Browsing by Subject "Thailand"
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ItemA comparative study of attitudes toward transition from the Singapore National Curriculum in primary level to the UK Cambridge International Curriculum in secondary level held by secondary years 1 to 4 students in English, mathematics and science subjects at an international school in Greater Bangkok, Thailand(Bangkok : Assumption University Press, 2022) Wachiravit Karuensatit ; Gonzalez, Orlando Rafael GonzalezThis quantitative study was conducted to compare, among different secondary year levels, the attitudes toward the transition from the Singapore National Curriculum at the primary level to the UK Cambridge International Curriculum in the secondary level held by Secondary Years 1 to 4 students in three academic subjects (i.e., English, Mathematics and Science) at an international school in Greater Bangkok, Thailand. This study was conducted on 102 students in Secondary Years 1 to 4 in the academic year 2019-2020. The target school follows the Singapore Ministry of Education’s national curriculum at nursery, kindergarten, and primary school levels, while the school follows the UK Cambridge International Curriculum at the secondary level. A questionnaire entitled the Questionnaire for Attitudes Toward Transition from the Singapore National Curriculum in Primary Level to the UK Cambridge International Curriculum in Secondary Level was developed for the data collection. The questionnaire comprised three 15-item sections (one for each subject), coded on a 6-point Likert scale, designed to assess students’ attitude toward the curricular transition in relation to six dimensions; timetable, classwork, homework, assessment, teachers, and textbooks. The data analysis found that the participants’ attitudes toward the curricular transition in English, Mathematics, and Science ranged from slightly negative to positive. A multivariate analysis of variance (MANOVA) revealed that, in the English subject, there was a significant difference between students’ attitudes toward the curricular transition along with all year levels. There was a significant difference in the Mathematics subject between students’ attitudes toward the curricular transition among Secondary Year 1 and Year 2 students and Secondary Year 2 and Years 3 and 4 students. In the Science subject, there was a significant difference between students’ attitudes toward the curricular transition among Secondary Year 1 and Years 3 and 4 students, and Secondary Year 2 and Years 3 and 4 students. Based on the research findings, recommendations for students, parents, teachers, administrators, and future researchers.
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ItemA comparative study of Grade 5 students' word stress competence under multisensory and listen and repeat teaching approaches in English as a foreign language class at a public school in Bangkok, ThailandThis study aimed to determine the level of word stress competence of Grade 5 English as a foreign language students taught through multisensory. To listen and repeat teaching approaches and determine whether there was a significant difference in the gain in word stress competence from the pre-test to the post-test among students taught in English as a foreign language class at a public school in Bangkok, Thailand. The research was a quasi-experimental study conducted on two groups. The experimental group (Class 5/2) used the multisensory teaching approach. The other group was the control group (Class 5/1), using the listen and repeat teaching approach in the 2019 academic year. The research instrument utilized was the pre-post test of word stress competence developed by the researcher. The scores were analyzed using standard deviations and an independent samples t-test (two-tailed). The study’s findings revealed a significant difference in the gain in word stress competence from the pre-test to the post-test between students in the experimental and control groups. Students taught through the multisensory approach achieved higher than those taught through listening and repeat.
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ItemA comparative study of technology-based motivation for learning English as a foreign language among Thai learners at Wall Street English Bangkok according to their gender and English language proficiencyThe purpose of this study was to determine the extent to which new technologies, such as the Internet or social media, served as sources of motivation for Thai English language learners to learn English as a foreign language (EFL) at Wall Street English (WSE) Bangkok. The study also sought to compare learners’ technology-based motivation for learning EFL based on their gender and English language proficiency. For these purposes, the researchers adopted a quantitative comparative research design, using a questionnaire that was developed, piloted, validated, and checked for internal consistency. The questionnaire was administered to 214 Thai English language learners from all four levels of proficiency (beginner, pre-intermediate, intermediate, and advanced) from 11 centers of WSE in Bangkok. After splitting the collected data by gender, an independent samples t-test was conducted to assess the significance of the results. At the same time, a one-way ANOVA test was used after splitting the collected data by English language proficiency to determine if there was a significant difference in technology-based motivation for learning EFL among the resulting groups. The research findings indicated that Thai learners were highly motivated to learn English to work with technology more effectively, regardless of their gender or English language proficiency. No significant difference in technology-based motivation for learning EFL between male and female Thai learners was derived from the data analysis. However, in relation to English language proficiency, it was found that the overall technology-based motivation for learning EFL was significantly higher in the beginner group than in the advanced group, as well as in the upper-intermediate group than in the advanced group.
