Relevant bibliographies by topics / Thai learners

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Thai learners'

Author: Grafiati
Published: 25 May 2024
Last updated: 31 July 2025

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Journal articles on the topic "Thai learners"

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Vanijdee, Alisa. "Thai Distance English Learners and Learner Autonomy." Open Learning: The Journal of Open, Distance and e-Learning 18, no. 1 (2003): 75–84. http://dx.doi.org/10.1080/0268051032000054130.

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Wongsuphasawat, Karn, and Phakkharawat Sittiprapaporn. "Preferred learning styles of Thai learners in anti-aging and regenerative sciences." Asian Journal of Medical Sciences 9, no. 6 (2018): 14–19. http://dx.doi.org/10.3126/ajms.v9i6.20927.

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Background: Several studies reported that every individual learner has its own different style of learning. All learners have their own preferences for the ways in which they receive information for studying.Aims and Objective: In order to determine whether a particular teaching method provided by each instructor might enhance learner of anti-aging and regenerative medicine satisfaction with the learning process, a well-known learning preferences survey which are linked to sensory modalities of learners was distributed to anti-aging and regenerative science students at School of Anti-Aging and
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Pan, Zhaoyi. "A Corpus-Based Study on Politeness Used by L1 Thai EFL Learners." International Journal of Linguistics 14, no. 6 (2022): 28. http://dx.doi.org/10.5296/ijl.v14i6.20436.

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This research aimed to identify politeness super-strategies, the strategies under each category of super-strategy, and common lexical patterns in each strategy when performed by L1 Thai intermediate-level EFL learners in English conversation. It attempted to use the corpus-based approach to examine the pattern of how L1 Thai intermediate-level EFL learners use politeness in English conversation and, on the other hand, to examine the existing problems with L1 Thai intermediate-level EFL learners’ use of politeness super-strategies based on the findings. In total, 30 L1 Thai intermediate-level E
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Li, Gan, and Xuming Yang. "Impacts and Perceptions: Analyzing Chinese Language Attitudes Among Thai University Learners." International Journal of Sociologies and Anthropologies Science Reviews 4, no. 4 (2024): 215–36. http://dx.doi.org/10.60027/ijsasr.2024.4359.

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Background and Aim: With the enhancement of China's comprehensive national strength and the increasing practical value of the Chinese language, this study aims to investigate the language attitudes of Chinese learners in major universities in Thailand. The goal is to understand the Chinese language attitudes of Thai learners and the correlation between different background variables and their attitudes toward Chinese. This research not only provides solid data support for Chinese teaching in Thailand but also contributes to cooperation and exchanges between China and Thailand in various fields
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Wiriyakarun, Pamararat. "Can Thai Students Become Self-directed Learners?" rEFLections 4 (December 31, 2002): 31–40. http://dx.doi.org/10.61508/refl.v4i0.114334.

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Recently in Thailand, there have been attempts to integrate self-directed learning into existing English programmes in a large number of institutions including King Mongkut's University of Technology Thonburi, where the importance of learner-centredness and learner self-assessment is stressed. However, questions about the possibility and effectiveness of the programmes and the students' ability to become self-directed learners have arisen. This paper will explore the students' perceptions of the effectiveness of learning through self-access to find out whether this learning mode could help imp
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AMBELE, Eric. "Thai Tertiary Learners’ Attitudes towards Their Thai English Accent." PASAA 61, no. 1 (2021): 87–110. http://dx.doi.org/10.58837/chula.pasaa.61.1.4.

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Maklai, Sumintra, Theeraporn Ratitamkul, and Thanasak Sirikanerat. "The Use of the Thai Final Particle Na by Japanese Learners of Thai." MANUSYA 20, no. 2 (2017): 27–54. http://dx.doi.org/10.1163/26659077-02002002.

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This research aims to analyze communicative functions of the Thai final particle na and to explore the use of na by Japanese learners of Thai, comparing to that of native speakers. The study consisted of two parts. The first part involved an analysis of na using data from the Thai National Corpus (TNC). The findings showed that na had three main communicative functions. It was used to soften the tone of an utterance, to emphasize an utterance, and to mark a topic of an utterance. The second part of this research concerned conversational data in a pair discussion task of 10 Japanese learners of
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Worathumrong, Sakulrat. "“How the Furby Coming is…”: Interference of First Language and Culture in Thai EFL Learners’ Paragraph Writing." English Language Teaching 14, no. 10 (2021): 92. http://dx.doi.org/10.5539/elt.v14n10p92.

