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Journal articles on the topic 'Thai learners'

Author: Grafiati

Published: 25 May 2024

Last updated: 31 July 2025

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1

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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2

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&rsquo; 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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Chiravate, Boonjeera. "An Interlanguage Study of Thai EFL Learners’ Apology." English Language Teaching 12, no. 5 (2019): 116. http://dx.doi.org/10.5539/elt.v12n5p116.

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Although a number of interlanguage studies on apologies have been conducted, there has been no study of apologies among Thai EFL learners that differentiates between learners with high and low levels of exposure to the target language. This study, differentiating between learners with high and low levels of exposure to the target language, addresses two research questions: (i) What are the similarities and differences between perception of offense context of Thai EFL learners and native speakers of English? (ii) What are the similarities and differences between apology strategies used by Thai

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Siripukdi, Sirisuda. "An Investigation of Motivation and Learning Strategies in Thai University Learners of French." English Language Teaching 16, no. 6 (2023): 167. http://dx.doi.org/10.5539/elt.v16n6p167.

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Learner motivation and learning strategies play a crucial role in language learning. Therefore, the current study aimed to investigate the patterns of motivation and learning strategies in 144 Thai university learners of the French language. Participants were given a questionnaire asking about their motivation and learning strategy use. The findings suggest a hierarchy of learning strategy use among Thai university learners. The most frequently used taxonomies of learning strategies were social strategies, followed by metacognitive strategies, cognitive strategies, compensation strategies, aff

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Pan, Zhaoyi. "The Use of Semi-automatic Annotation in Speech Acts Performed by Learners of English." World Journal of English Language 14, no. 6 (2024): 1. http://dx.doi.org/10.5430/wjel.v14n6p1.

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Since rare research studied speech acts (SAs) from a macro perspective, this study used a semi-automatic annotation tool named Dialogue Annotation and Research Tool (DART) to examine the most frequently performed SAs by Chinese and Thai learners of English as a foreign language (EFL). It also attempted to reveal the reasons for the similarities and differences in the SA performances of EFL learners from discrete linguacultural backgrounds. This study involved 30 Chinese and 30 Thai EFL learners, totaling 60 participants. A total of 30 dyadic English interlanguage conversations were collected f

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Kawinkoonlasate, Pongpatchara. "A Study of Using E-Writing Instructional Design Program to Develop English Writing Ability of Thai EFL Learners." English Language Teaching 14, no. 6 (2021): 43. http://dx.doi.org/10.5539/elt.v14n6p43.

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Learning with technology has become essential in today&rsquo;s education not only in Thailand but also all around the world. Technology has been an important tool for improving language learners&rsquo; reading writing, speaking, and listening for quite some time. Writing, however, has been one of the most supported skills thanks to technology. Learning how to write paragraphs or essays is an essential skill for learners. The purposes of this quasi-experimental study were:&nbsp; 1) to examine the effectiveness of the e-Writing instructional design program in developing the wri

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15

Wilang, Jeffrey Dawala, and Ittipon Fongkaew. "Engagement Dynamics in a Speaking Task: Insights From Survey, Brain Waves, and Interviews in a Thai EFL Context." Theory and Practice in Language Studies 15, no. 4 (2025): 1166–77. https://doi.org/10.17507/tpls.1504.15.

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This study adopts a multi-method approach to examine Thai EFL learners' cognitive and affective engagement in response to questions of varying difficulty during a speaking task. Using an engagement survey, brain waves, and semi-structured interviews, the study involved 41 Thai university students with low and intermediate English proficiency. Survey results revealed moderate engagement among low-proficiency learners and high engagement among intermediate learners. Brain waves data showed higher cognitive engagement for low-proficiency students with easier questions, while intermediate students

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16

Sommai, Bunsaeng, and K. Dennis Nutprapha. "A SURVEY OF VOCABULARY USED IN ONLINE FOOD RECIPE WEBSITES." International Journal of Research -GRANTHAALAYAH 5, no. 1 (2017): 90–98. https://doi.org/10.5281/zenodo.260302.

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The purpose of this study was to survey vocabulary used in online Thai food recipes from two websites www.BBCGoodFood.com and www.ThaiTable.com. The ten selected recipes analyzed in this study were only from the Thai main course recipes category. The vocabulary used is categorized into 8 categories as parts of speech; noun, pronoun, verb, adverb, adjective, preposition, conjunction, and determiner. The results of the study showed that there were 1,468 words with 8 types of parts of speech. The results revealed that in the ten recipes it used nouns the most with 372 words (37.2%) and least is p

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Suratin, Natthakit, and Virasuda Sribayak. "Factors Contributing to Speaking Anxiety and Anxiety Reduction Techniques in Thai adult EFL Learners." LEARN Journal: Language Education and Acquisition Research Network 18, no. 1 (2025): 294–319. https://doi.org/10.70730/myts3987.

