Suwana Juithong’s scientific contributions

Background and aim: This study explored the integration of the task-based language teaching approach and cooperative learning to enhance the Chinese reading ability of international students. The aims of this study were: 1) to compare international students’ Chinese reading test scores before and after learning through the comprehensive Chinese course, and 2) to study the international students’ satisfaction with learning through the comprehensive Chinese course. Materials and methods: The study involved 94 international students at Xi’an University, with a sample of 26 second-year foreign students from one class of Xi’an University in China in the autumn term of 2023 through cluster random sampling. The research instruments were lesson plans, a test paper for foreign students’ Chinese reading ability, and a student’s learning satisfaction questionnaire. Experimental design is the one-group pretest-posttest design. Data were collected and analyzed by means, standard deviation, and t-test for the dependent sample. The data were analyzed by using mean, standard deviation, t-test for dependent samples, and t-test for one sample. Results: After learning through the comprehensive Chinese course based on a task-based language teaching approach with cooperative learning technique, foreign students’ Chinese reading ability was higher than before at a 0.05 level of statistical significance (t=2.50, p<0.05). The average score of the post-test (M=11.58, SD=5.56) was higher than that of the pre-test (M=9.35, SD=4.91). Additionally, students’ learning satisfaction was at a high level (M=4.19, SD=0.75). Conclusion: The developed comprehensive Chinese courses based on a task-based language teaching approach with cooperative learning techniques have a significant effect on improving the Chinese reading ability of international students. Furthermore, students were satisfied with their learning of this course.

Background and Aims: In the past, Chinese music education exhibited characteristics of traditional transmission and indoctrination. Students were often in passive roles during their learning process, with teachers predominantly imparting knowledge and methods, neglecting student involvement in practical activities. This experimental research aimed to 1) compare violin playing ability before and after learning through learning management using the Orff approach and 2) compare violin playing ability after learning management using the Orff approach with the criteria at 70%. Methodology: This study used a cluster sampling method with 30 students as the sample. The research instruments were as follows: 1) Six lesson plans using the Orff approach 2) violin playing ability test, with a reliability of 0.78 3) a violin playing ability assessment form, with a reliability of 0.75. Data were analyzed using the statistical software program. The statistics used for data analysis are the mean, standard deviation, t-test for dependent samples, and t-test for one sample. Result: After using the learning management using the Orff approach: (1) Students' academic achievements were significantly higher than before use, with a statistically significant difference of 0.05; (2) The student's academic achievements are above the 70% standard, and the difference is statistically significant at 0.05. Conclusion: Through learning management using the Orff approach, learning efficiency has been improved and the personalized learning needs of students have been met. To help students improve their performance ability and enhance their learning interest.

Background and Aims: In 2023, responding to national educational directives, this study demonstrates the impact of flipped classrooms on students' Chinese reading and writing ability. This research aims to: 1) compare the academic achievement scores in Chinese reading ability of students before and after participating in a flipped classroom teaching environment.2) To examine the academic achievement scores in Chinese writing ability of students before and after participating in a flipped classroom teaching environment. Methodology: There are 10 classes (50 students in each class) in the eighth grade of Ivy League Middle School, this study adopts a cluster sampling method and selects 1 class with 50 students as samples. The research tools were: (1) course lesson plans were used to organize and implement flipped classroom teaching, (2) students' reading ability achievements test paper, and (3) essay test with rubric scores of students' writing ability reliability. Conduct pre-test and post-test on the sample using students' reading ability test paper and essay test with a rubric score of students' writing ability, analyze the mean, standard deviation, and single sample t-test of the data using SPSS. Result: 1) After using the flipped classroom method, students' scores in reading ability tests significantly improved., and the difference was statistically significant 0.05 (t=20.122，p<0.05). 2) After using the flipped classroom method, students' scores in writing ability tests significantly improved, and the difference was statistically significant at 0.05 (t=19.104，p<0.05). Conclusion: Through flipped classroom teaching method practice, not only improved students' scores and achievements in Chinese reading and writing among students but also enhanced engagement and learning efficiency.