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This study investigated features of first language and cultural interference in Thai EFL learners’ English paragraph writing on popular culture. Drawing from theoretical grounds of interlanguage, language interference, and rhetorical interference, the sample of 30 English paragraphs of Thai EFL undergraduate learners was examined quantitatively and qualitatively. The English writing included 15 paragraphs from the Thai learners with high exposure to English language (TEH) group, and 15 paragraphs from those with the low exposure to English language (TEL) group. Using analysis models
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Sumonsriworakun, Piyaboot, and Nattama Pongpairoj. "SYSTEMATICITY OF L1 THAI LEARNERS' ENGLISH INTERLANGUAGE OF DEPENDENT PREPOSITIONS." Indonesian Journal of Applied Linguistics 6, no. 2 (2017): 246. http://dx.doi.org/10.17509/ijal.v6i2.4911.

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The study investigates systematicity in English interlanguage of dependent prepositions among L1 Thai learners of L2 English. It is hypothesized that Thai learners show non-random use of English dependent prepositions in their English interlanguage, and that the systematicity is largely attributable to cross-linguistic influence and certain cognitive factors. To test the hypothesis, 30 L1 Thai undergraduate students of L2 English at elementary, intermediate, and advanced proficiency levels took two tests: a Thai–English translation test and a cloze test. The tests involved four types of relati
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Chae, Bukyu, Bongwoon Song, Nakkong Sasiwan, and Nang-Ye Kim. "Development and Application of an Emotional Scale for Thai Learners of Korean : Focusing on the Factors of Enjoyment." International Network for Korean Language and Culture 22, no. 1 (2025): 313–44. https://doi.org/10.15652/ink.2025.22.1.313.

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Journal of the International Network for Korean Language and Culture 22-1, 313-344. This study developed a preliminary emotional scale to accurately reflect the emotional experiences of Thai learners of Korean based on Dewaele and MacIntyre’s (2014) Foreign Language Enjoyment Scale (FLES) and the Foreign Language Classroom Anxiety Scales (FLCAS). The 107 study participants reported experiencing enjoyment through various factors, including teacher influence, a supportive learning environment, diverse learning activities, and peer interactions, while demonstrating a tendency to manage their acad
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Dissertations / Theses on the topic "Thai learners"

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Kitikanan, Patchanok. "L2 English fricative production by Thai learners." Thesis, University of Newcastle upon Tyne, 2016. http://hdl.handle.net/10443/3410.

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In early research on L2 (second language) phonology, researchers mainly focussed on whether L2 learners can achieve ‘target-likeness’, which relates to whether or not a sound is perceived as the intended target or whether it fits into the expected IPA category as determined by trained phonetician(s). The popular model for this focus was the contrastive analysis hypothesis (CAH) (Lado, 1957). Later research extended the focus to judgements of ‘native-likeness’, which is the extent to which the speaker’s L2 sound production has native-like qualities. Methods such as accent rating tasks and acous
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Hemchua, Saengchan. "Vocabulary development in Thai EFL and ESL learners." Thesis, University of Nottingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270286.

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Na-Thalang, Sanooch. "Thai learners of English and the English number system." Thesis, University of Essex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310046.

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Vanijdee, Alisa. "Language learning strategy use, interaction with self-instructional materials, and learner autonomy of Thai distance language learners." Thesis, University of Reading, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365377.

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Boonmoh, Atipat. "The use of pocket electronic dictionaries by Thai learners of English." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/1072/.

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This thesis investigates the current situation of pocket electronic dictionary use in Thailand. It explores the types of dictionary owned and used by Thai learners and their teachers, and the teachers’ attitudes towards the use of pocket electronic dictionaries (PEDs). It also explores how Thai learners use pocket electronic dictionaries to write a summary in English (production) and to write a summary in Thai (reception), and strategies that Thai students use to try to solve their reading and writing problems. The participants in my studies included 30 lecturers who taught basic English cours
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Kongsom, Tiwaporn. "The effects of teaching communication strategies on Thai learners of English." Thesis, University of Southampton, 2009. https://eprints.soton.ac.uk/69653/.

