Browsing by Subject "International university"
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ItemAn investigation on the acquisition error of Chinese complement of result by foreign language learners at an international university(Bangkok : Assumption University Press, 2022) Chatsaran ChatsanguthaiThe study aimed to investigate the acquisition error of Chinese complement of result by foreign language learners at an International University in Thailand. The quantitative method of research was applied to analyze and summarize the data of all the participants involved in the study. The questionnaire adapted from second language acquisition and language testing research was conducted and distributed to the participants. Based on the findings of the study, the acquisition error made by foreign language learners was classified into 4 kinds; omission, addition, misinformation, and misordering. The important sources of errors were interlingual transfer and intralingual transfer. Some suggestions were proposed to enhance Chinese language proficiency of foreign language learners.
ItemDevelopment of an instructional leadership model to enhance instructional practices in general education courses at an international universityThis study focused on critical thinking in the context of general education. The aim of the study was the development of an instructional model. Qualitative and quantitative methods were employed to determine the expected instructional practices for enhancing university students'critical thinking skills. Data on the general education instructors' current and expected instructional practices were collected. Perceptions by students on these instructional practices were also collected. Participants included 23 instructors and 361 students teaching and enrolled in general education courses at Assumption University in the 2020 academic year. The data was analyzed using gap analysis with the Mean Difference (MD), and the Priority Needs Index Modified to determine the gap between the expected and current instructional practices of general education instructors as well as the gap between the current instructional practices and student's perceptions towards their instructor's current instructional practices. The paired samples t-Test revealed significant differences between the mean scores of current instructional practices and students' perceptions towards the instructors' instructional practices in general education courses. There was a significant difference in all means from the three constructs in the instructors' and students' surveys at the .05 level of significance. The independent samples t-Test also showed significant differences in three major constructs related to current instructional practices (X̄= 3.74, SD = .40) and students' perceptions of the instructors'instructional practices in general education courses (X̄= 3.13, SD = 1.31). A final model was developed from the significant findings and validated by experts.
ItemDevelopment of instructional leadership model to enhance instructional practices in general education courses at An International University
ItemStudent Attrition: A Study of Risk Factors in an International University(Proceedings from the International Conference on Education, Psychology, and Social Sciences 2017, 2017-08) Poonpilas AsavisanuIncreasing pressure on Thai private universities to retain their students in the wake of decreasing student enrollment, demographic changes, and direct competition from public universities calls for them to address more systematically plans and action for student retention. The purpose of this study was to determine risk factors that affect student retention at an international university in Thailand. First year undergraduate students (N=2,193) were surveyed for factors related to student attrition. The survey was conducted both online and distributed on campus to a cohort of first year students. A 5-point scale survey instrument was constructed around five categories of factors related to student attrition according to the theoretical literature: Academic Factors, Social Factors, Motivational Factors, Faculty Factors, and University Factors. A multiple regression model was employed to assess the predictive ability of the five factors plus students’ reported high school GPA and their concern with ability to pay tuition. The multiple regression analysis yielded significant results for the following factors: Social, Motivational, and University factors, entering GPA, and concern with ability to pay tuition. Results suggest that a combination of attention to traditional components of student attrition factors and a systematic review of institutional specific factors may be may be the optimal approach to inform institutional retention practice.