Rangsit Journal of Educational Studies

Editorial Board

malivan praditteera — 2025-12-22

Editorial Board

malivan praditteera — 2025-12-22

Table of Contents

Chief Editor's Note

malivan praditteera — 2025-12-22

Chief Editor's Note

Learner-Centredness Learning

Patspat Praneenararat — 2025-12-22

Due to the current situation, many English-speaking lessons seem to have problems in providing initial socio-cultural and individual perspectives to arouse Thai university learners to use their schemas to progress speaking ability for conveying contextual information meaningful for real-world situations. Hence, this research has an objective to enhance the learners’ speaking practices by arousing learning interest, and promote them to use personal schemas in speaking practices from speaking activities designed based on the learner-centredness learning approach. In brief, the learner-centredness learning approach aims on elevating learning arousing force by the learning activities relating to the learners’ lives and developing the learners’ communicative skill by expressing creative ideas derived from the socio-cultural and individual schemas. The participants were two classes of Thai EFL students at a private university. Three instruments, including: 1) the three new speaking activities designed based on the learner-centredness learning approach for the practices of presenting contextual information, 2) a class observation, and 3) opinion journals, were applied for the data collection. To acquire the data which are the participants’ opinions, the data were collected by gathering opinion journals written by the participants. The collected data were qualitatively analyzed by a thematic content analysis to explore: 1) the factors that the speaking activities aroused the participants practice speaking with interest, and 2) the schemas that the participants applied to create information for the speaking practices regarding the speaking activities. Quantitatively, the frequencies in reflecting each arousing factor and schema by the participants were also investigated to demonstrate the connecting factors and the schemas from the majority.

The findings explored that the participants were aroused to practice speaking with interest and use schemas for speaking practices as set up by the objective. In details, the participants were aroused to learn with interests because they had opportunities from a variety of experiences, including sharing problems happening in the real world, and thinking outside the box to present impressive ideas. Furthermore, it was found that the participants had opportunities to utilize schemes, including exploring personal problems happening in daily life, presenting personal inspiration, fantasy, and analyzing the others’ personalities, to create the ideas for the speaking presentations. Overall, the findings of this research implied many useful points for enhancing speaking activities for Thai EFL university learners.

Integrating Mindfulness Meditation with Teaching Chinese Language as a Foreign Language in a Private University in Thailand

Lin Zhang — 2025-12-22

This study explored the impact of integrating mindfulness meditation into Chinese language teaching at G University in Thailand, aiming to understand its effects on students' anxiety levels and identify associated challenges and benefits. A mixed-methods approach, involving a
15-item questionnaire and student reflections, was employed. Quantitative results showed that the 8-week course significantly improved students' "acting with awareness" in mindfulness (Q5:
pre-session M=4.53, post-session M=4.64, p=0.049) and effectively reduced anxiety in most areas of Chinese language learning, including classroom speaking anxiety (Q6: t=2.38, p=0.032), mistake-related worry (Q7: t=2.94, p=0.011), and comprehension anxiety (Q8: t=2.56, p=0.022). However, pronunciation evaluation anxiety (Q9) showed no significant reduction (p=0.063). Qualitative findings revealed challenges such as time management and mastering mindfulness skills, while benefits included reduced anxiety (73% of students), improved focus (67%), and enhanced self-awareness. These results imply that mindfulness meditation can enhance the Chinese language learning experience. Future research should expand the sample size and develop more targeted teaching strategies to optimize its integration.

The Priority Needs of Developing Teachers’ Negotiation Skills in Chonburi 3 Consortium under the Secondary Educational Service Area Office Chonburi Rayong

Kittipas Sriha — 2025-12-22

This study aimed to examine the priority needs of practice regarding developing teachers’ negotiation skills in the Chonburi 3 Consortium under the Secondary Educational Service Area Office Chonburi Rayong. A sample of 301 teachers from 11 schools was selected through stratified random sampling. Data were collected using a validated five-point Likert scale questionnaire covering six dimensions: communication, emotional intelligence, planning, value creation, strategy, and perception. Descriptive statistics and the Modified Priority Needs Index (PNImodified) were employed for analysis. Results indicated a notable gap between current (M = 3.59) and desirable levels (M = 4.66), with an overall PNImodified of 0.29. The most urgent needs were identified in value creation (0.303), strategy (0.301), and perception (0.297). These findings highlight critical areas for teacher professional development aligned with national education reform goals.

