Thai Learners Research Articles

Comparison between the Standard Teaching and the Thai Version of Blended Teaching on Basic Airway Management in Siriraj Medical Students

Objective: To compare the basic airway management skill score of Thai medical students who learned airway management utilizing blended peer-to-peer teaching with those who learned by the standard face-to-face approach. The learners’ pre- and post-learning confidence, satisfaction with the learning, and stress levels were evaluated. Materials and Methods: A randomized crossover study was conducted with third-year medical students in Thailand. Basic airway management was taught, including oropharyngeal and nasopharyngeal airway insertion, and bag-mask ventilation skills. After the learning, two blinded and independent experts rated the learners on performing the procedures. Results: In total, 32 participants took part in the study. The blended group had significantly lower skill scores for oropharyngeal airway (8.69 ±1.078 and 9.69 ± 0.479, p-value 0.004) and nasopharyngeal airway (7.87 ± 1.408 and 9.38 ± 0.500, p-value 0.001) management, respectively. The bag-mask ventilation skills scores were also lower in the blended group. The confidence level was increased in both groups. Learning with the face-to-face method was found to be slightly less stressful. Overall, the majority of the students preferred learning by the standard method. Conclusion: Unlike Western students, Thai learners can learn basic airway management skills more effectively with the face-to-face instructor-led method than with the peer-oriented blended method.

The Use of Semi-automatic Annotation in Speech Acts Performed by Learners of English

Since rare research studied speech acts (SAs) from a macro perspective, this study used a semi-automatic annotation tool named Dialogue Annotation and Research Tool (DART) to examine the most frequently performed SAs by Chinese and Thai learners of English as a foreign language (EFL). It also attempted to reveal the reasons for the similarities and differences in the SA performances of EFL learners from discrete linguacultural backgrounds. This study involved 30 Chinese and 30 Thai EFL learners, totaling 60 participants. A total of 30 dyadic English interlanguage conversations were collected for this study. The learner corpus research with the contrastive interlanguage analysis was adopted for the analysis. The DART annotation revealed that both Chinese and Thai EFL learners most frequently performed the same six SAs. These SAs were labeled by DART as state, hesitate, reqInfo, answer, expressOpinion, and stateReason. Of the six listed SAs, both Chinese and Thai EFL learners most frequently performed the SA labeled state; both cohorts also presented the SA stateReason least often. Task requirements, the frequent use of certain types of formulaic language, and English proficiency levels were ascertained as factors causing the identical presentation of the six identified SAs. The English proficiency levels of Chinese EFL learners were determined as the principal reason for their discrete performance of SAs. Conversely, the influence of the Thai linguacultural background denoted the primary factor for discrepancies in the SA performance of Thai EFL learners.

Using Cognitive Strategies In Teaching Animal Classification And Vocabulary Acquisition For Grade Four Thai Learners

Learning vocabulary and concepts in a science classroom using English as a medium of instruction is a challenge in Thailand. This study explored the use of cognitive strategies in enhancing vocabulary acquisition to improve conceptual understanding among Grade 4 Thai learners in the English program. Twenty-five learners of a private school in Pathum Thani, Thailand enrolled during the first semester of school year 2023-2024 were the subjects of this study. This study was anchored in Research & Development and utilized a quasi-experimental one-group pretest and posttest design with qualitative support. Coding, weighted mean, and Likert scale were used to interpret and analyze the gathered data. Findings show that the contextualized material was strongly agreed upon by the subject matter experts after careful evaluation to be used in applying cognitive strategies. The level of acceptability of the material got a score of 4.77 or strongly accepted based on its design, content, appropriateness. Thus, this study provides valuable insights for educators to explore the use of supplementary materials to improve engagement and lesson delivery to support learning outcomes in Thailand.

The Recognition of English Tenses by Thai EFL Learners

This study addresses the challenges encountered by Thai learners of English as a foreign language (EFL) due to the absence of a tense-aspect system in their native language. Emphasizing the prevalent reliance on classroom instruction for English tense acquisition, the primary research objective is to examine the proficiency of Thai EFL learners, stratified by varying levels of English grammar competency, in discerning English tenses and aspects. Through the administration of two evaluative instruments, encompassing 12 distinct English tenses and verb phrase structures, the findings reveal that initial recognition is centered on the present simple and past simple tenses. Proficiency levels significantly influence tense recognition, with the initial phase comprising the present simple, past simple, present continuous, and past continuous tenses, aligning with the Common European Framework of Reference for Languages (CEFR). These insights hold pedagogical implications, suggesting practical applications for English instructors catering to Thai EFL learners, thereby enhancing overall classroom efficacy.