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The issue of teaching and learning communication strategies has been controversial over the past few decades. Whereas some theoretical arguments reject the benefits of teaching of communication strategies, many practical and empirical studies make pedagogical recommendations and support the idea. Nevertheless, there appears to be no information on teaching communication strategies to Thai learners of English in Thailand. To address these issues, this thesis investigates the effects of teaching communication strategies to Thai learners of English in Thailand. It was designed as an interventioni
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Burkardt, Brett A. "Acquisition sequence of the English interdental fricatives by Thai ESL learners /." Available to subscribers only, 2008. http://proquest.umi.com/pqdweb?did=1597629651&sid=2&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Thesis (M.A.)--Southern Illinois University Carbondale, 2008.<br>"Department of Teaching English to Speakers of Other Languages." Includes bibliographical references (p. 68-72). Also available online.
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Jaihow, Patson. "Corpus use by student writers : error correction by Thai learners of English." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8274/.

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Researchers in corpus linguistics and applied linguistics have recommended the use of corpus data by language learners to promote independent learning (Bernardini, 2004; Yoon & Hirvela, 2004; O’Keeffe et al, 2007). However, it is not clear to what extent learners are able to use corpus resources independently, and how they can be trained to use a corpus more effectively. This thesis reports a study of learners using a corpus for error correction. The learners recorded their processes using a think-aloud protocol. The thesis records three main findings. Firstly, the learners found it easiest to
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Kasemsin, Chirasiri. "Interlanguage refusals : a cross-sectional study of Thai EFL learners' refusals in English." Thesis, University of Leeds, 2006. http://etheses.whiterose.ac.uk/806/.

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Using the speech act of refusals and formulaic language as focuses of analysis, this thesis aims to explore whether or not grammatical proficiency and development is distinct from pragmatic proficiency. The data were collected from 36 Thai EFL learners at three proficiency levels: low intermediate, intermediate and advanced, using four open role-plays. The role-plays were designed to incorporate different combinations of sociolinguistic variables of power and distance, as expounded in Brown and Levinson's politeness theory. The data were analyzed from two perspectives: pragmatic and lexicogram
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Puakpong, Nattaya, and n/a. "An individualized CELL Listening Comprehension Program: making listening more meaningful for Thai learners of English." University of Canberra. Languages, International Studies & Tourism, 2005. http://erl.canberra.edu.au./public/adt-AUC20060724.135729.

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The purpose of this research project was to examine theories of learning, theories of teaching, and theories of listening comprehension with a view to developing and testing a computer-enhanced listening comprehension system for English as a Foreign Language within the Thai university system. In addition to carrying out an in-depth literature review, factors contributing to difficulties in the listening process were also carefully examined in order to build a sound foundation for dealing with listening comprehension. A brief history and analysis of Computer Assisted Language Learning were pres
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Books on the topic "Thai learners"

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Tannacito, Dan J. Second language acquisition: selected annotated bibliographies on Japanese, Chinese, Thai, Indic, Spanish and Arabic learners of english. Educational Resources Information Center, 1990.

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J, Kameenui Edward, ed. Effective teaching strategies that accommodate diverse learners. 2nd ed. Merrill, 2002.

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Liu, Shuangshuang. Assessing Education Interventions that Support Diverse Learners. [publisher not identified], 2018.

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J, Kameenui Edward, and Carnine Douglas, eds. Effective teaching strategies that accommodate diverse learners. Merrill, 1998.

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Ferlazzo, Larry. English language learners: Teaching strategies that work. Linworth, 2010.

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J, Kameenui Edward, and Carnine Douglas, eds. Effective teaching strategies that accommodate diverse learners. 4th ed. Pearson Education, 2010.

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J, Kameenui Edward, and Carnine Douglas, eds. Effective teaching strategies that accommodate diverse learners. 3rd ed. Pearson Merrill Prentice Hall, 2007.

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Kirsten, Miller, ed. Classroom instruction that works with English language learners. ASCD, 2013.

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Kottler, Ellen. English language learners in your classroom: Strategies that work. 3rd ed. Corwin Press, 2008.

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Kottler, Ellen. English language learners in your classroom: Strategies that work. 3rd ed. Corwin Press, 2008.

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Book chapters on the topic "Thai learners"

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Mintowati, Pensri Panich, Octo Dendy Andriyanto, Hespi Septiana, and Hans Yosef Tandra Dasion. "Indonesian-Thai bilingual BIPA teaching materials e-learning based for beginner learners." In Inclusive, Sustainable, and Transformational Education in Arts and Literature. Routledge, 2024. http://dx.doi.org/10.1201/9781003484318-16.

