Статті в журналах: "Language and education Thailand"

1

Sukamolson, Suphat. "English Language Education Policy in Thailand." Asian Englishes 1, no. 1 (June 1998): 68–91. http://dx.doi.org/10.1080/13488678.1998.10800995.

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2

Wongsothorn, Achara, Kulaporn Hiranburana, and Supanee Chinnawongs. "English Language Teaching in Thailand Today." Asia Pacific Journal of Education 22, no. 2 (January 2002): 107–16. http://dx.doi.org/10.1080/0218879020220210.

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3

Manomaiviboon, Prapin. "Chinese Language Teaching in Thailand." MANUSYA 7, no. 3 (2004): 12–24. http://dx.doi.org/10.1163/26659077-00703003.

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This article is about the present day teaching and learning of Chinese in Thailand, particularly over the past seven to eight years. However, before dealing with the state of current teaching and learning, this article will present a concise historical version of Chinese language education in Thailand, so that readers will get a perspective and will be aware of diverse factors affecting Chinese teaching in the country.

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4

Waree, Chaiwat. "Education Course Syllabus Development, Thai Language Major according to Buddhism Way of Thailand." International Education Studies 9, no. 1 (December 29, 2015): 123. http://dx.doi.org/10.5539/ies.v9n1p123.

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<p class="apa">This research aims to develop Education Course Syllabus, Thai language major, according to Buddhism way of Thailand by using Taba’s Approach and to evaluate the efficiency of Education Course Syllabus, Thai language major, according to Buddhism way of Thailand. This research was conducted according to research and development format and its operation was divided into 2 phases including: Phase 1: Education Course Syllabus Development, Thai language major, according to Buddhism way of Thailand; Phase 2: Evaluation on efficiency of Course Syllabus, Thai language major, according to Buddhism way of Thailand conducted by the expert. The results showed that the elements of Education Course Syllabus, Thai language major, according to Buddhism way of Thailand were as follows: syllabus principles and objectives, syllabus structure, educational management plan, course description, criteria, assessment, and Curriculum Quality Assurance. The result of the evaluation on efficiency of Course Syllabus, Thai language major, according to Buddhism way of Thailand conducted by the expert showed that the quality of this syllabus was, in overall, in the highest level at mean = 4.62 and S.D. = 0.42.</p>

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5

JUNG Hwan-Seung. "The Korean Wave and Korean Language Education in Thailand." 동남아연구 17, no. 1 (August 2007): 131–68. http://dx.doi.org/10.21485/hufsea.2007.17.1.006.

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6

Franz, Jens, and Adisa Teo. "‘A2 is Normal’ – Thai Secondary School English Teachers’ Encounters with the CEFR." RELC Journal 49, no. 3 (November 17, 2017): 322–38. http://dx.doi.org/10.1177/0033688217738816.

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Thailand has seen several English language curriculum reforms over the last 20 years, all of which were found to have failed to lift Thai students’ standard of English language proficiency across all levels of study. In 2014, the Thai Ministry of Education announced the introduction of the Common European Framework of Reference for Languages (CEFR), in combination with Communicative Language Teaching (CLT), as its latest policy to improve the standard of English learning and teaching in Thailand’s schools. The establishment of the ASEAN Economic Community (AEC) in 2015 and concerns about the economic competitiveness of the Thai labour force were provided as the underlying rationale for this policy change. This case study, using Grounded Theory Methodology combining semi-structured in-depth interviews, a questionnaire and document analysis, addresses the question of how this education policy change was experienced and perceived by English language teachers at state secondary schools across four provinces in the south of Thailand. A marked divergence in individual teachers’ knowledge and appreciation of the policy plans was observed, with the majority of respondents displaying indifference to and ignorance of the policy. The Ministry had in 2015 tested all civil servant English teachers in a CEFR-referenced online placement test, where 94% had failed to reach the targeted proficiency level of B2. Consequently, the framework was perceived primarily as an English proficiency test for teachers, a European assessment scale which had been applied to them, but which had had no further application to either classroom teaching or student assessment. These findings are framed in the wider context of curriculum reform and English language teaching in Thailand. Comparisons with other English curriculum reform policies based on the CEFR are made, and the emphasis on testing teachers’ language proficiency is reflected upon through the wider debate on language teacher proficiency.

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7

Isnaniah, Siti, and Islahuddin. "Management of Indonesian Language Learning for Foreign Speakers (BIPA) at Islamic Religious Higher Education Institutions (PTKI) in Indonesia and Thailand." Jurnal Pendidikan Islam 9, no. 1 (September 30, 2020): 1–27. http://dx.doi.org/10.14421/jpi.2020.91.1-27.

