Enhancing Thai elementary students’ English and maintaining Thainess using localized materials: Two putative confronting forces

In Thailand, concerns over the imperative need to improve its citizens’ English proficiency and the unsatisfactory English learning outcomes have long been present. In addition, ongoing globalization has raised another concern that Thainess is being eroded due to external influences. This study attempted to compromise these two seemingly conflicting forces by enhancing Thai students’ global English and maintaining local Thainess associated with three regions of Thailand. First, a set of instructional innovations for elementary English education was constructed in each region. These were based on prominent characteristics of local Thainess elicited through a questionnaire completed by local community members and subsequently implemented in Grade 4 classes at three schools in each region of Thailand for ten weeks. Next, two separate sets of pretests-posttests corresponding to each instructional set were constructed and administered to assess their local Thainess and English knowledge. Finally, to ensure that the knowledge gained from the instruction was put into practical use, a tour guide simulation task was conducted by the students. The analysis of the test scores demonstrates that localized lessons were beneficial, enhancing their local Thainess knowledge and associated English vocabulary. The accomplishment of the task thus represented their knowledge of local Thainess and English, contributing to a sense of pride in their nation and a sense of achievement in their English proficiency and instruction

Using the flipped model to foster Thai learners’ second language collocation knowledge

In recent years, interest in flipped classrooms has gained popularity among numerous ELT scholars. This research, therefore, explored the effect of flipping a classroom on Thai learners’ English collocation knowledge, and compared this instructional design with traditional instruction. The study also examined the students’ attitudes towards the flipped model. The experimental research design comprised an experimental and a control group. The experimental group (N = 35) was exposed to the flipped instruction, in which learning contents were provided outside of class time through electronic means and class time was used for activities. In the control group, the students (N = 35) were taught by the traditional method, where lectures were mainly delivered during class and supplementary exercises were given outside of class time. Two types of collocations: lexical and grammatical were studied. Receptive and productive tests were developed to measure the impact of the two instructional methods on the students’ collocation competence. A questionnaire and an oral interview were also distributed to determine the experimental students’ perceptions towards the flipped model. The findings revealed that flipped instruction helped enhance the students’ collocation knowledge. Interestingly, in terms of the effects the results yielded no significant differences between the flipped and traditional approaches. Most flipped learners generally had a favourable perception of the flipped classroom. Taken together, the study offers insightful implications to the line of research on flipped classrooms in ELT contexts

The construction of cultural ideologies in award-winning Thai and Australian children's picture books (1987-2006)

This thesis examines the role of children's picture books in constructing cultural ideologies. It aims to analyse the dominant cultural ideologies inscribed in Thai and Australian children's picture books, with specific emphasis on how such identities are constructed through verbal and visual language. The analysis focuses on the changes, if any, in the construction of cultural ideologies in Thai and Australian children's picture books that won national awards from 1987 to 2006, and how the changes correspond to the impact of social change. The corpus chosen for analysis consists of 60 children's books, comprising 30 from Thailand and 30 from Australia. The picture books have either won the Thai National Book Development Committee Award or the Picture Book of the Year Award given by Children's Book Council of Australia (CBCA). The thesis is structured around three themes based on the ideological construction of power in the books, including the construction of age relations, gender relations and community relations. Despite the fact that Thai society has undergone enormous change over the last two decades, the analysis shows that award-winning Thai children's books have been written mainly from a conservative point of view. They work by providing the foundations for social harmony and respect of order in a patriarchal and hierarchical society where all members are expected to know their proper place and live their lives in ways that contribute to the benefit of the whole community. Some slight changes can be detected in the way perspectives on those cultural ideologies have shifted at certain periods. These include the way of giving more emphasis to a child's self discovery over adult authority, the attempt to create non sexist picture books, and changes in the meaning and implication of unity and cohesion. Yet the analysis reveals that an ethos of conservative discourse still informs the books. It highlights the use of representation to control the overall appearance of idealised discourse in Thai society. In contrast, there is much variety and range in the way cultural ideologies have been constructed in award winning Australian children's books. While an ethos of conservative discourse can still be detected in the corpus, a number of books show that such ways of seeing the world can be challenged, questioned and even proved to be inadequate. Unlike the Thai books, the representation of patriarchal and hierarchical society can be overturned by giving more prominence to children's sense of agency and imagination and by portraying male and female characters in a more symmetrical way. In contrast to the depiction of the smooth and harmonious relationship between people of the same cultural and community groups in the Thai books, some recent Australian picture books emphasise the conflicts and disputes between different social groups. These changes are analysed in the context of the impact of social change. Social and political topics, such as the emancipation of women through the feminist movement and issues relating to contemporary politics including refugees, border control and cultural difference are taken into account

