Rangsit Journal of Educational Studies

Editorial Board

2025-06-24T18:44:42SE Asia Daylight Time

Editorial Board

2025-06-25T16:47:14SE Asia Daylight Time

Table of Contents

Chief Editor's Note

2025-06-24T18:44:42SE Asia Daylight Time

Chief Editor's Note

Exploring the Dual Edges of ChatGPT in Academic Writing Pedagogy

2025-06-24T18:44:43SE Asia Daylight Time

This study critically examines the integration of ChatGPT into academic writing pedagogy through a systematic review of 19 peer-reviewed articles published between 2023 and 2024. It aims to (1) examine the pedagogical benefits of ChatGPT in academic writing instruction, (2) identify the limitations and challenges of AI-assisted writing, and (3) assess the impact of ChatGPT’s use across different educational settings. Drawing on constructivist, sociocultural, and cognitive load theories, this review categorizes the findings into three main themes: pedagogical benefits (e.g., personalized feedback, conceptual understanding, and idea generation), pedagogical challenges (e.g., academic integrity risks, misinformation, and learner dependency), and practical applications in classroom contexts. The analysis reveals that while ChatGPT offers promising support for student engagement and skill development, it also presents significant ethical and instructional concerns. This study recommends a balanced and critically informed approach to integrating ChatGPT in writing pedagogy, emphasizing ethical use, educator involvement, and future research into long-term impacts and equity in access.

An Investigation and Analysis of 7th Grade Thai Students’ Levels of English Sociolinguistic Knowledge, Ability, and Etiquette

2025-06-24T18:55:29SE Asia Daylight Time

The goal of English language teaching is to help students become competent communicators; therefore it is necessary to investigate and develop methods of teaching and assessing language competencies. Sociolinguistic competence is a key part of communicative competence. It is necessary to define, measure, and analyze the individual components of sociolinguistic competence, in order to more accurately understand students’ needs and develop effective teaching methods. The objectives of this study are as follows: 1. To investigate the English sociolinguistic knowledge, ability, and etiquette levels of 7th Grade Thai students. 2. To analyze the effects of scenario-based learning on the English sociolinguistic knowledge, ability, and etiquette levels of 7th Grade Thai students. This study focuses on the analysis of the students’ test results data as sorted into three key categories: items testing for sociolinguistic knowledge, sociolinguistic ability, and sociolinguistic etiquette. The results showed a significant increase in students’ English sociolinguistic knowledge (less than the .05 significance threshold), but no significant changes in the ability and etiquette levels. The results of this study reveal a need for more complex analysis of students’ English test results, and a need for more data collection on 7th Grade Thai students’ English language competencies.

Developing Strategic Management Guidelines for Public Speaking Skill Enhancement for the Student Leaders of the Student Council at Zhejiang Vocational College of Arts, China

2025-06-24T18:57:29SE Asia Daylight Time

The objectives of this study were 1) to investigate problems and needs of public speaking skills of student leaders of the student council, 2) to analyze strengths and weaknesses of public speaking skill management for student leaders of the student council, and 3) to develop strategic management guidelines for public speaking skill enhancement for the student leaders of the student council. The samples were divided into 2 groups, namely, 1) 171 student leaders, and 2) 222 teachers and 80 administrators, derived from Yamane's formula and collected through the stratified random sampling technique. The research instruments were questionnaires and questions for the academic meeting. The findings indicated that 1) the problems and needs of public speaking skills of strategic management guidelines of student leaders, teachers, and administrators were at the highest level; most students need the procedure and public speaking skills at the first rank (x̅=4.74, S.D.=0.45, and x̅=4.74, S.D.=0.46, respectively), but most teachers and administrators need planning at the first rank ( x̅=4.76, S.D.=0.45); 2) the weaknesses in public speaking skills management were that they lacked special programs to meet the diverse needs of student leaders, and they didn't focus on psychological barriers; 3) the strategic management guidelines for enhancing public speaking skills were composed of six strategies, including 1) implementing a structured public speaking program 2) regular practice and feedback opportunities 3) innovative and engaging teaching contents 4) transparent and motivational reward systems 5) teacher training and development, and 6) monitoring and continuous improvement.

The Effects of Podcasts on Thai Undergraduates’ English Listening Skills

2025-06-24T18:44:44SE Asia Daylight Time

The purposes of this study were to investigate the effects of podcasts on students’ English listening skills, students’ perceptions towards using podcasts in English language classrooms, and the level of student satisfaction regarding the podcasts provided in this study. This study employed a survey and a one-group pre-test–post-test design involving 29 English major students enrolled during the second semester of the 2024 academic year at a university located in Songkhla province. An outlier detected in the pretest led to the exclusion of one participant’s data, resulting in an analysis based on 28 students. The findings demonstrated that the students could understand and assimilate the main ideas of the content after listening to the podcasts, as the post-test scores were statistically significantly greater than the pre-test scores. The results indicated that students were able to enhance their understanding and grasp of the main concepts of the listening material through podcasts. Furthermore, the participants conveyed positive attitudes about using the podcast to enhance their listening skills. Many of them found listening to podcasts was difficult; they believed it helped them learn English. Participants also expressed great satisfaction with the podcasts used in this study. The findings of this study contribute to the understanding of how digital media influences language learning attitudes and support integrating podcasts into English as a foreign language curricula, offering a practical, engaging, and accessible method to enhance listening skills. Teachers and educators can use this research to develop lesson plans and instructional strategies.