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This study aims to compare the management of Indonesian language learning for foreign speakers (BIPA) at PTKI (Indonesian Language Education/TBI IAIN Surakarta) and the Indonesian Language Concentration (KBI) Department of Malay Language (JBM), Fatoni University (FTU), Thailand from the aspects of the curriculum, institutions, teaching materials, instructors, students, and methods. This study uses a descriptive-analytic method with a qualitative approach. Sources of data are informants (BIPA instructors; BIPA managers; managers of the Indonesian Language Program; Indonesian Language Concentration, Department of Malay Language, Fatoni University of Thailand, and Thai students). The results of the study show that teaching Indonesian abroad and domestically is successful because it is proven by the increasing pace of Indonesian language study by foreigners abroad. This has not only occurred at the institutional level of the BIPA program, but it has also led to majors, such as the Indonesian Language Concentration at the University of Malay Language Department. Fatoni Thailand. Meanwhile, the number of students in the PTKI Indonesian Language Program is increasing annually, and International students are increasingly interested in studying at the PTKI TBI Program. The increasing development of teaching Indonesian domestically and abroad requires ideal learning management (curriculum, instructors, institutions, students, teaching materials, and methods). TBI IAIN Surakarta and KBI JBM FTU Thailand appeared to successfully manage Indonesian language learning, although there are slight differences between the two. In terms of curriculum, instructors, institutions, students, teaching materials, and methods, learning Indonesian at TBI IAIN Surakarta is more comprehensive and ready. Therefore, intensive coordination between the two is needed because both are Islamic-based PTKIs to support the Indonesian language's internationalization by making Indonesian as the host in their own country and honored guests in other countries. This paper provides a broad view of BIPA learning management in Islamic higher education institutions in Southeast Asia because not many Islamic Higher Education Institutions in Southeast Asia have BIPA. Therefore, further studies are required on the developments (R & D) related to curriculum, instructors, institutions, students, teaching materials, and methods.

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8

Schoonmaker, Cristina Penn. "Arts Education in Thailand: Why it Matters." MANUSYA 17, no. 2 (2014): 1–16. http://dx.doi.org/10.1163/26659077-01702001.

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The humanities, especially the visual arts, are often neglected at Thai universities because they are perceived as rarely yielding tangible results. This paper aims to demonstrate that learning to decode and talk about a painting not only require high level cognitive, visual, and language skills, but also extensive contextual knowledge, which only a background in the humanities can offer. The author analyzes several works of art as well as discusses modern aesthetics to argue that the arts are an integral part of the human experience, and therefore, should be included in general education courses at the tertiary level.

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9

Hayes, David. "Language education policy and practice in state education systems." Language Teaching for Young Learners 2, no. 2 (July 8, 2020): 240–61. http://dx.doi.org/10.1075/ltyl.19017.hay.

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Abstract This article considers the complexity of factors involved in developing foreign language educational policy, with a particular focus on English at the primary level, which fosters student achievement in state educational systems. It examines both those factors which underpin a successful education system in general (such as equitable provision for all socio-economic groups within the society) as well as factors which affect language teaching policy and practice for primary school learners in particular (such as a curriculum which offers teachers and children opportunities to engage in language use which is meaningful in their contexts). The status and training of highly skilled foreign language teachers for primary aged learners is also accorded due weight. Using case studies of English as a foreign language in the school systems of South Korea and Thailand, the article emphasizes the importance of policies which are appropriate to their educational and socio-cultural context and realistic objectives for young children’s early engagement with learning a foreign language if it is to be a positive experience in primary schools.

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10

Foley, Joseph A. "English In…Thailand." RELC Journal 36, no. 2 (August 2005): 223–34. http://dx.doi.org/10.1177/0033688205055578.

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11

Kosonen, Kimmo. "Literacy in Local Languages in Thailand: Language Maintenance in a Globalised World1." International Journal of Bilingual Education and Bilingualism 11, no. 2 (March 2008): 170–88. http://dx.doi.org/10.2167/beb492.0.

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12

Dardarananda, Rochana. "Speech-language pathologists and audiologists in Thailand: their education and training." Asia Pacific Journal of Speech, Language and Hearing 1, no. 2 (January 1996): 127–31. http://dx.doi.org/10.1179/136132896805577504.

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13

Kyungwon Yoon. "Korean Culture Education in Korean Language Education (with Special Reference to the Experience of Korea Language Teaching in Thailand)." 동남아연구 19, no. 2 (September 2009): 191–218. http://dx.doi.org/10.21485/hufsea.2009.19.2.007.

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14

Jansem, Anchalee. "The Feasibility of Foreign Language Online Instruction During the Covid-19 Pandemic: A Qualitative Case Study of Instructors’ and Students’ Reflections." International Education Studies 14, no. 4 (March 28, 2021): 93. http://dx.doi.org/10.5539/ies.v14n4p93.

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This small scale case study aimed at identifying the feasibility of foreign language online instruction during the abrupt change of teaching mode toward online platforms. The feasibility in this study involves the practicality and the possibility of and the concerns about language teaching and learning foreign language online as reflected by the instructors and the students. One instructor teaching as well as two students majoring each of the eight foreign languages including English, French, German, Chinese, Japanese, Korean, Khmer, and Vietnamese from an autonomous university in Bangkok, Thailand, voluntarily took part in this study. Data collected via semi-structured interviews and post-interviews written reflections indicated three levels of the practicality. The data showed the conditional likeliness of the possibility to carry on online teaching. The last finding presented concerns about foreign language online instruction. Further research is needed for a more complete understanding of the effects of online foreign language instruction in different social contexts.

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15

Thitthongkam, Thavorn. "Tourism Education at the Tertiary Level and Competitive Advantage: A Comparison between Thailand and Malaysia." Journal of Education and Vocational Research 1, no. 1 (November 4, 2011): 26–35. http://dx.doi.org/10.22610/jevr.v1i1.5.

