Browsing by Author "Karansupamas Engchuan"

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    A study of classroom activities and language anxiety between high and low academic performance teacher students at Rajabhat Universities
    (Mahidol University. Mahidol University Library and Knowledge Center, 2013) Sirinan Nuypukiaw; Songsri Soranastaporn; Karansupamas Engchuan; Yuwadee Tirataradol
    The purposes of this study were: 1) to investigate classroom activities (CA) experienced by high and low academic performance teacher students in the language classroom, and used by them in the practicing process of teaching, 2) to explore the level of language anxiety in the high and low academic performance groups before employing CA in their practicing process of teaching, 3) to investigate the level of language anxiety in the high and low academic performance groups after employing CA in their practicing process of teaching, 4) to compare levels of 1) language anxiety in the two groups of teacher students before employing CA in the practicing process of teaching and 2) language anxiety in the two groups of teacher students after employing CA in the practicing process of teaching, and 5) to find the relationship between CA and language anxiety among RU teacher students. In this study, the sample was 186 teacher students majoring in English at four Rajabhat universities. The subjects were selected by simple random sampling. The teacher students were classified as high and low academic performance by their grade point averages (GPA). Data collection in this study consisted of a CA questionnaire and the Foreign Language Classroom Anxiety Scale (FLCAS). The particular questionnaire was both valid and reliable with a Cronbach's alpha coefficient of 0.95. The major results show that 1) all types of CA, especially participation mode activities, were often experienced in English class and used in the practicing process of teaching by both high and low academic performance teacher students. 2) The two groups of teacher students had high levels of language anxiety before employing CA in their practicing process of teaching. 3) High and low academic performance groups had high levels of language anxiety after employing CA in their practicing process of teaching. 4) There was no statistically significant difference in language anxiety between high and low academic performance groups however, the low academic performance;
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    A study of language anxiety, self-esteem, and academic ability among Thai EFL teacher trainees at Rajabhat Universities
    (Mahidol University. Mahidol University Library and Knowledge Center, 2013) Siraprapa Kotmungkun; Songsri Soranastaporn; Karansupamas Engchuan; Yuwadee Tirataradol
    การวิจัยครั้งนี้มีวัตถุประสงค์เพื่อ 1) ศึกษาระดับความวิตกกังวลในการเรียนภาษาอังกฤษของ นักศึกษาวชิาชีพครูที่มีความสามารถทางวิชาการสูงและต่ำ 2) ศึกษาระดับการเห็นคุณค่าในตนเองของนักศึกษา วิชาชีพครูที่มีความสามารถทางวิชาการสูงและต่ำ 3) เปรียบเทียบความแตกต่างของระดับความวิตกกังวลในการ เรียนภาษาอังกฤษระหว่างนั;
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    A study of language learning strategies used and self-efficacy beliefs held by high- and low-achieving English major students
    (Mahidol University. Mahidol University Library and Knowledge Center, 2013) Wilawan Thipsoda; Songsri Soranastaporn; Karansupamas Engchuan; Yuwadee Tirataradol
    The purposes of this study were: 1) to identify the level of use of the language learning strategies and their sub-categories by high-achieving and lowachieving English majors students 2) to identify the level of self-efficacy beliefs held by high-achieving and low-achieving English major students 3) to determine any significant differences in the use of language learning strategies between highachieving and low-achieving English major students, 4) to determine any significant differences in the level of self-efficacy beliefs held by high-achieving and lowachieving English major students, and 5) to determine a correlation between language learning strategies used and the level of self-efficacy beliefs held by high-achieving and low-achieving English major students. The total population was 309 fourth-year English major students from the Faculties of Education of four Rajabhat universities in Thailand. The sample consisted of 186 English major students. Subjects were selected by stratified, purposive, and simple random sampling techniques. They were divided into high- and low-achieving groups by using their grade point averages (GPA) and the high-low-27-percent group method. The Strategy Inventory for Language Learning (SILL) version 7.0, and the Questionnaire of English Self-Efficacy (QESE) were used to collect quantitative data. The reliability established by Cronbach's alpha coefficient was .96 and .97, respectively. The statistical devices used for quantitative data analysis were mean, standard deviation, the independent t-test, and the Pearson correlation. The major results show: 1) the high-achieving group used learning strategies at a high level whereas, the low-achieving group used learning strategies at a medium level. Metacognitive strategies were the most frequently used by the two groups of students. 2) High- and low-achieving English major students had high levels of English self-efficacy. 3) There was a statistically significant difference in language learning strategies used by high- and low-achie;
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    A study of needs, problems, and wants of using english of engineering students of Quaid-E-Awam University of Engineering, Science and Technology, Pakistan
    (Mahidol University. Mahidol University Library and Knowledge Center, 2013) Channa, Mansoor Ahmed; Songsri Soranastaporn; Karansupamas Engchuan; Yuwadee Tirataradol
