Kornsiri BoonyaprakobChirasiri Kasemsin VivekmetakornDuangjit Sukhapabsuk2025-04-012025-04-01201320252013Thesis (M.A. (Applied Linguistics))--Mahidol University, 2013https://repository.li.mahidol.ac.th/handle/123456789/108404Applied Linguistics (Mahidol University 2013)The aims of the study are to examine students' disruptive or undesirable behavior, to determine the reasons why the students behave in problematic ways, and to identify the strategies EFL teachers use to deal with that behavior at Gloria University (pseudonym), Thailand. Mix-methods were employed to collect data from 1) 400 students who completed questionnaires on undesirable behavior in class 2) eight classroom observations, and 3) five EFL teachers and fifteen students who joined the semi-structured interviews. Results show that, while the teachers were teaching, the five most undesirable behavior of students were found to occur. These were using technological devices such as mobile phones or tablets, talking with classmates, sleeping, coming to class late, and making some noise. The reasons for the students to behave undesirably were found to be concerned with classroom environment, teaching materials, students' factors (their characteristics, experience, and attitudes), teachers' factors (their characteristics, classroom management skills, and teaching styles), and other factors (ignorance of some behaviors, no explanation of some behavior, and being unaware). To cope with students' undesirable behavior, data indicated that all participating teachers employed more non-verbal strategies, such as eyecontact and body language than verbal strategies such as direct requests.;x, 114 leaves : ill.application/pdfengผลงานนี้เป็นลิขสิทธิ์ของมหาวิทยาลัยมหิดล ขอสงวนไว้สำหรับเพื่อการศึกษาเท่านั้น ต้องอ้างอิงแหล่งที่มา ห้ามดัดแปลงเนื้อหา และห้ามนำไปใช้เพื่อการค้าClassroom managementProblem children -- Behavior modificationMotivation in educationTeacher-student relationships.Master ThesisMahidol University