Journal of Asian Language Teaching and Learning (Online)

When Teacher Educator Use Design Thinking (DT) to Design Learning Experiences for Mathematics Student Teacher

Porntipa Lasak — 2023-12-31

This article aims to explore how to use Design Thinking (DT) to create a learning experience that promotes the development of TPACK among mathematics student teachers, specifically those enrolled in the courses Digital Technologies for Mathematics Learning Management (EM23201) and Media Construction for Mathematics (EM23301) at the Faculty of Education, Udon Thani Rajabhat University.

Research was conducted on the concept of self-study; data was gathered from a variety of sources to ensure data triangulation. During the 2023 academic year. The research findings revealed that the method of utilizing Design Thinking (DT) in the design of learning experiences led to the improvement of TPACK for mathematics student teachers. This approach encompassed the stages; (1) Empathize: understanding the specific TPACK needs and challenges of mathematics student teachers, (2) Define and Ideate: create a problem statement that succinctly captures the learning need or challenge and generates potential solutions, (3) Prototype and Test: creating prototypes of learning solutions integrate technology into mathematics teaching, and observe student teachers learning when implement the prototypes in real teaching scenarios, (4) Iterate and Improve: refine the technology-integrated teaching methods and learning experience, and (5) Reflect and Self-Study: Teacher educators engage in self-study, reflecting on their own teaching practices.

The outcomes of this research indicate that learning experiences designed through the using of DT not only deepen the understanding of mathematical concepts for mathematics student teachers but also equip them with the competence to effectively integrate technology into their teaching methods. This research provides valuable insights into the potential of design thinking and self-study as tools for teacher professional development and the enhancement of TPACK in mathematics education.

Examining the Efficacy of Digital Peer Feedback Systems in Enhancing EFL Students' Writing Skills: An Investigation of Feedback Quality and Impact in Online Environments

Kusuma Pitukwong — 2023-12-31

This research study investigates the effectiveness of digital peer feedback systems in improving the writing skills of English as a Foreign Language (EFL) students. It places a primary emphasis on evaluating the quality of feedback and its impact when delivered through online platforms. In an educational landscape increasingly shaped by technology, this study seeks to illuminate the potential benefits of utilizing digital peer feedback to enhance writing proficiency among EFL learners.

The research employs a mixed-methods approach, combining quantitative data analysis and qualitative assessment to comprehensively explore the influence of online peer feedback on EFL students' writing skills. The results of the study show significant promise. The quantitative analysis of pre-assessment data revealed a substantial improvement in the participants' writing scores, with an average increase of 15% following the implementation of the digital peer feedback system. Moreover, a robust and positive relationship was identified through correlation analysis, with a correlation coefficient (r) of 0.78, indicating a strong link between the frequency of peer feedback and observed enhancements in writing skills.

One equally notable outcome of the study was the boost in participants' self-confidence. The average self-confidence score increased from 3, signifying a neutral outlook, to an impressive 4.5, indicating a confident outlook. Qualitatively, the students expressed consistently positive views regarding the digital peer feedback system. They appreciated the specific, constructive, and relevant feedback provided by their peers, highlighting the system's effectiveness in improving their writing skills.

Enhancement the Model Ability Solar System and Moon Appearance of Grade 4 Students through MIS model supplemented with Representatives

Chanchira Choomponla — 2023-12-31

This research aimed to study and compare the model ability solar system and moon appearance of grade 4 students through MIS model supplemented with representatives. The sample of this sample group of 1 classroom with 30 students was obtained through cluster sampling from a population consisting of 2 classrooms with a total of 65 students in a medium-sized primary school under Udon thani Primary Education Service Area Office 3 in the second semester of academic year 2022. This research has an experimental design with one-group pretest-posttest design. The research employed the following research tools; 5 lesson plans of MIS model supplemented with representatives and modeling ability test of solar system and moon appearance of grade 4 students. The statistical data were analyzed using mean, standard deviation, and percentage to comparing the mean scores before and after learning by t-test for dependent sample. The research findings indicate that students' modeling abilities after learning ( = 11.57 / 72.29%) were higher compared to before learning ( = 0.80 / 5.00%). Therefore, this instructional activity has led to students' learning, self-generated knowledge construction, and enjoyment in science learning, which in turn resulted in improved abilities in modeling, better understanding of science, and a positive attitude towards science learning.

