Thai Student Ability on Speexx Language Training Program
The Speexx results revealed four main factors
affecting the success of 190 Thai sophomores as follows: 1) Future
English training should be pursued in applied Speexx development.
2) Thai students didn’t see the benefit of having an Online Language
Training Program. 3) There is a great need to educate the next
generation of learners on the benefits of Speexx within the
community. 4) A great majority of Thai Sophomores didn't know
what Speexx was.
A guideline for self-reliance planning consisted of four aspects: 1)
Development planning: by arranging groups to further improve
English abilities with the Speexx Language Training program and
encourage using Speexx into every day practice. Local communities
need to develop awareness of the usefulness of Speexx and share the
value of using the program among family and friends. 2) Humanities
and Social Science staff should develop skills using this Online
Language Training Program to expand on the benefits of Speexx
within their departments. 3) Further research should be pursued on
the Thai Students progression with Speexx and how it helps them
improve their language skills with Business English. 4) University’s
and Language centers should focus on using Speexx to encourage
learning for any language, not just English.
[1] Speexx. 2013. Language learning software. Online: speexx.com/en/
[2] ILPC.SSRU. 2015. Online: www.ilpc.ssru.ac.th/
[3] K. Fandl, J. Smith, ‘Success as an Online Student-Strategy for Effective
Learning’ Published: March 2013: Imprint: Anderson.
[4] S. Yordchim 2014. Satisfaction on English Language Learning with
Online System. Bangkok: Suan Sunandha Rajabhat University.
[5] M. Sunnarborg. (2008). Learning Solutions Magazine. “From teacher to
facilitator”. Retrieved from http://www.learningsolutionsmag.com/
articles/74/from -teacher-to-facilitator March 12, 2014.
[6] R. W. Lucky, “Automatic equalization for digital communication,” Bell
Syst. Tech. J., vol. 44, no. 4, pp. 547–588, Apr. 1965.
[7] G. R. Faulhaber, “Design of service systems with priority reservation,”
in Conf. Rec. 1995 IEEE Int. Conf. Communications, pp. 3–8.
[8] Finocchiaro. 1989. English as a Second/Foreign Language: From Theory
to Practice. Englewood Cliffs, N.J.: Prentice Hall Regents.
[9] K. Youngs. 2014. Introduction to e-learning. Retrieved from:
http://www.jiscdigitalmedia.ac.uk/guide/introduction-to-elearning (May
5, 2014).
[10] S. Yordchim. 2014. The Development on Business English Competency
of Undergraduates with Online Learning System. Bangkok: Suan
Sunandha Rajabhat University.
[11] S. Yordchim. 2010. Area Based Development Research Journal. “The
Development of English Learning Process and English Teacher for
Office of the National Education Commission. 1999.
[12] M. Lessard-Clouston, “Language Learning Strategies: An Overview for
L2 Teachers,” The Internet TESL Journal, 3 (12), December 1997.
[13] R.L. Oxford, Language Learning Strategies: What Every Teacher
Should know. New York: Newbury House, 1990.
[14] A. L. Wenden and J. Rubin (eds), Learner Strategies in Language
Learning. London: Prentice Hall, 1987.
[15] A.D. Cohen, Language Learning: Insights for Learners, Teachers, and
Researchers. Boston, MA: Heinle & Heinle, 1990.
[16] J. M. O’Malley and A. U. Chamot, Learning Strategies in Second
Language Acquisition. Cambridge: Cambridge University Press, 1990.
[17] J. M. Green and R. L. Oxford, A closer Look at Learning Strategies, L2
Proficiency, and Gender. TESOL Quarterly, 29 (2), pp. 261-297, 1995.
[18] R. L. Oxford, Second Language Learning Strategies: Current Research
and Implication for Practice. ERIC Document Reproduction Service No.
