From this page you can:
| Home |
Author details
Author Sa-ngiamwibool Amporn
Available item(s) by this author
Add the result to your basket Make a suggestion Refine your search Apply to external sourcesReprinted Collection. Redesigning competency based ESP curriculum for AEC / Amporn Sa-ngiamwibool / 2013
Collection Title: Reprinted Collection Title : Redesigning competency based ESP curriculum for AEC : a case study of english for business communication Material Type: printed text Authors: Amporn Sa-ngiamwibool, Author Publication Date: 2013 General note: ตีพิมพ์ลงในวารสาร Journal o f language literature and language teaching (2013) Vol.7(No.1) Languages : English (eng) Descriptors: [LCSH]Competency-based -- Curriculum
[LCSH]English language -- Communication
[LCSH]Test of English for International Communication -- Study guidesClass number: REP 637 2013 Curricular : BALA Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=24838 Reprinted Collection. Redesigning competency based ESP curriculum for AEC : a case study of english for business communication [printed text] / Amporn Sa-ngiamwibool, Author . - 2013.
ตีพิมพ์ลงในวารสาร Journal o f language literature and language teaching (2013) Vol.7(No.1)
Languages : English (eng)
Descriptors: [LCSH]Competency-based -- Curriculum
[LCSH]English language -- Communication
[LCSH]Test of English for International Communication -- Study guidesClass number: REP 637 2013 Curricular : BALA Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=24838 Hold
Place a hold on this item
Copies
Barcode Call number Media type Location Section Status ่ัี32002000351391 REP 637 2013 Book Main Library General Shelf Available
Collection Title: SIU IS Title : Cultivating virtues in EFL classroom through the Grammar Translation Method (GTM) and the Direct Method (DM) Material Type: printed text Authors: Venus Kansopon, Author ; Amporn Sa-ngiamwibool, Associated Name ; Kantatip Sinhaneti, Associated Name Publisher: Bangkok: Shinawatra University Publication Date: 2013 Pagination: iv, 47 p. Size: 30 cm. Price: 500.00 Baht General note: SIU IS: SOLA-MTEIL-2013-02
Independent Study. [M.Ed.[Teaching English]]. Shinawatra University, 2014.Languages : English (eng) Descriptors: [LCSH]Teaching Keywords: Cultivating virtues, Teaching English, Grammar Translation Method (GTM), Direct Method (DM), Integration of GTM and DM Curricular : BALA/MTEIL Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=28644 SIU IS. Cultivating virtues in EFL classroom through the Grammar Translation Method (GTM) and the Direct Method (DM) [printed text] / Venus Kansopon, Author ; Amporn Sa-ngiamwibool, Associated Name ; Kantatip Sinhaneti, Associated Name . - [S.l.] : Bangkok: Shinawatra University, 2013 . - iv, 47 p. ; 30 cm.
500.00 Baht
SIU IS: SOLA-MTEIL-2013-02
Independent Study. [M.Ed.[Teaching English]]. Shinawatra University, 2014.
Languages : English (eng)
Descriptors: [LCSH]Teaching Keywords: Cultivating virtues, Teaching English, Grammar Translation Method (GTM), Direct Method (DM), Integration of GTM and DM Curricular : BALA/MTEIL Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=28644 Hold
Place a hold on this item
Copies
Barcode Call number Media type Location Section Status 32002000509099 SIU IS: SOLA-MTEIL-2013-02 c.1 SIU Independent Study Graduate Library Thesis Corner Available 32002000509073 SIU IS: SOLA-MTEIL-2013-02 c.2 SIU Independent Study Graduate Library Thesis Corner Available
Collection Title: SIU Thesis Title : A Case Study of Myanmar MigrantI Workers' English Language Learning at the D.E.A.R Burma School in Bangkok, Thailand Material Type: printed text Authors: Khaing Khaing Oo, Author ; Kantatip Sinhaneti, Associated Name ; Amporn Sa-ngiamwibool, Associated Name Publisher: Bangkok: Shinawatra University Publication Date: 2014 Pagination: vii, 114 p. Layout: Figure, Table Size: 30 cm. Price: 500.00 General note: SIU THE: SOLA-MTEIL-2014-01
Thesis. [M.Ed.[Teaching English]]. Shinawatra University, 2014.Languages : English (eng) Descriptors: [LCSH]English language -- Ability testing
[LCSH]English language -- Spoken English -- Study and teaching -- Foreign speakersKeywords: English Language Learning as a lingua franca
Job-related English Language Problems and Needs
Learning Attitudes and Preferences
Myanmar Migrant WorkersAbstract: English language learning has become important in communication all over the world because English has become the lingua franca. Among the factors influencing EFL/ESL learning, there are real working situational problems and needs, as well as learning perspectives and preferences that are important for different learning achievement. The purpose of the study is twofold: 1) to discover job-related English language problems and needs, 2) to identify learning attitudes and preferences. The population of the study was 240 Myanmar migrant workers from the school. A questionnaire was used to collect data, plus follow-up interviews.