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The aim of the study was to identify the factors that contribute to speaking anxiety in Thai adult EFL learners working in an online media company and enrolled in an English course provided by the company, as well as to discover the anxiety reduction techniques used by these learners. The results showed that significant contributors to speaking anxiety among participants can be categorized into internal and external factors. Internally, a learner’s personality traits, such as self-inferiority, fear of making mistakes, lack of confidence, and their level of proficiency—including lack of vocabul

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Karnchanachari, Samertip. "An Investigation into Learners’ Willingness to Communicate in English in the Classroom: A Study of Thai EFL Students in the Thai and International Programs." rEFLections 26, no. 2 (2019): 83–106. http://dx.doi.org/10.61508/refl.v26i2.241757.

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Willingness to Communicate (WTC) is among the concepts that has received considerable attention in EFL/ESL research in recent years as it brings together a myriad of factors that explain why L2 learners do or do not engage in L2 communication. An EFL classroom provides an environment that promotes use of the target language, yet Thai learners are often reluctant to communicate in English in the classroom. The present study aimed to investigate the possible factors that influence Thai learners’ WTC in the EFL classroom context. Participants included Thai students in both the Thai and Internatio

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Akkakoson, Songyut. "Thai Language Learners' Sense of English Ownership." PASAA 58, no. 1 (2019): 235–63. http://dx.doi.org/10.58837/chula.pasaa.58.1.9.

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Singhapreecha, Pornsiri. "Spurious Be in Thai Learners’ L2 Grammars." Thoughts, no. 1 (2021): 38–71. http://dx.doi.org/10.58837/chula.thts.2021.1.3.

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Pan, Zhaoyi. "Formulaic Language Use by Learners of English in Interlanguage Communication." World Journal of English Language 13, no. 7 (2023): 128. http://dx.doi.org/10.5430/wjel.v13n7p128.

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This study investigated the use of formulaic language, in the form of four-word lexical bundles, by Thai learners of English as a second language (ESL) at various levels of English proficiency during interlanguage communication. The investigation focused on two aspects: the frequencies and pragmatic functions of the four-word lexical bundles. A total of 120 Thai ESL learners participated in the study, ranging from basic to intermediate and advanced English proficiency levels. In terms of frequency, a list of the most frequently used four-word lexical bundles by Thai ESL learners at each level

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Patthida Bunchavalit. "PRONUNCIATION PROBLEMS IN THAI TONES OF CENTRAL VIETNAMESE LEARNERS." Tạp chí Khoa học Ngoại ngữ, no. 76 (February 26, 2024): 3–16. http://dx.doi.org/10.56844/tckhnn.76.728.

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The purpose of this study was to investigate the pronunciation problems of Central Vietnamese learners who study Thai as a foreign language. Six Vietnamese people were asked to pronounce a list of 203 Thai words, which are made up of four types of Thai syllables. The Praat program was used to conduct an acoustic analysis of the phonetic characteristics. The results showed that the negative transfer affected the learners’ pronunciation of the high tone [4]. On the other hand, the positive transfer affected the learners’ pronunciation of the middle [1], the low [2], the high-falling [3], and the

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Isariya, Patee, Isariya, and Samipak, Wissuta Wissuta. "An Analysis on Korean Speaking Anxiety of Thai Learners." Korean Society of Bilingualism 85 (December 31, 2021): 317–42. https://doi.org/10.17296/korbil.2021..85.317.

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This study explores the anxiety that Thai learners of Korean language encounter when speaking Korean by identifying the different factors that lead to Korean speaking anxiety in Thai learners with low-level, intermediate-level and high-level Korean proficiency. The factors are categorized into five types; communication apprehension, fear of teacher evaluation, fear of peer evaluation, anxiety related to practicing methods, and anxiety in Korean speaking class. After conducting a survey on 140 Thai learners of Korean language, the result suggests that low-level learners are not much affected by

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Tipprachaban, Benjawan. "An Analysis of factors in the First Language (Thai) that Influence the Learning of the Second Language (English)." Parichart Journal, Thaksin University 36, no. 1 (2023): 213–30. http://dx.doi.org/10.55164/pactj.v36i1.258825.