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ItemA comparative study of the perceptions of learning gains of Chinese MBA students in the English and Chinese programs at an International University in ThailandThis quantitative study aimed to investigate whether there was a significant difference in the perceptions of learning gains held by Chinese MBA students, according to their semester and program, at an international university in Thailand. This study's sample comprised 176 Chinese MBA students from the English Program and 128 Chinese MBA students from the Chinese Program. The Questionnaire on Students' Perceptions of Learning Gains (QSPLG) was used to measure the perceptions of learning gains held by the participants at the end of Semesters 1, 2, and 3 of their MBA Program at the target international university. The results of the data analysis indicated that there was no significant difference in the perception of learning gains between Chinese MBA students in the English Program enrolled in Semesters 1, 2, and 3, who were all found to hold a neutral perception of the learning gains they made in the MBA English Program. However, there was a significant difference in the perception of learning gains between Chinese MBA students in the Chinese Program enrolled in Semester 1 and those enrolled in Semester 2. The former group having a significantly more positive perception of the learning gains they made in the MBA Chinese Program than the latter. The obtained research findings provide recommendations for MBA students, professors, administrators, and future researchers.
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ItemAdapting CEFR for English language education in ASEAN, Japan and ChinaThis paper will first outline and discuss the revised version of the Common European Framework of Reference Languages: Learning, teaching and assessment (CEFR) [ 2018] together with the Frameworks of Reference for English Language Education in Thailand Malaysia, Vietnam, Japan and China which are based on the CEFR. The indications are of potentially several issues that need to be addressed, including the fact that the local versions of CEFR were mainly based on the 2001 framework and not the 2018 which came later. Other issues such as using the same proficiency scales as the basis for rating scale criteria may lead to perceived equivalence but does not necessarily lead to greater comparability of shared criteria. There are also indications from a number of studies that the perceived view that CEFR as being mainly an assessment tool rather than about language competency may result in a negative attitude from both teachers, students and stake-holders.
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ItemADOPTABILITY of IoTs IN THAILAND HEALTH CARESince Technology is driving changes in everyone life around the globe, It affects most of the aspects of our daily life. Health is one of the important things that everyone concern and cannot avoid being involved with. The initiative idea of the thesis is to find out the possibility that technology can bring and offer to Thailand health care system in both public and private sectors. The development of technology in Thailand’s Health Care depends on various factors such as ICT (Information and Communication Technologies) infrastructure, Human Resources skills of health specialists, world economy, Investment in IT healthcare businesses which creates new technologies that will drive consumer new behaviours, cost containment in healthcare system and businesses to deliver healthcare core value to consumers in the future. Thailand considers as a developing country, we are facing many challenges to deliver and empower core value of healthcare business to consumers from technology infrastructure, healthcare specialists to the end users or consumers. There are many unknown and uncontrollable factors in health care system that need to be taken into accounts such as personal interest, motivation to drive information and technology in healthcare to deliver core value of health care business and system to consumers that need to be discovered and develop in each individual person, communities and society as a whole in order to improve the adoptability of healthcare technology.
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ItemThe B2C e-commerce index of Thailand- A paradox of online penetrationThe present study is an investigation into the penetration of business-to-consumer ecommerce in Thailand. The study has been conducted by a field survey among the consumers by questionnaire method and collected samples from regular online and regular offline shoppers in the country. The total sample size was 1535 units collected from the north, northeastern, central and southern regions of the country. The findings of the study revealed that penetration of online shopping is 15 percent with an estimated range of 13 to 17 percent for the entire population, and it is higher in central and northeastern regions but lower in north and southern regions. The important observation in the study is that there is very low penetration of online shopping in Thailand due to the lack of trust in online traders and non-confidence in online payments.