Four major conclusions were resulted from this study. First, the most important problems were cultural diversity and lack of scholarship opportunity for further study. Second, four Basic English skills was moderately needed in the workplaces. Third, all the students were found had positive learning attitude. Finally, their preferred learning techniques were grammar focus, big group study, conversation practice, friend chat and teacher detailed explanation.
These useful findings can support teachers for students’ learning improvement by integrating into cultural awareness, practical job-related needs, constructive learning attitudes and learning approach preferences. Further studies are needed focusing on job-related English proficiency and motivation towards EFL acquisition.
Curricular : BALA/MTEIL Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=26153 SIU Thesis. A Case Study of Myanmar MigrantI Workers' English Language Learning at the D.E.A.R Burma School in Bangkok, Thailand [printed text] / Khaing Khaing Oo, Author ; Kantatip Sinhaneti, Associated Name ; Amporn Sa-ngiamwibool, Associated Name . - [S.l.] : Bangkok: Shinawatra University, 2014 . - vii, 114 p. : Figure, Table ; 30 cm.
500.00
SIU THE: SOLA-MTEIL-2014-01
Thesis. [M.Ed.[Teaching English]]. Shinawatra University, 2014.
Languages : English (eng)
Descriptors: [LCSH]English language -- Ability testing
[LCSH]English language -- Spoken English -- Study and teaching -- Foreign speakersKeywords: English Language Learning as a lingua franca
Job-related English Language Problems and Needs
Learning Attitudes and Preferences
Myanmar Migrant WorkersAbstract: English language learning has become important in communication all over the world because English has become the lingua franca. Among the factors influencing EFL/ESL learning, there are real working situational problems and needs, as well as learning perspectives and preferences that are important for different learning achievement. The purpose of the study is twofold: 1) to discover job-related English language problems and needs, 2) to identify learning attitudes and preferences. The population of the study was 240 Myanmar migrant workers from the school. A questionnaire was used to collect data, plus follow-up interviews.
Four major conclusions were resulted from this study. First, the most important problems were cultural diversity and lack of scholarship opportunity for further study. Second, four Basic English skills was moderately needed in the workplaces. Third, all the students were found had positive learning attitude. Finally, their preferred learning techniques were grammar focus, big group study, conversation practice, friend chat and teacher detailed explanation.
These useful findings can support teachers for students’ learning improvement by integrating into cultural awareness, practical job-related needs, constructive learning attitudes and learning approach preferences. Further studies are needed focusing on job-related English proficiency and motivation towards EFL acquisition.
