Browsing by Resource Types "Journal Article"
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ItemThe 2002 AU academic awards(Assumption University, 2003) Narong Chomchalow ; Assumption University. Vincent Mary School of Science and Technology
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ItemThe 2003 AU awards for excellence(Assumption University, 2004) Narong Chomchalow ; Assumption University. Vincent Mary School of Science and Technology
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ItemThe 2006 AU Academic Award presentations(Assumption University, 2007) Staff, Editorial ; Assumption University. Vincent Mary School of Science and Technology
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Item3Ps, task-based learning and the Japanese learner(Assumption University, 2002) Mika Tanasarnsanee ; Assumption University. Graduate School of English
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ItemA cognitive linguistic approach to English, Chinese and Thai spatial terms: the case of on, shangand bonThe objective of this article is to compare the English spatial term on, the Chinese spatial term shang and the Thai spatial term bon from the cognitive linguistic perspective. These three spatial terms share a basic meaning of the position on the surface of something. However, the extended usages of these three terms are relatively different. In analyzing the differences between these three terms, sample sentences of English, Chinese, and Thai are collected from three corpora. The corpora used are British National Corpus by Oxford University (2021) for English sentences, Modern Chinse CCL Corpus by Peking University (2021) for Chinese sentences, and Thai National Corpus by Chulalongkorn University (2021) for Thai sentences. Data collected from the corpora are analyzed and discussed. The cognitive linguistic approach is adopted in the discussion. Concepts of spatial relations and meaning, proto-scene, polysemy words, and the semantic network of these three spatial terms are discussed in this article. The result of the analysis can be applied to spatial terms in teaching and learning. Since the difference between languages should be emphasized during classes, some negative transfers may be prevented. In addition, foreign students will have a better understanding of the terms studied in the foreign language classes.
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ItemA comparative study of academic achievement and satisfaction in social studies of Grade 9 students under game-based and teacher-centered learning methods at Satriwitthaya 2 School, Bangkok, ThailandThis study aimed to determine academic achievement and satisfaction between Grade 9 studentsunder Game-basedlearning and Teacher-centered learning methodsat Satriwitthaya 2 School, Bangkok. The participants of this study were 60 students from Grade 9 who were studying with game-basedand teacher-centered learning methodsat Satriwitthaya 2 School, Bangkok. This study was a comparative study research design. In addition, a questionnaire from developing teaching games with computer systems for conversion based on a computer mathematics course at the vocational certificated students. This study analyzed descriptive statistics (means and standard deviations) and comparative analysis independent samples t-test (2-tailed). This study found that Grade 9 students' academic achievement taught by game-based learning was higherthan Grade 9 students' academic achievement taught by teacher-centered learning. Furthermore, there was a significant difference between Grade 9 students' academic achievement taught by game-based learning method and those taught by teacher-centered learning method. The satisfaction for game-based learning was 3.95, and for teacher-centered learning, the method was 3.65, which was interpreted as high.
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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 Chinese learning achievement of Grade 7 students using Chinese or Thai as a medium of instruction in Chinese language class at Wat Suthiwararam School in Bangkok, ThailandThis study was conducted to identify whetherthere was a significant difference in the gain in Chinese learning achievement between Grade 7 students using Chinese as a medium of instruction in a Chinese languageclass and those using Thai as a medium of instruction at WatSuthiwararam School in Bangkok,Thailand. The study duration was two months. Seventy students were targeted in this study, conducted during the academic year 2020-2021. In the experimental group, 36 students usedChinese as a medium of instruction in Chinese language class. The researcher,as a teacher, taught the experimentalgroup. And the control group, taught by aThai teacher and 34 students in total, usedThai as a medium of instructionin Chinese language class. The results of research carried out on Jan. 2021.The data collected wereanalyzed by a statistical software program. According to the purpose and hypotheses of the study, different statistical methods were used to analyze the data (e.g.,means, standard deviations, dependent samples t-test,independent samples t-test). The study showed the level of learning achievement of Grade 7 students using Chinese as a medium of instructionin Chinese language class was very good. The class was very good for Grade 7 students using Thai as a medium of instruction in a Chinese language. The results showed nosignificant difference in Grade 7students using Chinese orThaias a medium of instructionin Chinese language class at Wat Suthiwararam School in Bangkok, Thailand.