ED 278273, 1986
[1] Speexx. 2013. Language learning software. Online: speexx.com/en/
[2] ILPC.SSRU. 2015. Online: www.ilpc.ssru.ac.th/
[3] K. Fandl, J. Smith, ‘Success as an Online Student-Strategy for Effective
Learning’ Published: March 2013: Imprint: Anderson.
[4] S. Yordchim 2014. Satisfaction on English Language Learning with
Online System. Bangkok: Suan Sunandha Rajabhat University.
[5] M. Sunnarborg. (2008). Learning Solutions Magazine. “From teacher to
facilitator”. Retrieved from http://www.learningsolutionsmag.com/
articles/74/from -teacher-to-facilitator March 12, 2014.
[6] R. W. Lucky, “Automatic equalization for digital communication,” Bell
Syst. Tech. J., vol. 44, no. 4, pp. 547–588, Apr. 1965.
[7] G. R. Faulhaber, “Design of service systems with priority reservation,”
in Conf. Rec. 1995 IEEE Int. Conf. Communications, pp. 3–8.
[8] Finocchiaro. 1989. English as a Second/Foreign Language: From Theory
to Practice. Englewood Cliffs, N.J.: Prentice Hall Regents.
[9] K. Youngs. 2014. Introduction to e-learning. Retrieved from:
http://www.jiscdigitalmedia.ac.uk/guide/introduction-to-elearning (May
5, 2014).
[10] S. Yordchim. 2014. The Development on Business English Competency
of Undergraduates with Online Learning System. Bangkok: Suan
Sunandha Rajabhat University.
[11] S. Yordchim. 2010. Area Based Development Research Journal. “The
Development of English Learning Process and English Teacher for
Office of the National Education Commission. 1999.
[12] M. Lessard-Clouston, “Language Learning Strategies: An Overview for
L2 Teachers,” The Internet TESL Journal, 3 (12), December 1997.
[13] R.L. Oxford, Language Learning Strategies: What Every Teacher
Should know. New York: Newbury House, 1990.
[14] A. L. Wenden and J. Rubin (eds), Learner Strategies in Language
Learning. London: Prentice Hall, 1987.
[15] A.D. Cohen, Language Learning: Insights for Learners, Teachers, and
Researchers. Boston, MA: Heinle & Heinle, 1990.
[16] J. M. O’Malley and A. U. Chamot, Learning Strategies in Second
Language Acquisition. Cambridge: Cambridge University Press, 1990.
[17] J. M. Green and R. L. Oxford, A closer Look at Learning Strategies, L2
Proficiency, and Gender. TESOL Quarterly, 29 (2), pp. 261-297, 1995.
[18] R. L. Oxford, Second Language Learning Strategies: Current Research
and Implication for Practice. ERIC Document Reproduction Service No.
ED 278273, 1986
@article{"International Journal of Business, Human and Social Sciences:70111", author = "Toby Gibbs and Glen Craigie and Suwaree Yordchim", title = "Thai Student Ability on Speexx Language Training Program", abstract = "The Speexx results revealed four main factors
affecting the success of 190 Thai sophomores as follows: 1) Future
English training should be pursued in applied Speexx development.
2) Thai students didn’t see the benefit of having an Online Language
Training Program. 3) There is a great need to educate the next
generation of learners on the benefits of Speexx within the
community. 4) A great majority of Thai Sophomores didn't know
what Speexx was.
A guideline for self-reliance planning consisted of four aspects: 1)
Development planning: by arranging groups to further improve
English abilities with the Speexx Language Training program and
encourage using Speexx into every day practice. Local communities
need to develop awareness of the usefulness of Speexx and share the
value of using the program among family and friends. 2) Humanities
and Social Science staff should develop skills using this Online
Language Training Program to expand on the benefits of Speexx
within their departments. 3) Further research should be pursued on
the Thai Students progression with Speexx and how it helps them
improve their language skills with Business English. 4) University’s
and Language centers should focus on using Speexx to encourage
learning for any language, not just English.", keywords = "Ability, Comprehension, Sophomore, Speexx.", volume = "9", number = "3", pages = "1011-4", }