Perceptions of Difficulties in English Reading Comprehension

Sunisa Hoklang — 2025-12-22

งานวิจัยนี้ศึกษาปัญหาด้านความเข้าใจในการอ่าน� าษาอังกฤษของนักเรียนไทยชั้น ม.3 จำนวน 120 คน จากโรงเรียนหนองบุญมากพิษยคม พร้อมทั้งปัจจัยที่เกี่ยวข้องและข้อเสนอแนะเชิงปฏิบัติเพื่อพัฒนาทักษะการอ่าน ใช้วิธีการวิจัยแบบผสมผสาน โดยเก็บรวบรวมข้อมูลผ่านแบบสอบถามที่มีโครงสร้างและการสัม� าษณ์แบบกึ่งโครงสร้าง การวิเคราะห์ข้อมูลเชิงปริมาณประกอบด้วยการแจกแจงความถี่ ร้อยละ ค่าเฉลี่ย และส่วนเบี่ยงเบนมาตรฐาน ส่วนการวิเคราะห์เชิงคุณ� าพใช้การวิเคราะห์ตามหัวข้อ ผลการวิจัยพบว่า นักเรียนส่วนใหญ่มีปัญหาด้านความเข้าใจในการอ่าน� าษาอังกฤษ โดยเฉพาะอย่างยิ่งในด้านอุปสรรคทางไวยากรณ์ การพึ่งพาพจนานุกรมมากเกินไป คำศัพท์ทางวิชาการ และโครงสร้างประโยคยาว ในส่วนของทักษะการคิดระดับสูง การระบุใจความสำคัญ การแยกแยะข้อเท็จจริงจากความคิดเห็น และการรับรู้ถึงน้ำเสียงและอารมณ์ของผู้เขียน เป็นอุปสรรคสำคัญสำหรับนักเรียน ผลการวิจัยเชิงคุณ� าพระบุถึงความท้าทายที่สำคัญ 4 ประการ ได้แก่ อุปสรรคด้านคำศัพท์ แรงจูงใจ วิธีการเรียนรู้แบบมีส่วนร่วมที่ต้องการ และการบูรณาการเทคโนโลยี ดังนั้น นักเรียนในงานวิจัยนี้จึงเผชิญกับความท้าทายในด้าน� าษา ความรู้ความเข้าใจ และอารมณ์ความรู้สึก ผลการศึกษาชี้ให้เห็นว่า การสอนอ่านที่มีประสิทธิ� าพควรเน้นการสร้างคำศัพท์ การฝึกฝนกลยุทธ์การคิดเชิงเมตาค็อกนิชัน การใช้เทคโนโลยีอย่างชาญฉลาด การกระตุ้นแรงจูงใจ และการส่งเสริมการเรียนรู้เชิงรุกในระดับมัธยมศึกษาของไทย

The Impact of Chinese Series on Thai Undergraduate Students’ Intention to Learn Chinese

Xin Fan — 2025-12-22

This study examined Chinese television dramas influence Thai undergraduates’ intention to learn Chinese, a topic that has received little attention despite the growing popularity of Chinese media in Southeast Asia. Guided by Uses and Gratifications theory and the Theory of Planned Behavior, a quantitative online survey was conducted with Thai undergraduate students who had watched Chinese dramas within the previous six months, during March to September 2025. Participants were recruited through convenience sampling via social media and LINE groups.
An a priori power analysis using G*Power confirmed that the final sample of 167 students was sufficient to detect small-to-medium effects with adequate statistical tool. The questionnaire measured media exposure, attitudes, subjective norms, perceived behavioral control, and learning intention, and all scales showed acceptable reliability (Cronbach’s alpha > .70). Regression analyses indicated that media exposure significantly predicts students’ intention to learn Chinese (R² = .257, β = .511, p < .001***) and positively influences their attitudes toward language study (R² = .324, β = .569, p < .001***). In addition, attitudes (R² = .356, β = .596, p < .001***), subjective norms (R² = .348, β = .590, p < .001***), and perceived behavioral control (R² = .662, β = .814, p < .001***) all significantly predict intention to learn Chinese, with perceived behavioral control being the strongest predictor. These findings showed that Chinese dramas can provide a supportive context for motivating Thai undergraduates to learn Chinese, while also emphasizing that students’ confidence and access to learning resources play a key role in shaping their intentions.

The Impact of Cymo Note on Consecutive Interpreting Training

Yunyun Fu — 2025-12-22

This pilot experiment investigates the impact of a note-taking-assisted application, Cymo Note, on the teaching and learning of English to Chinese consecutive interpreting (CI). Adopting a mixed-methods design, 5 senior Translation Major students from a private university in Guangdong were engaged. The students used Cymo Note within an undergraduate CI course. Data were collected via pre and post‑performance evaluation (accuracy, fluency, expression) and post‑course questionnaire.

