Journal of Language Review of MCU

A Study of Development Model of English Learning in Higher Education at Buddhist University in the 21st Century

Tue, 31 Dec 2024 00:00:00 +0700

The research entitled A Study of Development Model on English Learning in Higher Education at Buddhist University in the 21^st Century is a quasi-experimental and qualitative research with the objectives of studying the development model of English learning in higher education at Buddhist University.

The sample group of this research consists of third to fourth-year students, majoring in English, Mahachulalongkornrajavidyalaya University and Mahamakut Buddhist University with the number of 100 samples and the sample group gives information with the number of 10 samples. The tools used for collecting data are a questionnaire and an in-depth interview. The statistics used for analyzing descriptive data are percentage, mean and summary of the contents from in-depth interviews.

The personal factors of students that used the sample group to express their opinions towards the development model on English learning can be categorized according to the factors about before and after English learning at higher education level which was found that mostly they are monks which is equal to 46 percent with the age between 20-30 years old, equal to 75 percent. As for the fourth-year students, majoring in English, it is counted as 77 percent, having lower 1 year experience, counted as 35 percent and having experiences for 1-5 years, counted as 38 percent.

The result of the research was found that students followed the development model of English learning that was determined, in the overall picture, before the mentioned model of English learning, it is at a “moderate” level with the mean which is equal to 3.07. When considering each respect, it was found that the model of learning with Visual Learning Style (VLS) is at a “moderate” level with the mean which is equal to 2.93, the model of learning with Audio Learning Style (ALS), is at a “moderate” level with the mean which is equal to 2.80, the model of English learning with Tactile Learning Style (TLS), is at a “moderate” level with the mean which is equal to 3.03, the development model of English learning with Kinesthetic Learning Style (KLS), is at a “moderate” level with the mean which is equal to 3.15, the model of English learning with Individual Learning Style (ILS), is at “moderate” level with the mean which is equal to 3.28, the model of English learning with Group Learning Style (GLS), is at a “moderate” level with the mean which is equal to 3.22.

After following the mentioned development model of English learning, in the overall picture, it is at a “high” level with the mean which is equal to 4.30. When considering each respect, it was found that the model of learning with Visual Learning Style (VLS) is at a “high” level with the mean which is equal to 4.25, the model of learning with Audio Learning Style (ALS), it is at a “high” level with the mean which is equal to 4.16, the development model of English learning with Tactile Learning Style (TLS), it is at a “high” level with the mean which is equal to 4.24, the development model of English learning with Kinesthetic Learning Style (KLS), it is at a “high” level with the mean which is equal to 4.42, the development model of English learning with Individual Learning Style (ILS), it is at a “high” level with the mean, equal to 4.26, the model of English learning with Group Learning Style (GLS), it is at a “high” level with the mean, equal to 4.46.

As the students who have opinions towards the development model of English learning, in the overall picture, it is at a “moderate” level with the mean which is equal to 3.23. When considering each respect, it was found that for an effective evaluation of the development model of learning of learners, it is at a “moderate” level with the mean which is equal to 3.20, for satisfaction of learners towards learning, it is at a “moderate” level with the mean which is equal to 3.23.

As for the opinions after using the development model on English learning, in the overall picture, it is at a “high” level with the mean which is equal to 4.43. When considering each respect, it was found that for the satisfaction of learners towards learning, it is at the “highest” level with the mean which is equal to 4.57, and for an effective evaluation towards learning of students, it is at a "high” level with the mean which is equal to 4.29.

After the result of analyzing the mean of differences of effectiveness in using the development model of English learning categorized from before and after the use of a model with the mean which is equal to 3.66. When using a t-test in analyzing and comparing, it was found that it has a different mean with statistical significance at 0.00 showing that the use of the development model influences the effectiveness of English learning of students.

After the result of analyzing the mean of differences of satisfaction in using the development model of English learning categorized from before and after the use of a model with the mean which is equal to 3.88. When using a t-test in analyzing and comparing, it was found that it has a different mean with statistical significance at 0.00 showing that the use of a development model of English learning influences the satisfaction of English learning of students.

The result of an in-depth interview of students at the Buddhist University for the group of students who learned English using the development model that the researchers have experimented with the sample group that followed the development model of 6 respects i.e. being knowledgeable, skillful in listening from native speakers, able to develop the skills on listening, reading, speaking and writing effectively, and having the development on ability in remembering new vocabularies in daily life from the use of development model on learning.

Most of the students spent the time learning that followed the development model of not less than 1 year, spending the time learning in the class and outside the class of not less than 3 hours per day and using the development model on learning continuously.

