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Artículos de revistas sobre el tema "Language and education Thailand"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 19 de febrero de 2022

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1

Sukamolson, Suphat. "English Language Education Policy in Thailand." Asian Englishes 1, no. 1 (June 1998): 68–91. http://dx.doi.org/10.1080/13488678.1998.10800995.

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2

Wongsothorn, Achara, Kulaporn Hiranburana, and Supanee Chinnawongs. "English Language Teaching in Thailand Today." Asia Pacific Journal of Education 22, no. 2 (January 2002): 107–16. http://dx.doi.org/10.1080/0218879020220210.

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3

Manomaiviboon, Prapin. "Chinese Language Teaching in Thailand." MANUSYA 7, no. 3 (2004): 12–24. http://dx.doi.org/10.1163/26659077-00703003.

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This article is about the present day teaching and learning of Chinese in Thailand, particularly over the past seven to eight years. However, before dealing with the state of current teaching and learning, this article will present a concise historical version of Chinese language education in Thailand, so that readers will get a perspective and will be aware of diverse factors affecting Chinese teaching in the country.

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4

Waree, Chaiwat. "Education Course Syllabus Development, Thai Language Major according to Buddhism Way of Thailand." International Education Studies 9, no. 1 (December 29, 2015): 123. http://dx.doi.org/10.5539/ies.v9n1p123.

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<p class="apa">This research aims to develop Education Course Syllabus, Thai language major, according to Buddhism way of Thailand by using Taba’s Approach and to evaluate the efficiency of Education Course Syllabus, Thai language major, according to Buddhism way of Thailand. This research was conducted according to research and development format and its operation was divided into 2 phases including: Phase 1: Education Course Syllabus Development, Thai language major, according to Buddhism way of Thailand; Phase 2: Evaluation on efficiency of Course Syllabus, Thai language major, accord

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JUNG Hwan-Seung. "The Korean Wave and Korean Language Education in Thailand." 동남아연구 17, no. 1 (August 2007): 131–68. http://dx.doi.org/10.21485/hufsea.2007.17.1.006.

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6

Franz, Jens, and Adisa Teo. "‘A2 is Normal’ – Thai Secondary School English Teachers’ Encounters with the CEFR." RELC Journal 49, no. 3 (November 17, 2017): 322–38. http://dx.doi.org/10.1177/0033688217738816.

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Thailand has seen several English language curriculum reforms over the last 20 years, all of which were found to have failed to lift Thai students’ standard of English language proficiency across all levels of study. In 2014, the Thai Ministry of Education announced the introduction of the Common European Framework of Reference for Languages (CEFR), in combination with Communicative Language Teaching (CLT), as its latest policy to improve the standard of English learning and teaching in Thailand’s schools. The establishment of the ASEAN Economic Community (AEC) in 2015 and concerns about the e

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7

Isnaniah, Siti, and Islahuddin. "Management of Indonesian Language Learning for Foreign Speakers (BIPA) at Islamic Religious Higher Education Institutions (PTKI) in Indonesia and Thailand." Jurnal Pendidikan Islam 9, no. 1 (September 30, 2020): 1–27. http://dx.doi.org/10.14421/jpi.2020.91.1-27.

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This study aims to compare the management of Indonesian language learning for foreign speakers (BIPA) at PTKI (Indonesian Language Education/TBI IAIN Surakarta) and the Indonesian Language Concentration (KBI) Department of Malay Language (JBM), Fatoni University (FTU), Thailand from the aspects of the curriculum, institutions, teaching materials, instructors, students, and methods. This study uses a descriptive-analytic method with a qualitative approach. Sources of data are informants (BIPA instructors; BIPA managers; managers of the Indonesian Language Program; Indonesian Language Concentrat

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8

Schoonmaker, Cristina Penn. "Arts Education in Thailand: Why it Matters." MANUSYA 17, no. 2 (2014): 1–16. http://dx.doi.org/10.1163/26659077-01702001.