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McDonough, Kim, William J. Crawford, and Jindarat De Vleeschauwer. "7. Thai EFL learners’ interaction during collaborative writing tasks and its relationship to text quality." In Peer Interaction and Second Language Learning. John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/lllt.45.08mcd.

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Onthong, Benjaphron, and Watcharapol Wiboolyasarin. "Task-Based Virtual Learning Environments: Enhancing Thai as a Foreign Language Learners’ Speaking, Listening Abilities, and Cultural Competence Using the SPeCTRUM." In Communications in Computer and Information Science. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-61678-5_7.

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Navaitienė, Julita, and Eglė Stasiūnaitienė. "The Goal of the Universal Design for Learning: Development of All to Expert Learners." In Inclusive Learning and Educational Equity. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_2.

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AbstractOver the past 10 years, every learner’s ability to achieve the highest level of learning success has become quite an important topic. The Universal Design for Learning (UDL) sets a goal to allow all learners to achieve their optimal learning experience that matches inclusive education. Learners who can assess their own learning needs set their personal learning goals, and monitor their progress are termed the expert learners (McDowell. Developing expert learners: a roadmap for growing confident and competent students. Corwin, 2019). This chapter focuses on theoretical backgrounds for e
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Golon, Alexandra Shires. "Are Boys More Visual-Spatial Than Girls?" In VISUAL-SPATIAL learners, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003239482-3.

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Golon, Alexandra Shires. "Are Boys More Visual-Spatial Than Girls?" In VISUAL-SPATIAL learners, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003239482-3.

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Rosier, Soren. "PeerTeach: Teaching Learners to Do Learner-Centered Teaching." In The Power of Peer Learning. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-29411-2_11.

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AbstractOne-on-one tutoring is the most effective teaching arrangement. Most schools and families, however, cannot afford to provide each child with a tutor. Peer tutoring in classrooms, a more feasible and scalable learning arrangement, increases learning for both tutors and tutees, but peer tutors’ efficacy is often limited by their didactic and disempowering approaches. Two interventions with distinctly different designs were developed to test the viability of online, scalable training to foster students’ adoption of learner-centered teaching methods. To compare the efficacy of these interv
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Palmér, Hanna, and Camilla Björklund. "The Real World of Toddler Mathematics." In Teaching Mathematics as to be Meaningful – Foregrounding Play and Children’s Perspectives. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-37663-4_17.

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AbstractThe focus of this paper is the expression ‘mathematizing’, which was introduced by the famous Dutch mathematician Hans Freudenthal. His starting point was that mathematics should be taught so that the knowledge becomes useful for the learner, which is why all mathematics teaching should be based on the learner’s world and experiences. He referred to the learner’s world as a context relevant to those who are to learn where the ‘real world’ ought to precede the mathematics. Based on empirical examples, we elaborate in this paper on what ‘real world’ and thus mathematizing may imply in th
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Valizadeh, Mojtaba, Nathanaël Fijalkow, and Martin Berger. "LTL Learning on GPUs." In Computer Aided Verification. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-65633-0_10.

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AbstractLinear temporal logic (LTL) is widely used in industrial verification. LTL formulae can be learned from traces. Scaling LTL formula learning is an open problem. We implement the first GPU-based LTL learner using a novel form of enumerative program synthesis. The learner is sound and complete. Our benchmarks indicate that it handles traces at least 2048 times more numerous, and on average at least 46 times faster than existing state-of-the-art learners. This is achieved with, among others, a branch-free implementation of LTL that has $$O(\log n)$$ O ( log n ) time complexity, where n is
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Jin, Lixian, and Martin Cortazzi. "More than a Journey: ‘Learning’ in the Metaphors of Chinese Students and Teachers." In Researching Chinese Learners. Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230299481_4.

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Conference papers on the topic "Thai learners"

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Tantiathimongkhon, Theerawut, Mahasak Ketcham, and Montean Rattanasiriwongwut. "AI-Driven Language Learning Platform for Thai Learners: A Design Thinking Approach." In 2025 IEEE International Conference on Cybernetics and Innovations (ICCI). IEEE, 2025. https://doi.org/10.1109/icci64209.2025.10987504.

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Wiboonwachara, Lalida. "ENHANCING CRITICAL THINKING OF THAI EFL LEARNERS THROUGH QUESTIONING TECHNIQUE." In 38th International Academic Conference, Prague. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.038.043.

