Abstract: This paper focuses on the design of a Massive Open Online Course (MOOC) about Content Language Integrated Learning (CLIL) and more specifically about how teachers can use CLIL as an educational approach incorporating technology in their teaching as well. All the four weeks of the MOOC will be presented and a step-by-step analysis of each lesson will be offered. Additionally, the paper includes detailed lesson plans about CLIL lessons with proposed CLIL activities and games in which technology plays a central part. The MOOC is structured based on certain criteria, in order to ensure success, as well as a positive experience that the learners need to have after completing this MOOC. It addresses to all language teachers who would like to implement CLIL into their teaching. In other words, it presents the methodology that needs to be followed so as to successfully carry out a CLIL lesson and achieve the learning objectives set at the beginning of the course. Firstly, in this paper, it is very important to give the definitions of MOOCs and LMOOCs, as well as to explore the difference between a structure-based MOOC (xMOOC) and a connectivist MOOC (cMOOC) and present the criteria of a successful MOOC. Moreover, the notion of CLIL will be explored, as it is necessary to fully understand this concept before moving on to the design of the MOOC. Onwards, the four weeks of the MOOC will be introduced as well as lesson plans will be presented: The type of the activities, the aims of each activity and the methodology that teachers have to follow. Emphasis will be placed on the role of technology in foreign language learning and on the ways in which we can involve technology in teaching a foreign language. Final remarks will be made and a summary of the main points will be offered at the end.
Abstract: The purposes of this study are 1) to study the effects
of participatory error correction process and 2) to find out the
students’ satisfaction of such error correction process. This study is a
Quasi Experimental Research with single group, in which data is
collected 5 times preceding and following 4 experimental studies of
participatory error correction process including providing coded
indirect corrective feedback in the students’ texts with error treatment
activities. Samples include 52 2nd year English Major students,
Faculty of Humanities and Social Sciences, Suan Sunandha Rajabhat
University. Tool for experimental study includes the lesson plan of
the course; Reading and Writing English for Academic Purposes II,
and tools for data collection include 5 writing tests of short texts and
a questionnaire. Based on formative evaluation of the students’
writing ability prior to and after each of the 4 experiments, the
research findings disclose the students’ higher scores with statistical
difference at 0.00. Moreover, in terms of the effect size of such
process, it is found that for mean of the students’ scores prior to and
after the 4 experiments; d equals 0.6801, 0.5093, 0.5071, and 0.5296
respectively. It can be concluded that participatory error correction
process enables all of the students to learn equally well and there is
improvement in their ability to write short texts. Finally the students’
overall satisfaction of the participatory error correction process is in
high level (Mean = 4.39, S.D. = 0.76).
Abstract: This research focused on comparing the critical
thinking of the teacher students before and after using Miller’s Model
learning activities and investigating their opinions. The sampling
groups were (1) fourth year 33 student teachers majoring in Early
Childhood Education and enrolling in semester 1 of academic year
2013 (2) third year 28 student teachers majoring in English and
enrolling in semester 2 of academic year 2013 and (3) third year 22
student teachers majoring in Thai and enrolling in semester 2 of
academic year 2013. The research instruments were (1) lesson plans
where the learning activities were settled based on Miller’s Model (2)
critical thinking assessment criteria and (3) a questionnaire on
opinions towards Miller’s Model based learning activities. The
statistical treatment was mean, deviation, different scores and T-test.
The result unfolded that (1) the critical thinking of the students after
the assigned activities was better than before and (2) the students’
opinions towards the critical thinking improvement activities based
on Miller’s Model ranged from the level of high to highest.
Abstract: The research on the development of speaking using folk tales based on performance activities aimed to (1) study the development of speaking skill for early- childhood students, and (2) evaluate the development of speaking skill before and after speaking activities. Ten students of Kindergarten level 2, who have enrolled in the subject of the research for speaking development of semester 2 in 2013 were purposively selected as the research cohort. The research tools were lesson plans for speaking activities and pre-post test for speaking development that were approved as content validity and reliability (IOC=.66-1.00,α=0.967). The research found that the development of speaking skill of the research samples before using performance activities on folk tales in developing speaking skill was in the normal high level. Additionally, the results appeared that the preschoolers after applying speaking skill on performance activities also imaginatively created their speaking skill.
Abstract: The purposes of this research were (1) to create a
learning activity for constructivism, (2) study the Mathematical
Analysis courses learning achievement, and (3) study students’
attitude toward the learning activity for constructivism. The samples
in this study were divided into 2 parts including 3 Mathematical
Analysis courses instructors of Suan Sunandha Rajabhat University
who provided basic information and attended the seminar and 17
Mathematical Analysis courses students who were studying in the
academic and engaging in the learning activity for constructivism.
The research instruments were lesson plans constructivism,
subjective Mathematical Analysis courses achievement test with
reliability index of 0.8119, and an attitude test concerning the
students’ attitude toward the Mathematical Analysis courses learning
activity for constructivism. The result of the research show that the
efficiency of the Mathematical Analysis courses learning activity for
constructivism is 73.05/72.16, which is more than expected criteria of
70/70. The research additionally find that the average score of
learning achievement of students who engaged in the learning
activities for constructivism are equal to 70% and the students’
attitude toward the learning activity for constructivism are at the
medium level.