying English at Yu’Xi Normal University China PR, selected by the purposive sampling technique. The results of the study revealed that 1) demographically, there was not much difference in adaptation between male and female target groups in terms of gender, age, and residency length; 2) negative attitudes in Thai university students to Asians caused a separation between Thai and Chinese groups due to the behavioural characteristics of Thai people who were concerned about speaking straightforwardly. In terms of communication ability, language affects communication directly between individuals and groups in everyday life and the classroom. Also, they all are looking to be positive, open-minded, and accepting; moreover, a new culture can be accepted by not setting yourself up, and language contributes to adapting across cultures to create mutual understanding, as well as to build relations with local people. Also, choosing a friend from various groups in different activities is necessary to exchange opinions with each other in the target society.

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Rhein, Douglas, and Alexander Nanni. "Assessing Mental Health Among Thai University Students: A Cross-Sectional Study." SAGE Open 12, no. 4 (October 2022): 215824402211292. http://dx.doi.org/10.1177/21582440221129248.

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Even before the COVID-19 pandemic, experts warned of the increasing rate of mental well-being issues among university students. The pandemic impacted the university-age populations, which studies have found to be particularly at risk for COVID-related stress, anxiety, and depression. There is cause for concern, particularly in countries such as Thailand that have relatively underdeveloped mental health systems and greater stigmatization of psychopathology. As a step toward addressing this concern, this study assessed student well-being at a Thai university ( N = 367) using three online survey instruments: the EPOCH Measure of Adolescent Well-being, the Subjective Happiness Scale (SHS), and the Satisfaction with Life Scale (SWLS). Participants’ scores on all three scales were relatively low compared to the results of previous studies conducted in Thailand and internationally. Based on these results, the authors call for further investigation and interventions to address the growing need for the cultivation of well-being among university students in Thailand.

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Rungruang, Apichai, and Yanhong Mu. "Mandarin Chinese Tonal Acquisition by Thai Speakers." Asian Social Science 13, no. 5 (April 19, 2017): 107. http://dx.doi.org/10.5539/ass.v13n5p107.

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The aim of the present empirical study is two-fold. The first aim is to investigate why Thai university students perceive a certain tone better than others or why a certain tone is more difficult to perceive than others. The second aim is to examine to what extent Thai university students can perceive four Chinese Mandarin tones. 14 volunteer university students (2 males; 12 females) participated in the study. Research tools were structured interview and the perception test. The findings from the interview reveal that 9 out of 14 (64%) students claimed that tone 4 was the easiest tone either to perceive or produce. In contrast, 10 out of 14 (71%) stated that tone 3 was the most difficult one to perceive. The qualitative data findings from the interview were greatly consistent with the quantitative data ones from the perception test. That is, Thai speakers performed well in tone 4 (mean scores 24.92 or 99.68%) and tone 1 (24.35 or 97.40%). On the other end of the scale, they had some difficulty identifying tone 2 (21.42 or 85.68%) and tone 3 (19.50 or 78%). It can be concluded that firstly, the hierarchy of tone accessibility from the least difficult to the most difficult one was tone 4 > tone 1 > tone 2 > tone 3. Secondly, students’ native language (Thai) or L1 plays a crucial role to their tonal acquisition when Thai speakers deal with foreign lexical tones. For one important reason, tones 1 and 4 in Chinese are very similar to the mid tone and the falling tone in Thai, respectively.

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Bunyawanich, Sasanun, Maria-Liisa Järvelä, and Abdul Ghaffar. "The Influence of Uniform in Establishing Unity, Hierarchy, and Conformity at Thai Universities." Journal of Education and Training Studies 6, no. 7 (May 7, 2018): 28. http://dx.doi.org/10.11114/jets.v6i7.3151.

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In most countries, wearing uniform in the university level is a rare practice. Interestingly, Thailand is one of a very few countries requiring the undergraduate students to wear the student uniform to attend class on daily basis. The university uniform has been seen to represent the ideas of politeness, honor, unity, and uniqueness of Thai culture. Hence, the practice of wearing the uniform is anchored on Thainess, the core of which is founded on kingship, religion, and nation creating a sense of shared identity among the Thai people. This research investigated (1) students’ experiences of wearing the uniform concerning power relation among Thai university students inside and outside their universities, and (2) students’ experiences regarding their personal development and how the university dress code affects them. This is the qualitative study of which theoretical frameworks are grounded on concepts of habitus and cultural representation by Pierre Bourdieu and Stuart Hall. As the study focuses on students’ experiences, the phenomenological approach was applied. A total of eight interviews were carried out with students in Kasetsart University (Kamphaeng Saen Campus) and Nakorn Pathom Rajabhat University by purposive sampling. Data analysis was conducted with thematic content analysis. The research findings reveal experiences of the strict dress code indicating that the uniform engages with symbolic communication and hierarchical empowerment. Wearing the uniform keeps up the illusion of uniformity while exerting suppression of individuality. Further the strict dress code creates problematic gender issues but does not promote students’ life goals.

