Journal of Language Review of MCU

Curriculum Evaluation of the Bachelor of Arts Program in English (Revised Curriculum, B.E. 2565, Department of Foreign Languages, Faculty of Humanities, Mahachulalongkornrajavidyalaya University

2026-06-04T17:03:43+07:00

This Article aimed to evaluate the English major curriculum, B.E. 2565 revision, Department of Foreign Languages, Faculty of Humanities, Mahaculalongkornrajvidyalaya University and study the ways to improve the curriculum. The sample group consists of 276 people who are the educational experts, executives, lecturers and English major students, and ex-students’ employers or boss. This is a mixed-method research; quantitative and qualitative method. The quantitative research aims to evaluate the four factors: the context, input, process, and outcome. The research tool is an interrelated assessment that has the relationship with the context, and the evaluation form.

The result of research was found that the opinion of repondent towards the suitability of curriculum structure as overall at high level (μ = 3.66). If classifying according to respondents, it was found that the opinion of administrator, lecturer and student is at high level, the suitability of curriculum subjects as overall is at high level (μ = 3.59). If classifying according to respondents, it was found that the opinion of administrator, lecturer and student is at high level, the suitability of lecturer characteristics as overall is at high level (μ = 3.68). If classifying according to group of respondents, it was found that the opinion of administrator, lecturer and student is at high level, the suitability on the readiness of students as overall is at high level (μ = 3.66). If classifying according to group of respondents, it was found that the opinion of administrator, lecturer and student is at high level, the opinion on readiness of students as overall is at high level (μ = 3.84). If classifying according to group of respondents, it was found that the opinion of administrator, lecturer and student is at high level.

Cultural Capital and Preservation of Local Languages

2026-06-04T14:45:07+07:00

This study presents an overview of the concept of Cultural Capital, which originates from Throsby’s economic interpretation of “Capital” and has since expanded into social and cultural dimensions. It aligns with Pierre Bourdieu’s framework, which categorizes capital into economic, cultural, social, and symbolic forms. Cultural capital encompasses both tangible and intangible elements, such as accumulated knowledge, tastes, behaviors, artistic assets, and local wisdom, which play vital roles in the cultural ecosystem and in strengthening communities. It is commonly divided into three types: embodied cultural capital, objectified cultural capital, and institutionalized cultural capital.

Findings from studies conducted both domestically and internationally indicate that cultural capital has a positive impact on social security. It helps promote group cohesion, solidarity, social networks, the preservation of local wisdom, and the construction of communal identity. Moreover, it generates economic value through tourism, local products, and services, while also fostering pride and the transmission of culture to future generations.

In addition, the study summarizes approaches for the preservation and development of local languages, emphasizing the creation of linguistic databases, the use of local languages in daily life, cultural activities, integration into the education system, and the development of contemporary media. It also highlights the potential for incorporating local languages into creative industries and tourism, as well as utilizing technology and collaborative networks. These strategies play an essential role in maintaining and promoting the sustainability and growth of local languages within Thai society.

Upskilling English Speaking in Thai Cultural Contexts

2026-05-05T12:10:11+07:00

English speaking skills training for understanding through the context of Thai culture. It is a social and cultural factor in Thailand to access the attitudes, feelings of Thai people, leading to correct and natural communication. Therefore, it is essential that the learners should focus on practicing on the important issues, including: 1) to use or understand English, the important thing is not to know the meaning of words. Because, there is no language that can interpret the meaning exactly the language itself but it means the knowledge of interpreting according to the context or the situation in communicating, for example, the expression that fat chance or I'm easy does not mean that chance is fat and I am easy as most learners tend to translate directly, it is because these often-used expressions have a different view of the world through language than Thai culture, 2) Learning a language is not only learning about words but also learning about non-verbal things as well, 3) Thai and English languages are dictated by cultural perspectives. For example, Thai society is a society with high groupings; the western society is a society that focuses on high privacy, 4) the structure of the language itself affects cultural differences in terms of tenses or word order. These issues cause problems in communication such as the use of Simple Tense and Perfect Tense that Thai learners tend to use Simple Tense in communicating all the time. This is because of the convenience of not having to change the verb form, which may lead to miscommunication.

