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Browsing by Subject "Teaching -- Methodology"

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  • Item
    Assuring teaching quality through student evaluation
    (Assumption University, 2012) Kasma Suwanarak ; Assumption University. Graduate School of English
  • Item
    Differentiating teaching strategies for improving student's performance in social studies through IDI : a case of secondary 1 at Saint Gabriel's College, Bangkok A.Y.
    (Assumption University, 2011) Suparat Korhasuwan ; Kittikorn Dowpiset
  • Item
    "ESL : teaching methodology"
    (Assumption University, 2012) Kalra, Rusma ; Assumption University. Graduate School of English
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    The initial impact of instructional development intervention on the redesigning teaching strategies for improving student performance : a case study of primary 3 basis mathematic class room 3 and room 4
    (Assumption University, 2011) Bruranarat Waritthanon ; Kittikorn Dowpiset
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    The relationship between grades four to six students' perceptions towards montessori teaching method and their achievement at Mahachai Christian Wittaya School, Thailand
    (Assumption University, 2015) Basumatary, David
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    Specially designed teaching methods for English language subject
    (Bangkok : Assumption University, 2016) Natgamon Boonsak ; Sirichai Preudhikulpradab
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    A study of outside reading and student development based on Bloom's Taxonomy of Learning Domains
    (Assumption University, 2011) Bussakorn Lert-itthiporn
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    A study of satisfaction with the teaching and learning of teachers, students and parents in the English Program, Saint Joseph Bangna School
    (Assumption University, 2011) Wilai Theerasomboon
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    Teaching methodology for ESL students in Singapore
    ( 2009) Pimporn Chandee
    ESL in Singapore is dominated by the complexity of her linguistic environment, identity, and the government's language policy. Since English is one of the official languages in Singapore, it is inevitable that English is used in everyday conversation. However, the cultural differences from the countries of the inner circle inevitably put pressure on inner circle linguistic norms. English must change when it arrives in the countries of outer circle such as Singapore. This trend is to meet the communicative needs of communities whose social structure involves very different priorities and preoccupations. The aim of this paper is to review English regional variation focusing on three main parts: codification of New English, communicative approach, and pedagogical implications. The discussion will be based on the perspectives of key stakeholders in Singapore such as ESL students, ESL teachers, government officers, and native speakers of English in Singapore. Both primary and secondary research were conducted with reference to current journals, dissertations, interviews and observations. A language achieves a genuinely global status when it develops a special role that is recognized in every country. This might seem like stating the obvious, but it is not, for the notion of 'special role' has many facets. To achieve a global status, a language has to be taken up by other countries around the world (Crystal, 2003).
  • Item
    What influences the way of teaching
    (Assumption University, 2001) Thonnaya Anopas ; Assumption University. Graduate School of English

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