A Study of Development of English Reading Skill by Using Storyline for Grade 9 Students At La Salle School Bangkok

Pitchayanin Saisorn — 2023-12-31

This Article aimed to study development of English reading skills using the storyline method of grade 9 students at La Salle school. The objectives were 1) to develop a storyline method to be suitable with teaching for reading comprehension of grade 9 Students at La Salle school Bangkok 2) to compare reading skills before and after using the storyline method of grade 9 students at La Salle School Bangkok 3) to enquire the satisfaction of the storyline method of grade 9 students at La Salle school Bangkok. The research Methodology was quasi-experimental research and the research area was La Salle school Bangkok. The sampling group was 48 grade 9 students at room no. 1 by purposive sampling. The research instruments consisted of 4 lesson plans namely English reading proficiency tests, and students’ satisfaction questionnaire. The data were analyzed by percentage, mean, and standard deviation.

The appropriateness of the manual of English reading comprehension skills by using the storyline method of grade 9 students at La Salle school Bangkok found that the average mean score of all parts is 4.36 which is at high level. When it was considered as each aspect, it was found that the average mean score of the teaching and learning materials was ( = 4.40, S.D. 0.30) at the highest level and the aspect of the teaching and learning content was ( = 4.31, S.D. 0.31) at the lowest level.
The comparison scores before and after studying the storyline method strategy to develop English-reading skills of grade 9 students at La Salle school Bangkok had the score of pre-test at = 13.77, S.D. = 3.67, and = 27.08 S.D. = 27.08. This illustrated that most students were classified at a very good level of development.
The students’ satisfaction after using the storyline method to develop English reading skills in overall aspects had an average mean score of 4.41 at the high level. When it was considered each aspect, it was found that the aspect of the duration of the study is appropriate had an average mean score at = 4.65, S.D. = 0.48 at the highest level and the aspect of teacher encourages students to have creativity had an average mean score at = 4.23, S.D. = 0.63 at the lowest level.

Study of Improving English Reading Comprehension Skill by Using Active Learning Based on MIAP Model for Grade XI Students At Maryvit School, Chonburi Province

Thipthanasorn Setachan — 2023-12-31

This research aimed: 1) to improve the English reading comprehension skill for grade XI students at Maryvit School, Chonburi Province by using active learning based on MIAP Learning model, 2) to evaluate students' satisfaction towards active learning based on MIAP model. The Sample groups of the research were 20 students of grade XI at Maryvit School, Chonburi Province. Research instruments consisted of: 1) lesson plan using active learning based on MIAP model, 2) four multiple-choices test with 30 items, and 3) a satisfaction test with the lesson package with 10 items. The statistics used for the data analysis were: Mean ( . Standard Deviation (S.D.). and t-test). The research findings were:

The effectiveness of the lessons using active learning (MIAP model) of 20 students of Grade XI at Maryvit School, Chonburi Province was 83.75/89.50. higher than the set criteria of 80/80.
For the learning achievement of students who study with the lessons scores before and after class; the mean score from taking the pre-test was 17.80 and the standard deviation was 1.40. and the mean score after class was 26.85 and the standard deviation was 1.42. This means a learning achievement score with the lessons for improving reading comprehension skill after class were significantly higher than the pre-test at the level of 0.05, 3) The satisfaction of students with the MIAP model was at a high level ( = 3.91). In all aspects of details, it was found that its rates were in the high levels.

The satisfied analysis on the research data spelt out the positive impacts of MIAP model on elevating not only students to learn reading English comprehension, but motivation and confidence which correspond to the 21^st century skills of learning also.