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The purpose of this non-empirical study was to analyze the factors in L1 (Thai) that influence L2 learning (English) in Thai learners. It consisted of four sections. The first one is an introduction. The second one is an introduction to the Thai language and the English language. The third section illustrates the differences in syntax between Thai and English. Numerous supporting studies were reviewed, including a discussion of whether the Thai and English languages have an effect on L2 learning. The conclusion was drawn in light of numerous related studies and other recent empirical studies t

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Aroonawongsa, Supaporn, Pornpen Juraiyanon, and Thanuttha Larblerd. "Comparative Analysis of Tonal Systems in Chinese and Thai and Teaching Strategies for Chinese Tonal Patterns." Rajamangala University of Technology Tawan-ok Social Science Journal 14, no. 1 (2025): 1–10. https://doi.org/10.63271/rmuttosj.v14i1.273858.

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Thai and Chinese are both tonal languages. Compared with Chinese learners in non-tonal language areas, Thai students can learn Chinese tones relatively easily. However, in my teaching practice, I found that a large number of Thai Chinese learners exhibit the phenomenon of "foreign tones." This study conducts a comparative analysis of Chinese and Thai tonal systems through classroom observation and phonetic comparison, identifying the causes of tonal errors among Thai learners. Based on the analysis, specific teaching strategies, such as gesture-assisted learning and modified tonal teaching seq

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Charunsri, Kamonwan. "The Challenges of Implementing Content Language Integrated Learning in Tertiary Education in Thailand: A Review and Implication of Materials." Advances in Language and Literary Studies 10, no. 4 (2020): 125. http://dx.doi.org/10.7575/aiac.alls.v.10n.4p.125.

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The trends of globalization and intercultural communication influence education in most countries of the world. The implementation of content and language integrated learning (CLIL) is a big challenge for Thai content teachers and professional development programs. It is not easy for both teachers and learners who are non-native speakers of English. In Thailand, English is used as a foreign language, so teachers try to find out the most appropriate teaching approach to develop learners’ English skills in order to serve the trends of globalization. This article expresses the idea of CLIL in Tha

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Doloh, Sunaisah, and Natthapong Chanyoo. "Relationships Between Thai EFL Learners’ Factors, Intelligibility, and Comprehensibility Towards Varieties of English." Theory and Practice in Language Studies 12, no. 1 (2022): 46–54. http://dx.doi.org/10.17507/tpls.1201.06.

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This study aims to investigate intelligibility levels of Thai EFL learners, relationship between intelligibility and learners’ variables, and relationship between intelligibility and comprehensibility scores toward varieties of English. Seventy-five students were recruited as a sample group through stratified random sampling technique. Seven research instruments were used in the study, including a quick placement test, a questionnaire, an intelligibility test, an accent familiarity judgment report, a comprehensibility test, an attitudinal test, and four speech samples produced by speakers of 4

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Kawinkoonlasate, Pongpatchara. "The Development of e-Reading to Improve English Reading Ability and Energise Thai Learners’ Self-Directed Learning Strategies." International Journal of Learning, Teaching and Educational Research 21, no. 8 (2022): 109–28. http://dx.doi.org/10.26803/ijlter.21.8.7.

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Technological education has changed lifestyles, and educational institutions need to prepare their learners with the necessary tools to be successful in real life. The objectives of the study are: 1) to explore learner’s achievements in reading comprehension with the use of e-Reading and traditional teaching methods, 2) to analyse the satisfaction of learners using e-reading and traditional teaching methods, and 3) to observe the effects of the learner’s reading comprehension while using e-reading methods versus traditional teaching methods based on a standard 80/80 criterion. The participants

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Rojsatitpong, Donlaporn. "Investigating English Personal Experience Narrative Texts of Thai Learners of English as a Foreign Language." Journal of English Language and Linguistics 6, no. 2 (2025): 150–68. https://doi.org/10.62819/jel.2025.1072.

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This study explores English personal experience narrative texts produced by Thai EFL learners across proficiency levels and compares their narrative elements. 45 Thai EFL learners at the beginner, intermediate, and advanced levels wrote 250-word English narrative texts on their selected topics. Using Labov and Waletzky’s (1967) and Labov’s (1972) framework of narrative structures, six elements were found: abstract, orientation, complicating action, evaluation, resolution, and coda. Among the participants, the evaluation was the most prominent element across all groups, while abstract and coda

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Duan, Ran. "The Occurrence of Language Transfer in Third Language Acquisition: Evidence from Word Order Acquisition by Thai Learners of Chinese." International Journal of Novel Research in Education and Learning 11, no. 6 (2024): 34–43. https://doi.org/10.5281/zenodo.14275922.