Curricular : BALA/MTEIL Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=26153 Hold
Place a hold on this item
Copies
Barcode Call number Media type Location Section Status 32002000590446 SIU THE: SOLA-MTEIL-2014-01 c.1 SIU Thesis and Dissertation Graduate Library Thesis Corner Available 32002000590438 SIU THE: SOLA-MTEIL-2014-01 c.2 SIU Thesis and Dissertation Graduate Library Thesis Corner Available
Collection Title: SIU Thesis Title : An English Communicative Framework for SPA Therapists in Bangkok Material Type: printed text Authors: Seehhazzakd Rojanaapichatsakul, Author ; Kantatip Sinhaneti, Associated Name ; Amporn Sa-ngiamwibool, Associated Name Publisher: Bangkok: Shinawatra University Publication Date: 2013 Pagination: vi, 164 p. Layout: Figure, Table Size: 30 cm. Price: 500.00 General note: SIU THE: SOLA-MTEIL-2013-03
Thesis. [M.Ed.[Teaching English]]. Shinawatra University, 2013.Languages : English (eng) Descriptors: [LCSH]English -- Conversation
[LCSH]Therapist and patientKeywords: English communicative framework
Spa therapists
Foreign spa customersAbstract: This study aims to: identify the levels of each the six English communicative skills of the spa therapists working in Bangkok, namely grammar, listening, speaking, reading, gestures, and cultural awareness, examine the overall picture of their six English communicative skills, find out what English communicative skills should be the main priorities of a potential English communicative framework for spa therapists in Bangkok, and explore the strongest and weakest components (sub-skills) of each English communicative skill as perceived by foreign customers.
Following the simple sampling and purposive sampling techniques, a 5-likert scale questionnaire was administered to one foreign spa customer of each of the 244 spa centers (out of 616 spa centers) throughout Bangkok to find out their viewpoints towards the six English communicative skills of the spa therapists working in Bangkok.
The findings indicated that despite of their good levels, the spa therapists’ six English communicative skills need to be further strengthened. Cultural awareness was ranked the strongest (mean 3.84) of all, whereas speaking was ranked the weakest (mean 3.70).
In addition, due to the respondents from the ten regions of the world, the potential English communicative framework for spa therapists in Bangkok varies according to their viewpoints, needs, and expectations. However, from an overall perspective, the potential English communicative framework for spa therapists working in Bankok should include speaking, listening, and grammar, respectively, as the major elements. Meanwhile, reading, cultural awareness, and gestures, respectively, should also be incorporated into the framework as the minor elements.
Curricular : BALA/MTEIL Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=26125 SIU Thesis. An English Communicative Framework for SPA Therapists in Bangkok [printed text] / Seehhazzakd Rojanaapichatsakul, Author ; Kantatip Sinhaneti, Associated Name ; Amporn Sa-ngiamwibool, Associated Name . - [S.l.] : Bangkok: Shinawatra University, 2013 . - vi, 164 p. : Figure, Table ; 30 cm.
500.00
SIU THE: SOLA-MTEIL-2013-03
Thesis. [M.Ed.[Teaching English]]. Shinawatra University, 2013.
Languages : English (eng)
Descriptors: [LCSH]English -- Conversation
[LCSH]Therapist and patientKeywords: English communicative framework
Spa therapists
Foreign spa customersAbstract: This study aims to: identify the levels of each the six English communicative skills of the spa therapists working in Bangkok, namely grammar, listening, speaking, reading, gestures, and cultural awareness, examine the overall picture of their six English communicative skills, find out what English communicative skills should be the main priorities of a potential English communicative framework for spa therapists in Bangkok, and explore the strongest and weakest components (sub-skills) of each English communicative skill as perceived by foreign customers.
Following the simple sampling and purposive sampling techniques, a 5-likert scale questionnaire was administered to one foreign spa customer of each of the 244 spa centers (out of 616 spa centers) throughout Bangkok to find out their viewpoints towards the six English communicative skills of the spa therapists working in Bangkok.
The findings indicated that despite of their good levels, the spa therapists’ six English communicative skills need to be further strengthened. Cultural awareness was ranked the strongest (mean 3.84) of all, whereas speaking was ranked the weakest (mean 3.70).
In addition, due to the respondents from the ten regions of the world, the potential English communicative framework for spa therapists in Bangkok varies according to their viewpoints, needs, and expectations. However, from an overall perspective, the potential English communicative framework for spa therapists working in Bankok should include speaking, listening, and grammar, respectively, as the major elements. Meanwhile, reading, cultural awareness, and gestures, respectively, should also be incorporated into the framework as the minor elements.