Tour guide simulation: A task-based learning activity to enhance young Thai learners' english

Purpose - This study aimed to explore the effects of task-based language teaching (TBLT) with a tour guide simulation as a focused activity on young Thai learners English speaking skill and their attitudes towards the instruction. Methodology - Based on a three-phase framework (i.e., pre-task, during-task, and post-task), TBLT was implemented with a Grade 4 class for a period of eleven weeks. Initially, a set of English lessons developed based on the context of local tourist attractions was implemented at the pre-task stage. In the second stage, a simulated tour guide task was used to assess their ability to turn the language input into a practical and authentic use of English speaking. Subsequently, corrective feedback on each student's performance was provided, and their attitudes towards the instruction were examined at the last stage. Findings - The students were able to satisfactorily complete the tour guide task in English, indicating the potential of the task as a device to strengthen their speaking skill. Moreover, they generally had a favorable attitude towards the instruction. Significance - These findings are significant for both schoolteachers and curriculum designers. In addition to confirming the effectiveness of TBLT, this study highlights the promising use of context specific-based lessons and class activities as an avenue for young learners to practice speaking English in a context relevant to them

Antibiofilm and antibacterial activities of lupinifolin in combination with protein synthesis inhibitors against methicillin-resistant Staphylococcus aureus

Introduction: Methicillin-resistant Staphylococcus aureus (MRSA)-derived biofilm formation is a crucial virulence factor, which essentially contributes to therapeutic challenges. This study aims to evaluate the antibiofilm and antibacterial formation activities of lupinifolin, a prenylated flavanone derived from Derris reticulata Craib. stem, in combination with protein synthesis inhibitors. Methods: The crystal violet biofilm formation assay was performed to determine the biofilm formation activity. The synergistic antibacterial activities were evaluated using the checkerboard and time-kill assays. Results: Lupinifolin and tetracycline significantly reduced MRSA biofilm formation with IC50 values of 15.32 ± 5.98 and 13.42 ± 5.90 µg/mL, respectively. On the contrary, the individual treatment of streptomycin and clindamycin tended to enhance biofilm formation. Lupinifolin at the sub-MIC of 8 µg/mL in combination with certain sub-MICs of tetracycline (8 and 16 µg/mL), streptomycin (16, 32, and 64 µg/mL), or clindamycin (4, 8, and 16 µg/mL) caused significant inhibitions against MRSA biofilm formation (P<0.05). The combination of lupinifolin and streptomycin exhibited a synergy (FIC index <0.625), confirmed in the time-kill assay. Conversely, the combination of lupinifolin and tetracycline or clindamycin resulted in no interaction (FIC indices of 1.0078 and <1.0156, respectively). Conclusion: The antibacterial synergy of lupinifolin and streptomycin possibly contributed to their antibiofilm-forming activity. However, the combinations of lupinifolin and tetracycline or clindamycin conceivably executed their antibiofilm activity directly against the MRSA biofilm formation process. These findings indicate a potential role for lupinifolin as an antibiofilm enhancer to diminish MRSA biofilm formation