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ItemBank Stock Return Sensitivity to Interest Rate Changes in Thailand( 2015-01) Sirikarn Jeanchutima ; Nopphon TangjitpromMany studies were trying to explain the changes of stock returns by finding the factors impact on a certain market, industry, or stock. Focusing on the financial institution especially commercial bank, there are some research proved that interest rate is one of the crucial factor impact the commercial bank stock returns. Interest rate is the cost and return of money in financial market since commercial bank acts as major financial intermediary; therefore, interest rate is still the majority of its cost and return. In Thai stock market shows different result, the changing in interest rate reflects slightly on the change in stock returns. After taking a close look, the conclusion can be drawn from outcomes the bigger size of the bank experience the larger effect. Thus, bank size is not a real moderator affect the relationship, the trading volume of the bank is the real relevant factor. Consequently, the theory can be hold only if the market participants trade all bank stock equally.
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ItemBridging the gap between tourism education, tourism industry and graduate employability: intricacies and emerging issues in ThailandThe university education system in ASEAN will be affected by the new market conditions. The path to success for Thai educational institutions is to engage the market with a frontal assault by anticipating market demands and preparing themselves to meet that demand. Hospitality and Tourism in an interdisciplinary field requiring different employability competency that has yet to gain attention by tourism and hospitality educators in the academia. If the travel and tourism industry in Thailand hopes to sustain itself, it will need personnel who are both willing and enthusiastic workforce. This requires educational institution to create curricula to equip tourism and hospitality graduates with necessary skills and to impart knowledge. Students aspiring to take up tourism as their careers must be well aware of the 'professional' commitments of the industry. The future of the tourism and hospitality industry will really demand creative ideas from the next generation. Employability questions are beginning to stress what new ideas the candidates can bring. This paper provides insight into certain overlooked perspectives, missing linkages and policy gaps between institutions imparting tourism education and the tourism industry leading to employable graduates.
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ItemA case study of the schoology LMS at Assumption College English Program( 2019) Androsoff, Andrei ; Satha PhongsathaBlended learning (BL) is a major educational trend that uses technology to enhance and complement traditional classroom learning, and may help Thailand achieve educational goals of the “Thailand 3.0” policy. Foreign teachers at Assumption College English Program (ACEP), a private K-12 school near Bangkok, have adopted Schoology Basic, a free learning management system (LMS) to support teaching and learning for all of their courses. This qualitative study used questionnaires and interviews to gather data on the usage, satisfaction and preferences of students and teachers regarding the LMS, and examine how it fits into BL at the school. Descriptive statistics and thematic analysis were conducted. The study found high satisfaction overall, with higher satisfaction and usage in teachers, but more variation in usage patterns for students. Students and teachers alike prized features relating to submitting work, grade calculation and staying organized, while communication features were largely unused. Both groups had come to value the LMS highly and wished strongly to continue using it, despite various technical annoyances. Regarding improvements, students wished for a chat feature and improved mobile app quality; teachers would like usability and efficiency improvements in the web app. LMS adoption is highly recommended for similar schools.
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ItemCelebrating 150 years Wat Rat Pradit Sathit Maha Sima RamEvent design for the 150th anniversary celebration of Wat Rat Pradit Sathit Maha Sima Ram.
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ItemA comparative study of adult Learners’ motivation for learning English as a foreign language according to their instruction by single or multiple instructors at Geos Language Centre, ThailandThe purpose of this quantitative study was to compare adult learners’ motivation for learning English as a foreign language according to their instruction by either a single instructor or by multiple instructors over a period of six weeks at Geos Language Centre in Bangkok, Thailand. The sample population of this study consisted of 67 adult-learner students enrolled in private English as a foreign language courses during the period of April to July 2020. These students comprised two groups under investigation during the period of this study: 1) Those who received instruction from a single instructor, and 2) Those who received instruction from multiple instructors. The Questionnaire for Measuring Motivation for Learning English as a Foreign Language (QMMLEFL), adapted from the Attitude / Motivation Test Battery (AMTB) by Gardner (2004), was used to measure the level of adult learners’ motivation for learning English as a foreign language (EFL). Descriptive statistics (means and standard deviations) were calculated, and statistical hypothesis testing (comparative analysis using paired samples t-tests and an independent samples t-test) was performed from data collected to pursue the research objectives and accept or reject the research hypotheses of this study. The research findings did not indicate that there was a statistically significant difference in the gain in motivation for learning English as a foreign language over a six-week period of study between adult learners who studied with a single instructor and adult learners who studied with multiple instructors. Recommendations for adult learners and instructors of English as a foreign language and language institute administrators and future researchers are provided.