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Language plays an imperative role in business as a means and a source of power. It is particularly important in the tourism industry when international customers may be unable to communicate directly with service providers in the receiving country, and this has a direct effect on the level of satisfaction that they enjoy during their experience. To address this issue, countries attempt to various degrees to manage their labour markets so as to produce a number of graduates from secondary and tertiary level educational institutions commensurate with the demand from the sector. However, this is quite a young industry at the global level, and it is not clear to what extent the number and quality of such graduates with international language ability will be required. This paper studies the comparative extent of such education at the tertiary level of individuals in both Thailand and Malaysia. It aims to compare the number and variety of people being trained in the tourism and hospitality industry and the extent to which languages are being taught. Results show that there is something of a disconnection between the languages provided and the languages that tourists desire in terms of their mother tongue. Those tourists who can speak English or Chinese may receive service support in those languages, while those who cannot may be disappointed.

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16

Wichadee, Saovapa. "Factors related to professional development of English language university teachers in Thailand." Journal of Education for Teaching 38, no. 5 (November 15, 2012): 615–27. http://dx.doi.org/10.1080/02607476.2013.739795.

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17

Sulaeman, Agus. "AFFIXATION, REDUPLICATION IN DESCRIPTION TEXT OF THAILAND EXCHANGED STUDENTS." Journal of English Language and Literature (JELL) 4, no. 02 (September 1, 2019): 53–56. http://dx.doi.org/10.37110/jell.v4i02.80.

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The purpose of this research is to describe the form of affixation interference and reduplication of Indonesian language in description text of Thailand exchanged students who learned Indonesian Language in Indonesian Education and Literature department (PBSI), University of Muhammadiyah Tangerang. This study used a qualitative approach with content analysis research method which aimed to explain and interpret the data systematically, thoroughly, and the relationship between the events investigated. The content analysis is a method which is conducted by making inference contextually. The sources of data related to this research language and Literature is morphological interference in description text of Thailand exchanged students learned in UMT. The data collection techniques were gained by observation and document studies. The document study was in from the students’ description text. The result of this research is assumed to be very important since the affixation interference must be handled as early as possible, especially in the world of interference education. Interference is a violation in Indonesian language. How to prevent the spread of interference is to conduct research that occurs in the world of education and fix it as early as possible.

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18

Zhangsirikul, Witsaroot. "Techniques in Writing Abstracts for English Language Teaching Research Articles in Thailand." International Journal of Pedagogy and Curriculum 20, no. 4 (2014): 111–19. http://dx.doi.org/10.18848/2327-7963/cgp/v20i04/48958.

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19

Panmei, Benjamin. "Understanding University Students’ Attitudes toward English Language Learning in Thailand." Journal of AsiaTEFL 18, no. 2 (June 30, 2021): 726–36. http://dx.doi.org/10.18823/asiatefl.2021.18.2.28.726.

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20

Snodin, Navaporn S. "Rethinking Culture Teaching in English Language Programmes in Thailand." RELC Journal 47, no. 3 (August 2, 2016): 387–98. http://dx.doi.org/10.1177/0033688215609231.

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This article reports on perceptions and practices in relation to integrating culture into EFL teaching and how course material was designed within the Thai curriculum framework. Thai teachers’ understanding of what constitutes culture, the role it plays in language learning and how such understanding is being translated into pedagogical practices are under investigation. The practice demonstrated an attempt to adapt the Byram’s model to fit local circumstances, policies and needs. The knowledge of everyday cultures of native speakers was promoted, whilst cultures in the prior curriculum merely constituted high cultures such as literature. Potential materials, including newspapers and magazine articles, nonfiction, TV programmes and films were suggested to encourage an ethnographic frame of mind in students. The discussion of a few practical ways in which these materials can be used to promote cultural awareness and how they could be used to facilitate opportunities for language skills practice were provided. Feedback from students include the novelty of the experience, changing perspectives, facilitating better communication, practical and useful knowledge, fun, autonomous learning, critical thinking and empathy towards other cultures.

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21

Hayes, David. "Language learning, teaching and educational reform in rural Thailand: an English teacher's perspective." Asia Pacific Journal of Education 30, no. 3 (September 2010): 305–19. http://dx.doi.org/10.1080/02188791.2010.495843.

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22

Kosonen, Kimmo. "Vernaculars in Literacy and Basic Education in Cambodia, Laos and Thailand." Current Issues in Language Planning 6, no. 2 (May 15, 2005): 122–42. http://dx.doi.org/10.1080/14664200508668277.

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23

Toh, Glenn. "Teaching Writing in Rural Thailand: Considering New Perspectives." TESL Canada Journal 17, no. 2 (June 30, 2000): 33. http://dx.doi.org/10.18806/tesl.v17i2.892.

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This article reports on a practical writing workshop for Thai teachers of English in a rural Thai setting. The teachers were participants in a Certificate in TEFL course sponsored by the Canadian International Development Agency (CIDA and taught by the Southeast Asian Ministers of Education Organization, Regional Language Centre (SEAMEO RELC). The genre approach to teaching writing is proposed as a way of helping teachers look beyond structural elements like vocabulary, punctuation, and spelling. The social functions and language choices of three important genres of writing, Description, Anecdote, and News Item, are examined in the article. The principles and practices may be generalizable to similar situations, that is, places where English is taught as a foreign language.

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24

Liengleam, Tanes, and Amporn Sa-ngiamwibool. "Lessons from Best Practices for English Language Educational Reform in Thailand." IJET (Indonesian Journal of English Teaching) 6, no. 1 (July 13, 2017): 123–36. http://dx.doi.org/10.15642/ijet2.2017.6.1.123-136.

