Rangsit Journal of Educational Studies

Editorial Board

Malivan Praditteera — 2024-12-30

Editorial Board

Malivan Praditteera — 2024-12-30

Table of Contents

Editor's Note

malivan praditteera — 2024-12-30

Editor's Note

The Effectiveness and Students’ Perspectives on the Roles of Gamification in EFL Grammar Instruction

Jantarut Kawattipa — 2024-12-30

English language instruction in Thailand is difficult due to limited opportunities for students to use the language outside of the classroom. The difficulty is exacerbated by the misconception held by a vast majority of students that the only purpose of studying English is to pass high-stakes examinations. Further, the many complex English grammar points seem to discourage students from learning it. The purpose of this study is two-fold: (1) to analyse the efficiency of gamification in English as a Foreign Language (EFL) classrooms, and (2) to better understand students’ perspectives on using gamification to study grammar. Based on a one shot pre-and post-test design, the findings showed a significant improvement in the participants' performance in English grammar. Regarding individual feedback, a range of perspectives was found, including both positive and negative aspects. These viewpoints highlighted such factors as enjoyment, engagement, and excitement in the use of gamification as well as a certain level of stress. Pedagogical implications were also discussed.

The Development of Kindergarten Students’ English Pronunciation Skill Using Phonics Method and Harrow’s Instructional Model

Ratchadaporn Sukarapuntorn — 2024-12-30

The purposes of this research were to investigate the effects of phonics instruction combined with Harrow's taxonomy of the psychomotor domain on English word pronunciation skills and satisfaction of first-grade students in schools under the jurisdiction of the Nakhon Nayok Primary Educational Service Area Office. The sample group consisted of 39 first-grade students in classroom 1/5, semester 1, academic year 2024, from a Kindergarten in Nakhon Nayok Province. The sample was obtained by cluster random sampling, using classrooms as the sampling unit. The research instruments included four lesson plans, a 10-item test measuring English word pronunciation skills, and a 7-item satisfaction questionnaire. Data were analyzed using mean, standard deviation, and t-test. The results of the research revealed that: 1) The English word pronunciation skills of first-grade students after receiving instruction using phonics combined with Harrow's taxonomy of psychomotor domain were significantly higher than before receiving instruction at the .05 level of significance. 2) First-grade students had a high level of satisfaction with the instruction using phonics combined with Harrow's taxonomy of psychomotor domain ( 2.77, S.D. = 0.06), especially in terms of increased ability to pronounce English words ( = 2.89, S.D. = 0.30), enjoyment and participation in activities ( = 2.82, S.D. = 0.38), and understanding of phonics ( = 2.76, S.D. = 0.42).

Watching English Language Films to Promote Motivation and Autonomous English Language Learning

Thomas Joseph Gronemeyer — 2024-12-30

This study highlighted the importance of English Language Films (ELF) as autonomous learning tools for pre- med students, with three research objectives: 1) to study how the pre-med students become motivated in their learning English through watching ELF: 2) to examine the extent to which the pre-med students develop English proficiency as autonomous learners through watching ELF and 3) to explore the pre-med students’ attitude towards watching ELF as autonomous learning. Mixed research methods were applied. Questionnaire was used to collect quantitative data from 100 pre-med students in a private university in a suburban area outside of Bangkok. Reflection after watching ELF and Semi-Structured Interviews to elicit the pre-med students’ opinions towards watching the films were employed to collect qualitative data from 10 pre-med students. Incorporating evidence from questionnaire, reflection questions after watching ELF and a semi structured interview with the researcher, this study concluded that ELF are very useful tools to learn English autonomously. Pre-med students were highly motivated when watching the ELF and used them to increase their vocabulary, improve their pronunciation, improve their reading skills, and their cultural awareness. ELF gave pre-med students a chance to hear, read and watch people converse in English, giving them valuable practice with the English language in a fun and stress-free setting.

Intercultural Adaptation of Chinese Students Studying in Thailand

Nong Wenjing — 2024-12-30

This study aimed to 1) explore whether Chinese students' English and Thai language proficiency has an impact on their intercultural adaptation in Thailand; 2) explore whether the length of time of Chinese students study in Thailand has an impact on their intercultural adaptation; and 3) explore whether daily life culture and classroom culture have an impact on Chinese students' intercultural adaptation. A mixed methods approach was adopted to collect both quantitative and qualitative data through the use of the 33-item questionnaire and semi-structured interviews. A private university in Thailand was selected as the case study. 148 Chinese students at the university were selected as the survey subjects. These students were aged between 18-24 years old and studied at the private university ranging from four months to two years. For semi-structured interviews, nine students were purposely selected and divided into three groups based on the length of time they stayed in Thailand: six months, one year and two years. The questionnaire data analysis showed that the overall mean of the impact of the students’ Chinese and English language proficiency was at the ‘Agree’ level (`X= 3.67/SD=0.87). Secondly, the overall mean of the impact on the length of time needed for adaptation was also at the ‘Agree ’ level (`X= 3.45/SD=0.91). In addition, the overall means of the impact of daily life and classroom culture on their cultural adaptation were both at the ‘Agree’ level respectively (X= 3.41/SD=0.85; X= 3.53/SD=0.94). The analysis of the semi-structured interview data revealed that the language proficiency affected Chinese students’ intercultural adaptation. At each stage of studying abroad, Chinese students faced different intercultural challenges. Daily life and classroom culture also had varying degrees of impact on intercultural adaptation. This study recommends that schools provide more assistance in life and study to Chinese students during their studies, and that Chinese students should continue to improve themselves to better adapt to studying and living in Thailand.