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    A study of problems, needs, and wants of a practicum course provided for EFL student teachers at Nakhonsawan Rajabhat University
    (Mahidol University. Mahidol University Library and Knowledge Center, 2014) Neranchala Jarujit; Songsri Soranastaporn; Karansupamas Engchuan; Yuwadee Tirataradol
    The purposes of the study were to investigate the problems, needs, and wants of a practicum course of the fifth year EFL student teachers at the Faculty of Education in Nakhonsawan Rajabhat University. This study also examined student teachers' opinions regarding teaching practice to be emphasized in the practicum course. The sample of this study included two groups. The first group included 78 fifth year EFL student teachers who completed all courseworks and enrolled their practicum course in the first semester of the 2013 Academic Year. The second group included six EFL student teachers, two university teachers who had different years of experiences, and two teachers from a secondary school and an elementary school. The participants were selected by simple random sampling and purposive sampling. Two research instruments were used in this study: questionnaires and semi-structure interview. The questionnaires included four sections: demographic data, problems, needs, and wants during students' teaching practice. Quantitative data were analyzed by descriptive statistics (frequency, mean, and standard deviation) whereas, qualitative data were analyzed by content analysis. The findings were as follows. EFL teacher students at Nakhonsawan Rajabhat University stated that English classroom action research was their main problem. The study also found that English classroom action research was most necessary in teaching practice. Moreover, EFL student teachers wanted English knowledge regarding listening and speaking strategies.;
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    A study of textbooks and classroom activities as perceived by teachers and students
    (Mahidol University. Mahidol University Library and Knowledge Center, 2014) Siriporn Khienwong; Songsri Soranastaporn; Karansupamas Engchuan; Yuwadee Tirataradol
    The purposes of this study were: 1) to investigate the appropriateness of English textbooks from teachers' perspectives, 2) to investigate the appropriateness of English textbooks from students' perspectives, 3) to examine the level of preferences on classroom activities as perceived by EFL teachers, and 4) to examine the level of preferences on classroom activities as perceived by students. The population included 75 EFL teachers and 1800 students. The subjects included 63 EFL teachers and 317 students selected by the simple random sampling technique. The research instruments included two textbook evaluation forms (student's and teacher's forms) developed by Litz (2005), and classroom activity questionnaire developed by Spratt (1999). The Cronbach's alpha reliability coefficients of the textbook evaluation form of teacher and student were .94 and .96 respectively. The Cronbach's alpha reliability coefficients of classroom activities questionnaire of teacher and student were .94 and .95 respectively. Questionnaires were translated into Thai through the back-translation method and were tested validity by three experts. The statistical devices used for data analysis were mean and standard deviation. The major results of this study showed as follows. 1) EFL teachers rated the appropriateness of using English textbooks in their teaching at the high level. 2) Students rated the appropriateness of using English textbooks in their study at the high level. 3) EFL teachers rated their preferences to use classroom activities in their teaching at the high level. Finally, 4) students rated their preferences to use classroom activities in their study at the high level;
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    A survey of games in English language teaching and learning in Thailand
    (Mahidol University. Mahidol University Library and Knowledge Center, 2012) Pannaporn Lerdsurawat; Songsri Soranastaporn; Karansupamas Engchuan
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    An investigation into motivation and language learning strategies to improve critical reading employed by high and low English ability students
    (Mahidol University. Mahidol University Library and Knowledge Center, 2012) Ratima Tianchai; Songsri Soranastaporn; Karansupamas Engchuan; Thanayus Thanathiti
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    An investigation of vocabulary learning strategies employed by high and low English proficiency university students based on selected vocabulary from a business corpus
    (Mahidol University. Mahidol University Library and Knowledge Center, 2012) Kusuma Pitukwong; Songsri Soranastaporn; Karansupamas Engchuan; Thanayus Thanathiti
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    An investigation on writing strategies employed by high and low English proficiency students
    (Mahidol University. Mahidol University Library and Knowledge Center, 2012) Chumpittra Thura; Songsri Soranastaporn; Karansupamas Engchuan
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    Ethics of public university executives
    (2016-01-01) Wariya Chinwanno; Karansupamas Engchuan; Mahidol University
    © 2016 by De La Salle University. By pedagogical definition, "ethics" and "ethical principles" are concepts regarding the significant role of good conduct of, as well as the educational paradigms used by leaders in educational organizations (Kocabas, 2009). Ethics could also be defined as rules of behavior that emphasize the norms of civil society which distinguish between appropriate and inappropriate behavior (Blocker, 1998), regulate forms of human behavior (Solomon, 1984), and a human behavior that governs professional associations (Babbie, 1979).