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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 Grades 8 and 9 students' beliefs towards task-based approach and teacher-centered approach in teaching Chinese as a foreign language class at a private school in Bangkok, ThailandThe purpose of this studywas to investigate the levels of Grades 8 and 9 students'beliefs and determine whether there were significant differences between task-based and teacher-centered approachesin teaching Chinese as a foreignlanguageclass at a private school in Bangkok, Thailand. This study had 92 Grade 8 and 90 Grade 9 participants as a population sample in the 2020-2021 academic year. This research was designed as a quantitative comparativestudy. The students'beliefs towards teaching approaches questionnaire from Zhang and Liu (2014)was usedas the research instrumentin this study. Descriptive statistic was utilized to analyze the levels of Grade 8 and Grade 9 students'beliefs towards task-based and teacher-centered approaches in teaching Chinese as a foreign language (CFL) classes. Dependent samples t-test was used to compare whether there weresignificant differences between task-based and teacher-centered approachesin teaching CFL classes. The findings revealed that Grades 8 and 9 students expressed their positive beliefs towards a task-based approach in teaching CFL class butshowed their neutral belief toward a teacher-centered approach. There was a significant difference in Grade 8and Grade9 students'beliefs towards task-based and teacher-centered approaches in teaching CFL classes. According to these findings, the researcher provided recommendations for students, Chinese teachers, school administrators, and future researchers.
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ItemA comparative study of kindergarten students' levels of English achievement by way of tracking and detracking at ChockChai Hathairaj School in Bangkok, ThailandThe purpose of this study was to compare Kindergarten students’ levels of English achievement by way of two different grouping arrangements known as tracking and detracking at Chokchai Hathairaj School in, Bangkok, Thailand. This study was to determine if any statistically significant difference existed between those instructed in accordance with tracking and those instructed in accordance with detracking in terms of their respected levels of English achievement. This study was conducted over a period of nine weeks from July 2020 to August 2020. A total of 60 Kindergarten students took part in this study. In this study, 30 students were grouped according to ability as determined by a pre-test and in accordance with tracking and 30 students were grouped randomly regardless of ability in accordance with detracking. This study used a pre-test and a post-test to identify students’ levels of English achievement. The test scores were analyzed by of statistical analysis including mean and standard deviation and compared by way of paired samples and independent samples t-tests The findings showed there was a significant difference between pre-test and post-tests by ways of both tracking and detracking at the .05 level. The findings also showed no significant difference existed in gain difference between pre-tests and post-tests by way of tracking and detracking at the .05 level.
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ItemA comparative study of motivation for and situational interest in learning Chinese as a foreign language among Thai upper elementary school studentsPurpose: The purpose of this study was to determine whether there was a significant difference in motivation for and situational interest in learning Chinese as a foreign language (CFL) among Grades 4-6 students at an international school in Bangkok. Research design, data and methodology: In order to accomplish this purpose, a quantitative comparative research design was employed on 36 students from Grade 4, 31 students from Grade 5, and 32 students from Grade 6 enrolled in an international school in Bangkok, in the academic school year 2021- 2022. Motivation-related data were gathered through administering the Motivation for Learning Chinese Questionnaire (MLCQ), adapted from Gardner (2010), while the situational interest scale was measured using the Situational Interest Scale (SIS), adopted from Chen et al. (1999). Results: The overall level of motivation for learning in CFL of the participants, regardless of their grade, was partially high and was numerically very similar across grades, whereas the overall level of situational interest in learning CFL was moderate regardless of the grade, and numerically dropped in Grade 6. Moreover, there was no statistically significant difference in either motivation for or situational interest in learning CFL among Grade 4, Grade 5, and Grade 6 students at the target school. Conclusions: The results indicate that being enrolled in either Grade 4, 5 or 6 at the target school appears to have no statistical effect on the participants’ motivation for and situational interest in learning CFL.
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ItemA comparative study of Primary 1 students' attitude toward and achievement in Chinese language class under game teaching method and traditional teaching method at an international school in ThailandThe purpose of this paper was to determine if there were significant differences in the attitude toward and the achievement in Chinese language class between two classes of Primary 1 students, one learning under the game teaching method and the other learning under the traditional teaching method,at an international school in Thailandduringthe academic year 2020-2021.This study was conducted on a convenience sample of 49 Primary 1 students, whose attitude toward and achievement in Chinese language classwas measuredbefore and after an experimental period of three weeks, during which the experimental group (24 students) was taught through the game teaching method, and the control group (25 students) was taught through the traditional teaching method. A 10-item questionnaire, based on the “attitude toward the learning situation”subscale fromthe Attitude/Motivation Test Battery (AMTB; Gardner, 2006), was used for measuring participants’level of attitude toward Chinese language class, while a 35-question test was administered as pre-and post-test to measure participants’ achievement in Chinese language class. The collected data were analyzed using descriptive statistics (means, standard deviations, frequencies,and percentages) and independent samples t-tests. The findings showed thatstudents in the experimental group had a significantly higher attitude toward Chinese language class than students in the control group. However, no significant difference in the gain in achievement in Chinese language class was seen between the experimental and control groups.