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The humanities, especially the visual arts, are often neglected at Thai universities because they are perceived as rarely yielding tangible results. This paper aims to demonstrate that learning to decode and talk about a painting not only require high level cognitive, visual, and language skills, but also extensive contextual knowledge, which only a background in the humanities can offer. The author analyzes several works of art as well as discusses modern aesthetics to argue that the arts are an integral part of the human experience, and therefore, should be included in general education cour

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9

Hayes, David. "Language education policy and practice in state education systems." Language Teaching for Young Learners 2, no. 2 (July 8, 2020): 240–61. http://dx.doi.org/10.1075/ltyl.19017.hay.

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Abstract This article considers the complexity of factors involved in developing foreign language educational policy, with a particular focus on English at the primary level, which fosters student achievement in state educational systems. It examines both those factors which underpin a successful education system in general (such as equitable provision for all socio-economic groups within the society) as well as factors which affect language teaching policy and practice for primary school learners in particular (such as a curriculum which offers teachers and children opportunities to engage in

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10

Foley, Joseph A. "English In…Thailand." RELC Journal 36, no. 2 (August 2005): 223–34. http://dx.doi.org/10.1177/0033688205055578.

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Kosonen, Kimmo. "Literacy in Local Languages in Thailand: Language Maintenance in a Globalised World1." International Journal of Bilingual Education and Bilingualism 11, no. 2 (March 2008): 170–88. http://dx.doi.org/10.2167/beb492.0.

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12

Dardarananda, Rochana. "Speech-language pathologists and audiologists in Thailand: their education and training." Asia Pacific Journal of Speech, Language and Hearing 1, no. 2 (January 1996): 127–31. http://dx.doi.org/10.1179/136132896805577504.

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13

Kyungwon Yoon. "Korean Culture Education in Korean Language Education (with Special Reference to the Experience of Korea Language Teaching in Thailand)." 동남아연구 19, no. 2 (September 2009): 191–218. http://dx.doi.org/10.21485/hufsea.2009.19.2.007.

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14

Jansem, Anchalee. "The Feasibility of Foreign Language Online Instruction During the Covid-19 Pandemic: A Qualitative Case Study of Instructors’ and Students’ Reflections." International Education Studies 14, no. 4 (March 28, 2021): 93. http://dx.doi.org/10.5539/ies.v14n4p93.

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This small scale case study aimed at identifying the feasibility of foreign language online instruction during the abrupt change of teaching mode toward online platforms. The feasibility in this study involves the practicality and the possibility of and the concerns about language teaching and learning foreign language online as reflected by the instructors and the students. One instructor teaching as well as two students majoring each of the eight foreign languages including English, French, German, Chinese, Japanese, Korean, Khmer, and Vietnamese from an autonomous university in Bangkok, Tha

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15

Thitthongkam, Thavorn. "Tourism Education at the Tertiary Level and Competitive Advantage: A Comparison between Thailand and Malaysia." Journal of Education and Vocational Research 1, no. 1 (November 4, 2011): 26–35. http://dx.doi.org/10.22610/jevr.v1i1.5.

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Language plays an imperative role in business as a means and a source of power. It is particularly important in the tourism industry when international customers may be unable to communicate directly with service providers in the receiving country, and this has a direct effect on the level of satisfaction that they enjoy during their experience. To address this issue, countries attempt to various degrees to manage their labour markets so as to produce a number of graduates from secondary and tertiary level educational institutions commensurate with the demand from the sector. However, this is

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Wichadee, Saovapa. "Factors related to professional development of English language university teachers in Thailand." Journal of Education for Teaching 38, no. 5 (November 15, 2012): 615–27. http://dx.doi.org/10.1080/02607476.2013.739795.

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17

Sulaeman, Agus. "AFFIXATION, REDUPLICATION IN DESCRIPTION TEXT OF THAILAND EXCHANGED STUDENTS." Journal of English Language and Literature (JELL) 4, no. 02 (September 1, 2019): 53–56. http://dx.doi.org/10.37110/jell.v4i02.80.