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Lessons from other countries where digital technology is integrated into English classroom will shed lights to digital Thailand. This study, therefore, analyzed the best practices to extract and describe key success factors that could help increase national competitiveness. The conclusion of the study was drawn from an interpretive analysis and synthesis of the review of literature. Five purposefully selected best practices included Finland, Norway, the Netherlands and South Korea. This was a documentary study. The results revealed that key success that all these best practice countries share includes these ten issues: free, accessible, equalized education, ICT in English education, starting learning English in early age, professional development for teachers, stress on qualification of teachers, teacher compensations and welfares, small class size, assessment and testing reform and homework reform. Policy implications indicate that if the Thai government want to reach the educational efficiency of the best practice countries, it should take these issues into consideration. Future inquiry should include more countries to get a wider, more practical and more insightful holistic scope of the study.

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25

Jindapitak, Naratip. "English as an ASEAN lingua franca and the role of nativeness in English education in Thailand." English Today 35, no. 2 (August 22, 2018): 36–41. http://dx.doi.org/10.1017/s026607841800024x.

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English has been increasingly used in Thailand as a lingua franca; that is, a means of communication between people who do not share a mother tongue nor speak English as a native language. Given the integration of ASEAN nations to form an economic region, the use of English as lingua franca (ELF) in Thailand and other member states of ASEAN will likely continue to increase at a significant rate. Kagnarith, Klein and Middlecamp (2012) observe that the increasing use of English as an inter-regional language of communication probably results from two causes. First, the use of English as ASEAN's working lingua franca has already been in effect. Second, the promotion of English as an international business language is one objective of the plan for the regional integration of the ASEAN Economic Community (AEC). In fact, the campaign to promote English as an official lingua franca in ASEAN is based on Article 34 of The ASEAN Charter ratified in February 2009: ‘The working language of ASEAN shall be English’.

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26

Yantraprakorn, Phuttharaksa, Pornapit Darasawang, and Pamararat Wiriyakarun. "Self-efficacy and Online Language Learning: Causes of Failure." Journal of Language Teaching and Research 9, no. 6 (November 1, 2018): 1319. http://dx.doi.org/10.17507/jltr.0906.22.

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The study reported in this article examined why some highly efficacious learners failed in an online foreign language course based on Bandura's theory of self-efficacy. The study was conducted as part of a project investigating the self-efficacious foreign language learners in an online writing course. The motivation behind the study was that the success rate of online learning in Thailand is low. The learning performance of six highly efficacious distance language learners at a recognised English language tutorial school in Bangkok, Thailand was analysed. The data collection included an online questionnaire and individual telephone interviews. The findings suggested that goal setting, shift of attribution and insufficient feedback are factors that might decrease the efficacy of online learners’ and affect their decision to withdraw from a program. The implications of this study provide recommendations on support to help online language learners succeed.

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27

Putthithanasombat, Phramaha Min, and John Walsh. "Management of Foreign Teachers in International Educational Institutes in Thailand." Journal of Education and Vocational Research 4, no. 8 (August 20, 2013): 230–37. http://dx.doi.org/10.22610/jevr.v4i8.125.

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This paper seeks to determine methods and approaches of managing international English language teachers in Thailand in the context of the forthcoming ASEAN Economic Community. Qualitative interviews, focus group and ethnographic observation were used to obtain data. The research shows that schools involved adopt pragmatic approaches to teacher recruitment and management but retain elements of the longstanding paternalistic Thai approach to management of human resources. The research is limited to two research study sites and to a specific time period. Issues are raised concerning the approach of potential international teachers and the means of obtaining employment. The lack of meaningful preparation for the ASEAN Economic Community in the education sector in Thailand is made evident. Management of international school English language teachers in Thailand has been only lightly researched previously and is partly remedied here.

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28

Baker, Will. "A Critical Examination of ELT in Thailand." RELC Journal 39, no. 1 (April 2008): 131–46. http://dx.doi.org/10.1177/0033688208091144.

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29

ATKINSON, DWIGHT, CHATPONG PHAIREE, NALINEE SANITCHON, IRADA SUPHANANGTHONG, STEVE GRAHAM, JIDAPA PROMPRUANG, FREEK OLAF GROOT, and DAVE HOPKINS. "The Teaching Practicum in Thailand: Three Perspectives." TESOL Quarterly 42, no. 4 (December 2008): 655–59. http://dx.doi.org/10.1002/j.1545-7249.2008.tb00154.x.

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Tuangratananon, Titiporn, Rapeepong Suphanchaimat, Sataporn Julchoo, Pigunkaew Sinam, and Weerasak Putthasri. "Education Policy for Migrant Children in Thailand and How It Really Happens; A Case Study of Ranong Province, Thailand." International Journal of Environmental Research and Public Health 16, no. 3 (February 1, 2019): 430. http://dx.doi.org/10.3390/ijerph16030430.

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Health and education are interrelated, and it is for this reason that we studied the education of migrant children. The Thai Government has ratified ‘rights’ to education for all children in Thailand since 2005. However, there are gaps in knowledge concerning the implementation of education policy for migrants, such as whether and to what extent migrant children receive education services according to policy intentions. The objective of this study is to explore the implementation of education policy for migrants and the factors that determine education choices among them. A cross-sectional qualitative design was applied. The main data collection technique was in-depth interviews with 34 key informants. Thematic analysis with an intersectionality approach was used. Ranong province was selected as the main study site. Results found that Migrant Learning Centers (MLCs) were the preferable choice for most migrant children instead of Thai Public Schools (TPSs), even though MLCs were not recognized as formal education sites. The main reason for choosing MLCs was because MLCs provided a more culturally sensitive service. Teaching in MLCs was done in Myanmar’s language and the MLCs offer a better chance to pursue higher education in Myanmar if migrants migrate back to their homeland. However, MLCs still face budget and human resources inadequacies. School health promotion was underserviced in MLCs compared to TPSs. Dental service was underserviced in most MLCs and TPSs. Implicit discrimination against migrant children was noted. The Thai Government should view MLCs as allies in expanding education coverage to all children in the Thai territory. A participatory public policy process that engages all stakeholders, including education officials, health care providers, Non-Governmental Organizations (NGOs), MLCs’ representatives, and migrants themselves is needed to improve the education standards of MLCs, keeping their culturally-sensitive strengths.