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Chung, Ji Hye Jaime. "“We Participate, Silently”: Explicating Thai University Students’ Perceptions of Their Classroom Participation and Communication." Qualitative Research in Education 10, no. 1 (February 28, 2021): 62. http://dx.doi.org/10.17583/qre.2021.7159.

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This study explores Thai university students’ perceptions of their reluctance in verbal classroom participation especially in situations where English is used as the medium for instruction. It is generally perceived that non-native learners particularly from high context cultures such as Thailand have the tendency to remain silent during discussion sessions or when they are asked to participate in activities related to expressing their opinions. By investigating this phenomenon through focus group meetings with Thai university students, this study reveals reasons that cause students to be hesitant speakers in class through the eyes of students themselves. The results confirm that though students agree to the common perception of Asian students being quiet learners, they did not agree that they were passive learners; they emphasized the fact that they used ‘silence’ as a tool to quietly yet attentively participate. The study also highlights that students’ silence can be seen as a way to harmonize with the environment and situation which is the cultural norm in the Thai context.

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Sukdee, Thitipong, Jirawat Khjaornsilp, and Sobsun Mahaniyom. "Factors Affecting on the Preserving Thai Culture of Undergraduate Students in Thailand National Sports University." World Journal of Education 10, no. 2 (April 20, 2020): 174. http://dx.doi.org/10.5430/wje.v10n2p174.

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Purpose to Study Factors Affecting on the Preserving Thai culture of Undergraduate students in Thailand National Sports University. The Subjects of 210 were Stratified Random Sampling from undergraduate students of Thailand National Sports University Chonburi Campus in Academic Years 2019. The Data were then analyzed in terms of Pearson Correlation amd Stepwise Multiple Regression Analysis. The factors which could the Preserving Thai culture of Undergraduate students in Thailand National Sports University comprised these 4 variables: Participating in Cultural activities with educational institutions, Cultural data sources, Attention and valuableness of culture and Cultural information perception.These 4 factors could predict the Preserving Thai culture of Undergraduate students in Thailand National Sports University about percentage of 72.30. The significantly predicted equations were as follows: In term of raw scores were: Y/ = -.593 + .398 (X6) + .318 (X4) +. 273 (X3) + .166 (X5) In term of standard scores were: Z/Y = .392 (ZX6) + .258 (ZX4) +. 254 (ZX3) + .143 (ZX5)

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Trakunphutthirak, Ruangsak, Yen Cheung, and Vincent C. S. Lee. "A Study of Educational Data Mining: Evidence from a Thai University." Proceedings of the AAAI Conference on Artificial Intelligence 33 (July 17, 2019): 734–41. http://dx.doi.org/10.1609/aaai.v33i01.3301734.

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Educational data mining provides a way to predict student academic performance. A psychometric factor like time management is one of the major issues affecting Thai students’ academic performance. Current data sources used to predict students’ performance are limited to the manual collection of data or data from a single unit of study which cannot be generalised to indicate overall academic performance. This study uses an additional data source from a university log file to predict academic performance. It investigates the browsing categories and the Internet access activities of students with respect to their time management during their studies. A single source of data is insufficient to identify those students who are at-risk of failing in their academic studies. Furthermore, there is a paucity of recent empirical studies in this area to provide insights into the relationship between students’ academic performance and their Internet access activities. To contribute to this area of research, we employed two datasets such as web-browsing categories and Internet access activity types to select the best outcomes, and compared different weights in the time and frequency domains. We found that the random forest technique provides the best outcome in these datasets to identify those students who are at-risk of failure. We also found that data from their Internet access activities reveals more accurate outcomes than data from browsing categories alone. The combination of two datasets reveals a better picture of students’ Internet usage and thus identifies students who are academically at-risk of failure. Further work involves collecting more Internet access log file data, analysing it over a longer period and relating the period of data collection with events during the academic year.