Background and Aims: With the rapid development of contemporary information technology, the online and offline blended learning model relies on information technology and mobile Internet to realize the organic combination of online and offline classroom teaching, creating a broader autonomous learning space for students. The purpose of this research is to evaluate the impact of blended learning with a micro course approach on students' mathematical reasoning abilities and satisfaction. Methodology: This study sample selected were 30 freshmen students majoring in natural sciences at a university in Hainan which was derived from a single cluster random sampling method. The research tools are (1) Course lesson plan, (2) Mathematical reasoning ability test paper, and (3) Student satisfaction questionnaire. Conduct pre-test and post-test on the sample using mathematical reasoning ability test papers, and analyze the mean, standard deviation, and single sample t-test of the data using SPSS. Result: After using the blended learning micro course teaching method, students' mathematical reasoning abilities were achieved by 77%, surpassing the predetermined criteria of 70%, and the difference is statistically significant at 0.05. Based on the scores from the statistical student satisfaction questionnaire, the overall results of the blended learning with micro course method by students are at a high level. Conclusion: The study confirms that blended learning with micro-courses significantly enhances mathematical reasoning abilities and meets the individual learning needs of students majoring in natural sciences.

Background and Aims: On March 15, 1994, China began implementing the qualification system for practicing pharmacists. Pharmaceutical management and regulations course is a compulsory course for students majoring in pharmacy. It is also one of the mandatory subjects for the licensed pharmacist qualification examination. The objective of this study is to (1) compare students' academic achievements before and after learning through an adaptive learning system. (2) To compare students' academic achievements after learning through an adaptive learning system with the criterion set at 70 percent. And (3) To assess the student's satisfaction with the adaptive learning system. Methodology: This study used a cluster sampling method with 30 students as the sample. The research tools are: (1) Course lesson plan, (2) Academic achievements test paper, (3) Student satisfaction questionnaire. Conduct pre-test and post-test on the sample using academic performance papers, and analyze the mean, standard deviation, and single sample t-test of the data using SPSS. Result: After using the adaptive learning system: (1) Students' academic achievements were significantly higher than before use, with a statistically significant difference of 0.05; (2) The student's academic achievements are above the 70% standard, and the difference is statistically significant at 0.05; and (3) Improved student satisfaction. Conclusion: Through adaptive learning system classroom practice, learning efficiency has been improved and the personalized learning needs of students have been met. Helps to improve academic achievements among students and win their popularity.

Background and Aims: Early childhood education (ECE) in China has undergone significant transformations, shaped by historical, cultural, and socio-political factors. The foundations of early education in China can be traced back to Confucian traditions, emphasizing moral development and the importance of family and community in transmitting cultural values. This overview explores the historical roots, current practices, challenges, and notable reforms in China's general early childhood education system, providing a comprehensive understanding of its evolution. Thus, the purposes of this research were to:1) To compare the communicative English listening abilities of early childhood students after learning through the educational game teaching method with the criterion determined of 70 percent of the full score. 2) To compare the communicative English speaking abilities of the early childhood students after learning through the educational game teaching method with the criterion determined of 70 percent of the full score. The sample of this study is 30 early childhood students (1 classroom) of Jinshan Xinyuan Preschool Zoucheng City in the academic year of 2023 which was selected by cluster random sampling method. Materials and Methods: The population of this study is 180 early childhood students (6 classrooms), who were enrolled in English courses. The sample of this study is 30 early childhood students (1 classroom) of Jinshan Xinyuan Preschool Zoucheng City in the academic year of 2023 which was selected by cluster random sampling method. Data was collected through listening rubrics and speaking rubrics and SPSS software was used to analyze the collected data, the data used for analysis were the mean value of samples, standard deviation, and single sample t-test. Result: The results of the study were as follows: (1) As presented in Table 4.3, the mean scores of students’ English Communicative English Listening Abilities after learning through Learning Management Using the educational game teaching methods were 11.8 and the standard deviation was 1.69. which was statistically higher than the criterion of 70% at a .05 level of statistical significance (t29 =38.25, p＜0.05). The data above showed that Learning Management Using the educational game teaching methods was able to enhance the students’ Communicative English Listening Ability. (2) As presented in Table 4.3, the mean scores of students’ Communicative English-Speaking Abilities after learning through Learning Management Using the educational game teaching methods were 14.77 and the standard deviation was 2.65. which was statistically higher than the criterion of 70% at a .05 level of statistical significance (t29=30.54, p=0.000 < .05). The data above showed that Learning Management Using the educational game teaching methods was able to enhance the students’ Communicative English-Speaking Ability. Conclusion: According to the research results, we can draw the following conclusions: The average score and standard deviation of the preschool students who adopted the educational game teaching mode were higher than the standard of 70% at the level of statistical significance of 0.05. The educational game teaching method can enhance the preschool students’ Communicative English Listening and Speaking Abilities.