The Evolution of Community-Led Education Systems in Conflict-Affected Regions of Myanmar

Lugyi No — 2025-12-22

This literature review examines the historical evolution and contemporary significance of community-led and ethnic education systems in Myanmar across prolonged political instability and renewed conflict following the 2021 military coup. Using a narrative review approach, peer-reviewed articles, books, policy reports, and institutional publications from 2000–2025 were thematically synthesized to trace patterns of non-state schooling, community governance, and educational adaptation under conflict. The synthesis identifies three dominant findings: the persistence of non-state education rooted in religious and ethnic institutions; the central role of language and cultural preservation in sustaining community participation; and the resilience of locally governed systems during periods of state collapse, especially after 2021. Across historical periods, communities sustained education through flexible delivery models, volunteer teachers, local fundraising, and psychosocial support. Rather than serving solely as emergency substitutes, community-led education in Myanmar consistently re-emerges as a durable governance structure that sustains educational access when state systems fail.

Factors Influencing College Students' Satisfaction with Project-Based Learning

Honghong Chen — 2025-12-22

This study utilizes a three-phase, mixed-methods approach informed by the Instructional Design and Implementation (IDI) model to explore the factors affecting student satisfaction with project-based learning (PBL) in a vocational college in South China. It specifically investigates the roles of learning motivation, emotional engagement, learning presence, and learning engagement. The research was conducted in three sequential phases: (1) an initial phase that assessed baseline levels and predictors of satisfaction through validated instruments administered to 90 students; (2) a four-week instructional intervention involving a subset of 30 students, which was designed with structured project phases, authentic tasks, and collaborative learning; and (3) a post-intervention phase that evaluated changes. Quantitative results from the initial phase, analyzed using multiple linear regression, identified emotional engagement, learning presence, and learning engagement as significant predictors of satisfaction, whereas learning motivation did not emerge as a significant factor. Following the intervention, paired samples t-tests revealed statistically significant improvements (p < .001) across all constructs, including motivation. Notably, the data indicated a 46.2% increase in learning satisfaction scores post-intervention. The findings suggest that emotional, cognitive, and behavioral engagement are more critical to student satisfaction in vocational PBL than motivation alone, and that a well-structured IDI can substantially enhance both engagement and satisfaction.

Factors Affecting Participation in Lifelong Learning of Elderly in China

Wanyue Liu — 2025-12-22

China’s aging population poses a growing challenge, and the participation of elderly in lifelong learning is becoming increasingly important. This study aimed to study the international good practices of lifelong learning for elderly and investigate the factors affecting participation in lifelong learning for the elderly in Beibei District. This study employed a mixed-methods approach, developing practices and models of lifelong learning for the elderly from various countries through documentary research and surveying 400 elderly aged 60 and above from Beibei District. The study results indicated that learning engagement among elderly was closely related to access to diverse learning resources, a positive learning attitude and basic digital literacy, with learning resources being the factor of strongest influence. However, difficulties using modern devices and online platforms can hindered participation. In conclusion, diverse and accessible learning opportunities when combined with a supportive learning environment, can help enhance lifelong learning participation among elderly, consistent with international good practices.

The Effects of Using a Guidance Activity Package to Enhance Positive Attitude towards Learning English of High School Students in Private English Language School in Nan Province

Sirapuxjiiwa Thalue — 2025-12-22

This research aimed to 1) compare students' attitudes toward learning English before and after implementing a guidance activity package and 2) compare the attitudes toward learning English between students who participated in the guidance activities and those who received conventional English instruction. This research employed an experimental design, utilizing both experimental and control groups with pre-test and post-test measurements. The population consisted of 300 high school students enrolled in a private English language school in Nan Province. A total of 65 students were recruited from the population. First, a pilot study was conducted with 25 students to validate the research instruments and ensure their reliability; these students were not included in the main experiment. Subsequently, 40 distinct students participated in the main study. Using simple random sampling, these participants were assigned to either the experimental group (n=20) or the control group (n=20). The research tools included: 1) an attitude toward English learning assessment, 2) a guidance activity package designed to enhance positive attitudes toward learning English, and 3) conventional English instruction. The statistical methods employed for data analysis included the mean and standard deviation, the Wilcoxon signed-rank test, and the Mann-Whitney U test.
Research findings revealed that: 1) after participating in the guidance activity package, the experimental group showed a statistically significant increase in positive attitudes toward learning English at the .05 level; and 2) post-intervention, the experimental group exhibited significantly more positive attitudes toward English language learning than the control group with statistical significance at the .05 level.

Peer Reviewers

malivan praditteera — 2025-12-22

Peer Reviewers