1. Silpakorn Educational Research Journal 6 4 1 ( 2555) Vol.4 No. 1(January June 2012)ISSN 1906-8352 . . . . . . . . . . . . . . . . . . . . . . . . . . Dr.Donald Scoft Persons .

2. / / () ..2548 2 ( ) 73000 . 0-3425-8813 0-3425-8813 E-mail: educ.su@hotmail.com . 200 () (2 ) 150 . 0-3425-8813 0-3425-8813 E-mail: educ.su@hotmail.com* (Peer Review) * * 3. . . 4. 7 (Nonglak Wiratchai)17 - - - - - - The Enhancing Performance Model for Research Development of Educational Service Area Office PrasertIntarak - Nopadol Chenaksara - SamrerngOnsampant - VorakarnSuksodkiew - Mattana Wangthanomsak - SaisudaTiacharoen - NuchnaraRattanasiraprapha: 36 - Development of Local Museum to Enhance Creative Education: Wat Phra Pathom Chedi Museum Nakhon, Pathom Province PramoteLaolapha - KanjanaSengphol50 The Development of New Genaration Teacher Using Integrated Learning Activities : Creativity Study to Local Museum KaranphonWinanthamongkon 159 The Use of English Language Learning Strategies by Thai Government University Freshmen NisakornPrakongchati 77 - The Development of a Classroom Curriculum to Enhance Health Promotion for Students in the Elementary School WattanaTrongteang - SutepUamcharoen 90 - The Development of an Online Learning Community Model Using Knowledge Creation Process to CreateInstructional Innovation of Computer Teachers WaragornHongto - ThapaneeThammetar 102 () - The Development of Curriculum Implementation Process Assessment Tools for Nurse Practitioners Curriculum PornpiromLhongsap - MareamNillapun 5. () 112 - The Development of Coaching Model to Enhance Nursing Instructors Competency that Promotes CriticalThinking Skills of Nursing Students in Praboromarachanok Institute, Ministry of Public Health ThunyapornChuenklin - WatcharaLaowreandee130 - The Development of Language Exercises for Improving the Spelling of Thai Words for Intermediate FreignStudents in Bangkok NirananWilairattanakul - MeechaiIemjimda 1 143 - The Development of Learning Outcome on Adding and Subtracting Problems of First Grade Pupils Taughtby The Project Approach SaranyaManeetrairatlert - SutepUamcharoen 156 2 - The Development of Programmed Instruction Integrating Learning Resources on Sufficiency Economy asa Counterpart of Phetchaburi for Matthayomsuksa 2 Students WalailukPasadorn - OrapinSirisamphan 167 1 - The Development of Learning Achievement on Thai Identity and Wisdom for the First Year High VocationalStudents by Inquiry-Based Learning Approach BoonmekJadpanin - OrapinSirisamphan 178 1 - Transformational Leadership of Administrators and Conflict Management of Municipal School in Region 1 SupattraNuchsai - VorakurnSuksodkiew 189 1 - 6. () Characteristics of Effective Work Group and Personnels Needs of Municipal Schools in Education Group 1NutchayanunThongthumjinda - SamrerngOnsampant 198 6 - The Development of Imagine and Creative Story Writing Exercises with Local Information for the SixthGrade StudentsWanida Kullapatsaengthong - Maream Nillapun212: - The Problem Solving of Characters Conflict in Prose Plays of King Rama VI: the Analysis Based on the FourNoble TruthsCholticha Homfung - Kanyarat Vechasat 226 - Relationship Between School Administrator Leaderships and Efficiency of Monks Moral Teaching in Schools,Phetchaburi ProvincePrakru Wateeworrawat - SutepLimaroon237 10 - Organizational Factors in Knowledge Management Affecting Using Information Technology and Communicationat Schools Under the Office of Phetchaburi Educational Service Area 10WeerapornWongpanich - Sutep Limaroon Verb to be 247 - Effects of Form-focused Activities on Young Chinese EFL Learners Learning of the English Copula beFei Wang - Pannathon Sangarun 265 - The Scenarios of Innovative Competitiveness in Medium Sized Garment Export Business Management in ThailandNatnarin Niampradit - ChuwitMitrchob 278 7. 4 1 ( - 2555) * NonglakWiratchai (Research Article) (Research Paper) (Empirical Journal Article) (Academic Paper) (Research Report) 3 (Academic Article) / * . 