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The purpose of this research is to describe the form of affixation interference and reduplication of Indonesian language in description text of Thailand exchanged students who learned Indonesian Language in Indonesian Education and Literature department (PBSI), University of Muhammadiyah Tangerang. This study used a qualitative approach with content analysis research method which aimed to explain and interpret the data systematically, thoroughly, and the relationship between the events investigated. The content analysis is a method which is conducted by making inference contextually. The sourc

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18

Zhangsirikul, Witsaroot. "Techniques in Writing Abstracts for English Language Teaching Research Articles in Thailand." International Journal of Pedagogy and Curriculum 20, no. 4 (2014): 111–19. http://dx.doi.org/10.18848/2327-7963/cgp/v20i04/48958.

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19

Panmei, Benjamin. "Understanding University Students’ Attitudes toward English Language Learning in Thailand." Journal of AsiaTEFL 18, no. 2 (June 30, 2021): 726–36. http://dx.doi.org/10.18823/asiatefl.2021.18.2.28.726.

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20

Snodin, Navaporn S. "Rethinking Culture Teaching in English Language Programmes in Thailand." RELC Journal 47, no. 3 (August 2, 2016): 387–98. http://dx.doi.org/10.1177/0033688215609231.

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This article reports on perceptions and practices in relation to integrating culture into EFL teaching and how course material was designed within the Thai curriculum framework. Thai teachers’ understanding of what constitutes culture, the role it plays in language learning and how such understanding is being translated into pedagogical practices are under investigation. The practice demonstrated an attempt to adapt the Byram’s model to fit local circumstances, policies and needs. The knowledge of everyday cultures of native speakers was promoted, whilst cultures in the prior curriculum merely

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21

Hayes, David. "Language learning, teaching and educational reform in rural Thailand: an English teacher's perspective." Asia Pacific Journal of Education 30, no. 3 (September 2010): 305–19. http://dx.doi.org/10.1080/02188791.2010.495843.

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22

Kosonen, Kimmo. "Vernaculars in Literacy and Basic Education in Cambodia, Laos and Thailand." Current Issues in Language Planning 6, no. 2 (May 15, 2005): 122–42. http://dx.doi.org/10.1080/14664200508668277.

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23

Toh, Glenn. "Teaching Writing in Rural Thailand: Considering New Perspectives." TESL Canada Journal 17, no. 2 (June 30, 2000): 33. http://dx.doi.org/10.18806/tesl.v17i2.892.

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This article reports on a practical writing workshop for Thai teachers of English in a rural Thai setting. The teachers were participants in a Certificate in TEFL course sponsored by the Canadian International Development Agency (CIDA and taught by the Southeast Asian Ministers of Education Organization, Regional Language Centre (SEAMEO RELC). The genre approach to teaching writing is proposed as a way of helping teachers look beyond structural elements like vocabulary, punctuation, and spelling. The social functions and language choices of three important genres of writing, Description, Anecd

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24

Liengleam, Tanes, and Amporn Sa-ngiamwibool. "Lessons from Best Practices for English Language Educational Reform in Thailand." IJET (Indonesian Journal of English Teaching) 6, no. 1 (July 13, 2017): 123–36. http://dx.doi.org/10.15642/ijet2.2017.6.1.123-136.

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Lessons from other countries where digital technology is integrated into English classroom will shed lights to digital Thailand. This study, therefore, analyzed the best practices to extract and describe key success factors that could help increase national competitiveness. The conclusion of the study was drawn from an interpretive analysis and synthesis of the review of literature. Five purposefully selected best practices included Finland, Norway, the Netherlands and South Korea. This was a documentary study. The results revealed that key success that all these best practice countries share

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25

Jindapitak, Naratip. "English as an ASEAN lingua franca and the role of nativeness in English education in Thailand." English Today 35, no. 2 (August 22, 2018): 36–41. http://dx.doi.org/10.1017/s026607841800024x.