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Sumalinog, Gino G. "English Language Teachers in Diaspora: A Heideggerian Phenomenology." International Journal of Learning, Teaching and Educational Research 19, no. 11 (November 30, 2020): 283–95. http://dx.doi.org/10.26803/ijlter.19.11.16.

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Working abroad has been a job that many Filipino teachers embarked on due to the benefits it offers. This paper explores the lived experiences of the ten (10) Filipino ESL and EFL teachers working in Mozambique, Cambodia, Spain, Saudi Arabia, Cambodia, Japan, Laos, Singapore, Vietnam, and Thailand. These teachers have been in service for three (3) years and more. The study employed a qualitative phenomenological research design. It used Heideggerian’s Interpretative Phenomenological Analysis (IPA) with illustrated steps. The researcher uses a semi-structured interview to identify the lived experiences these participants have come across. The virtual data are gathered by means of Skype and Facebook Messenger. After an intensive analysis of the data, five themes emerged: (a) the driving force of the participants; (b) boons of the sojourn; (c) life learning encounters with students, and (d) scaffolds for the success of the sojourn. The findings reveal that the sojourn of the teachers in a foreign land had produced positive results and meaningful life experiences that had developed them economically, personally, and professionally. For future directions, researchers may delve deeply into the informants’ cultural encounters with their students and colleagues.

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32

Mutoharoh, Mutoharoh, Agus Sulaeman, and Goziyah Goziyah. "Interferensi Morfologi dalam Karangan Narasi Mahasiswa Thailand Semester IV Pendidikan Bahasa dan Sastra Indonesia FKIP Universitas Muhammadiyah Tangerang." Silampari Bisa: Jurnal Penelitian Pendidikan Bahasa Indonesia, Daerah, dan Asing 1, no. 1 (June 27, 2018): 84–97. http://dx.doi.org/10.31540/silamparibisa.v1i1.10.

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The objective of this research was to describe the forms of morphological interference of Thai Malay to Indonesian in the narrative of Thai students of the 4th semester who studied in Strata-1 Indonesian Language and Literature Education Study Program, Faculty of Teacher Training and Education, Muhammadiyah Tangerang University. To find morphological interference in narrative essay using Indonesian language, the researcher uses qualitative descriptive method, and with content analysis method. Data collection techniques used documentation techniques in the form of narrative results of seven students of Thailand, from data obtained by researchers analyzing the forms of interference from the form of affixation, reduplication, and compounding in the Indonesian language. Data analysis techniques with steps: content analysis techniques begin by determining research problems, categorization, interpretation, and conclusions. Based on the result of the research, there is interference on student narration of Thailand semester IV PBSI FKIP, Muhammadiyah Tangerang University. In the essay that the students make, it is seen that students still use Malay language in communicating orally and in writing. The findings of this study also show that the number of interferenced words in the form of affixation of categories of prefixes, suffixes, affix combinations, confix, reduplication and compositions whereas in the affix of the infix category there is no interference. Frequently interfered forms are in the form of affiliation categories of prefixes, confixes, and compositions of the six student compositions. Keywords: morphological interference, narrative essay, Thailand college student

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SOPHA, KHONGPHENG. "A Case Analysis of Korean Language Classrooms and the Status of Korean Language Education in High School in Thailand." Korean Society of Culture and Convergence 41, no. 2 (April 30, 2019): 615–50. http://dx.doi.org/10.33645/cnc.2019.04.41.2.615.

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34

Wimontham, Onsiri. "A Study on EFL Teaching Affecting Chinese Cultural Tourism." Theory and Practice in Language Studies 8, no. 8 (August 1, 2018): 1035. http://dx.doi.org/10.17507/tpls.0808.17.

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This research article is focused on presenting research studies related to English teaching as a foreign language in educational institutes; secondary and higher education levels in China so as to acquire whether there is weakness and strength or not. This research is conducted in Thailand and Beijing municipality, People’s Republic of China. The duration of research is 90 days; 80 days in Thailand and 10 days in People’s Republic of China. The sample size of 30 persons is chosen with the purposive sampling method. The research instruments consist of questionnaire, focus group interview and evaluating form from participatory. The researcher conducts analysis for both qualitative and quantitative data with a SWOT analysis technique; strengths, weaknesses, opportunities, and threats. The research was found that the summary of opinion of youths who live in Beijing towards the importance of using English to elevate and develop cultural and wisdom tourism, The summary of Chinese youths’ opinion towards the teaching and learning curriculum management of English for communication in Beijing municipality, secondary education level, The summary of level of Chinese youths opinion towards the teaching and learning curriculum management of English for communication in Beijing municipality, in a higher education level.

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Prayukvong, Wanna, Amporn Sornprasith, and Morris John Foster. "Parental expectations of and satisfaction with the services of preschool centres." Journal for Multicultural Education 12, no. 3 (August 13, 2018): 249–66. http://dx.doi.org/10.1108/jme-05-2017-0033.

