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การสืบค้นข้อมูลโดย Google Scholar คำค้นที่ 1 เทคนิคการสอนภาษาอังกฤษ

1.1) **The Development of English Grammar Courseware on Active and Passive Voice, Question Tags, and Conditional Sentences**


 * //Abstract // **

//The purposes of the research were 1) to develop the English grammar courseware on three //

//topics: Active and Passive Voice, Question Tags, Conditional Sentences; 2) to compare the performance //

//of the students who studied the three grammatical topics before a test by using the courseware with those //

//who studied by themselves; and 3) to investigate the satisfaction level of the students toward the courseware. //

//The research samples were 40 first-year students of King Mongkut’s Institute of Technology //

//North Bangkok who were enrolling in the English course during the first semester of the academic year //

//2003. //

//The instruments were the English grammar courseware, a rating-scale questionnaire on students’ //

//satisfaction level toward the courseware, and an achievement test on the students’ learning performance //

//relating to the three grammatical topics. //

//Mean, standard deviation, and t-test were used to test the hypothesis and analyse the collected //

//<span style="background-color: #ffffff; font-family: 'Cordia New',sans-serif; font-size: 18pt;">data. //

//<span style="background-color: #ffffff; font-family: 'Cordia New',sans-serif; font-size: 18pt;">The findings indicated that the students who studied with the courseware performed significantly //

//<span style="background-color: #ffffff; font-family: 'Cordia New',sans-serif; font-size: 18pt;">higher achievement than those with self-study method at the 0.05 level. In addition, they have a high //

//<span style="background-color: #ffffff; font-family: 'Cordia New',sans-serif; font-size: 18pt;">satisfaction toward the courseware in terms of content, graphic and design, as well as technique. //

//<span style="background-color: #ffffff; font-family: 'Cordia New',sans-serif; font-size: 18pt;">The research findings pointed out that the courseware could be effectively used as //

//<span style="background-color: #ffffff; font-family: 'Cordia New',sans-serif; font-size: 18pt;">a supplementary material for English teaching and learning. It could also be used for both inside andoutside //

//<span style="background-color: #ffffff; font-family: 'Cordia New',sans-serif; font-size: 18pt;">classroom environment. // <span style="background-color: #ffffff; font-family: 'Cordia New',sans-serif; font-size: 18pt;">


 * <span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">1.2 ) Effects of Using Self-Directed Learning on English Reading Comprehension of Mattayom Suksa Five Students **


 * <span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">Abstract **

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">The purposes of this research were to investigate the effects of using self-directed learning on English

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">Reading Comprehension of Mattayom Suksa five students. The subjects of this study were 120 Mattayom Suksa

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">five students from Darunsatwitaya School, Pattani in the second semester, academic year 2007, which were

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">randomly assigned into two groups, 60 students each. The experiment group was taught through a self-directed

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">learning whereas the controlled group was taught through traditional teaching on Reading comprehension for

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">10 weeks each. The apparatuses composed of 1) 1 lesson plan for preparing for readiness of both self-directed

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">learning and traditional learning 2) 4 lesson plans by using self-directed learning 3) 4 lesson plans for traditional

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">learning 4) a reading comprehension test with the reliability of .86. After the end of the experiment, the subjects

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">were administered the test. The data were analyzed by using generalized randomized block design fixed

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">model. The findings revealed that the students who was taught by using self-directed learning had higher

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">scores on English reading comprehension than those who was taught through traditional learning at level of

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 24px;">significant .001

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 24px;">

<span style="background-color: #ffffff; font-family: 'Cordia New',sans-serif; font-size: 18pt;">1.3) TEACHING AND LEARNING MANAGEMENT

<span style="background-color: #ffffff; font-family: 'Cordia New',sans-serif; font-size: 18pt;">FOR THE PRE-PRIMARY LEVEL ENGLISH PROGRAM

<span style="background-color: #ffffff; font-family: 'Cordia New',sans-serif; font-size: 18pt;">OF PRIVATE SCHOOLS IN BANGKOK METROPOLIT

<span style="background-color: #ffffff; font-family: 'Cordia New',sans-serif; font-size: 18pt;">ABSTRACT

<span style="background-color: #ffffff; font-family: 'Cordia New',sans-serif; font-size: 18pt;">Many private schools in Bangkok Metropolitan have currently opened English Program in