English Speaking Skills Problems of the Twelfth-Grade Students at Dhammaratsuksa School in Chiang Mai Province

Tue, 31 Dec 2024 00:00:00 +0700

This research article aimed 1. to study the problems and ways to improve the English-speaking skills of the twelfth-grade students at Dhammaratsuksa School in Chaing Mai Province; 2. to compare the problems and ways to improve the English-speaking skills between monastic students and lay students of the twelfth grade at Dhammaratsuksa School in Chaing Mai Province. This study employed a quantitative method. The sample group used in the study consisted of thirty students of the twelfth grade at Dhammaratsuksa School in Chaing Mai Province, selected through a purposive sampling method. The data was collected through questionnaires with a reliability coefficient of 0.921. Data analysis involved frequency, percentage, mean, and standard deviation, while hypothesis testing utilized t-test analysis and One-Way ANOVA. The findings revealed that the twelfth-grade students at Dhammaratsuksa School in Chaing Mai Province perceived the problems related to English-speaking skills at a moderate level (x ̅ = 3.33, S.D. = 0.7928), while the methods to improve these skills were viewed at a moderate level (x ̅ = 3.27, S.D. = 0.8575). 2. The comparison of opinions regarding problems and ways to improve English-speaking skills between monastic students and lay, students of the twelfth grade at Dhammaratsuksa School in Chaing Mai Province revealed respondents with different statuses had no significant differences in their opinions on the problems associated with English-speaking skills at the 0.05 level. Additionally, there were no significant differences in the opinions of respondents with different statuses on methods to improve English-speaking skills at the 0.05 level. Consequently, the research hypotheses were rejected.

The Using Buddhist Psychology in Holistic Well-being of Thai Elderly

Dr. Jaksathapanith Boonyarith — Tue, 31 Dec 2024 00:00:00 +0700

Buddhist psychology is learning about the mind in order to release suffering through Buddhist principles. Consider the possibilities of the mind. This is a factor affecting knowing the way to end both physical and mental suffering, especially for the elderly, who are a group of people who have problems with both physical and mental health or overall health. Physical health problems caused by old age The body's functioning system deteriorates, causing life to be at risk of many different diseases. On occasion, one may not be able to help oneself. This causes anxiety in living life, affecting mental health, including thinking of ways to solve problems in one's life, which is called wisdom.

Applying the principles of Buddhist psychology to daily life is one way to reduce the problem of feelings of anxiety. If people of old make an effort to learn and follow the principles of Dhamma, the truth will appear in them. This includes 3 principles of holistic health, consisting of: 1) Overall physical health of the elderly, which includes having good physical health. Have good social health. 2) Mental health, including following Buddhist principles to keep the mind stable. 3) Intellectual health, including training to cultivate wisdom. enhance knowledge Thoughts and understanding of the truth of this world Know how to think rationally and be able to correct wisdom in one's life according to the learned and practiced nature of the elderly.

Process of Speaking English for Communications

Tue, 31 Dec 2024 00:00:00 +0700

The academic article entitled "Process of Speaking English for Communications" aims to study the process and sequence of the preparation before speaking English for communications, which may have listeners with various qualities concerning English proficiency. The study is based on the concepts and theories of English communications and the study found that the steps to enter the process of speaking English for communications are a process that requires lots of knowledge, abilities, and effort to present information in detail, including pronunciation, word usage, grammar, social culture, and the lifestyle of the listeners to be consistent and appropriate in a significant way. To be an English communications speaker is necessary to seek more knowledge in different aspects and in many areas to present communication information effectively and impress the listeners.

เมตตาธรรม: การอนุรักษ์และลดความต้องการผลิตภัณฑ์จากสัตว์ป่า

พระครูใบฎีกาทิพย์พนากรณ์ ชยาภินนฺโท — Tue, 31 Dec 2024 00:00:00 +0700

สืบเนื่องจากเครือข่ายพุทธศาสนิกสัมพันธ์เพื่อสังคม (INEB) ได้ดำเนินโครงการลดความต้องการใช้ผลิตภัณฑ์จากสัตว์ป่าประเภทงาช้างและเสือโคร่งร่วมกับผู้นำทางจิตวิญญาณมาอย่างต่อเนื่องนับตั้งแต่ปี 2563 โดยมีเป้าหมายเพื่อยุติการลักลอบค้าสัตว์ป่าในภูมิภาคเอเชียตะวันออกเฉียงใต้ มีความประสงค์ให้ทุนสนับสนุนโครงการที่เกี่ยวข้องกับการสื่อสารงานอนุรักษ์และลดความต้องการสัตว์ป่าในประเทศไทย ในการนี้ มหาวิทยาลัยมหาจุฬาลงกรณราชวิทยาลัย วิทยาเขตเชียงใหม่ โดยคณาจารย์และนิสิต สาขาวิชาภาษาอังกฤษ ร่วมกับผู้นำและชาวบ้าน หมู่บ้านต้า ตำบลต้า และเทศบาลตำบลบ้านต้า อำเภอขุนตาล จังหวัดเชียงราย ได้ดำเนินกิจกรรมการรณรงค์ให้ความรู้ และสร้างจิตสำนึกให้ตระหนักถึงการอนุรักษ์และลดความต้องการผลิตภัณฑ์จากสัตว์ป่าสู่พระสงฆ์และประชาชน