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Phithak, Thawatphong, Supachanun Wanapu, Narodom Kittidachanupap, and Sorachai Kamollimsakul. "Expectations and Self-Regulated Learning Behaviors of Thai MOOC Learners." In ICBIM '18: The 2nd International Conference on Business and Information Management. ACM, 2018. http://dx.doi.org/10.1145/3278252.3278271.

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Hansakunbuntheung, Chatchawarn, Hiroaki Kato, and Yoshinori Sagisaka. "Model-based duration analysis on English natives and Thai learners." In 2nd Tutorial and Research Workshop on Experimental Linguistics. ExLing Society, 2019. http://dx.doi.org/10.36505/exling-2008/02/0026/000085.

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Sioson, Irish Chan. "Attitudes of Thai English Learners towards Online Learning of Speaking." In 16th Education and Development Conference. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/edc.2021.003.

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ABSTRACT A recent challenge in the field of education has been met as a shift to online classes from traditional face-to-face classes has been attributed to the COVID-19 pandemic. Hence, certain issues arise from such a sudden shift to an online learning environment, especially for those who have been mainly (or for others, solely) taught in a face-to-face setting. This paper aimed to determine the attitudes of Thai English learners towards online learning of speaking. The study involved fifty-four fourth year English majors in a university in southern Thailand. A survey questionnaire was deve
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Jawaut, Nopthira, and Remart Dumlao. "From Upland to Lowland: Karen Learners’ Positioning and Identity Construction through Language Socialization in the Thai Classroom Context." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.9-2.

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Karen (or Kariang or Yang) are a group of heterogeneous ethnic groups that do not share common culture, language, religion, or material characteristics, and who live mostly in the hills bordering the mountainous region between Myanmar and neighboring countries (Fratticcioli 2001; Harriden 2002). Some of these groups have migrated to Thailand’s borders. Given these huge numbers of migrant Karens, there is a paucity of research and understanding of how Karen learners from upland ethnic groups negotiate and construct their identities when they socialize with other lowland learners. This paper exp
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Kanoksilapatham, Budsaba. "Enhancing Global English and Maintaining Regional Identity: Young Northeastern Thai Learners." In Annual International Conference on Language, Literature & Linguistics (L3 2016). Global Science & Technology Forum ( GSTF ), 2016. http://dx.doi.org/10.5176/2251-3566_l316.82.

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Ratchaponsit, Kornkanya. "Analysis of Language and Cultural Content in Thai Conversation Textbooks for Learners of Thai as a Foreign Language." In – The Asian Conference on Education & International Development 2025. The International Academic Forum(IAFOR), 2025. https://doi.org/10.22492/issn.2189-101x.2025.58.

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Runzrat, Saowalak, Antony Harfield, and Supiya Charoensiriwath. "Applying Item Response Theory in Adaptive Tutoring Systems for Thai Language Learners." In 2019 11th International Conference on Knowledge and Smart Technology (KST). IEEE, 2019. http://dx.doi.org/10.1109/kst.2019.8687462.

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Anonthansap, Orapin, Pannisa Iamjanchai, and Teerapong Leelanupab. "The development of iCALL application for Thai learners to study a LAO language." In 2014 Third ICT International Student Project Conference (ICT-ISPC). IEEE, 2014. http://dx.doi.org/10.1109/ict-ispc.2014.6923210.

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Reports on the topic "Thai learners"

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Puengpipattrakul, Walaipun. An Investigation of Academic Plagiarism of Thai Postgraduate Learners from Interdisciplinary Studies. Chulalongkorn University, 2015. https://doi.org/10.58837/chula.res.2015.89.

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The purposes of this mixed-method study were to (i) investigate and compare the perception of academic plagiarism of Thai postgraduate students from interdisciplinary studies; (ii) verify and compare the students’ actual practice of plagiarism; (iii) examine and justify contributory factors influencing plagiarism; and (iv) estimate and construct alternative measures for plagiarism prevention in the Thai context. The findings were as follows: (1) the quantitative analysis of 196 students’ perception, comprising awareness and knowledge, of plagiarism based on two main fields of study—science and
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Wasanasomsithi, Punchalee. A case study of Thai ESL learners' language and literacy learning in an authentic situation : opening a bank account. Chulalongkorn University, 2003. https://doi.org/10.58837/chula.res.2003.86.