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Purpose This paper aims to study parental expectations of and satisfaction with overall services of preschool centres and to determine the factors which affect parents’ satisfaction in a part of one of Thailand’s southern provinces. Design/methodology/approach Data were collected using a structured questionnaire from parents of children attending 29 day-care or preschool centres in Songkhla Province, South Thailand, over a two-month period in the Spring 2014. The data were analysed mainly using descriptive statistics and some correlation analyses with subsequent logical interpretation. Findings Given the location and non-compulsory nature of the childcare provision being assessed, it would seem fair to say that the answer to the overarching objective was fairly positive. Expectations were non-trivial; parents looked for more than “baby-minding” and expected there to be some appropriately qualified staff. The perceived satisfaction levels indicate that there is nevertheless scope for improvement. Research limitations/implications The sample studied is from a limited geographical region of Thailand; hence, there must be some caution in making recommendations for the whole country. Practical implications As the outcomes being delivered are seen to be mainly positive by parents and guardians, the policy implication for the Thai Government is that they should continue to promote, and ideally enhance, this kind of early years provision. Results suggest that Thai parents would be well advised to make use of childcare centres to promote the socialisation and development of their children. Originality/value The originality of the work derives from the lack of similar systematic studies in Thailand and, in particular, for the rural southern provinces.

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Puntularb, Pichaporn, Chakrit Yippikun, and Preecha Pinchunsri. "The Characteristics and Self-Regulation of Undergraduate Students in Online English Learning: A Case Study of A Private University in Thailand." International Journal of Higher Education 10, no. 7 (June 7, 2021): 34. http://dx.doi.org/10.5430/ijhe.v10n7p34.

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Online learning is readily available in Thailand, and scholars acknowledge its importance in assisting language learners to accomplish their foreign language goals. Currently, with the COVID-19 global pandemic, self-distancing is helping to reduce the infection rate. Since learning must continue, technologies play a vital role. Educators and students have managed to adjust to the unprecedented situation and continue with classes despite the many obstacles. Thus, this study examines the characteristic variables (motivation, belief in language, and anxiety) and self-regulation in online English learning classes, as well as investigating the relationship between the characteristic variables and self-regulation of undergraduate students at a private university in Thailand. The study involves 132 participants enrolled in an online English course during the pandemic, with a questionnaire and focus group interviews employed as the research instruments. The results showed that the students were highly motivated, exhibited positive beliefs, moderate anxiety, and high self-regulation toward online English learning. Two variables, namely motivation and positive beliefs, were found to be correlated with self-regulation in online English learning at the 0.01 and 0.05 significance level, respectively. Anxiety in online English learning was found to have no significant relationship with self-regulation in online English learning, indicating that students experiencing some level of anxiety during the online class could still exhibit self-regulated behavior. These findings are expected to provide a foundation for further research in the online learning field.

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Charunsri, Kamonwan. "The Challenges of Implementing Content Language Integrated Learning in Tertiary Education in Thailand: A Review and Implication of Materials." Advances in Language and Literary Studies 10, no. 4 (January 6, 2020): 125. http://dx.doi.org/10.7575/aiac.alls.v.10n.4p.125.

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The trends of globalization and intercultural communication influence education in most countries of the world. The implementation of content and language integrated learning (CLIL) is a big challenge for Thai content teachers and professional development programs. It is not easy for both teachers and learners who are non-native speakers of English. In Thailand, English is used as a foreign language, so teachers try to find out the most appropriate teaching approach to develop learners’ English skills in order to serve the trends of globalization. This article expresses the idea of CLIL in Thailand, including challenges of implementing CLIL in Thai context, CLIL materials, and steps to successful material development in the Thai context. Additionally, it explains the problems of using CLIL among Thai teachers and learners. The goal is to understand principles that should be considered when adapting or designing CLIL materials for teaching in classrooms. Consecutive steps to implement materials to CLIL class are alternative for teachers to create the successful teaching. It can incorporate elements of the learner’s first language and culture effectively. Furthermore, appropriate materials can be used in the classroom to help motivate learners.

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Naing, Arkar Linn, and Menno Bakker. "Challenges for Migrant and Cross-Border Populations With Diabetes Mellitus at Mae Tao Clinic in the Mae Sot–Myawaddy Border Region of Thailand and Myanmar." International Journal of Lower Extremity Wounds 17, no. 3 (July 16, 2018): 195–96. http://dx.doi.org/10.1177/1534734618788928.

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The Mae Tao Clinic was established by Dr Cynthia Maung in 1989 in Mae Sot, Thailand, close to the border with Myanmar. The clinic provides primary health care, education, and protection to vulnerable and displaced people living in the Thailand-Myanmar border area. The leading vision of the organization is that all people from Burma (Myanmar) will have access to quality, equitable, and affordable health care, education, and protection in respect of all human rights. On yearly basis, the Mae Tao Clinic consults more than 100 000 outpatients and admits more than 10 000 patients to receive inpatient care. Many of the people served by the clinic cannot access affordable health care elsewhere principally due to lack of legal status, unaffordable costs, and language barriers.

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Perrodin, David D., and Narumon Somboon. "IS THE NATURAL ORDER OF MORPHEME ACQUISITION BEING APPROPRIATELY PRESENTED IN ENGLISH LANGUAGE TEACHING COURSE BOOKS?" JEELS (Journal of English Education and Linguistics Studies) 6, no. 2 (November 29, 2019): 285–302. http://dx.doi.org/10.30762/jeels.v6i2.1569.

