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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. [ABSTRACT FROM AUTHOR]

This paper examined the largely unexplored effects of exposure to foreign customers' language (e.g., English) as informal learning for service-industry workers, a pattern common in developing countries where resources to learn English were not widely accessible to lower-status workers in the labor market. It also pointed out the paucity of research on service-industry workers' language development in applied and sociolinguistic literature. This pilot study adopted two analytical tools, the magnet of trend's model and the concept of "quadrant," to highlight the English learning opportunities provided for the service-industry workers in a developing country, and explored how the development of their language abilities enabled them to expand and navigate more quadrants. Field visits and qualitative interviews were undertaken to gather data from the sample, consisted of 200 participants. Broad content analysis conventions were deployed to interpret interview data and field notes derived from observations, aimed at combining both emic and etic (interactional) data. The paper reported the role of English-speaking customers as informal tutors to facilitate these workers' English language development. This paper turned to different case studies of exemplar workers who reported following the English-for-customer (EFC) pattern, because they illustrated two themes common across the sample studied. The results revealed that, among these workers, (1) educational background and (2) exposure to English-speaking customers in an informal educational setting may contribute to fostering the learning of English. [ABSTRACT FROM AUTHOR]

This study identifies and reviews recent research on trends in teaching methods and teaching levels for teaching critical reading skills in Thailand. Thirteen relevant studies were analyzed, including academic documents and research published between 2011 and 2022. The data were organized into two categories including the teaching methods and teaching levels. The results revealed eight popular teaching methods for teaching critical reading skills, including literature-based instruction, the group reading strategy (GRS), the QUEST analysis method, the multimodal tasks method, the content and language integrated learning (CLIL) model, the program for international student assessment (PISA) reading literacy assessment method, the applied linguistic-based method, and the survey, question, read, recite, record, react, and review (SQ5R) method. Moreover, critical reading is taught at three levels in Thailand: the university level, secondary school level, and elementary school level. This study is for those interested in finding an appropriate method for teaching critical reading in the Thai context. [ABSTRACT FROM AUTHOR]

So far, there have been many research achievements about foreign language textbooks which apply multiple intelligence theory, but not the contrast study of different types of foreign language textbooks. This research studies locally-designed English and Chinese textbooks in primary schools in Thailand and analyses the distribution of multiple intelligence shown in activity parts of textbooks. From contrast, we find that among textbooks used by pupils, the ones which are most spatial intelligent in activity show similarity, meanwhile, different languages types such as Chinese and English lead to discrepancy of other intelligences. This paper is made to explain the factors and then provide a reference to future multiple intelligence design of textbooks which use English and Chinese as the second language. [ABSTRACT FROM AUTHOR]

This research study explored the effect of using the contemplative approach to enhance speaking skills and critical thinking skills in the EFL literature classroom which aimed to 1) investigate English speaking skills and 2) investigate students' critical thinking skills in the EFL literature classroom. This research study applied a mixed-method research design. Data collection was conducted in both qualitative and quantitative formats. Instruments were an English speaking test, a critical thinking test, classroom observations, semi-structured interviews, and a reflective journal. The sample group was eleven second-year students of the English studies major who enrolled in the literary adaptation course in the second semester of the academic year 2022 at Chiang Rai Rajabhat University, Thailand by purposive sampling with the volunteers who were interviewed and joined the activities. The quantitative data was analyzed by descriptive statistics while the qualitative data was classified, analyzed, and reported by the objective items. The findings indicate that contemplative approaches can significantly enhance students' English-speaking skills. Although the results suggest that participating in contemplative activities did not have a statistically significant impact on the participants' critical thinking abilities, a slight improvement was observed in their critical thinking skills. [ABSTRACT FROM AUTHOR]

This study investigated learners' online collaborative writing (CW) behaviours. The participants were 115 EFL students from different Asian countries at a private international university in Thailand. The quantitative data was collected from students' writing contributions on two collaborative writing tasks: descriptive and argumentative essays. Data was analyzed using one-way analysis of variance (ANOVA) and the Bonferroni Post Hoc Test. The analysis from the one-way ANOVA test revealed a significant difference between groups regarding percentage of text contribution in CW tasks. Qualitative data was also collected from students' reflective journals and observations, where factors that influenced team collaboration were examined. The qualitative findings showed that students with higher language proficiency levels were the prominent authors who contributed more text to their group tasks. Elements affecting learners' active and inactive participations in team collaborations include student language proficiency, individual goal, designated roles, collaboration platforms, learning preference, topic familiarity, and influence of teacher. Some implications of the findings are discussed. [ABSTRACT FROM AUTHOR]

The study aimed at exploring the links between using mind maps and L2 writing development during EFL students engaging in writing processes. Six EFL students in a northern province in Thailand were selected to participate using a purposive sampling method. The students were categorized into three groups depending on their English proficiency: advanced, intermediate, and beginner EFL students. The mixedmethod research design was employed to collect quantitative and qualitative data using research instruments: pretest/posttest, participant observation, and semi-structured interviews. The finding revealed that the EFL students used mind-mapping and writing strategies to enhance their writing abilities by translating, memorizing, revising, and evaluating. In addition, mind-mapping strategies also encouraged the EFL students' English vocabulary skills, writing processes, and positive attitudes towards L2 writing. In conclusion, a mind map is used as a cognitive strategy to assist EFL students in learning to write English. [ABSTRACT FROM AUTHOR]