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<strong>Abstract:</strong> With the continuous development of global society, the acquisition of second and even multiple languages has become commonplace, leading to the rapid advancement of third language acquisition (TLA) research. This study investigates the acquisition process and phenomena of language transfer among learners whose L1 is Thai, L2 is English, and L3 is Chinese, using word order acquisition in Chinese as the focal point. Through qualitative research, it is revealed that learners compare linguistic features across the three languages to identify similarities and differences,

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Chanakan, Thidanan, and Angkana Tongpoon Patanasorn. "Errors in Adjective-Noun Order by Thai and Chinese EFL Learners: Roles of L1 and Language Profciency." rEFLections 22 (February 1, 2018): 71–87. http://dx.doi.org/10.61508/refl.v22i0.112329.

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Roles of frst language transfer have been extensively researched during the past decades adopting Contrastive Analysis (CA). However, previous studies have shown that CA has failed to prove and fnd supports for language transfer. This present study examined language transfer from another perspective proposed by Jarvis and Odlin (2000) by examining adjective-noun order errors by Thai EFL learners. In previous studies, adjective-noun order errors by Thai EFL learners, which mainly used the CA, are often claimed to be caused by L1 interference. The presentstudy aimed to examine this claim by adop

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32

Boonsuk, Yusop, and Eric A. Ambele. "Towards Integrating Lingua Franca in Thai EFL: Insights from Thai Tertiary Learners." International Journal of Instruction 14, no. 3 (2021): 17–38. http://dx.doi.org/10.29333/iji.2021.1432a.

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WAYLAND, RATREE, and SUSAN GUION. "Perceptual discrimination of Thai tones by naive and experienced learners of Thai." Applied Psycholinguistics 24, no. 1 (2003): 113–29. http://dx.doi.org/10.1017/s0142716403000067.

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This study investigated the ability to discriminate the middle and low tone contrasts in Thai by two groups of native English (NE) speakers and a control group of native Thai (NT) speakers. The first group was comprised of NE speakers who had no prior experience with Thai, whereas subjects in the second group were experienced learners of Thai (EE). The variables under investigation were experience with Thai, discrimination of open versus closed syllables, and the interstimulus interval (ISI) of the presentation (500 vs 1500 ms). The results obtained indicated that the NT group obtained higher

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Roengpitya, Rungpat. "The perception of English and Thai fricatives and affricates by Thai learners." Journal of the Acoustical Society of America 134, no. 5 (2013): 4248. http://dx.doi.org/10.1121/1.4831630.

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Jirananthiporn, Somjit. "Thai Learners' Problems in Translating Thai Serial Verb Constructions into English(ปัญหาการแปลหน่วยสร้างกริยาเรียงภาษาไทยเป็นภาษาอังกฤษของผู้เรียนชาวไทย)". Journal of Letters 45, № 2 (2016): 205–62. http://dx.doi.org/10.58837/chula.jletters.45.2.6.

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Nuangchalerm, Prasart, and Autthapon Intasena. "Problems and Needs in Instructing Literacy and Fluency of Reading and Writing Skills of Thai L1 Young Learners." Journal of Education and Learning 11, no. 2 (2022): 63. http://dx.doi.org/10.5539/jel.v11n2p63.

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The purposes of the current study were 1) to investigate problems in instructing literacy and fluency of reading and writing of Thai L1 young learners, and 2) to investigate needs in instructing literacy and fluency of reading and writing of Thai L1 young learners. There were 2 groups of participants including a group of 15 samples answering a questionnaire and a group of 10 samples taking part in an interview session. The instruments were 1) a questionnaire and 2) a structured interview to study problems in instructing literacy and fluency of reading and writing skills of Thai young learners

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Tiwahporn, Thongtong. "Complaint Responses in Business Emails: An Interlanguage Pragmatic Study of Thai EFL Learners." Education Quarterly Reviews 5, no. 3 (2022): 309–24. https://doi.org/10.31014/aior.1993.05.03.547.

