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Browsing by Author "Rosukhon Swatevacharkul"

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  • Item
    A study of attitudes toward mobile-assisted language learning of Chinese college students
    (Bangkok : Assumption University, 2022) Lu, Yuxuan ; Rosukhon Swatevacharkul
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    A study of second language motivational self-system, English proficiency, and gender difference of Chinese graduate students in Tianjin University, China
    (Bangkok : Assumption University, 2021) Liu, Mo ; Rosukhon Swatevacharkul
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    A study of the level of teacher autonomy and its constraints perceived by English language teachers at an international university in Bangkok, Thailand
    (Bangkok : Assumption University, 2022) Khemavamsa, Ashin ; Rosukhon Swatevacharkul
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    The effects of peer feedback on Thai students' English writing ability
    (Bangkok : Assumption University, 2020) Kirikarn Kuyyogsuy ; Rosukhon Swatevacharkul
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    The effects of peer mediator in dynamic assessment and self-regulatory strategy instructional process on Thai university students' English listening comprehension ability
    (Bangkok : Assumption University, 2018) Parinun Permpoonsap ; Rosukhon Swatevacharkul
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    The effects of self-directed learning on the English reading comprehension ability of MBA students
    (Assumption University Press, 2017) Rosukhon Swatevacharkul
    In this study, self-directed learning (SDL) refers to practices for English reading comprehension ability of individual students outside of a classroom for 7 consecutive weeks. The objectives were to investigate the effect of SDL on English reading comprehension ability and its effect size; and to explore how SDL improves English reading comprehension ability of the 33 MBA students of Dhurakij Pundit University in Bangkok, Thailand. This research project took the form of an embedded mixed methods design with a variant of the embedded experimental model. Quantitative data were collected by the reading part of TOEIC, and qualitative data by a Learning Summary and Evaluation Sheet, and by the teacher’s reflections. The dependent samples t-test reveals that, on average, the English reading comprehension ability of the subject students before the SDL (M = 12.30, SD = 2.76), and that after the SDL project (M = 13.33, SD = 3.30) is significantly different (p = 0.02). This means that, on average, the English reading comprehension ability of the students in the post-test significantly increases from the pre-test. The effect size is 0.34, which means that its magnitude is “small”. SDL improves reading ability in terms of “increasing awareness of reading strategy use” (51.52%), “developing learning responsibility and effort” (21.21%), “providing freedom to learn” (21.21%), and “building self-confidence to read” (6.06%). Implications and applications are discussed, and recommendations are provided.
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    The English communication problems and needs in listening and speaking skills of wheelchair assistants at Suvarnabhumi Airport
    (Bangkok : Assumption University, 2020) Dilada Meesuwan ; Rosukhon Swatevacharkul
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    Exploring attitudes of English language teachers in a private university in Thailand towards visual literacy
    (Bangkok : Assumption University, 2022) Parawee Namwong ; Rosukhon Swatevacharkul
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    Learner autonomy assessment of English Language Teaching students in an international program in Thailand
    ( 2021) Rosukhon Swatevacharkul ; Nida Boonma
    The objective of this study was to assess learner autonomy of English Language Teaching students in terms of technical, psychological, political-philosophical, and sociocultural dimensions. The 19 participants were in their first semester of MA ELT, which is an international program in an international university in Thailand. Among them, there were 15 Chinese, three Burmese, and one Thai. This study employed the explanatory mixed-methods design. First, Measuring Instrument for Language Learner Autonomy (MILLA) questionnaire (Murase, 2015) was used to collect quantitative data (QUAN). Then, a semi-structured interview with five participants was carried out to gather follow-up qualitative data (QUAL). The findings revealed that, on average, the students demonstrated a high level of autonomy in all four dimensions. The thematic content analysis generated four themes concerning each autonomy dimension: 1) the use of metacognitive strategies through professional goal setting 2) the intrinsic and extrinsic motivation in support of autonomous learning, 3) the teacher as authority partner in a negotiable learning process, and 4) the preference for self-dependence and collaborative learning. The results of the study can be pedagogically contributive to programs similar to the study’s context with regards to learner autonomy awareness and learner autonomy development.
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    Learner autonomy: attitudes of Graduate students in English language teaching program in Thailand
    ( 2020) Rosukhon Swatevacharkul ; Nida Boonma
    The objective of this study was to explore the attitudes toward learner autonomy of graduate students in English Language Teaching (ELT) international program in Thailand. Attitudes toward definition and importance of learner autonomy, important persons in a learning process, and factors promoting and hindering autonomy development were explored. This study took a form of a qualitative research design using an open-response questionnaire to collect data from 23 participants from China, Myanmar and Thailand. The data were analyzed by thematic content analysis and four themes emerged: 1) Learner autonomy as technical, psychological, and political ability; 2) Perceived value of learner autonomy; 3) Importance of teacher and student in a learning process; and 4) Teachers as a major factor both promoting and hindering learner autonomy.
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    The effect of autonomous learning process on learner autonomy of English public speaking students
    ( 2020) Nida Boonma ; Rosukhon Swatevacharkul
    The objectives of this study were to examine the effect of the autonomous learning process (ALP) on learner autonomy of undergraduate students in English public speaking class and its effect size; and to explore how learner autonomy is revealed through the ALP. This study employed a variant of a mixed-methods approach, which is an embedded experimental design. Employing the cluster sampling method, nineteen Thai students were included. The students were trained in the ALP based on the four dimensions of learner autonomy (technical, psychological, political-critical, and sociocultural.) Quantitative data were collected from the Learner Autonomy for Public Speaking (LAPS) questionnaires and analyzed by the dependent samples t-test. Qualitative data were drawn from the Overall Written Reflections, and thematic content analysis was used to analyze the data. The findings revealed that the level of students’ learner autonomy in the post-questionnaire significantly increased from the pre-questionnaire (p = 0.00). Its effect size is large (d = 1.28), and learner autonomy, as revealed through the ALP, can be classified into five emerging themes. The themes are (1) use and plans of the learning strategies, (2) evaluation of learning and learning strategies, (3) capacity to provide and accept praise and criticism, (4) increased positive emotions and (5) sense of awareness and a better understanding of self. Recommendations for further study are provided.
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    The effects of task-based learning using a graphic novel on summary writing ability and attitude of Grade 7 Thai students
    (Bangkok : Assumption University, 2021) Nutcharya Ruenphol ; Rosukhon Swatevacharkul
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    The relationship between L2 willingness to communicate and English-speaking self-efficacy of Grade 10 Chinese students at a public school in Yunnan
    (Bangkok : Assumption University, 2022) Ge, Haoxin ; Rosukhon Swatevacharkul
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    The relationship of Ideal L2-self and anxiety with L2Willingness to communicate inside the classroom of Thai Junior High School English program students
    (Bangkok : Assumption University, 2021) Peeraya Prompakdee ; Rosukhon Swatevacharkul

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