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English has been increasingly used in Thailand as a lingua franca; that is, a means of communication between people who do not share a mother tongue nor speak English as a native language. Given the integration of ASEAN nations to form an economic region, the use of English as lingua franca (ELF) in Thailand and other member states of ASEAN will likely continue to increase at a significant rate. Kagnarith, Klein and Middlecamp (2012) observe that the increasing use of English as an inter-regional language of communication probably results from two causes. First, the use of English as ASEAN's w

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26

Yantraprakorn, Phuttharaksa, Pornapit Darasawang, and Pamararat Wiriyakarun. "Self-efficacy and Online Language Learning: Causes of Failure." Journal of Language Teaching and Research 9, no. 6 (November 1, 2018): 1319. http://dx.doi.org/10.17507/jltr.0906.22.

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The study reported in this article examined why some highly efficacious learners failed in an online foreign language course based on Bandura's theory of self-efficacy. The study was conducted as part of a project investigating the self-efficacious foreign language learners in an online writing course. The motivation behind the study was that the success rate of online learning in Thailand is low. The learning performance of six highly efficacious distance language learners at a recognised English language tutorial school in Bangkok, Thailand was analysed. The data collection included an onlin

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Putthithanasombat, Phramaha Min, and John Walsh. "Management of Foreign Teachers in International Educational Institutes in Thailand." Journal of Education and Vocational Research 4, no. 8 (August 20, 2013): 230–37. http://dx.doi.org/10.22610/jevr.v4i8.125.

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This paper seeks to determine methods and approaches of managing international English language teachers in Thailand in the context of the forthcoming ASEAN Economic Community. Qualitative interviews, focus group and ethnographic observation were used to obtain data. The research shows that schools involved adopt pragmatic approaches to teacher recruitment and management but retain elements of the longstanding paternalistic Thai approach to management of human resources. The research is limited to two research study sites and to a specific time period. Issues are raised concerning the approach

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Baker, Will. "A Critical Examination of ELT in Thailand." RELC Journal 39, no. 1 (April 2008): 131–46. http://dx.doi.org/10.1177/0033688208091144.

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ATKINSON, DWIGHT, CHATPONG PHAIREE, NALINEE SANITCHON, IRADA SUPHANANGTHONG, STEVE GRAHAM, JIDAPA PROMPRUANG, FREEK OLAF GROOT, and DAVE HOPKINS. "The Teaching Practicum in Thailand: Three Perspectives." TESOL Quarterly 42, no. 4 (December 2008): 655–59. http://dx.doi.org/10.1002/j.1545-7249.2008.tb00154.x.

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Tuangratananon, Titiporn, Rapeepong Suphanchaimat, Sataporn Julchoo, Pigunkaew Sinam, and Weerasak Putthasri. "Education Policy for Migrant Children in Thailand and How It Really Happens; A Case Study of Ranong Province, Thailand." International Journal of Environmental Research and Public Health 16, no. 3 (February 1, 2019): 430. http://dx.doi.org/10.3390/ijerph16030430.

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Health and education are interrelated, and it is for this reason that we studied the education of migrant children. The Thai Government has ratified ‘rights’ to education for all children in Thailand since 2005. However, there are gaps in knowledge concerning the implementation of education policy for migrants, such as whether and to what extent migrant children receive education services according to policy intentions. The objective of this study is to explore the implementation of education policy for migrants and the factors that determine education choices among them. A cross-sectional qua

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Sumalinog, Gino G. "English Language Teachers in Diaspora: A Heideggerian Phenomenology." International Journal of Learning, Teaching and Educational Research 19, no. 11 (November 30, 2020): 283–95. http://dx.doi.org/10.26803/ijlter.19.11.16.