Factors Influencing English Language Learning Motivation among High School Students in Dongying City, Shandong Province, China

2025-06-24T18:44:44SE Asia Daylight Time

This research aimed to study 1) the factors influencing English language learning motivation among a population of 380 Chinese high school students in Dongying City, Shandong Province, and 2) to provide recommendations for improving English language teaching and learning, with a duration focusing on one academic year. English, as a global language, plays a vital role in students’ academic and career development, particularly in the context of China's integration into the global economy. The study utilized a mixed-methods approach, surveying 380 students from 16 schools and conducting in-depth interviews with 12 teachers.
The findings reveal that external factors, such as family support, educational institutions, and career aspirations, significantly contribute to students’ motivation. Meanwhile, internal factors, including personal interest, self-confidence, and practical usage of English, also influence students’ motivation. Additionally, this study offers recommendations for educators to foster engaging learning environments and enhance access to resources.
Addressing these factors can help improve English language education and support students’ long-term academic and professional success in an increasingly interconnected world.

Development of a Comprehensive Model to Enhance Role Compliance in Fine Arts Education Students at Public Universities of Nanning City, China

2025-06-24T18:44:44SE Asia Daylight Time

The purpose of this study was to enhance role compliance among fine arts education student-teachers during their educational internship phase at public universities in Nanning City, China. A mixed-methods approach was employed, combining quantitative surveys and qualitative literature review. The quantitative phase included a stratified random sampling method to select 412 fine arts education student-teachers, and structural equation modeling was conducted using SPSS and PLS. The qualitative phase involved a systematic literature review to provide a comprehensive understanding of the theoretical background and existing research on role compliance. The study identified the impact mechanisms of educational collaboration, teacher learning, role mindfulness, and role identity on role compliance. The results indicated that educational collaboration, role mindfulness, and role identity are key factors in enhancing role compliance. Specifically, educational collaboration significantly influenced teacher learning (β = 0.657, p < 0.001), role mindfulness (β = 0.468, p < 0.001), and role identity (β = 0.293, p < 0.001). Role mindfulness positively influenced role identity (β = 0.281, p < 0.001) and role compliance (β = 0.314, p < 0.001). Role identity also positively influenced role compliance (β = 0.227, p < 0.003). The study recommends that universities and internship schools optimize educational collaboration models and strengthen the cultivation of teacher learning, role mindfulness, and role identity to further enhance role compliance among fine arts education student-teachers. This not only improves the quality of educational internships but also lays a solid foundation for the future professional development of teachers.

Enhancing the Learning Assessment Competencies of New Faculty Members at Rangsit University in the 2024 Academic Year

2025-06-25T16:32:41SE Asia Daylight Time

This research aimed to evaluate the effectiveness of a training program designed to enhance the learning assessment competencies of new faculty members at Rangsit University. The population used in this research is new faculty members of Rangsit University who participated in the training program. The sample in this research is divided into 2 groups: the pre-training sample, consisting of 19 people who answered the learning assessment competency assessment before the training, and the post-training sample, consisting of 26 people who answered the assessment after the training.

The research instruments included: 1) a training program to enhance learning assessment competencies of new faculty members (Rangsit University, 2024 academic year), created and quality-assessed by 3 experts from Suryadhep Teachers College, with an IOC of 1.00; 2) a 13-item learning assessment competencies assessment form (self-assessment, 5-level rating scale) covering 3 sub-competency areas, created and quality-assessed by 3 experts from Suryadhep Teachers College, with an IOC of 1.00; and 3) a 5-level satisfaction assessment form, created and quality-assessed by 3 experts from the Personnel Development Office, Rangsit University, with an IOC of 1.00.

The research results indicated that after the training, new faculty members had significantly higher overall learning assessment competency, with improvements in all sub-competency areas, including design and planning of learning and teaching, selection and application of teaching methods, creation of a conducive learning atmosphere, and provision of recommendations..

The research results also indicated that the training program was effectively enhance the learning assessment competency of new faculty members and was highly satisfactory to the trainees.

The Development of Learning Assessment Competencies of New Faculty Members at Rangsit University in the 2024 Academic Year Using a Training Program

2025-06-25T16:43:30SE Asia Daylight Time

This research aimed to compare the learning assessment competencies of new faculty members at Rangsit University before and after participating in a training program, and to study their satisfaction with the program. Nineteen new faculty members with 1-5 years of experience at Rangsit University in the 2024 academic year were selected using a purposive sampling method. Data were collected using: 1) a training program designed to enhance learning assessment competencies, 2) a 13-item learning assessment competencies self-assessment form (5-level rating scale, covering 3 sub-competency areas), and 3) a 5-level satisfaction assessment form. The Index of Item-Objective Congruence (IOC) for each item in these assessment forms and the training program was 1.00. Data were analyzed using (dependent samples t-tests and descriptive statistics.) The findings demonstrated a significant improvement in learning assessment competencies following the program (t = 64.79, p < 0.001 , with participants expressing high levels of satisfaction (Mean = 4.74 , SD = 0.12 ).

Peer Reviewers for RJES Vol. 12, No.1, January-June 2025

2025-06-24T18:44:43SE Asia Daylight Time

List of Reviewers