Curricular : BALA/MTEIL Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=26125 Hold
Place a hold on this item
Copies
Barcode Call number Media type Location Section Status 32002000590396 SIU THE: SOLA-MTEIL-2013-03 c.1 SIU Thesis and Dissertation Graduate Library Thesis Corner Available 32002000590420 SIU THE: SOLA-MTEIL-2013-03 c.2 SIU Thesis and Dissertation Graduate Library Thesis Corner Available
Collection Title: SIU Thesis Title : Key Success Factors and English Education Policy for Enhancing Proficiency of Language Learners for Digital Thailand and ASEAN Preparation Material Type: printed text Authors: Tanes Rianglaem, Author ; Amporn Sa-ngiamwibool, Associated Name ; Suree Kongsomchit, Associated Name Publisher: Bangkok: Shinawatra University Publication Date: 2017 Pagination: vii, 88 p. Layout: ill, Tables Size: 30 cm. Price: 500.00 General note: SIU THE: SOLA-MTEIL-2017-01
Thesis. [M.Ed.[Teaching English]]. Shinawatra University, 2017.Languages : English (eng) Descriptors: [LCSH]Basic education Keywords: English Education Policy, Proficiency, Basic Education, Key Success Factors Abstract: This study primarily aimed to explore policy implications related to English education in conformation to the latest government policy, Digital Thailand and ASEAN dynamic preparation. This study obtained three main objectives including:
1) analyzing the policy that promotes English language learning in basic education level with specific purposes to enhance communication skill and strive for self-learning on lifelong learning basis, 2) acquiring best practices from the countries where effective language education policy is being used to enhance national competitiveness,
3) incorporating countries’ best practices into Thai context to propose optional policy recommendations for enhancement of Thai’s English education. This was a qualitative research. The data from documentary study and in-dept interview were qualitatively interpreted and analyzed to draw the conclusion of the study.
The study revealed the following findings. First, the analysis of Thailand’s recent English education policy indicates strong emphasis on enhancement of communication skills and self-learning promotion. The policy guidelines for basic education include:
1) adopting CEFR framework (The Common European Framework of Reference for Languages), 2) moving English classroom towards Communicative Language Teaching (CLT),
3) promoting classroom standardization nationwide, 4) enhancing students’ competency and skills in educational institution nationwide, 5) providing professional development to Thai teachers of English and 6) promoting creative use of innovative learning tools.
Second, the detailed analysis of best practices from the selected countries (namely, Finland, Norway, South Korea, Netherland and Hong Kong) revealed that effective language education policy is being used to enhance national competitiveness. In coupled with the policy, the countries provide essential components including education system, reform, plans, program execution and educational initiatives, competent teachers and autonomy given to schools.
Third, the synthesis of best practices regarding English education policy, reform, and initiatives on key success factors as determined through recent PISA score (Programme for International Student Assessment) and EF English Proficiency Index revealed that their key success factors include: 1) free, accessible, equalized education, 2) small-class size, 3) homework reform, 4) assessment and testing reform,
5) stress on qualification of English teachers, 6) teachers compensations and welfares, 7) ICT in English education, 8) starting learning English in early age, 9) flexibility on teaching methodology, and 10) professional development for teachers.
For policy implications, this study was able to figure key success factors and certain practices that have created direct and indirect impacts to country competitiveness based on recent PISA result and EF English Proficiency Index.
These key components from the research findings will enable Thailand in preparation for competitiveness in this region and educational success at a global level in the future.
For suggestions, future study may consider benchmarking how other ASEAN nations strategize their English education and what kind of initiatives have they used in preparation to ASEAN regional integration. This comparison may give a narrow focus under similar geographical context of how neighboring nations have handled their education for 21st century and measurement to see the positioning of Thailand among ASEAN nations.Curricular : BALA/MTEIL Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=27508 SIU Thesis. Key Success Factors and English Education Policy for Enhancing Proficiency of Language Learners for Digital Thailand and ASEAN Preparation [printed text] / Tanes Rianglaem, Author ; Amporn Sa-ngiamwibool, Associated Name ; Suree Kongsomchit, Associated Name . - [S.l.] : Bangkok: Shinawatra University, 2017 . - vii, 88 p. : ill, Tables ; 30 cm.