The Relationship Between Willingness to Communicate and Chinese Academic Culture and in English among Chinese College Student

Ma Hongyang — 2024-12-30

This study investigates Chinese college students' willingness to communicate (WTC) in English within classroom settings and its correlation with Chinese academic culture. A mixed-methods approach was used to address three research objectives: examining students' levels of WTC in English, exploring the relationship between Chinese academic culture and WTC, and analyzing the perspectives of students with varying WTC levels on Chinese academic culture. As for data collection, a group of undergraduate non-English majors (n = 120) completed a questionnaire tapping into their levels of WTC and Chinese academic culture: communication anxiety, learner beliefs, motivation, and classroom environment. Descriptive analysis was conducted to determine the level of WTC, and correlations were examined between WTC and the four cultural aspects. For qualitative data, eight students, representing both high and low WTC levels, volunteered for semi-structured interviews to provide in-depth insights. The qualitative data were analyzed using thematic content analysis based on Boyatzis (1998), revealing four main themes: academic expectations and pressures, instructional strategies and learning environments, classroom culture and interactions, and extracurricular engagement's impact on WTC. Results indicated a moderate WTC level in English (Mean=3.71, SD=1.21). Positive correlations were found between WTC and classroom environment, learner beliefs, and motivation, while communication anxiety was negatively correlated with WTC. These findings have educational implications for teaching practitioners and policymakers, suggesting a need for supportive classroom environments that enhance students' English communication abilities.

The Identification of Key Factors Influencing University Teachers' Organizational Citizenship Behavior Based on the DEMATEL Method

Haidong Sun — 2024-12-30

This study aims to identify and analyze key factors influencing university teachers' Organizational Citizenship Behavior (OCB), providing educational administrators with theoretical and practical insights to enhance school effectiveness. Using the Decision-Making Trial and Evaluation Laboratory (DEMATEL) method, this research systematically evaluates the causal relationships and interdependencies among factors affecting teachers' OCB. A sample of 14 experts from higher education institutions was selected, including senior academics and experienced professionals in educational management. Data were collected through a structured questionnaire and analyzed to construct a direct influence matrix among the identified factors. Results indicate that intrinsic motivation, job satisfaction, and occupational commitment at the individual level, along with organizational identification and resource support at the organizational level, significantly impact teachers' OCB. The findings suggest that enhancing these factors can effectively promote OCB, providing valuable guidance for educational administrators in improving organizational effectiveness and educational quality.

Professional Competence Development of EFL Instructors in Private Colleges in Sichuan Province from the Perspective of Ecological Education

Jun Wang — 2024-12-30

This paper focuses on EFL instructors' professional competence development in private colleges in Sichuan Province. 1) Research objectives: To investigate the impact of support from private colleges, society, and educational directors on EFL instructors' professional competence, including language application, teaching, and scientific research competence. 2) Research instruments: An explanatory sequential research design was employed, utilizing a questionnaire and semi-structured interviews. The questionnaire assessed nine main constructs, including professional competence and identity, while interviews explored specific strategies and perceptions. 3) Research Methodologies: Quantitative and qualitative data were collected and analyzed using descriptive statistics, regression analysis, structural equation modeling, and Lichtman’s 3Cs steps of analysis. 4) Findings: Support from private colleges, society, and educational directors positively influences EFL instructors' professional competence and identity, highlighting the need for holistic and ecosystem approaches to support their development.

Exploring Internationalization of a Higher Education Language Course Curriculum in Vietnam

Le Tan Cuong — 2024-12-30

Internationalization of the Curriculum (IoC) has been among the most important academic strategies in a number of institutions worldwide in the last decades. While much of what has been written in the scholarly literature on how internationalized the curriculum in higher education has typically focused on the voices of institutional leaders, academic administrators and lecturers, students do not seem to be adequately engaged. This study, therefore, by examining how dimensions of IoC integrated in a higher education language course curriculum in Vietnam, is an effort to fill the gap. Based on the analysis of data collected from 88 English majors at Faculty of English Linguistics and Literature, University of Social Sciences and Humanities, Vietnam National University, Ho Chi Minh City, three important findings were reported as follows: (1) The investigated course showed a decent and positive level of IoC; (2) No correlation was found between the internationalization of the curriculum and students’ course learning satisfaction, and (3) Certain activities were perceived to make a course more internationalized. Findings of the study reveal significant insights of the reality of IoC in a Vietnamese university. The results make meaningful contribution to existing literature of IoC in the region and shed light on the growing need of such a strategy in the investigated setting.