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Working abroad has been a job that many Filipino teachers embarked on due to the benefits it offers. This paper explores the lived experiences of the ten (10) Filipino ESL and EFL teachers working in Mozambique, Cambodia, Spain, Saudi Arabia, Cambodia, Japan, Laos, Singapore, Vietnam, and Thailand. These teachers have been in service for three (3) years and more. The study employed a qualitative phenomenological research design. It used Heideggerian’s Interpretative Phenomenological Analysis (IPA) with illustrated steps. The researcher uses a semi-structured interview to identify the lived exp

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Mutoharoh, Mutoharoh, Agus Sulaeman, and Goziyah Goziyah. "Interferensi Morfologi dalam Karangan Narasi Mahasiswa Thailand Semester IV Pendidikan Bahasa dan Sastra Indonesia FKIP Universitas Muhammadiyah Tangerang." Silampari Bisa: Jurnal Penelitian Pendidikan Bahasa Indonesia, Daerah, dan Asing 1, no. 1 (June 27, 2018): 84–97. http://dx.doi.org/10.31540/silamparibisa.v1i1.10.

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The objective of this research was to describe the forms of morphological interference of Thai Malay to Indonesian in the narrative of Thai students of the 4th semester who studied in Strata-1 Indonesian Language and Literature Education Study Program, Faculty of Teacher Training and Education, Muhammadiyah Tangerang University. To find morphological interference in narrative essay using Indonesian language, the researcher uses qualitative descriptive method, and with content analysis method. Data collection techniques used documentation techniques in the form of narrative results of seven stu

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SOPHA, KHONGPHENG. "A Case Analysis of Korean Language Classrooms and the Status of Korean Language Education in High School in Thailand." Korean Society of Culture and Convergence 41, no. 2 (April 30, 2019): 615–50. http://dx.doi.org/10.33645/cnc.2019.04.41.2.615.

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Wimontham, Onsiri. "A Study on EFL Teaching Affecting Chinese Cultural Tourism." Theory and Practice in Language Studies 8, no. 8 (August 1, 2018): 1035. http://dx.doi.org/10.17507/tpls.0808.17.

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This research article is focused on presenting research studies related to English teaching as a foreign language in educational institutes; secondary and higher education levels in China so as to acquire whether there is weakness and strength or not. This research is conducted in Thailand and Beijing municipality, People’s Republic of China. The duration of research is 90 days; 80 days in Thailand and 10 days in People’s Republic of China. The sample size of 30 persons is chosen with the purposive sampling method. The research instruments consist of questionnaire, focus group interview and ev

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Prayukvong, Wanna, Amporn Sornprasith, and Morris John Foster. "Parental expectations of and satisfaction with the services of preschool centres." Journal for Multicultural Education 12, no. 3 (August 13, 2018): 249–66. http://dx.doi.org/10.1108/jme-05-2017-0033.

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Purpose This paper aims to study parental expectations of and satisfaction with overall services of preschool centres and to determine the factors which affect parents’ satisfaction in a part of one of Thailand’s southern provinces. Design/methodology/approach Data were collected using a structured questionnaire from parents of children attending 29 day-care or preschool centres in Songkhla Province, South Thailand, over a two-month period in the Spring 2014. The data were analysed mainly using descriptive statistics and some correlation analyses with subsequent logical interpretation. Finding

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Puntularb, Pichaporn, Chakrit Yippikun, and Preecha Pinchunsri. "The Characteristics and Self-Regulation of Undergraduate Students in Online English Learning: A Case Study of A Private University in Thailand." International Journal of Higher Education 10, no. 7 (June 7, 2021): 34. http://dx.doi.org/10.5430/ijhe.v10n7p34.

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Online learning is readily available in Thailand, and scholars acknowledge its importance in assisting language learners to accomplish their foreign language goals. Currently, with the COVID-19 global pandemic, self-distancing is helping to reduce the infection rate. Since learning must continue, technologies play a vital role. Educators and students have managed to adjust to the unprecedented situation and continue with classes despite the many obstacles. Thus, this study examines the characteristic variables (motivation, belief in language, and anxiety) and self-regulation in online English

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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 (January 6, 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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Naing, Arkar Linn, and Menno Bakker. "Challenges for Migrant and Cross-Border Populations With Diabetes Mellitus at Mae Tao Clinic in the Mae Sot–Myawaddy Border Region of Thailand and Myanmar." International Journal of Lower Extremity Wounds 17, no. 3 (July 16, 2018): 195–96. http://dx.doi.org/10.1177/1534734618788928.