500.00
SIU THE: SOLA-MTEIL-2017-01
Thesis. [M.Ed.[Teaching English]]. Shinawatra University, 2017.
Languages : English (eng)
Descriptors: [LCSH]Basic education Keywords: English Education Policy, Proficiency, Basic Education, Key Success Factors Abstract: This study primarily aimed to explore policy implications related to English education in conformation to the latest government policy, Digital Thailand and ASEAN dynamic preparation. This study obtained three main objectives including:
1) analyzing the policy that promotes English language learning in basic education level with specific purposes to enhance communication skill and strive for self-learning on lifelong learning basis, 2) acquiring best practices from the countries where effective language education policy is being used to enhance national competitiveness,
3) incorporating countries’ best practices into Thai context to propose optional policy recommendations for enhancement of Thai’s English education. This was a qualitative research. The data from documentary study and in-dept interview were qualitatively interpreted and analyzed to draw the conclusion of the study.
The study revealed the following findings. First, the analysis of Thailand’s recent English education policy indicates strong emphasis on enhancement of communication skills and self-learning promotion. The policy guidelines for basic education include:
1) adopting CEFR framework (The Common European Framework of Reference for Languages), 2) moving English classroom towards Communicative Language Teaching (CLT),
3) promoting classroom standardization nationwide, 4) enhancing students’ competency and skills in educational institution nationwide, 5) providing professional development to Thai teachers of English and 6) promoting creative use of innovative learning tools.
Second, the detailed analysis of best practices from the selected countries (namely, Finland, Norway, South Korea, Netherland and Hong Kong) revealed that effective language education policy is being used to enhance national competitiveness. In coupled with the policy, the countries provide essential components including education system, reform, plans, program execution and educational initiatives, competent teachers and autonomy given to schools.
Third, the synthesis of best practices regarding English education policy, reform, and initiatives on key success factors as determined through recent PISA score (Programme for International Student Assessment) and EF English Proficiency Index revealed that their key success factors include: 1) free, accessible, equalized education, 2) small-class size, 3) homework reform, 4) assessment and testing reform,
5) stress on qualification of English teachers, 6) teachers compensations and welfares, 7) ICT in English education, 8) starting learning English in early age, 9) flexibility on teaching methodology, and 10) professional development for teachers.
For policy implications, this study was able to figure key success factors and certain practices that have created direct and indirect impacts to country competitiveness based on recent PISA result and EF English Proficiency Index.
These key components from the research findings will enable Thailand in preparation for competitiveness in this region and educational success at a global level in the future.