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Learning is a life-long activity. Whether we are in school or not, we are always learning something for some purpose. In fact, society is a large classroom full of rich resources, which allows us to experience, explore, and experiemnt how second language andn literacy are learned in an authentic situation. The subjects consisted of ten Thai students who were studying English asd a second language and who were enrolled in a graduate program at Indiana University, Bloomington, Indiana, U.S.A. The chosen topic was opening a bank account, one of the shared experiences all foreign students have to
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Rui, Yang, and Arjun Upadhyay. Examples of EdTech that reach marginalised learners. EdTech Hub, 2022. http://dx.doi.org/10.53832/edtechhub.0102.

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Pape, Barbara, and Tom Vander Ark. Policies and Practices That Meet Learners Where They Are. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/15.

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The convergence of growing classroom diversity, learning sciences research, sophistication of technology, and 21st- century job requirements in a global market could put America’s education system on track for personalizing the learning experience. The goal is for each student to master content and skills to help guarantee their success in college and career. We need to re-think our education system to address learner variability and meet our promise to guide each learner to become productive and ful lled citizens.
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Armas, Elvira G., Magaly Lavadenz, Natividad Rozsa, and Gisela O’Brien. English Learner Master Plan Playbook: Developing Equitable Local Policies for Multilingual and English Learners Students. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.elmasterplan2021.

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The education of English Learners (ELs) is informed by federal, state, and local policies, research and practice. The EL Master Plan is the Local Education Agency’s (LEA) policy document that has the potential to positively impact the educational programs, practices and experiences of ELs. Aligned and informed by California’s English Learner Roadmap policy as well as federal requirements, this playbook is a guide for educational partners to use to achieve four goals in their LEAs EL Master Plans: (1) equitable, coherent, and sustainable systems; (2) equity-driven processes to deliver research-
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Wasanasomsithi, Punchalee. An investigation into language learners' use of and attitudes toward a self-access learning center : paving the path to learner autonomy. Chulalongkorn University, 2004. https://doi.org/10.58837/chula.res.2004.103.

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Previous research has shown that classroom-based language learning alone may not be sufficient to lead learners to mastery of the target language. For this reason, language learner's self-directed learning or independent language learning, both in the Self-Access Learning Center (SALC) and in authentic situations outside classes, has become an essential component of English language learning, both in the ESL and EFL contexts. The main objective of this research was to investigate the use of a self-access language learning center by 515 Chulalongkorn University students who were required to ear
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Kaminski, Linda, Magaly Lavadenz, Elvira Armas, and Grecya López. No. 11, November 2022: Insights from Co-Designed English Learner Improvement Networks. Center for Equity for English Learners, 2022. http://dx.doi.org/10.15365/ceel.policy.12.

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This research brief presents a case study of an English Learner Improvement Network (ELIN), a group of educators focused on a shared problem of practice in English Learner education and supported through extensive collaboration between researchers and practitioners in English Learner education and Improvement Science. The case study involves an urban school district and a charter organization each serving between 50-80% of students who have ever been English Learners. The research brief identifies five key themes that contribute to knowledge of the English Learner Improvement Networks’ ability
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Suchan, Jim, and Alice Crawford. Factors That Create Learner Engagement in Network-Based Instruction. Defense Technical Information Center, 1998. http://dx.doi.org/10.21236/ada359393.

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Voutilainen, M. Mariah, and Crystal Green. Spotlight on Child-Centred Learning. HundrED, 2025. https://doi.org/10.58261/ibtc3632.

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This Spotlight highlights fourteen education innovations that champion Child-Centred Learning. Solutions selected to the Spotlight innovatively interpret the five main Montessori principles, which play a crucial role in overcoming barriers and expanding the scope of child-centred practices. The report addresses the distinction between child-centred schooling and child-centred learning, emphasising the importance of the relationship between learner and educator while acknowledging the fluidity of their roles in a truly learner-centred environment. The selected innovations focus on learners and
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Badrinarayan, Aneesha. Design principles for instructionally relevant assessment systems. Learning Policy Institute, 2024. http://dx.doi.org/10.54300/647.623.

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Based on evidence from assessment system design and implementation as well as lessons learned working alongside various states, a set of design principles emerge that govern assessments intended to support teaching and learning.Instructionally relevant assessment systems are intentionally designed to be authentic, curriculum-anchored, educative, developmental and asset-oriented, reflective of and responsive to learners, and useful for informing decisions that impact instruction.
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