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The Mae Tao Clinic was established by Dr Cynthia Maung in 1989 in Mae Sot, Thailand, close to the border with Myanmar. The clinic provides primary health care, education, and protection to vulnerable and displaced people living in the Thailand-Myanmar border area. The leading vision of the organization is that all people from Burma (Myanmar) will have access to quality, equitable, and affordable health care, education, and protection in respect of all human rights. On yearly basis, the Mae Tao Clinic consults more than 100 000 outpatients and admits more than 10 000 patients to receive inpatie

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Perrodin, David D., and Narumon Somboon. "IS THE NATURAL ORDER OF MORPHEME ACQUISITION BEING APPROPRIATELY PRESENTED IN ENGLISH LANGUAGE TEACHING COURSE BOOKS?" JEELS (Journal of English Education and Linguistics Studies) 6, no. 2 (November 29, 2019): 285–302. http://dx.doi.org/10.30762/jeels.v6i2.1569.

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This study sought to determine the sequence of L2 morpheme presentation, as well as to determine whether or not the sequence of morpheme presentations correspond with the recognized natural order of morpheme acquisition in English Language Teaching course books utilized with young adult learners at a public sector vocational education institution in Thailand. Qualitative analysis was employed in the scrutinizing of twelve beginner and elementary level ESL and EFL learners course books that have been utilized as the primary teaching material for over a decade by the general education department

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Udartseva, T. "Ways of world experience in flipped learning implementation for foreign language training." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (December 28, 2020): 115–23. http://dx.doi.org/10.31489/2020ped4/115-123.

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Inthearticletheauthorsconsiderthe concept of flipped learning method, its features and constituent compo-nents.Flippedlearning (FL) is a pedagogical method aimed at traditional education system transformation. FL method implies the shift of activities performed in group and in individual space (activities previously done in class, now students do outside of class). Due to insufficient level FL application study in homeland education system, authors focused on studying of FL effectiveness in the process of English language teach-ing as a foreign language at universities of 5 countries: Russia,

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Widyastuti, Ima, Nanang Bagus Subekti, Victa Sari Dwi Kurniati, Diona Emelza Kaban, and Topan Gilang Sagita. "Perbandingan Perolehan Bahasa Inggris di Indonesia, Thailand dan Philipina." WACANA AKADEMIKA: Majalah Ilmiah Kependidikan 5, no. 1 (May 16, 2021): 62. http://dx.doi.org/10.30738/wa.v5i1.8798.

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International cooperation between universities is one of the strategic issues for the internationalization of a university in Indonesia. One form of cooperation is not only manifested in the tri dharma aspect of higher education. The focus of this research is the comparison of students' mastery of English in the three countries. This English language ability aims to determine the ability of students who take part in student exchange programs or internship exchange programs conducted by three universities. This descriptive qualitative research involved students from universities in Indonesia, u

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Boonsuk, Yusop, and Eric A. Ambele. "Existing EFL Pedagogies in Thai Higher Education: Views from Thai University Lecturers." Arab World English Journal 12, no. 2 (June 15, 2021): 125–41. http://dx.doi.org/10.24093/awej/vol12no2.9.

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Since English is extensively used among linguacultural users to access life opportunities, it has become a requisite foreign language in the Thai educational system. To prepare Thai learners for this new changing role of English and reduce English Language Teaching dependency on the native English variety, this study aimed to explore English lecturers’ voices in Thai universities on existing English as a Foreign Language (EFL) pedagogies at the Thai tertiary level with the research question: how do English lecturers in Thai universities perceive EFL in Thai universities? Data was collected thr

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Bakar, Erda Wati. "Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR." International Journal of Modern Languages And Applied Linguistics 4, no. 2 (June 1, 2020): 84. http://dx.doi.org/10.24191/ijmal.v4i2.7975.

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The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now hig

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Perez-Amurao, Analiza Liezl, and Sirijit Sunanta. "They Are ‘Asians Just Like Us’: Filipino Teachers, Colonial Aesthetics and English Language Education in Thailand." Journal of Social Issues in Southeast Asia 35, no. 1 (February 26, 2020): 108–37. http://dx.doi.org/10.1355/sj35-1d.

