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

Abstract

         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.