A Genre-Based Approach to Improve Argumentative Writing Performance for Thai Learners

A Genre-Based Approach to Improve Argumentative Writing Performance for Thai Learners

A Genre-Based Approach to Improve Argumentative Writing Performance for Thai Learners

A Genre-Based Approach to Improve Argumentative Writing Performance for Thai Learners

Enhancing Thai Learners’ Listening and Speaking Skills in Chinese Language by Organizing Learning Activities

This paper aims at enhancing Chinese listening and speaking skills by organizing learning activities for first-year Chinese language major students at a university in Thailand. A simple random sample was conducted to obtain 30 students based on the classroom as a random unit. This study also developed a model for developing Chinese listening and speaking skills by organizing learning activities for learners. The results showed that the students’ Chinese listening and speaking skills could be significantly enhanced after adopting the learning activities. The findings of the study also suggested that the proposed model can be effectively used to improve learners’ Chinese language skills. The findings of the study have important implications for Chinese language teachers and learners. The proposed model can be used to design effective learning activities which can be used to support students in their language learning journey. This model can also be used as a reference for teachers to organize learning activities to improve the Chinese language skills of their students.

Formulaic Language Use by Learners of English in Interlanguage Communication

This study investigated the use of formulaic language, in the form of four-word lexical bundles, by Thai learners of English as a second language (ESL) at various levels of English proficiency during interlanguage communication. The investigation focused on two aspects: the frequencies and pragmatic functions of the four-word lexical bundles. A total of 120 Thai ESL learners participated in the study, ranging from basic to intermediate and advanced English proficiency levels. In terms of frequency, a list of the most frequently used four-word lexical bundles by Thai ESL learners at each level was examined. Results showed that learners at higher English levels used less formulaic language in interactions than those at lower levels. Two similar four-word lexical bundles, centered on "I don't know" and "I think," were used by Thai ESL learners at all three English levels. The functional analysis demonstrated that Thai ESL learners at all three English levels used formulaic language to assert group identity as a device for social interaction and as a device for memory limitations to buy more time and process shortcuts. The function of asserting a separate identity was not used by intermediate-level Thai ESL learners. Furthermore, the function of processing shortcuts was used less at the advanced level than at the basic level. The findings of this study indicate that Thai ESL learners use formulaic language differently at different English proficiency levels. Therefore, formulaic language used by ESL learners in spoken English discourse should be further investigated.

An Analysis of Korean Textbooks for Thai Learners - Focusing on Korean textbooks published in Korea -

An Analysis of Korean Textbooks for Thai Learners - Focusing on Korean textbooks published in Korea -

한국어 학습자를 위한 읽기 교재에서의 텍스트 매개하기 활동 구현

This study outlines the mediation activities implemented in a recently published history textbook for Thai learners of Korean. It aims to explore the possibility of developing and applying mediation activities in teaching and learning in Korean language education. This study hypothesized that learners’ cognitive difficulties caused by language barriers and the subject characteristics of the text could be addressed through mediation activities. Therefore, this study examined the mediation by focusing on the “mediating a text”, which can increase the connection between “reading” and the subject, in this case, “history.” Moreover, this study discussed the characteristics of each activity for “mediating a text” and its application in Korean language classes, with examples of each sub-activity beyond the textbook design. This study is significant as it builds on the concept of mediation, which was only vaguely presented in a curriculum, and suggests specific activities applicable to teaching and learning.

An Investigation of Thai Learners’s Needs for English Language Use for Speaking at the Workplace

The need analysis of spoken communication for Thai people who use language proficiency are various. This study's research question analyzes students' needs and challenges regarding tourism and services. Hence, data samples were collected from Thai students studying tourism and related programs. The data collection method was performed by distributing questionnaires to students on the needs and challenges of speaking. The quantitative data analysis employed descriptive statistics, while the qualitative data used thematic analysis. The importance of this study lies in the result that learners need and the challenge their speaking abilities in a working environment. Furthermore, the learning purpose must meet the needs of their future career. In conclusion, the staff must provide information related to their work. However, the various English accents and pronunciations is not practical for the students' comprehension.