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Dhanarattigannon, Jiraporn. "EFFECTS OF ADDITIVE EXTENSIVE READING ON STRUGGLING THAI UNIVERSITY LEARNERS." TEFLIN Journal - A publication on the teaching and learning of English 33, no. 2 (November 18, 2022): 240. http://dx.doi.org/10.15639/teflinjournal.v33i2/240-256.

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Extensive reading with graded readers has been proved to be an approach that helps learners improve their reading ability. However, only a few studies have explored the effects of additive extensive reading with other types of reading materials on struggling EFL learners. This study investigated the effects of Science and Research Association Reading Laboratory (SRA) and Reading Reflective Journals (RRJ) as additive extensive reading activities on struggling EFL tertiary students’ English reading ability and performance. This study was a comparative mixed-methods approach conducted at a Thai university over 15 weeks. The students were two intact groups enrolled in a reading course taught by the researcher. One group was assigned to SRA, and the other to RRJ. Data were collected by means of English reading pre- and post-tests, students’ reflective journals, and an open-ended questionnaire. Both quantitative and qualitative results indicate that SRA and RRJ positively impact students’ reading ability, their attitudes towards English reading, and their knowledge. Since SRA and RRJ are based on different theories, each has its limitations. The combined activity of SRA and RRJ features is suggested. The factors affecting the use of additive ER should also be considered when implementing any type of ER.

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Tachom, Khomkrit. "Enhancing Thai EFL Students’ EFL Vocabulary Knowledge through the Use of Task-Based Language Teaching and Storytelling Technique Adopting Thai Folktales." Asian Journal of Education and Training 7, no. 4 (November 22, 2021): 235–43. http://dx.doi.org/10.20448/journal.522.2021.74.235.243.

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This study aimed to examine the development of EFL students' vocabulary knowledge adopting a task-based method with 32 Thai students who enrolled in an English for Communication course at a university in northern Thailand. This study emphasized improving the Thai EFL students’ English vocabulary knowledge by requiring students to retell six Thai folktales in English translation to their group members. The pretest-posttest design, as well as an interview, were employed to indicate the students' vocabulary improvement after retelling Thai folktales. The findings showed that the students' post-test scores were statistically higher than their pre-test scores, and the students felt that the folktale tasks helped them enhance their vocabulary knowledge. The results of this study indicate that the students learned English vocabulary in an engaging and meaningful way through storytelling; therefore, the students’ vocabulary retention is likely high.

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Sarobol, Nopporn. "Implementing Cooperative Learning in English Language Classroom: Thai University Students’ Perceptions." International Journal of Interdisciplinary Social Sciences: Annual Review 6, no. 10 (2012): 111–22. http://dx.doi.org/10.18848/1833-1882/cgp/v06i10/52170.

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Tantiwich, Kornsak, and Kemtong Sinwongsuwat. "Thai University Students’ Use of Yes/No Tokens in Spoken Interaction." English Language Teaching 12, no. 3 (January 18, 2019): 1. http://dx.doi.org/10.5539/elt.v12n3p1.

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Adopting the interactional linguistic framework, the study aimed at exploring the range and frequency of interactional functions of yes/no tokens used by Thai university students of A2 proficiency in their English conversation, and contrasting their use with that of English native speakers (ENSs). The data was derived from 83, two-three party role-play conversations of approximately three–five minutes long obtained from conversation classes that were transcribed and analyzed. The findings revealed the students’ use of yes tokens in the following order of functional frequency: acceptance, confirmative response, positive alignment, acknowledgment, topic shift and self-confirmation. By contrast, no tokens were employed most often to disconfirm/disagree, followed by doing disappointment, restatement and negative alignment. Additionally, the students appeared to overuse yes tokens to fulfill certain functions for which ENSs usually deployed other expressions, and had difficulty giving grammatical short answers with the tokens. Furthermore, unlike ENSs, they often used these tokens alone, repeatedly or redundantly with other expressions of the same functions. It was suggested that students be made aware of grammatical expressions that can co-occur with yes/no tokens in giving short answers, and especially of a wider range of expressions commonly used in a specific context and various contexts in which an expression can be appropriately used.

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Wiwanitkit, V. "Knowledge about blood donation among a sample of Thai university students." Vox Sanguinis 83, no. 2 (August 2002): 97–99. http://dx.doi.org/10.1046/j.1423-0410.2002.00209.x.

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Fujiwara, Takayoshi, Piti Laulathaphol, and Brian J. Phillips. "Thai University Students’ Scientific Epistemic Beliefs: Relationships with Past Learning Experiences." Procedia - Social and Behavioral Sciences 69 (December 2012): 187–96. http://dx.doi.org/10.1016/j.sbspro.2012.11.398.