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This study sought to determine the sequence of L2 morpheme presentation, as well as to determine whether or not the sequence of morpheme presentations correspond with the recognized natural order of morpheme acquisition in English Language Teaching course books utilized with young adult learners at a public sector vocational education institution in Thailand. Qualitative analysis was employed in the scrutinizing of twelve beginner and elementary level ESL and EFL learners course books that have been utilized as the primary teaching material for over a decade by the general education department of the institute. This examination revealed that the morpheme presentation sequence within the selected ELT course books was not analogous with the conclusions in the supporting literature. The findings further indicated that the widely accepted viewpoint of natural order morpheme acquisition was likewise not substantially reflected within the analyzed texts. Albeit, earlier studies have found that an unnatural sequence of morpheme presentation in EFL course books may hamper communicative competence in English, further study is required to establish if this may be a contributing factor for the overall low English proficiency of adult L2 learners in Thailand.

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Udartseva, T. "Ways of world experience in flipped learning implementation for foreign language training." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (December 28, 2020): 115–23. http://dx.doi.org/10.31489/2020ped4/115-123.

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Inthearticletheauthorsconsiderthe concept of flipped learning method, its features and constituent compo-nents.Flippedlearning (FL) is a pedagogical method aimed at traditional education system transformation. FL method implies the shift of activities performed in group and in individual space (activities previously done in class, now students do outside of class). Due to insufficient level FL application study in homeland education system, authors focused on studying of FL effectiveness in the process of English language teach-ing as a foreign language at universities of 5 countries: Russia, Egypt, Ecuador, Thailand and Indonesia. The universities selection for study was carried out according to such criteria as: level of education, English language study as a foreign language, FL elements implementation in students training, using feedback at the end of the course study.According to the carries out analysis, all participants of educational process demon-strated positive attitude to FL use at5 universities, among leading positive points were mentioned the follow-ing: improvement in language proficiency level, increase in the level of students’independent work in organ-izing their studies, possibility of digital technologies wide implementation in educational process.As the re-sults of performedanalysis at foreign universities in the field of FL method implementation in language train-ing, the authors carried out SWOT analysis, which makes it possible to determine presence of opportunities, difficulties and threats for FL implementation in the process of foreign language training at homelanduniversity.

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Widyastuti, Ima, Nanang Bagus Subekti, Victa Sari Dwi Kurniati, Diona Emelza Kaban, and Topan Gilang Sagita. "Perbandingan Perolehan Bahasa Inggris di Indonesia, Thailand dan Philipina." WACANA AKADEMIKA: Majalah Ilmiah Kependidikan 5, no. 1 (May 16, 2021): 62. http://dx.doi.org/10.30738/wa.v5i1.8798.

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International cooperation between universities is one of the strategic issues for the internationalization of a university in Indonesia. One form of cooperation is not only manifested in the tri dharma aspect of higher education. The focus of this research is the comparison of students' mastery of English in the three countries. This English language ability aims to determine the ability of students who take part in student exchange programs or internship exchange programs conducted by three universities. This descriptive qualitative research involved students from universities in Indonesia, universities in Thailand, and the Philippines. Data taken from interviews with several English learners were then transcribed, coded, and analyzed to determine the stage of mastery of English according to Processability Theory. The results of this study indicate that although there are differences in the use of English in the three countries, participants from the three countries have the same attainment of mastery of English. Participants in the Philippines were more active in using English, considering that English in this country is a second language. Unlike Thailand and Indonesia, which place English as a foreign language. However, the highest mastery of English achieved by participants in the three countries was the same, namely at Stage 3 in Processability Theory.

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Boonsuk, Yusop, and Eric A. Ambele. "Existing EFL Pedagogies in Thai Higher Education: Views from Thai University Lecturers." Arab World English Journal 12, no. 2 (June 15, 2021): 125–41. http://dx.doi.org/10.24093/awej/vol12no2.9.

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Since English is extensively used among linguacultural users to access life opportunities, it has become a requisite foreign language in the Thai educational system. To prepare Thai learners for this new changing role of English and reduce English Language Teaching dependency on the native English variety, this study aimed to explore English lecturers’ voices in Thai universities on existing English as a Foreign Language (EFL) pedagogies at the Thai tertiary level with the research question: how do English lecturers in Thai universities perceive EFL in Thai universities? Data was collected through semi-structured interviews with 25 Thai EFL university lecturers selected from ten different universities in Thailand and analyzed using content analysis. The finding reveals that EFL-oriented pedagogy plays a dominant role in English language teaching (ELT) education in Thai classrooms, illustrating three main salient themes from the study: (1) EFL pedagogies; (2) EFL materials; and (3) EFL curriculums. The result shows that the pedagogy is less responsive in the changing roles of English use and its widespread worldwide, especially among diverse linguacultural interlocutors. Hence, English university lecturers should reconsider, adjust, and made more practical glocal changes in English language teaching for the purpose of language teaching, language planning and predicting language change.

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Bakar, Erda Wati. "Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR." International Journal of Modern Languages And Applied Linguistics 4, no. 2 (June 1, 2020): 84. http://dx.doi.org/10.24191/ijmal.v4i2.7975.

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The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.

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Perez-Amurao, Analiza Liezl, and Sirijit Sunanta. "They Are ‘Asians Just Like Us’: Filipino Teachers, Colonial Aesthetics and English Language Education in Thailand." Journal of Social Issues in Southeast Asia 35, no. 1 (February 26, 2020): 108–37. http://dx.doi.org/10.1355/sj35-1d.