Development of the Multiple Intelligences Promotion Model for Thai Learners

<p style="text-align: justify;">Recently, Thailand's educational policy focused on developing learners’ potential according to multiple intelligences. The research objectives were to develop the multiple intelligences (MI) promotion model and an MI screening test for Thai learners and propose policies to encourage MI so that learners can reach their full potential. The sequential mixed method was applied. First, the model and the MI screening test were developed. The participants were two groups of key informants, comprising 93 and 185 participants, respectively. The sample group consisted of 460 primary and secondary school students selected through multistage random sampling. The MI screening test consisted of characteristics of 45 behavioral observations. The result showed that the developing model was the “A2D model or AAD.” This model consisted of three components: nine areas of intelligence, eight continuity mechanisms, and two success conditions. The MI screening result revealed that most learners had outstanding bodily–kinesthetic intelligence, accounting for 40.4%. The least prominent aspect was musical intelligence, representing 16.2%. The proposal policies comprised (a) The aspect of foundation for learning management with access to the A2D model, consisting of four sub-policy proposals, and (b) The aspect of encouraging learners to develop their full potential, consisting of six sub-policy proposals.</p>

The Effects of Using Virtual Reality on Thai Word Order Learning

Thai has its own unique spelling system and grammatical rules. Its word order is quite different from that of Mandarin and English, thus making it more difficult for students in Taiwan to learn. Past studies also point out that learning word order is one of the most difficult aspects when learning foreign languages. As science and technology advance, emerging technologies have been widely applied in foreign language learning. This research aims to explore the effect of using a multi-language VR learning assessment system on assisting Thai learners to learn grammatical word order, and to investigate the correlates between Thai self-efficacy, Thai language anxiety, word order learning retention, and task value of VR learning. In order to accomplish this purpose, we invited Thai learners who took Thai courses in the continuing education division of a national university in northern Taiwan to participate in a 5-week teaching experiment, during which the participants were asked to practice Thai word order for 20 min. They were administered a questionnaire to fill out after five weeks of practice and were tested for retention one month after the experiment. A total of 84 valid questionnaires were collected, with an effective return rate of 93.3%. Of the respondents, 30 were male (35.7%), and 54 were female (64.3%). The data were subjected to item analysis, reliability and validity analysis, and then underwent PLS-SEM for research model validation. The results revealed that: (1) Thai language self-efficacy was positively related to learning retention and task value; (2) Thai language anxiety was negatively related to learning retention and task value; (3) Learning retention was positively related to the task value of learning and continuous usage intention.

Problems with Teaching and Learning Thai Language for Communication Competency for Elementary School Students

Thai language is a proud cultural heritage of Thais. Moreover, Thai language for communication is one of the student core competencies which must be improved through 12 years of basic education in Thailand in order to cope with a rapidly changing trend and live happily in the 21st century. This research was carried out to explore Thai teachers’ problems with teaching Thai language for communication competency for elementary school students. The participants were 120 grade 1-3 teachers from private schools in Kalasin Province, Thailand. The questionnaires were employed to collect the personal information of the respondents and survey their problems. Percentage, mean, frequency distribution and standard deviation were applied to analyze the data. The findings revealed that problems with students’ grammatical and social-communicative competencies (M = 4.32, S.D. = .631) as well as teachers’ teaching management (M = 4.23, S.D. = .618) were at a high level. These provided useful basic information for developing a language for a communication competency-based program in the further phases.

An Analysis of factors in the First Language (Thai) that Influence the Learning of the Second Language (English)

The purpose of this non-empirical study was to analyze the factors in L1 (Thai) that influence L2 learning (English) in Thai learners. It consisted of four sections. The first one is an introduction. The second one is an introduction to the Thai language and the English language. The third section illustrates the differences in syntax between Thai and English. Numerous supporting studies were reviewed, including a discussion of whether the Thai and English languages have an effect on L2 learning. The conclusion was drawn in light of numerous related studies and other recent empirical studies that support the conclusion in the final section. According to many studies reviewed in this paper, it was determined that intralingual errors, not interlingual errors or L1 interference, are the primary source of errors in learners’ L2 production.