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Boonsuk, Yusop, and Eric A. Ambele. "Refusal as a Social Speech Act among Thai EFL University Students." Arab World English Journal 10, no. 2 (June 15, 2019): 213–24. http://dx.doi.org/10.24093/awej/vol10no2.17.

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Sleigh, Adrian C., Sam-ang Seubsman, and Chris Bain. "Cohort Profile: The Thai Cohort of 87 134 Open University students." International Journal of Epidemiology 37, no. 2 (October 2, 2007): 266–72. http://dx.doi.org/10.1093/ije/dym161.

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Chaya, Piyaporn, and Bhornsawan Inpin. "Effects of Integrating Movie-Based Mobile Learning Instruction for Enhancing Thai University Students’ Speaking Skills and Intercultural Communicative Competence." English Language Teaching 13, no. 7 (June 9, 2020): 27. http://dx.doi.org/10.5539/elt.v13n7p27.

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This research aimed to: 1) investigate the effects of Movie-Based Mobile Learning (MBML) instruction in enhancing Thai EFL university students’ speaking skills; 2) investigate effects of Movie-Based Mobile Learning instruction in enhancing Thai EFL university students’ intercultural communicative competence (ICC); and 3) examine the students’ attitude towards integrating Movie-Based Mobile Learning instruction for enhancing students’ speaking skills and intercultural communicative competence. This study employed a mixed-methods approach and a quasi-experimental study with a non-equivalent pretest-posttest control group design. The participants were the first year university students learning General English in the Faculty of Nursing at a private university in Bangkok. The students in the experimental group were taught through Movie-Based Mobile Learning instruction while the control group was taught following the university-based instruction. Research instruments consisted of MBML instruction with teaching materials, speaking test, the Intercultural Communicative Competence Questionnaire, Technology Acceptance Model (TAM) questionnaire, and the interview. The results revealed that Movie-Based Mobile Learning instruction developed Thai university students’ English speaking skills and Intercultural Communicative Competence, and that the students had positive attitude towards the implementing of MBML instruction in their English classroom.  The findings implied that MBML instruction is effective in enhancing EFL students’ speaking skills and intercultural communicative competence. The study suggests that relevant English language education should emphasize the potential of using the English movies and Mobile Learning in EFL curricula and that MBML instruction can be applied to promote learning in other similar EFL contexts.

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Boonnoon, Sichabhat. "Vocabulary Learning Strategies Employed by Thai University Students across Four Academic Profiles." Theory and Practice in Language Studies 9, no. 8 (August 1, 2019): 902. http://dx.doi.org/10.17507/tpls.0908.02.

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The present study explored the use of vocabulary learning strategies (VLS) by undergraduate Thai EFL students doing an academic reading course at a comprehensive university in northeastern Thailand and examined if there was a significant difference between the students' use of VLS and their academic majors. A five-point Likert-scale questionnaire with 41 items adapted from Jones’s (2006) taxonomy of VLS which was categorized into 8 different strategies was administered to a group of 267 Thai undergraduate students purposively selected from across four academic majors–Business major (BM), Engineering major (EM), Agriculture major (AM), and Health science major (HM). The results revealed that the students were moderate users of VLS, with dictionary and note-taking strategies being reported as the most frequently used VLS and selective attention the least frequently used VLS. The results of One-way ANOVA showed that the students were significantly different (p<.05) in using five out of eight strategies. Post hoc comparisons using Scheffe test showed that health science students used VLS more frequently than the rest of academic majors.

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Pinjaroenpan, Buaboun, and Uthaivan Danvivath. "Paraphrasing in English Academic Writing by Thai Graduate Students." GATR Global Journal of Business and Social Science Review (GJBSSR) Vol.5(4) Oct-Dec 2017 5, no. 4 (December 24, 2017): 48–54. http://dx.doi.org/10.35609/gjbssr.2017.5.4(7).