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The study's primary objective is to investigate how Thai EFL (English as a Foreign Language) learners use politeness and complaint response strategies similarly or differently in email communication. Email data are collected from 30 male and 30 female Thai EFL learners. The learners' complaint response strategies for handling complaints include gratitude, apology, explanation, offer, appeal, and guarantee. The study shows that complaint response strategies differ among Thai male and female EFL learners. Compared to the female group, the male group uses the offer and appeal complaint re

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Weawong, Nitaya, and Wareesiri Singhasiri. "Native English Speaking Teachers’ Beliefs about Difficulties in Teaching English to Thai Learners." rEFLections 12 (December 31, 2009): 37–52. http://dx.doi.org/10.61508/refl.v12i0.114246.

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This study aims to investigate native English speaking teachers’ beliefs about difficulties in teaching English to Thai learners. The data were collected from 34 native speaker (NS) teachers who are employed by a private language school in Bangkok, Thailand. The instrument used was a questionnaire consisting of both closed-ended questions with rating scales and open-ended questions. The results revealed that the participants believed that teaching English for Thai learners tended to be easy; however, there were some difficulties that the participants encountered, including certain characterist

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Khongyai, Suttiya, and Jutarat Vibulphol. "The Development of Self-Directed Learning in Online English Reading of Thai Students Attending a CALL Learner Training." International Education Studies 18, no. 1 (2025): 79. https://doi.org/10.5539/ies.v18n1p79.

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This research studied self-directed learning in online English reading of seven secondary school students who attended a ten-week Computer-Assisted Language Learning (CALL) learner training. The CALL learner training was sequenced using Knowles&rsquo;s (1975) six steps of self-directed learning, which were setting climate, analyzing needs, setting goals, choosing materials, using strategies, and evaluating the outcomes. Each training session covered three components: pedagogical, strategic, and technical training. The training was conducted over ten weeks and included three required sessio

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Chanpradit, Thaweesak. "Curriculum Evaluation: Measuring the Learning Outcomes and Satisfaction Levels of Thai Adult Learners with an English for Cultural Tourism Communication Course, Suphan Buri, Thailand." Journal of Education and Learning 11, no. 5 (2022): 82. http://dx.doi.org/10.5539/jel.v11n5p82.

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A curriculum on English for cultural tourism communication was designed, developed, and implemented for Thai adult learners in Doem Bang Nang Buat, Suphan Buri, based on adaptation of the grassroots model (Taba, 1962) and relevant research. This study focused on measurement of the learning outcomes and satisfaction levels of Thai adult learners with an English for Cultural Tourism Communication course. Participants were 21 adult learners living in the community of Doem Bang Nang Buat in Suphan Buri. Data were collected through pretests and posttests, a questionnaire, and participant observatio

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Hou, Peng. "Spelling Errors in Thai Made by Chinese Students Learning Thai as a Foreign Language." Manusya: Journal of Humanities 22, no. 3 (2019): 358–74. http://dx.doi.org/10.1163/26659077-02203005.

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When learning a foreign language, it is important to learn how to spell accurately as it is crucial for communication. To spell Thai language accurately is challenging for both native and foreign learners of Thai. However, studies that address spelling errors made by foreign learners of Thai are rare. The purpose of this paper is to analyze patterns and causes behind spelling errors made by Chinese students learning Thai as a foreign language. Data was taken from thirty Chinese students who took part in a Thai language composition writing and dictation task. The results suggest that the main s

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Chaiyaphat, Witsanu, and Jarurat Thammawong. "Error Analysis of Collocation Translation from Thai into English of English Major Students." Journal of English Language and Linguistics 5, no. 2 (2024): 196–207. http://dx.doi.org/10.62819/jel.2024.508.

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This study was conducted to investigate the use of English collocations by second-year EFL learners at Udon Thani Rajabhat University when translating from Thai into English. The participants were 36 EFL learners who enrolled in the Translation II course in the academic year 2023. The learners were tasked with translating a Thai news article into English within a three-hour timeframe. The researchers analyzed the learners' translations to examine the use of collocations when translating from the learners’ first language into the target language. The study employed Benson et al.'s (2009) framew

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Pataburee, Tanakarn. "Analysis of the current situation of Chinese culture communication among Thai Chinese learners." Journal of Chinese Language and Culture Studies 2, no. 2 (2023): 54–61. http://dx.doi.org/10.17977/um073v2i22023p54-61.