Attitudes, Beliefs, and Demographics

Rhiannon Morgan — 2024-12-30

This study aimed to explore the levels and influences of demographics, attitudes,
and beliefs on self-efficacy in inclusive practices of teachers for students with special education needs in regular classes at a Thai private bilingual school. A survey research design was employed, using questionnaires to collect data with 100 subjects. The IOC
for the validity was performed with the result of 1. The reliability gained from the pretest with 30 teachers outside the sampling using Cronbach’s Alpha Coefficient with the result of 0.860. Descriptive Analysis with Mean, Standard Deviation, Frequency, and Percentage was employed, followed by Inferential Analysis of ANOVA.
The results revealed that in terms of Demographics on Teachers’ Self-Efficacy,
there were statistically significance of: 1) Teachers’ Knowledge of the Local Laws;
2) Confidence in Inclusion; and Training in Inclusive Practices, from the most positive
to the least positive, respectively. As for the Teachers’ Attitudes and Beliefs, these
two factors shared the same levels of influences on Teachers’ Self-Efficacy in terms
of: 1) Collaboration, and Instruction in Inclusive Practices, with the least significant
on Teachers’ Behavior for the Attitudes towards Teachers’ Self-Efficacy, and with
no statistical significance on Teachers’ Behavior for the Beliefs. Accordingly, in order to enhance effective inclusive education at a Thai bilingual school, the results obtained from this study should be used among teachers and stakeholders to see the importance
of the influences of positive attitudes and beliefs on self-efficacy in inclusive teaching
and learning with the expectation that benefits will occur to all students with inclusion
in the regular classrooms.

The Situation of Managing Information Technology Application Activities in Teaching English at High Schools according to the TQM Approach in Ho Chi Minh City, Vietnam

Phuong- Kim Nguyen Thi — 2024-12-30

Total Quality Management (TQM) is considered one of the most important approaches to improve the quality of education in general and subjects in particular. This article uses the TQM approach to study the current management of information technology (IT) application activities in teaching English at high schools in Ho Chi Minh City. This research project employed a mixed method combining both quantitative and qualitative inquiries. Data collection includes quantitative data through questionnaires to collect information from 87 managers and 108 teachers selected by a stratified and random sampling process, qualitative data through interviews with semi-structured consultations with 30 administrators and teachers. The findings show that the management of IT application activities in English teaching at high schools still has many limitations and inadequacies. Typically, there is a lack of facilities and difficulties in purchasing and using unified software. Teachers still have limited IT skills in designing lessons, and coordination is not synchronized between schools and relevant partners in the teaching-learning activities. Based on the findings, the authors propose some solutions to manage this activity according to the TQM approach to improve the quality of teaching English to meet the requirements of educational digital transformation and international integration today.

An Investigation of Components and the Development of an Instrument for Measuring Academic Writing Skills

Vorapon Mahakaew — 2024-12-30

This study aimed to develop and validate a reliable instrument for assessing academic writing skills among undergraduate students, with a focus on learners in Thailand. The research involved a two-phase approach. Initially, a comprehensive questionnaire was designed by synthesizing key insights from relevant literature and conducting in-depth interviews with five purposively selected key informants, including academic experts in English language education and assessment (IOC index process). The second phase involved the administration of the instrument to a sample of 586 undergraduate students selected through simple random sampling from a private university. The validity and reliability of the instrument were thoroughly evaluated using multiple statistical techniques. Content validity was ensured by expert review, resulting in an acceptable content validity index. The reliability analysis showed a strong overall Cronbach’s alpha coefficient of 0.86, indicating high internal consistency. Construct validity was examined through confirmatory factor analysis, which revealed an excellent model fit with empirical data (Chi-square=5, p=0.172, CFI=0.99, RMSEA=0.034). Factor loadings of the components ranged from 0.63 to 0.84, demonstrating the robustness of the instrument in capturing the essential dimensions of academic writing skills. These findings highlight the utility of the developed instrument as a tool for educators and researchers to evaluate and improve academic writing competencies effectively. The study also emphasizes the importance of precise measurement tools in enhancing pedagogical practices and fostering academic excellence in English as a Foreign Language (EFL) setting. Future research should explore the application of this instrument across diverse cultural and educational contexts to further refine its generalizability and impact.

Peer Reviewers

Malivan Praditteera — 2024-12-30

Peer reviewers