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ItemA comparative study of attitudes toward learning Chinese as a foreign language of Grades 3-4 students at an International School in Samut Prakarn, Thailand( 2020) Chang, Ting-Jung ; Suwattana Eamoraphan ; Chayada ThanavisuthThis study was conductedto investigate 63 Grade 3 and66 Grade 4 students’ attitudes toward learning Chinese as a foreign language (in terms ofaffective, behavioral and cognitive components) at an international school in academic year 2018-2019 in Samut Prakarn, Thailand. It was designed as a quantitative and comparative study. An adopted version of The Attitude toward Learning Chinese as a Foreign Language Questionnaireby Abidin,Pour-Mohammadiand Alzwari(2012)was used for data collection. The questionnaire included three subscales (attitude in terms of affective component, attitude in terms of behavioral component and attitude in terms of cognitive component) to discover the students’ attitudes toward learning Chinese as a foreign language. The data collected from the 129 questionnaires were analyzed by means and standard deviations, a multivariate analysis of variance(MANOVA) and independent samplest-tests. These were used to determine whether there was asignificant difference between Grades 3 and 4 students’ attitudes toward learning Chinese as a foreign language(in terms ofaffective component, behavioral component and cognitive component). The study suggestedthat there was a significant difference between Grades 3 and 4 students’ attitudes toward learning Chinese as a foreign language.
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ItemA comparative study of Grade 6 students' academic achievement and motivation for learning English as a foreign language under cooperative teaching method and traditional teaching method at Watbangchalongnai School, samut Prakan, ThailandThe purpose of this study was to find if cooperative teaching methods in Watbangchalongnai School, Samut Prakan, Thailand, would enhance Grade 6 students’ English academic achievement, measured by their abilities in grammar, reading comprehension, and vocabulary. The study also sought to measure students’ motivation for learning English as a foreign language (EFL). For the purpose of the study, the researcher conducted an intervention experiment for 12 weeks, from December 2018 to March 2019, in which two intact Grade 6 groups were chosen, one as experimental group and the other as control group. During the experiment, subjects in the experimental group (39 students) attended classes based on cooperative teaching method. The control group (39 students), on the other hand, did not carry out any additional activities to traditional teaching method. Tocontrol as many variables as possible, the number of classes per week, duration of each class and components to be taught were all the same in both groups. In order to test the effectiveness of such strategy, two quantitative tools for data collection were used to compile the findings of the study. To begin with, a pre-test and a post-test were administered to measure students’ academic achievement in learning EFL before and after the treatment. Afterwards, a questionnaire was distributed to both groups inorder to measure students’ motivation for learning EFL. The results of the independent samples t-test on a difference of academic achievement revealed a significant difference between the two groups. The sample means showed that subjects in the experimental group increased their academic achievement from the pre-test to the post-test significantly more than subjects in the control group.Results regarding motivation for learning EFL failed to reveal a significant difference between the two groups. The sample means showed that subjects in the experimental group demonstrated high mean scores on motivation for learning EFL, which were statistically similar to those shown by subjects in the control group. Based on the research findings, recommendations for students, teachers, administrators and future researchers are provided.
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ItemA comparative study of Kindergarten 3 Students’ Chinese academic achievement and attitude toward learning Chinese language according to gender and linguistic family background in a private school in Bangkok, ThailandThe study was conducted to investigate the Kindergarten 3 (K3) students’ Chinese academic achievement and attitude toward learning Chinese language according to their gender and linguistic family background at a private school in Bangkok, Thailand. The study was carried out with a total of 124 K3 students at the target school during the second semester of the academic year 2019-2020. It was designed as a quantitative and comparative study. Two instruments were used in this study for data collection. One was the Attitudes Toward Learning Chinese as a Foreign Language Questionnaire, developed to measure students’ attitudes towards learning Chinese language. The other instrument was the Chinese Midterm Test, used to measure participants’ Chinese academic achievement. Descriptive statistics (means and standard deviations) and independent samples t-tests were performed on the collected data to address the research objectives driving this study. The findings indicated that girls had a significantly more positive attitude toward learning Chinese language than boys, and girls had also a significantly higher Chinese academic achievement than boys in the target school. Moreover, it was also found that students with bi- and multilingual family background had a significantly more positive attitude toward learning Chinese language than students with monolingual family background, and students with bi- and multilingual family background had a significantly higher Chinese academic achievement than those with monolingual family background. Based on the discussion of the findings, recommendations for action and further study are provided.