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Objective - The primary objective of this study is to investigate the use of paraphrasing in writing, as practiced by graduate students who are majoring in English Language at a university in Thailand. Methodology/Technique - The research data was collected from multiple sources including a questionnaire survey, semi-structured interviews, and students' written assignments. The participants were graduate students majoring in English at the Faculty of Humanities and Social Sciences, at Khon Kaen University. Students' paraphrased texts were analysed using a coding scheme adapted from Campbell (1987), Keck (2006), and Shi (2004). The coding scheme focuses on textual transformation, which has been further analysed for retaining the original meaning of the paraphrased text. Findings - The results reveal that, generally, students had a sound appreciation and understanding of paraphrasing and plagiarism at a conceptual level. However, the students made clear errors when required to paraphrase. In many cases, their lack of skill and knowledge led to instances of plagiarism in a significant number of respondents. In conclusion, greater attention should be given to educating graduate students how to paraphrase, to reduce plagiarism as well as to improve the standard of academic writing. The findings of this study provide beneficial knowledge concerning the practice of paraphrasing by graduate students' in Thailand; this understanding may foster improved paraphrasing standards among students. Novelty – This study is specifically concerned with the examination of perception, knowledge, and paraphrasing typology of students' English within a foreign language context. Type of Paper - Empirical Keywords: Academic Writing; English as a Foreign Language; Graduate Students; Paraphrasing; Plagiarism. JEL Classification: I20, I21.

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Nawa, Agus Trioni. "AN INVESTIGATION OF THAI STUDENTS’ ENGLISH LANGUAGE LEARNING STRATEGIES." Pedagogy : Journal of English Language Teaching 6, no. 1 (June 8, 2018): 47. http://dx.doi.org/10.32332/pedagogy.v6i1.1110.

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The purpose of this study was to investigate the English language learning strategies implemented by Thai students with the consideration of gender variable. The study employed a descriptive quantitative research design which involved administering questionnaires of rating scale using Oxford, (1990) Strategy Inventory for Language Learning (SILL) to investigate the most frequent language learning strategies from 38 Thai students (15 males and 23 females) of Wahid Hasyim University of Semarang. This study revealed that females showed more strategic (3.34) in learning English than males (2.823). Generally, females showed more frequent use social strategies and males showed more frequent use affective strategies.

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Chintaradeja, Panapa. "‘Coming out’ of Thai students in the Discourse of Higher Education." Journal of Green Learning 1, no. 2 (December 16, 2021): 34–40. http://dx.doi.org/10.53889/jgl.v1i2.34.

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This study aims to explain coming out of Thai students in the discourse of higher education. Thus, prior research and literature reviews are discussed and argued critically to extend the knowledges of “coming out”. The in-depth interview is employed to be the method for gathering data from Thai university students in the discourse of higher education by using purposive sampling. Lastly, the finding is contented and analyzed into narrative description.

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Puratmaja, Yudha, Lina Handayani, and Kartika Setyaningsih Sunardi. "Factors Associated with Motorcycle Risk Behavior among Thai University Students, Khon Kaen." International Journal of Evaluation and Research in Education (IJERE) 6, no. 4 (October 21, 2017): 270. http://dx.doi.org/10.11591/ijere.v6i4.9419.

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The aim of this research was to assess motorcycle risk behavior (MRB) among Thai students in Khon Kaen University. The research used a cross sectional study. Fifty Thai students recruited using purposive sample technique and the chi-square test was used to analyze relationship between characteristic associated with MRB. The most common MRB were making U-turn (38%), sometimes driving above the speed limit (36%), driving with more than two passanger (48%) and sometimes not wearing helmet (36%). The result showed that sex and riding history associated with MRB (Psex < 0.05; Priding history < 0.05). Sex and riding history were significantly associated with MRB. Improving knowledge is important to decrease risky motorcycle driving behavior. Additionally, the need to provide intervention programs, promotion, and awareness related to student’s safety riding behavior could be recommended, from this information.

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Tahe, Aleeya. "THE PROBLEMS OF THAI STUDENTS IN MASTERING ENGLISH SPEAKING SKILLS IN THE ISLAMIC UNIVERSITY OF LAMONGAN." E-LINK JOURNAL 7, no. 2 (January 20, 2021): 1. http://dx.doi.org/10.30736/ej.v7i2.332.

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English speaking skills are very important to communicate in the world. Most of the people communicate with other people by using speaking skills. The difficult skill to master in learning English for Thai students is speaking skills, especially those who are learning English in Indonesia speaking skill seems to be the most difficult one to learn. Whereas, it is the most important skill that leads to effective communication between people. Speaking skill is considered as the most important means of communication. Although students still have problems with their English speaking skills. Thai students who study at the English department academic still get problems in speaking skills and it needs overcoming with their English problems. The main objective of this study is to know the problems of Thai students in mastering English speaking skills in the Islamic university of Lamongan (Indonesia). Keywords: Thai Student, English speaking skill

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Pratontep, Chitchon, and Apasara Chinwonno. "Self-Regulated Learning by Thai University Students in an EFL Extensive Reading Program." MANUSYA 11, no. 2 (2008): 104–24. http://dx.doi.org/10.1163/26659077-01102006.