For suggestions, future study may consider benchmarking how other ASEAN nations strategize their English education and what kind of initiatives have they used in preparation to ASEAN regional integration. This comparison may give a narrow focus under similar geographical context of how neighboring nations have handled their education for 21st century and measurement to see the positioning of Thailand among ASEAN nations.Curricular : BALA/MTEIL Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=27508 Hold
Place a hold on this item
Copies
Barcode Call number Media type Location Section Status 32002000595916 SIU THE: SOLA-MTEIL-2017-01 c.1 SIU Thesis and Dissertation Graduate Library Thesis Corner Available 32002000595924 SIU THE: SOLA-MTEIL-2017-01 c.2 SIU Thesis and Dissertation Graduate Library Thesis Corner Available
Collection Title: SIU Thesis Title : Myanmar EFl Teachers’ and Adult Learners’ Preferences on Oral Error Correction Material Type: printed text Authors: Khaing Mu Mu Zin, Author ; Steven Ray McKee, Associated Name ; Amporn Sa-ngiamwibool, Associated Name Publisher: Bangkok: Shinawatra University Publication Date: 2015 Pagination: v, 55 p. Layout: Table Size: 30 cm. Price: 500.00 General note: SIU THE: SOLA-MTEIL-2015-01
Thesis. [M.Ed.[Teaching English]]. Shinawatra University, 2015.Languages : English (eng) Descriptors: [LCSH]Adults education
[LCSH]English language -- CommunicationKeywords: Oral Error Correction
Myanmar EFL Teachers’ and Adult Learners’ Preferences
Corrective FeedbackAbstract: Error correction is vital for oral communication skill improvement. However, preferences between the teachers and adult learners on oral error correction are different and this affects the learners’ oral communication skill improvement. The purpose of this study was therefore to investigate Myanmar teachers’ and adult learners’ preferences on the following aspects: 1) the necessity of oral error correction on oral skill improvement, 2) the frequency of error correction, 3) the appropriate time of correction, 3) the types of error that need to be treated, 4) the delivering agent of error correction, and 5) the reasons of teachers’ and learners’ preferences on oral error correction. This study was based on triangulation. The subjects were eighty-three adult learners who were studying at two private language schools and twelve Myanmar teachers who taught English language skills in Yangon, Myanmar. The instruments for data collection included a questionnaire and two sets of semi-structured interviews for teachers’ and adult learners’ preferences. The data was quantitatively and qualitatively analyzed. The results revealed both the teachers and students certainly agreed that students’ errors should be corrected.Besides, the vast majority of the teachers believed that the most effective corrective feedback was repetition and learners preferred explicit corrective feedback most. Moreover, certain reasons of teachers’ and learners’ preferences in terms of spoken error correction were significantly indicated in the findings. Curricular : BALA/GE/MTEIL Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=26158 SIU Thesis. Myanmar EFl Teachers’ and Adult Learners’ Preferences on Oral Error Correction [printed text] / Khaing Mu Mu Zin, Author ; Steven Ray McKee, Associated Name ; Amporn Sa-ngiamwibool, Associated Name . - [S.l.] : Bangkok: Shinawatra University, 2015 . - v, 55 p. : Table ; 30 cm.
500.00
SIU THE: SOLA-MTEIL-2015-01
Thesis. [M.Ed.[Teaching English]]. Shinawatra University, 2015.
Languages : English (eng)
Descriptors: [LCSH]Adults education
[LCSH]English language -- CommunicationKeywords: Oral Error Correction
Myanmar EFL Teachers’ and Adult Learners’ Preferences
Corrective FeedbackAbstract: Error correction is vital for oral communication skill improvement. However, preferences between the teachers and adult learners on oral error correction are different and this affects the learners’ oral communication skill improvement. The purpose of this study was therefore to investigate Myanmar teachers’ and adult learners’ preferences on the following aspects: 1) the necessity of oral error correction on oral skill improvement, 2) the frequency of error correction, 3) the appropriate time of correction, 3) the types of error that need to be treated, 4) the delivering agent of error correction, and 5) the reasons of teachers’ and learners’ preferences on oral error correction. This study was based on triangulation. The subjects were eighty-three adult learners who were studying at two private language schools and twelve Myanmar teachers who taught English language skills in Yangon, Myanmar. The instruments for data collection included a questionnaire and two sets of semi-structured interviews for teachers’ and adult learners’ preferences. The data was quantitatively and qualitatively analyzed. The results revealed both the teachers and students certainly agreed that students’ errors should be corrected.Besides, the vast majority of the teachers believed that the most effective corrective feedback was repetition and learners preferred explicit corrective feedback most. Moreover, certain reasons of teachers’ and learners’ preferences in terms of spoken error correction were significantly indicated in the findings. Curricular : BALA/GE/MTEIL Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=26158 Hold
Place a hold on this item
Copies
Barcode Call number Media type Location Section Status 32002000590511 SIU THE: SOLA-MTEIL-2015-01 c.1 SIU Thesis and Dissertation Graduate Library Thesis Corner Available 32002000591139 SIU THE: SOLA-MTEIL-2015-01 c.2 SIU Thesis and Dissertation Graduate Library Thesis Corner Available
