Circadian variations of serum thyroxine, free thyroxine and 3,5,3'triiodothyronine concentrations in healthy dogs

This study was to determine the daily fluctuation of serum thyroxine (tT4), free thyroxine (fT4), 3,5,3'-triiodothyronine (T3) concentrations in healthy dogs. Thyroid function of these dogs was evaluated on the basis of results of TSH response test. Samples for the measurement of serum tT4, fT4, and T3 concentrations were obtained at 3-hour intervals from 8 : 00 to 20 : 00. Serum tT4, fT4, and T3 concentrations were measured by the enzyme chemiluminescent immunoassay (ECLIA). Mean T3 concentrations had no significant differences according to the sample collection time during the day. Mean tT4 and fT4 concentrations at 11 : 00 were 3.28 ± 0.86 µg/dl and 1.30 ± 0.37 ng/dl, respectively and mean tT4 and fT4 at 14:00 were 3.54 ± 1.15 µg/dl and 1.35 ± 0.12 ng/dl, respectively. These concentrations were significantly high compared with tT4 and fT4 concentrations at 8:00, which were 1.75 ± 0.75 µg/dl and 0.97 ± 0.25 ng/dl, respectively (p < 0.05). According to the sample collection time, mean tT4 and fT4 concentrations changed with similar fluctuation during the day. Based on these results, it was considered that measurement of serum tT4 and fT4 concentrations from 11 : 00 to 14 : 00 might more easily diagnose the canine hypothyroidism in practice

Enhancing Pre-Service EFL Teachers’ Teaching Skill through Teacher Training: A Case Study of a University in Thailand

EFL teacher training for pre-service teachers plays a vital role in second language teacher education (SLTE). In Thailand, pre-service EFL teacher training benefits in helping student-teachers gain confidence before going to their practicum. This study investigates the effects of the pre-service EFL teacher training in a university in Thailand. The pre-service teachers’ perceptions towards the EFL training were also examined. Participants were 30 pre-service teachers currently studying in English Learning Management Program in the university at the research site. Research method applied training program evaluation (Owen Rogers, 1999), and a 24-hour EFL training program was implemented. An experienced trainer in EFL was invited to provide the EFL training during the whole training course. Data collection gained was from: 1) an evaluation form, 2) a questionnaire, and 3) a student reflection sheet. Data analysis employed percentage, means, and S.D. for quantitative whereas grounded theory (Strauss Corbin, 1999) was applied for qualitative data. Three major findings revealed that: 1) the effects of the pre-service EFL teacher training was very high; 2) the participants showed changes in all areas of EFL knowledge and experience provided after the training; and 3) the participants viewed five factors which included training contents, knowledge and experience, training activities, training process, and the trainer that affected the training. However, the findings indicated that the critical problem of the study was time limitation of the training course. This study has shed light on the significant role of EFL training for pre-service EFL teachers before their practicum as the findings showed positive change in their motivation and attitude for their teaching practice

Enhancing acquisition of intercultural nonverbal competence : Thai English as a foreign language learners and the use of contemporary English language films

This study investigates aspects of the teaching and learning of intercultural nonverbal competence by university students majoring in English in Thailand and starts from the position that intercultural nonverbal competence is an important, but neglected area within English language teaching for international communication. Five aspects of nonverbal communication where there are pronounced differences between Thai and native English norms are investigated: facial expressions, eye contact and gaze, bodily communication, kinesics (touching), and vocalic communication. The study employs a range of qualitative and quantitative approaches in conducting classroom research on the learning and teaching of nonverbal communication within university EFL speaking and listening skills classes. Seventy-three second year undergraduate students majoring in English were randomly assigned to and participated in one of two different teaching interventions both of which involved the use of the same four American and Australian contemporary films. The experimental intervention involved explicit teaching of nonverbal communication and the other more traditional one provided exposure to the same native speaker interactions in the same four films, but with classroom activities focused on linguistic and pragmatic features arising from the films. Adopting a quasi-experimental pre and posttest design the study includes three phases of data collection: (1) pre teaching assessment, (2) teaching phase, and (3) post teaching assessment. The pre and post teaching assessments cover students’ attitudes towards, understanding of and ability to employ nonverbal communication when communicating in English in intercultural contexts. The post teaching assessment covers these same areas together with additional qualitative data collection about students’ experiences of participation in the study. Data analyses include use of analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA) and within group t-tests. The study reveals that in comparison with students from the control group students from the experimental group who had participated in the explicit teaching of nonverbal communication had: (a) more positive attitudes towards nonverbal communication of English native speakers, (b) a higher level of understanding of nonverbal communication of English native speakers (c) a higher level of ability to apply nonverbal channels in communication appropriately in role playing interaction with an English native speaker, and, in addition, (d) most students from both groups felt positive about the opportunities that practising role plays and viewing contemporary English language films provided for them to enhance their intercultural acquisition of nonverbal competence in communicating in English with native speakers. Qualitative data supported the quantitative findings and also indicated that students in the experimental group had achieved a deeper and more explicit understanding of the role of nonverbal communication in interactions in English, whilst also demonstrating a strong sense of what might be acceptable in an English language context with English native speakers and what is acceptable with fellow Thais. Furthermore, the results highlight that it is not essential for nonnative speakers to stay/study abroad in English as native language speaking countries in order to improve their communicative and intercultural nonverbal competences to levels approximating that of native speakers. Films and role play, when used appropriately, may provide effective native speaker modeling and opportunities for practice

Acquiring nonverbal competence in English language contexts: the case of Thai learners of English viewing American and Australian films