<span style="background-color: #ffffff; font-family: 'Cordia New',sans-serif; font-size: 18pt;">order to serve the needs of children in development of English competency under the Thai educational

<span style="background-color: #ffffff; font-family: 'Cordia New',sans-serif; font-size: 18pt;">system. The program has been very popular because parents can educate their children in English

<span style="background-color: #ffffff; font-family: 'Cordia New',sans-serif; font-size: 18pt;">Program with lower investment than do so in International Program. Therefore the purpose of this

<span style="background-color: #ffffff; font-family: 'Cordia New',sans-serif; font-size: 18pt;">research is to study the current state of teaching and learning management for the pre-primary level

<span style="background-color: #ffffff; font-family: 'Cordia New',sans-serif; font-size: 18pt;">English program of private schools in Bangkok Metropolitan. Both a quantitative and a qualitative

<span style="background-color: #ffffff; font-family: 'Cordia New',sans-serif; font-size: 18pt;">research design was used to carry out the study. The sample size of the study consisted of 26

<span style="background-color: #ffffff; font-family: 'Cordia New',sans-serif; font-size: 18pt;">administrators, 112 teachers and 7 parents. Survey questionnaires, in-depth interview and focus group <span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 24px;">คำค้นที่ 2 นวัตกรรม ภาษาอังกฤษ


 * <span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">2.1) A Development of Teaching Competency Inventory **


 * <span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">of Elementary School Teachers **


 * <span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">Abstract **

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">The purposes of this research were to develop a teaching competency inventory of elementary school

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">teachers, that included specific purposes as follows: 1) to validate the model of teaching competency inventory

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">with the empirical data 2) to develop the norms of teaching competency. The sample consisted of 500 teachers

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">selected from teachers who taught in elementary schools in Songkla province in 2007. Stratified random sampling <span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">from school sizes was used in selecting subjects. The research instrument was a teaching competency inventory

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">with reliability coefficient of .991. Confirmatory factor analysis, Percentile and Stanine were used in the data

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">analysis. The results were as follow: The variables in the model of teaching competency inventory of elementary

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">school teachers was consistent with the empirical data, considering from chi-square value of 37.27 (P = 0.00484)

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">with 18 degree of freedom, GFI = 0.99, AGFI = 0.96, CFI = 1.00, NFI = 0.99, standardized RMR = 0.015 and

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">RMSEA = 0.046. The teaching competency inventory of elementary school teachers consisted of 10 factors,

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">ranking from the highest factor loading to the lowest, were knowledge capability in managing learning (.90),

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">self development (.89), measurement and assessment (.86), learning preparation (.82), use of learning media and

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">technology (.81), teacher’s characteristic (.78),capability in motivating students (.78), knowledge in content (.75),

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">relationship between teachers and students (.74), and learning management development (.72). The teaching

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">competency inventory has appropriate validity, reliability and norms that can be used for assessing teaching

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">competencies

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">


 * <span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">2.2) A DEVELOPMENT OF THE INTEGRATED ENGLISH LEARNING UNIT **


 * <span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">FOR PRATHOM SUKSA 5 **


 * <span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">ABSTRACT **

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">The purposes of this research were : 1) to develop the integrated

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">English learning unit for Prathom Suksa 5, 2) to study the efficiency of

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">The integrated English learning unit of the 75/75 criterion, 3) to compare

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">the learning achievement of the students learning through the English learning

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">unit, 4) to compare the students’ attitudes towards English learning after

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">using the integrated English learning unit.

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">The subjects were 30 Prathom Suksa 5 students in the second

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">semester of academic year 2008 at Ban Tankud Yangdiaw Nonsomboon

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">School, That Phanom District, Nakhon Phanom Province. They were selected

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">by purposive sampling.

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">The instruments used in this study comprised of 1) the integrated

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">English learning unit “Food and Drink” which consisted of 10 learning plans,

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">2) an English learning achievement test, and 3) an English learning attitude

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">test. The design of this study was One Group Pretest – Posttest Design.

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">The data were analyzed by mean scores, standard deviation and percentage.

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt;">The data were analyzed by the t~test (dependent samples).

<span style="background-color: #ffffff; color: #010202; font-family: 'Cordia New',sans-serif; font-size: 18pt; line-height: 0px; overflow: hidden;">