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Thailand's "Chinese craze" has developed rapidly since its formation in 2003, and the number of people learning Chinese remains high. In recent years, with the spread of Chinese, the spread of Chinese culture in Thailand has also achieved certain results. Chinese culture is increasingly valued by Chinese learners. Based on literature analysis and survey interviews, this study designs a questionnaire to study the current situation of Chinese culture communication among Thai Chinese learners. This study also analyzes the problems and difficulties faced by Chinese culture communication in Thailan

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Sundrarajun, Chutamas. "Voices from EFL Thai learners towards English writing." Cypriot Journal of Educational Sciences 15, no. 6 (2020): 1495–507. http://dx.doi.org/10.18844/cjes.v15i6.5293.

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English language writing is seen as one of the most difficult skills for undergraduate students. When composing a piece of writing, students usually face various problems ranging from grammatical aspects to expressing ideas and opinions. To answer the research questions, this study employed a mixed method of both qualitative and quantitative approaches to identify the students’ perceptions towards Business Article Writing Course, as well as to pinpoint their challenges when working on the written assignments. The intensive data were collected from 20 fourth year students majoring in Business E

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Sinwongsuwat, Kemtong. "Rethinking Assessment of Thai EFL Learners' Speaking Skills." Language Testing in Asia 2, no. 4 (2012): 75. http://dx.doi.org/10.1186/2229-0443-2-4-75.

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Suttiphan, Nujaree, and Pairin Srisinthon. "A Study on Chinese Speaking Anxiety and Chinese Speaking Learning Strategies among Thai Chinese Language Learners." Journal of Education Culture and Society 16, no. 1 (2025): 1007–25. https://doi.org/10.15503/jecs2025.2.1007.1025.

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Aim. This research aims to investigate the factors affecting anxiety in speaking Chinese, the level of anxiety and the use of strategies in speaking Chinese, and the relationship between anxiety and the use of strategy in speaking Chinese among Thai Chinese Language Learners. Methods. This mixed-methods study investigates 155 Thai Chinese language learners using a questionnaire on speaking anxiety, strategies, and interviews. Results. The findings reveal that test anxiety is the most significant factor influencing learners’ overall anxiety. A correlation was found between speaking anxiety leve

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Wongkittiporn, Abhinan. "Pragmatic Discourse of Givenness through A-Movement Constructions of Thai EFL Learners." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 9, no. 1 (2024): 107. https://doi.org/10.21093/ijeltal.v9i1.1670.

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The current study examined Thai EFL Mattayom learners’ pragmatic discourse of givenness via A-movement constructions. While previous studies focused on Thai undergraduate students and their error production in passive voice, this study innovatively contributes to the field by selecting a different group of participants. The participants in this study were 67 Mattayom students in Thailand, of which 45 were from public schools and 22 were from private schools. The participants were asked to write an academic essay on the topic of Thai Soft Power, which is the Thai government's campaign for touri

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Zhang, Jun, and Lingyi Zhao. "Design and Implementation of Thai Vocabulary Memory Platform Based on WeChat Applet." Yixin Publisher 1, no. 3 (2023): 53–63. http://dx.doi.org/10.59825/jet.2023.1.3.53.

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This article provides a detailed introduction to a WeChat mini program called “Thai Echoes”, which aims to provide a convenient platform for learners to memorize Thai vocabulary more effectively. We have developed this platform based on technologies such as Spring Boot, MyBatis, and Uni-app, and designed rich functional modules such as word memory, challenge games, and voice imitation to meet the needs of Thai language learners. In addition, by analyzing user learning data, it is possible to track learners’ progress and continuously optimize teaching effectiveness. This study demonstrates the

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Yang, Rizhao, and Chunlai Tian. "A Study on the Relationship Between Stroke Order Accuracy and Character Form Accuracy in Chinese Character Writing by Thai Learners." Higher Education and Practice 1, no. 8 (2024): 105–13. https://doi.org/10.62381/h241815.

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In this study, written tests are conducted to investigate the dynamic process of Chinese character writing among 76 Thai learners of different proficiency levels. It focuses on examining the relationship between stroke order accuracy and character form accuracy. The findings indicate a significant positive correlation between stroke order accuracy and character form accuracy among Thai learners. That is to say, the higher the stroke order accuracy, the higher the character form accuracy. It should be noted that the relationship between stroke order accuracy and character form accuracy changes

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Iamudom, Tirada, and Supong Tangkiengsirisin. "A Comparison Study of Learner Autonomy and Language Learning Strategies among Thai EFL Learners." International Journal of Instruction 13, no. 2 (2020): 199–212. http://dx.doi.org/10.29333/iji.2020.13214a.

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