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This study aims to investigate students’ self-regulated learning strategies and English reading comprehension in an ER program. There were 38 students participating in the study. The students were divided into upper and lower level groups according to their English reading comprehension pre-test mean scores. After 10 weeks of ER, findings show that there were significant differences between the students' English reading comprehension pre- and post-test mean scores, especially for the lower level group. Findings from the self-regulated learning interview schedule indicate that students reported frequently using metacognitive and performance regulation strategies. In addition, from the students' verbal protocols of reading, they reported using self-regulated learning strategies in the performance or volitional control phase more often than in the forethought or selfreflection phases. Pedagogical implications are presented and discussed.

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Pramukti, Iqbal, Carol Strong, Yajai Sitthimongkol, Agus Setiawan, Moses Glorino Rumambo Pandin, Cheng-Fang Yen, Chung-Ying Lin, Mark D. Griffiths, and Nai-Ying Ko. "Anxiety and Suicidal Thoughts During the COVID-19 Pandemic: Cross-Country Comparative Study Among Indonesian, Taiwanese, and Thai University Students." Journal of Medical Internet Research 22, no. 12 (December 24, 2020): e24487. http://dx.doi.org/10.2196/24487.

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Background The COVID-19 pandemic has negatively affected the mental health of university students. Objective This study examined the psychological responses toward COVID-19 among university students from 3 countries—Indonesia, Taiwan, and Thailand. Methods We used a web-based, cross-sectional survey to recruit 1985 university students from 5 public universities (2 in Indonesia, 1 in Thailand, and 1 in Taiwan) via popular social media platforms such as Facebook, LINE, WhatsApp, and broadcast. All students (n=938 in Indonesia, n=734 in Thailand, and n=313 in Taiwan) answered questions concerning their anxiety, suicidal thoughts (or sadness), confidence in pandemic control, risk perception of susceptibility to infection, perceived support, resources for fighting infection, and sources of information in the context of the COVID-19 pandemic. Results Among the 3 student groups, Thai students had the highest levels of anxiety but the lowest levels of confidence in pandemic control and available resources for fighting COVID-19. Factors associated with higher anxiety differed across countries. Less perceived satisfactory support was associated with more suicidal thoughts among Indonesian students. On the other hand, Taiwanese students were more negatively affected by information gathered from the internet and from medical staff than were Indonesian or Thai students. Conclusions Our findings suggest that health care providers in Thailand may need to pay special attention to Thai university students given that high levels of anxiety were observed in this study population. In addition, health care providers should establish a good support system for university students, as the results of this study indicate a negative association between support and suicidal thoughts.

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Chan, Chris, and Preechaya Mongkolhutthi. "THE FACTORS AFFECTING STUDENTS’ CHOICE IN STUDYING ENGLISH AT PRIVATE TUTORING SCHOOLS: A CASE OF THAI UPPER-SECONDARY SCHOOL STUDENTS." Journal of Nusantara Studies (JONUS) 2, no. 2 (December 31, 2017): 44. http://dx.doi.org/10.24200/jonus.vol2iss2pp44-52.

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This study explores the factors leading Thai upper-secondary school students to study English at tutoring school. The students’ perceptions of their EFL private tutors and mainstream school teachers are also a focus of this research. Drawing on statistical data from 80 upper-secondary school students, it shows that these students perceive EFL private tutors to be more effective in the provision of examination support, particularly regarding the university admission examination, compared with mainstream school teachers. Overall, these students have more positive attitudes towards their English tutors than their mainstream school teachers. They agree that tutors have higher English language proficiency and can make them understand the lesson better than their school teachers. The characteristic of the tutors and teaching techniques is considered a significant factor leading students to study English at tutoring schools, particularly the teaching techniques that allow them to do better on university examinations. These findings not only highlight the impact of private tutoring schools on language education systems, but also caution Thai educational policy makers and practitioners to further explore the pressure of the university admission examination on upper-secondary school students in the country.Keywords: Examination support, English language proficiency, private tutoring schools, teaching technique, Thailand.Cite as: Chan, C. & Mongkolhutthi, P. (2017). The factors affecting students’ choice in studying English at private tutoring schools: A case of Thai upper-secondary school students. Journal of Nusantara Studies, 2(2), 44-52.

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Journal articles on the topic 'Thai university students'

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