This study examines challenges faced by Thai university lecturers with regards to publishing their academic works in English. 18 academics from two university settings in Thailand were involved in this investigation. The interviews were used to understand the lecturers' perceptions of the issues in writing for scholarly publication in the English language. Particularly, the aim of the research sought to discover what hindrances Thai university academics experienced and how they handled them. In addition, their needs for successful publishing were explored. The findings revealed three salient emerging themes, including (1) the need for publication in English; (2) difficulties in writing in English; and (3) the need for strenuous research support. The study suggests that university lecturers need more encouragement and support to publishing their academic works as a means of securing professional development, enhancing research culture and maintaining and increasing the national and international reputation of the university along with quality assurance. [ABSTRACT FROM AUTHOR]

This research investigated ESP teachers' perceptions of the underlying concepts, challenges, and needs of ESP teaching in Thailand. A six-Likert questionnaire and checklist were given to 63 ESP teachers at a Thai government university. An interview was also used to further explore 12 teacher participants' issues, challenges, and needs in ESP practices. The results indicated that Thai university teachers had a piecemeal understanding of ESP concepts, and they also agreed that ESP practice is a complex and challenging task. Moreover, the current findings indicate that language teachers must work in tandem with the content teachers. Indeed, the results strongly suggest that teachers require professional training in ESP teaching. Overall, ESP teachers must embody the five essential elements of ESP, including a language teacher, a content teacher, a researcher, a course planner and material provider, and a course evaluator. [ABSTRACT FROM AUTHOR]

This survey research was conducted to assess Thai regional college students' readiness for taking high-stakes computer-based English tests, which are offered more widely and regularly in the country. The data were collected from 572 university students in five regions. The questionnaire solicited their opinion regarding readiness in terms of computer skills and English language skills. The computer skills included online registration, using a mouse, typing in English, and operating audio equipment. The English skills consisted of reading, writing, listening, and speaking. It was found that although students were less confident in typing, they possessed high computer skills and could operate the testing equipment with ease. However, their readiness in English language skills was only moderate. Consequently, more intensive English language teaching must be organized for students in regional colleges and universities so that they are ready for computer-based English tests. [ABSTRACT FROM AUTHOR]

The adoption of English as a medium of instruction (EMI) in Thailand is not without difficulties. In this study, the needs and challenges of nursing students and teachers were explored qualitatively in a program where courses are allowed to be taught fully in English, fully in Thai or both in Thai and English. Focus group interviews for students were conducted, while semi-structured interviews were employed for teachers to gain in-depth knowledge about the topic at hand. Insights from students revealed the importance of English toward their career goals, their needs and challenges related to EMI (i.e., bilingual support system, clarification of technical terms, code-switching instruction), and their coping strategies when the lesson is challenging to comprehend. On the other hand, teachers confirmed the students' language proficiency problems. In addition, they also reflected on their challenges in teaching the content subject in English, for example, the lack of time to prepare teaching materials in English. Teaching techniques were also elicited to respond to the learning challenges experienced by the students. Finally, practical implications were discussed to support students and teachers of EMI programs. [ABSTRACT FROM AUTHOR]

The aim of the present study was to explore the communication strategy employment by 949 Thai university students, majoring in English in the Northeast of Thailand, as well as the relationship between communication strategy use and students' attitude towards speaking English. The communication strategy questionnaire (CS) and Attitudes towards Speaking English Questionnaire (APSE) were conducted. The data obtained through the questionnaires were analyzed by the descriptive statistics, the One-Way Analysis of Variance (ANOVA) and the Chi-square tests. The results demonstrate that significant variations were found in relation to students' attitude towards speaking English. Students with positive attitude towards speaking English reported significantly greater overall strategy use than those students with negative attitude. [ABSTRACT FROM AUTHOR]

Questions are the most common form of interaction between teachers and students in classroom teaching. However, while many studies go to questioning techniques in ESL/EFL classrooms, few turn to content-based classrooms, especially for young learners. The goal of this study is to explore types and functions of questions that teachers use in Content-Based Instruction (CBI), and how teachers deal with the non-responded questions. The participants were 16 Grade-three students and 1 teacher teaching "Science" in English from Plookpanya School in Thailand. A purely qualitative method was adopted through the use of classroom observations and interviews. The results showed that the teacher questions were referential and display questions. However, only display questions were used when dealing with teaching and learning. They serve several functions such as to elicit information, to check learners' understanding, etc. In addition, six question modification strategies were employed when dealing with non-responded questions. Pedagogical implications for the effective use of teacher questions in content-based classrooms for young learners are also discussed. [ABSTRACT FROM AUTHOR]