The Exploration of Language Transfer in the Perspective of Third Language Acquisition: An Investigation of Chinese Word Order Acquisition as a Third Language and Related Transfer Phenomena among Thai Learners

The Exploration of Language Transfer in the Perspective of Third Language Acquisition: An Investigation of Chinese Word Order Acquisition as a Third Language and Related Transfer Phenomena among Thai Learners

The use of self-forms by Thai learners of English

The use of self-forms by Thai learners of English

“We Wear Face Shield and Mask”: COVID-19 Related Words and Phrases Used by Thai Learners of English

Since 2020, measures against the COVID-19 pandemic have been implemented worldwide, and these are reflected in language. The objectives of this study are to explore the use of COVID-19 - related words and terms in Thai learners of English, document their usage, and investigate their varieties and errors, and suggest pedagogical implications for using authentic online materials in teaching English. The data were the written language that were collected from January 2021 to July 2021 from online Facebook groups administered by students of an open university in Thailand. A qualitative descriptive method of analysis was used. Words and terms related to the pandemic were thematically categorized and analyzed considering loanwords and borrowing. Patterns of use were analyzed and compared with corpora. The findings emerged from the analysis. There are a number of COVID-19 related loanwords from English used by Thai learners of English and the conventionalization of these loanwords, varieties and errors are observed. Most of the loanwords were used in code-mixing, and this is likely the source of errors when Thai learners use these words in their English. The findings have some pedagogical implications. The paper recommended that teachers identify and correct students’ errors immediately. Students should sometimes also be given some explanation about the errors in order to prevent potential overgeneralization of word use. Furthermore, the paper recommended that further research be carried out on the new terms that have been transferred to Thai language as loanwords, loan-translations and loan-blends.

Pengaruh Tayangan YouTube Channel GMMTV OFFICIAL Terhadap Minat Belajar Bahasa Thailand

YouTube is a popular social media medium of information and entertainment, and the increase of YouTube users is increasing every year. The GMMTV OFFICIAL YouTube Channel is one of the channels favored by individuals to find shows in the form of drama series, game shows, and variety shows. This study aims to determine the effect of the GMMTV OFFICIAL YouTube Channel on interest in learning Thai. This study uses new media theory with quantitative research methods through questionnaire data collection techniques with a total sample of 100 respondents. The results of this study indicate that the GMMTV OFFICIAL YouTube Channel shows interest in learning Thai language with a coefficient of determination of 49.3% and the rest is caused by other reasons. Through the results of research that has been processed with SPSS 26, the interactivity of the GMMTV OFFICIAL YouTube Channel has no significantly effects an interest in learning Thai. The flexibility of the GMMTV OFFICIAL YouTube Channel has significantly effect an interest in learning Thai. Media exposure to GMMTV OFFICIAL's YouTube Channel has significantly effect an interest in learning Thai.
 Keywords: YouTube, Interest in learning, Thai Language

Pengaruh Tayangan YouTube Channel GMMTV OFFICIAL Terhadap Minat Belajar Bahasa Thailand

YouTube is a popular social media medium of information and entertainment, and the increase of YouTube users is increasing every year. The GMMTV OFFICIAL YouTube Channel is one of the channels favored by individuals to find shows in the form of drama series, game shows, and variety shows. This study aims to determine the effect of the GMMTV OFFICIAL YouTube Channel on interest in learning Thai. This study uses new media theory with quantitative research methods through questionnaire data collection techniques with a total sample of 100 respondents. The results of this study indicate that the GMMTV OFFICIAL YouTube Channel shows interest in learning Thai language with a coefficient of determination of 49.3% and the rest is caused by other reasons. Through the results of research that has been processed with SPSS 26, the interactivity of the GMMTV OFFICIAL YouTube Channel has no significantly effects an interest in learning Thai. The flexibility of the GMMTV OFFICIAL YouTube Channel has significantly effect an interest in learning Thai. Media exposure to GMMTV OFFICIAL's YouTube Channel has significantly effect an interest in learning Thai.
 Keywords: YouTube, Interest in learning, Thai Language