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ItemA comparative study of primary 4 students' academic achievement and perception on learning Chinese as a foreign language under inquiry-based learning method at an international school in Bangkok, ThailandThe objective of conducting this comparative research was to determine students' academic achievement in learning Chinese while being instructed under the teaching methodology of inquiry-based learning method in learning Chinese as a foreign language at aninternational school in Bangkok. How has learning under the inquiry-based learning method increased students' academic achievement and sufficiency for Primary 4 students, which prepared them sufficiently to pass their HSK (Hanyu Shuiping Kaoshi) Chinese proficiency test at their respective Chinese levels? This study examined both the effectiveness of the learning methodology and students' perception of their academic performance to determine how inquiry-based learning methods work in learning a foreign language. A pre-test and post-test were given to Primary 4 students in a Chinese class. The research was conducted from May 2020 to June 2020 in Chinese class. The topic was in Unit 1, "Greeting," which emphasized classroom activity, friends, and family. The lessons were conducted for four weeks, with 3 hours of class per week lasting for a total duration of 60 minutes. The sample size of this study was 18 students being instructed under the inquiry-based learning method. Results indicated that the student's academic achievement and performance in the Chinese language have increased in percentage under the inquiry-based learning methodology. The findings showed that the inquiry-based learning method results in higher achievement in students' academic performance. Students' perception of learning Chinese under the inquiry-based learning method was effective. Therefore, the findings of the study indicated a significant difference in gains instructed under the inquiry-based learning method at a significance level of .05 found in this study. Students achieved higher when exposed to inquiry-based learning methods in learning Chinese as a foreign language.
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ItemA comparative study of students' motivation and perception of parental encouragement for learning englishPurpose: The purpose of this quantitative comparative study was to determine whether there were significant differences among Grades 3-5 students’ motivation and perception of parental encouragement for learning English at an International School in Nonthaburi, Thailand. Research design, data and methodology: A total of 102 students participated in this study. The research instrument was the Motivation and Perception of Parental Encouragement for Learning English Questionnaire (MPPEFLEQ) which was adapted from the international version (2004) of Gardner's Attitude/Motivation Test Battery (AMTB). Results: The results showed that there was a significant difference in both motivation and perception of parental encouragement for learning English among Grades 3-5 students at International School in Nonthaburi, Thailand. Conclusions: The results indicated that there were significant differences between students’ drive for learning English and parental support for learning English among Grades 3-5 students at an International School in Nonthaburi, Thailand.
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ItemA comparative study of teachers’ self-efficacy for teaching in primary education according to gender, years of teaching experience, and educational background at six church-based primary schools in Northern Shan State, MyanmarThe purpose of this quantitative, comparative study was to determine if there were significant differences in teachers’ self-efficacy for teaching in primary education (in terms of efficacy for student engagement, instructional strategies, and classroom management) according to their gender, years of teaching experience and educational background, at six purposively chosen church-based primary schools in Northern Shan State, Myanmar. The study was conducted on 127 teachers teaching at the target schools during the academic year 2020-2021. The Teachers’ Sense of Efficacy Scale (TSES, short-form, Tschannen-Moran & Woolfolk Hoy, 2001) was used to measure the levels of self-efficacy for teaching in primary education, including the three subscales (efficacy for student engagement, instructional strategies, and classroom management). A total of 99 out of 127 (77%) teachers completed the questionnaire. After the data collection was done, descriptive statistics (means and standard deviations) and statistical hypothesis testing (multiple analysis of variance, MANOVA) were carried out to address this study’s research objectives and hypotheses. The findings from this study revealed no significant differences in teachers’ self-efficacy for teaching in primary education (in terms of efficacy for student engagement, instructional strategies, and classroom management) according to their gender, years of teaching experience, and educational background.
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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.