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    The relationship between autonomous learners and language learning strategies employed by students in the graduate diploma program in the teaching profession
    (Mahidol University. Mahidol University Library and Knowledge Center, 2013) Niramon Rattanasongkhroh; Songsri Soranastaporn; Karansupamas Engchuan; Yuwadee Tirataradol
    งานวิจัยชิ้นนี้มีวัตถุประสงค์ คือ 1) เพื่อศึกษาความตระหนักของการเป็นผู้เรียนที่เรียนรู้ด้วยตนเองใน 4 ด้านของนักศึกษาจำนวน 67 คนในหลักสูตรประกาศนียบัตรบัณฑิตวิชาชีพครู 2) เพื่อศึกษาความตระหนักในการเป็นผู้เรียนที่เรียนรู้ด้วยตนเองของนักศึกษาที่มีความสามารถภาษาอังกฤษระดับสูงและต่ำในหลักสูตร 3) เพื่อศึกษากลยุทธ์;
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    The relationship between Chinese English teachers' classroom instructional practices and students' self-efficacy in their English study
    (Mahidol University. Mahidol University Library and Knowledge Center, 2013) Dong, Weijian; Songsri Soranastaporn; Karansupamas Engchuan; Yuwadee Tirataradol
    The purposes of the study were: 1) to investigate what types of instructional practices were used most in EFL classrooms in Lijiang Teachers' College, 2) to investigate how college students perceived their English teachers' instructional practices, 3) to investigate students' self-efficacy in English study, and 4) to determine whether any relationship existed between English teachers' instructional practices and students' self-efficacy in English study. The population was 738 students and 53 English teachers at the English Department of Lijiang Teachers' College in Yunnan Province, China. The sample included 250 third-year students and three Chinese English teachers. They were selected by purposive sampling. The General Self-efficacy Scale, Self-efficacy Scale in English Study, and Survey of Students' Perception towards Teachers' Instructional Practices were used to collect quantitative data while semi-structured interviews and classroom observations were used to collect qualitative data. Quantitative data were analyzed by using statistical techniques such as percentage, mean, standard deviation, and Pearson correlation. ๐Qualitative data were analyzed by content analysis. The major results were as follows: 1) Two major types of instructional practices were identified, namely, grammar-translation-based instruction and communication-based instruction. 2) Most students favored communication-based instruction and believed that grammar should only be taught when necessary. 3) Students were more confident in dealing with problems in life than in English study. 4) Communication-based instruction was found to be positively correlated with both the students' general self-efficacy and the students' self-efficacy beliefs in studying English (r = .16, p = .03 and r = .17, p = .02, respectively). However, the grammarbased English instruction was not significantly correlated with students' self-efficacy beliefs.;
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    The relationships between the use of language learning strategies, the levels of language anxiety and english ability of MBA students
    (Mahidol University. Mahidol University Library and Knowledge Center, 2013) Papangkorn Kittawee; Songsri Soranastaporn; Karansupamas Engchuan
    งานวิจัยชิ้นนี้มีวัตถุประสงค์ คือ 1) เพื่อศึกษาการใช้กลยุทธ์การเรียนรู้ภาษาของนักศึกษาปริญญาโท คณะบริหารธุรกิจ 2) เพื่อศึกษาหาความถี่ในการใช้กลยุทธ์การเรียนรู้ภาษาของนักศึกษาที่มีความวิตกกังวลในระดับต่า 3) เพื่อศึกษาหาความถี่ในการใช้กลยุทธ์การเรียนรู้ภาษาของนักศึกษาที่มีความวิตกกังวลในระดับสูง 4) เพื่อศึกษ
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    The study of errors, relationship, and opinions of students and teachers on the english teacher made tests and English Ordinary National Educational Test (O-NET)
    (Mahidol University. Mahidol University Library and Knowledge Center, 2015) Pimprapa Pratumwan; Songsri Soranastaporn; Karansupamas Engchuan; Yuwadee Tirataradol
    The purposes of this study were: 1) to identify errors occurring with O- NET, 2) to study performances of Mattayomsuksa six students on English teacher- made tests, 3) to study performances of Mattayomsuksa six students on a national standardized test (O-NET), 4) to examine the relationship between the performances of Mattayomsuksa six students on English school tests and English O-NET, 5) to study students' opinions and suggestions toward English teacher-made tests and the English O-NET, and 6)to study teachers' opinions and suggestions towards English teacher- made tests and the English O-NET. To see students' performances on English tests and the relationship between the two tests, English scores (between GPAs and O-NET scores) were studied. The total population consisted of 1,619 students of Mattayomsuksa six students at Sarawittaya School, Bangkok in the Academic Years 2011 -2013. To find out the opinions and suggestions of students and teachers, there were two groups of the participants. The first group was 208 Mattayomsuksa six students at Sarawittaya School who was studying in Academic Year 2013, and the second group was 7 high school English teachers at Sarawittaya School. The research instruments were an error collection form, the data collection sheet, and a questionnaire. The questionnaire asked for opinions on six aspects test administration, test organization, test content, questions and choices of the tests, scoring methods, and test preparation. The statistical analysis, including: the Arithmetic Mean, the Standard Deviation, and Pearson's Product Moment Correlation Coefficient. The major results showed as follows: 1) the mean score of English GPA in 2011 is highest (M = 2.86, SD = 0.68), follows by 2012 (M = 2.81, SD = 0.63), and 2013 is lowest (M = 2.71, SD = 0.68). 2) The mean score of English O-NET in 2011 is lowest (M = 29.19, SD = 13.20), slightly increases in 2012 (M = 30.29, SD = 13.98), and 2013 is highest (M = 33.69, SD = 13.64). 3) There are significantly positive high correlations be;