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Keengwe, Jared, Moussa Traore, and Gary Schnellert. "Using Instructional Technology Tools to Teach Informational Texts in Thailand." International Journal of Information and Communication Technology Education 8, no. 1 (January 2012): 35–43. http://dx.doi.org/10.4018/jicte.2012010104.

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This article examines the teaching of English as a Second Language (ESL) to medical personnel (nurses and doctors) in a hospital in Northern Thailand. The study shows that using technological devices like listening and comprehension CDs, tape recorders and the Internet to teach informational texts can help ESL learners overcome some of their learning difficulties. Evidence from the study suggests that such a pedagogical approach not only improves the comprehension of informational texts but also students’ mastery levels of spoken and written English. The findings also reveal that such a pedagogical approach exposes students to the various nuances and differences associated with Global English awareness and understanding.

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Unjana, Suphandee, Sripai Sunan, Woonprasert Jamloong, Ardwichai Sirisak, and Suphandee Terdsak. "Indicators of characteristics of Learners Autonomy in English Language of Primary 6 students in the Northeast of Thailand." Educational Research and Reviews 13, no. 15 (August 10, 2018): 590–97. http://dx.doi.org/10.5897/err2018.3562.

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Akkarathanakul, Pathitta. "THE EFFECTS OF USING ENGLISH LANGUAGE APPLICATIONS IN DIFFERENT BUSINESS." Psychology and Education Journal 58, no. 2 (February 10, 2021): 5338–51. http://dx.doi.org/10.17762/pae.v58i2.2945.

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Technology and digitalization is viewed as an integral part of the today’s business world which has revolutionized the business operations. Digitalization has also affected marketing plans usage of social media and different business application is rapidly increasing to connect customers and business organizations. The growing number of foreigners in Thailand which has given rise to use of English language. This study is purposed to examine that how marketing performance of business are affected by different applications characteristic and contacts. The moderation effect of use of English language is also checked in this study. The relationship between these variables is analyzed by gathering responses from 372 foreigner’s through online survey. The structural equation modeling tool was selected to evaluate hypothetical relationship between these constructs. The results found that effective application characteristics and content of these applications enhance business marketing performance and confirmed significance relationship between direct relationship and raveled insignificant indirect relationship of use of English language between applications characteristics and marketing performance. This paper provides useful implications for both literature and practice. It offers informative insights to researchers to expand research work. This study can be utilized by marketers to develop effective marketing plans implementing English language applications.

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Satiansiriwiwat, Surintorn, Sarawut Intorrathed, and Noppakhun Siriwan. "Integration of Agricultural Knowledge with the Thai Language, Mathematics, and Science Subjects for First-year Elementary School of Thailand." New Educational Review 51, no. 1 (March 31, 2018): 41–52. http://dx.doi.org/10.15804/tner.2018.51.1.03.

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Arismunandar, Arismunandar, Afriantoni Afriantoni, and Asmuni Asmuni. "MELAYU PATTANI THAILAND: MUSLIM MINORITY RELIGION EXPRESSION IN THE MIDDLE OF NON MUSLIM MAJORITY." Journal of Malay Islamic Studies 3, no. 1 (November 28, 2019): 63–74. http://dx.doi.org/10.19109/jmis.v3i1.4576.

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Pattani Province in southern Thailand is the only province with the majority of the Muslim population. Besides Pattani the majority of Thai residents (67 million people) are Buddhists. Only 10% of Thai people are Muslims, including Pattani's Muslim Malay minority. Some data suggest that the Thai government made policies that often discredited and did not accommodate the interests of Malay Muslims. This became one of the reasons for the emergence of opposition to Thai government and ethnicity. For example, must use the Thai language (thaification Program) reinforced by the prohibition of the use of Malay language and nationalization of Thai society culture through language and customs. The cultural policies relating to the use of Thai language and customs are intended to promote Thai nationalism, while they erode the identity (religion and culture) of Pattani Malay. The Malay minority resistance was led by the scholar Tuan Guru Haji Sulong Al-Fathani. He also acted as negotiator with the Thai government in order to fight for Malay Muslim aspirations. His negotiations resulted in a policy of the enactment of Malay language education as a curriculum material at Pattani National School.

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Guo, Shujian, Hyunjung Shin, and Qi Shen. "The Commodification of Chinese in Thailand’s Linguistic Market: A Case Study of How Language Education Promotes Social Sustainability." Sustainability 12, no. 18 (September 8, 2020): 7344. http://dx.doi.org/10.3390/su12187344.

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In recent decades, the commodification of the English language has aroused intensive research interest in the sociolinguistics on a global scale, but studies on the commodification of the Chinese language are relatively rare. Most studies take a critical approach in relation to its adverse impacts on minority rights and social justice. This study examined the language landscape in Chiangmai, Thailand, and the linguistic beliefs of local Thai Chinese language learners. Based on their feedback, this study investigated the commodification of Chinese language education in the community of Chinese language learners in Chiangmai. We found that from a less critical perspective, the commodification of a second language provides more accessible and affordable educational opportunities for learners, especially those from low-income families, and at the same time language proficiency can broaden learners’ career choices and provide employees with additional value in industries, such as tourism, commerce, and services. This finding implies that language commodification, rather than typically being associated with linguistic imperialism and unbalanced socio-economic status, can be a contributing factor in promoting higher-education availability and social sustainability in certain circumstances. There may be some mediating factors between the commodification of language and changes in the sustainable balance of language, opening up space for future research to explore.

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