https://sure.su.ac.th/xmlui/handle/123456789/23748 2026-05-21T17:18:54Z https://sure.su.ac.th/xmlui/handle/123456789/23741 CLIL implemented and scaffolded in an EFL higher education context: engineering research methodology course. Budsaba Kanoksilapatham; Attapol Khamkhien Peer-led team learning (PLTL) has become common in ESL classrooms across Ethiopia. This study explores factors affecting PLTL in students' verbal participation in English as a Foreign Language (EFL). A descriptive survey was employed as a research method, and mixed approach data collection methods were used. Twenty-four EFL teachers and 114 students of three secondary schools in Ethiopia were taken as the research participants by systematic random sampling. The data collected from questionnaires, interviews, and classroom observation were analyzed qualitatively and quantitatively using a statistical tool in frequency, percentages, ANOVA and multiple regression. The findings indicated that students differ significantly in their level of verbal participation in PLTL groups. Of the twenty-two expected factors, no single factor predicted whether students would participate in PLTL groups. More than one factor was usually working together, or one factor led onto another to affect students' participation. Personality characteristics, motivational factors, and group situation factors were significant to student participation in PLTL. Not every student could get the opportunities to become a group leader, and the groups were static. Since there was an absence of active monitoring, most groups drifted away from tasks and were involved in noisy chat in their mother tongue. Few students in a group dominated others who persevered at group activities. The qualitative findings are consistent with the quantitative ones. 2022-01-01T00:00:00Z https://sure.su.ac.th/xmlui/handle/123456789/23740 Enhancing Thai elementary students' English and maintaining Thainess using localized materials: two putative confronting forces. Budsaba Kanoksilapatham; Todsapon Suranakkharin In Thailand, concerns over the imperative need to improve its citizens’ English proficiency and the unsatisfactory English learning outcomes have long been present. In addition, ongoing globalization has raised another concern that Thainess is being eroded due to external influences. This study attempted to compromise these two seemingly conflicting forces by enhancing Thai students’ global English and maintaining local Thainess associated with three regions of Thailand. First, a set of instructional innovations for elementary English education was constructed in each region. These were based on prominent characteristics of local Thainess elicited through a questionnaire completed by local community members and subsequently implemented in Grade 4 classes at three schools in each region of Thailand for ten weeks. Next, two separate sets of pretests posttests corresponding to each instructional set were constructed and administered to assess their local Thainess and English knowledge. Finally, to ensure that the knowledge gained from the instruction was put into practical use, a tour guide simulation task was conducted by the students. The analysis of the test scores demonstrates that localized lessons were beneficial, enhancing their local Thainess knowledge and associated English vocabulary. The accomplishment of the task thus represented their knowledge of local Thainess and English, contributing to a sense of pride. 2021-01-01T00:00:00Z https://sure.su.ac.th/xmlui/handle/123456789/23738 OER as language online lessons to enhance Thai University students' English language skills in the COVID-19 pandemic era Budsaba Kanoksilapatham With the growth and widespread availability of education technologies, English language teaching (ELT) needs to be shaped differently. In addition, the COVID-19 pandemic has accelerated a disruption of education systems all over the world on a scale and scope never seen before. This paper aims to explore the potential of online lessons subcategorized as open educational resources (OER) in enhancing university students' English language skills through the Moodle system. A total of 189 first-year humanities students from a medium sized university in Thailand participated in this study during a semester break. Prior to the OER exposure, the participants completed a questionnaire eliciting personal information, followed by a pre-test on five English language skills. Then, the students were encouraged to freely explore and exploit the online lessons for a period of 19 days. After the OER exposure, a parallel online post-test, a post OER exposure questionnaire, and semi-structured interviews were administered. The pre-test/post-test score comparison shows significant gain scores, suggesting the positive impact of the online lessons on the participants' English performance. However, the questionnaire and interview data reveal intriguing findings about the students' engagement and interaction with the online lessons, highlighting the notions of learner autonomy and self-regulated learning. This study, thus, represents a wake-up call for Thai ELT stakeholders to prepare to shift away from traditional teaching approaches, to modify teachers' behaviours, syllabus, and curriculum, and to empower learners to successfully cope with the changing educational environment. 2021-01-01T00:00:00Z