In the Asia Pacific region acquiring communicative competence in intercultural interactions in English is an increasingly important goal for adult English language learners. One aspect of communicative competence that has been little researched to date is competence in interpreting the nonverbal channels of communication that accompany speakers’ verbal messages. For Thai learners of English the differences between Thai and English native speakers in many features of nonverbal communicative behaviour can lead to misunderstanding and miscommunication. In this study the understanding of English native speakers’ nonverbal communication and attitudes to such communication is investigated with a group (n = 73) of Thai university students. Using experimental classroom-based research the effectiveness of two teaching approaches using American and Australian films have been evaluated. One of these approaches involves explicit teaching about nonverbal communication used by English native speakers, whereas the other approach does not teach about nonverbal communication, but exposes the students to nonverbal codes whilst explicitly teaching the linguistic features of interactions in the chosen films. Results of pre and post teaching intervention assessments support the importance of explicit teaching for Thai background English learners’ enhanced appreciation of the nonverbal communication of English native speaker

Learning Strategies Model to Enhance Thai Undergraduate Students’ Self-Efficacy Beliefs in EIL Textual Reading Performance

This classroom based research of a learning strategies model was designed to investigate its application in a mixed-ability classroom. The study built on Oxford’s language learning strategies model (1990, 2001) and fulfilled it with rhetorical strategies to accommodate challenges encountered in the paradigm of English as an international language (EIL). The main purpose aimed to explore Thai students’ self-efficacy beliefs (SE) in reading different texts regarding both Western and Asian styles after receiving a strategies-based training. In this research, thirty-three first-year undergraduate students majoring in English Education were purposively selected as participants for the training. The data from pre and post questionnaires focusing on students’ self-efficacy beliefs was analyzed using descriptive statistic and thematic analysis. The results revealed that students believed to have higher efficacy in EIL textual reading after learning strategies-based training. The presentation will also include discussion and suggestion in implementing rhetorical-language learning strategies in the classroom

Role of the CEFR and English Teaching in Thailand: A Case Study of Rajabhat Universities

In 2016, Thai Ministry of Education (MOE) has announced the Common European Framework of Reference for Languages or the CEFR (Council of Europe, 2001) as a guideline for teachers in primary and secondary schools. This has inevitably affected Rajabhat Universities (RUs) in the country that have major roles and responsibilities in producing pre-service English teachers. This paper presents the results of an investigation of English teachers’ perceptions at Rajabhat universities in Bangkok and suburban areas. Participants were 67 teachers in total. A mixed-methods approach was employed for data collection. Research tools are a set of questionnaire and an individual semi-structured interview. An interview was conducted with 6 teachers in 6 RUs, each was purposively selected. Data analysis employed frequency, means, and standard deviation, while Grounded theory (Strauss & Corbin, 1999) was used for interview data analysis. Findings indicate the participants mostly agreed with the MOE’s launching the CEFR policy and reflected they could apply the CEFR as a guideline in teaching and learning management. However, data from the in-depth interview revealed both advantages and disadvantages of the CEFR. This study might be a kind of mirror for policy makers and practitioners at both policy and classroom pedagogy levels who advocate the CEFR policy in Thailand

The Implementation of ISSECI Model for Enhancing Thai EFL Students’ Intercultural Pragmatic Competence: Politeness Strategies

Regarding pedagogical purpose, Thai EFL learners’ communicative English proficiency is obviously restricted by the limited experiences of L2 politeness strategies. The aim of the current study is to investigate the effectiveness of the innovative teaching, ISSECI Model in terms of intercultural pragmatic competence: face threatening ace (FTA) – Do FTA and Don’t do FTA. The twenty Thai EFL undergraduate students from Rajabhat University were selected as participants through simple random sampling. Data were collected using rejoinder-discourse completion task mixed with open time free response construction, and was statistically analyzed in MEAN, standard deviation, and t-test. The findings revealed that the participants’ intercultural pragmatic competence after learning through ISSECI Model is significantly higher than that before the experiment (*p 0.05). The participants’ perception with regard to ISSECI Model included four domains, i.e., English knowledge gained, cultural awareness, strengths, and weaknesses of the model

Promoting Intercultural Competence of Thai University Students through Role-Play

The current situation of international communication in globalization context requires intercultural competence (IC) to achieve successful communication (Crystal, 2003). Concerning this intercultural competence, non-verbal communication (NVC) plays a key role to indicate the success of having intercultural competence. On the other hand, Thai Ministry of Education (MOE) has launched the CEFR for the country policy in English teaching and learning (Ministry of Education, 2016). The purpose of this paper is to present major results of an investigation of intercultural competence, that is, the NVC. An innovative program implemented in this study is the CEFR and project- based activities (the CEFR-PBA). The study also examines Thai university students’ attitude towards this innovative class. This paper discusses the IC students learned from role-plays. The participants of the study were 44 students of third year English Education at a Thai Rajabhat University. Research method applies action research (Burns, 1999) and case study (Yin, Case Study Research: Design and Method, 2003). Data collection gained was from 1) videotape recordings of students’ role-play, and 2) the questionnaire. Data analysis for video recordings employed a NVC rating scale evaluated by native-speaker raters; while means, percentage, and SD were used for the questionnaire. Grounded theory’s color coding (Strauss & Cobin, 1990) will be utilized in analyzing the qualitative data from raters’ additional comment. Findings revealed students’ NVC performance were both appropriate on body movement and position as well as vocalic communication. Moreover, their attitude towards the CEFR-PBA was positive