The The Role of Technology in Developing Academic English Writing

2025-12-17T21:19:44+07:00

This article synthesizes concepts and research related to the use of educational technology in developing academic English writing skills. Academic writing in English is an essential competence for scholarly communication and professional development, yet many learners face challenges in language accuracy, organization, and academic conventions. Using a documentary research approach, this study reviews literature on academic writing, educational technology, and English language education. The findings indicate that appropriate integration of technology can enhance writing processes, promote learner autonomy, and support teachers’ professional development. The article concludes by suggesting pedagogical guidelines for effective technology integration in academic English writing instruction.

The Use of Active Learning Activities to Enhance English Communication Skills of Undergraduate Students

2026-05-05T12:02:49+07:00

The purposes of this research were: 1) to study English parallel structure used by undergraduate students, 2) to analyze English parallel structure used by undergraduate students, and 3) to find out the consequences of using English parallel structure by undergraduate students. The study employed both qualitative and quantitative research methods. The sample group of the study comprises 60 students in the 1st – 4th year who studying a program in Teaching English from Buriram Buddhist College and Surin Campus. The data collection was questionnaire, Pre-Test, Post-Test Technique, group discussion, in-depth interview, and participant observation. The methods of Mean and Percentage were used in this research to analyze the data.

Teaching and Learning English as a Second Language

2026-05-05T12:10:58+07:00

This academic article, Teaching and Learning English as a Second Language, aims to explore approaches to learning and teaching English as a second language. The author examines relevant theoretical frameworks in order to synthesize and analyze them, leading to new insights. The findings indicate that effective English language teaching requires a comprehensive understanding of both educational theories and diverse pedagogical methods, as each theory yields different outcomes depending on learners’ contexts.

This article emphasizes constructivism, which views learners as active participants in constructing their own knowledge. This approach is particularly suitable for learners who rely on their native language, as it facilitates the connection between new language knowledge and existing cultural and linguistic backgrounds. Learning occurs through meaningful, real-life activities that promote language exploration rather than rote memorization. In constructivist classrooms, learners are at the center of the process, while teachers act as facilitators who encourage participation and responsibility. Small-group learning and collaborative activities enhance English language skills. Activities connected to real-life contexts—such as discussions, role-plays, and project-based tasks—support the development of language proficiency, critical thinking, and problem-solving skills, while also building learners’ confidence in using English in daily life.

Effective teaching requires selecting appropriate strategies tailored to learners’ needs, employing varied and engaging instructional methods, and fostering positive interaction between teachers and learners. Communicative language teaching, task-based learning, and real-life activities play crucial roles in enhancing learning outcomes. Teachers should continuously develop themselves through engagement with professional knowledge and the integration of digital technologies to meet diverse learner needs. The development of second language teachers is a continuous process, beginning with reliance on external resources and structured lesson plans, and progressing toward adaptive teaching practices that respond to learners’ needs. Teachers must be effective in their instruction and use feedback to refine support strategies, ensuring all learners achieve success.

Professional training and certification in second language teaching contribute to the development of pedagogical knowledge, teaching skills, and classroom management. Ongoing professional development ensures that teachers remain current and effective. In addition, vocabulary development is a crucial component of language learning. A strong vocabulary foundation enables learners to communicate and comprehend effectively. Learners should build a comprehensive vocabulary repertoire through activities such as reading newspapers and English stories, watching films with subtitles, creating sentences using new words, and reviewing vocabulary regularly. Teaching lexical relationships—such as collocations, synonyms, antonyms, and contextual usage—along with encouraging the use of new vocabulary in speaking and writing, enhances retention and practical application.