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Keengwe, Jared, Moussa Traore, and Gary Schnellert. "Using Instructional Technology Tools to Teach Informational Texts in Thailand." International Journal of Information and Communication Technology Education 8, no. 1 (January 2012): 35–43. http://dx.doi.org/10.4018/jicte.2012010104.

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This article examines the teaching of English as a Second Language (ESL) to medical personnel (nurses and doctors) in a hospital in Northern Thailand. The study shows that using technological devices like listening and comprehension CDs, tape recorders and the Internet to teach informational texts can help ESL learners overcome some of their learning difficulties. Evidence from the study suggests that such a pedagogical approach not only improves the comprehension of informational texts but also students’ mastery levels of spoken and written English. The findings also reveal that such a pedago

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Unjana, Suphandee, Sripai Sunan, Woonprasert Jamloong, Ardwichai Sirisak, and Suphandee Terdsak. "Indicators of characteristics of Learners Autonomy in English Language of Primary 6 students in the Northeast of Thailand." Educational Research and Reviews 13, no. 15 (August 10, 2018): 590–97. http://dx.doi.org/10.5897/err2018.3562.

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Akkarathanakul, Pathitta. "THE EFFECTS OF USING ENGLISH LANGUAGE APPLICATIONS IN DIFFERENT BUSINESS." Psychology and Education Journal 58, no. 2 (February 10, 2021): 5338–51. http://dx.doi.org/10.17762/pae.v58i2.2945.

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Technology and digitalization is viewed as an integral part of the today’s business world which has revolutionized the business operations. Digitalization has also affected marketing plans usage of social media and different business application is rapidly increasing to connect customers and business organizations. The growing number of foreigners in Thailand which has given rise to use of English language. This study is purposed to examine that how marketing performance of business are affected by different applications characteristic and contacts. The moderation effect of use of English lang

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Satiansiriwiwat, Surintorn, Sarawut Intorrathed, and Noppakhun Siriwan. "Integration of Agricultural Knowledge with the Thai Language, Mathematics, and Science Subjects for First-year Elementary School of Thailand." New Educational Review 51, no. 1 (March 31, 2018): 41–52. http://dx.doi.org/10.15804/tner.2018.51.1.03.

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Arismunandar, Arismunandar, Afriantoni Afriantoni, and Asmuni Asmuni. "MELAYU PATTANI THAILAND: MUSLIM MINORITY RELIGION EXPRESSION IN THE MIDDLE OF NON MUSLIM MAJORITY." Journal of Malay Islamic Studies 3, no. 1 (November 28, 2019): 63–74. http://dx.doi.org/10.19109/jmis.v3i1.4576.

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Pattani Province in southern Thailand is the only province with the majority of the Muslim population. Besides Pattani the majority of Thai residents (67 million people) are Buddhists. Only 10% of Thai people are Muslims, including Pattani's Muslim Malay minority. Some data suggest that the Thai government made policies that often discredited and did not accommodate the interests of Malay Muslims. This became one of the reasons for the emergence of opposition to Thai government and ethnicity. For example, must use the Thai language (thaification Program) reinforced by the prohibition of the us

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Guo, Shujian, Hyunjung Shin, and Qi Shen. "The Commodification of Chinese in Thailand’s Linguistic Market: A Case Study of How Language Education Promotes Social Sustainability." Sustainability 12, no. 18 (September 8, 2020): 7344. http://dx.doi.org/10.3390/su12187344.

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In recent decades, the commodification of the English language has aroused intensive research interest in the sociolinguistics on a global scale, but studies on the commodification of the Chinese language are relatively rare. Most studies take a critical approach in relation to its adverse impacts on minority rights and social justice. This study examined the language landscape in Chiangmai, Thailand, and the linguistic beliefs of local Thai Chinese language learners. Based on their feedback, this study investigated the commodification of Chinese language education in the community of Chinese

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