7 8. 4 1 ( - 2555) (Scientific Style) (Humanities Style) 1 (Format or Styles of Research Article) (American Psychological Association = APA) APA Rosenthal, R. Rosnow, R.L.(1996) style APA (Outline) (The University of Chicago Presss Manual of Style) K.L. Turabian (Quotation) Turabian or Chicago style (Reference) (Bibliography) (Footnote) (Modern Language 8 9. 4 1 ( - 2555) Association = MLA) MLA style MLA APA, Chicago MLA 1.2 APA, Chicago MLA (Short Title) (2536) 2-3 1.3 APA ( ) 1. - (Full Stop or Period) . a.m., .. 0.543 - APA (APA, 2000) (Colon) : 6:7 - (Hyphen) 1.1 - Trial-by-Trial Analysis, A4 (8 11 ) - - 1 ( 1 ) (Dotted Line) (Dash Line) - - Double Space Studies-Published and Unpublished-are 1.4 (Paragraph) 9 10. 4 1 ( - 2555) 4. (Text Pages) ()2. (Title Page) Rosenthal,R. Rosnow, R.L. (1996); APA (2000) 3 () (Abbreviated Title) (Running Head) 15-20 ( - (Insert Table-) About Here) F (1,89) = 135.688, p < .0001 5. (References)3. (Abstracts) (Bibliography) 100-150 10 11. 4 1 ( - 2555) 5.4 Document available on Single Spaceuniversity program or Web site Chou, L. (1993). Technology and Education: New wine in new bottles: Choosing pasts and imagining educational features. Retrieved August 24, 2000, from Columbia University, Institute for Learning Technologies Web Site: APA, Chicago, MLA http://www.ilt.colunbia.edu/ publications/papers/newwine1.html 5.1Internet articles based on a 5.5Electronic copy of a journalprint sourcearticle retrieved from databaseVandenBos, G. (2001). Role of reference Borman, W.C. (1993). Role of early supervisoryelements in the selection of resources experience in supervisor performance.[Electronic version]. Journal of Journal of Applied Psychology, 78,Bibliographic research, 5, 117-123.443-449. Retrieved October 23, 5.2Articles in an internet-only 2000, from PsycARTICLESdatabase.journal6. Fredrickson, B.L. (2000, March 7). Cultivatingpositive emotions to optimize health And well-being. Prevention & Treatment, 3, Article 0001a. Retrieved November 20, 2000, fromhttp://journals.apa.org/prevention/ volume3/ Pre003001a.html. 5.3Stand-alone document, no author identified, no date GVUs 8th WWW user survey. (n.d.). Retrieved August 8, 2000, from http://www. cc. gatech.edu/guv/usersurvey/survey 1997-10/ 11 12. 4 1 ( - 2555) 2 (Content of Research Article) AERJ (Terse) /(Informative Style) (Particular Standard) (Rosenthal Rosnow, 1991) EEPA 3 Educational Administration Quarterly, (Review) Review of Educational ResearchJournal of Educational Psychology, Journal of(RER), Psychological Review ComparativeEducational and Behavioral Statistics (JEBS),Education Review American Educational Research Journal (Integration) (AERJ), Educational Evaluation and Policy (Synthesis) Analysis (EEPA) (Conceptua- lization) AERA (1996) RER(American Educational Research Association = AERA, 1996) JEBS 12 13. 4 1 ( - 2555) 6 Educational Researcher (ER), Phi Delta Kappan AERA (1996) ER 9 5,000-7,000 75-120 3. (Methods) 6 (Rosenthal (Field) Rosnow (1996), Turabian, 1973) (Case) 1. (Abstract) 4. (Analysis Results) (Keywords) 2. (Introduction) 4 13 14. 4 1 ( - 2555) 5. / 3 (Discussion and/or Conclusion) / / 6. (References and Appendes) 1 (Outline) 1-2 14 15. 4 1 ( - 2555) 3 1. Forum 2. 4 3. 4. 5. . (2539). . .: . . (2533). . . 12(35):43-72.A Research & Writing: Step by step, step 6: Writing the paper. (n.d.). Retrieved November 1,2001, from The Internet Public Library Web site:http://www.ipl.org/teen/aplus/step6.htm 15 16. 4 1 ( - 2555) APA Style.org: A Product of the American Psychological Association. (n.d.). RetrievedNovember 1, 2001, from the American Psychological Association Web site: http://www.apastyle.org/electext.htmlAPA Style Helper 2.0: Software for New Writers in the Behavioral Sciences, Try the APA-StyleHelper 2.0 Demo. (n.d.). Retrieved March 12, 2001, from the American PsychologicalAssociation Web site: http://calkins.apa.org/apa- style/demo.cfmBasic CGO Styles. (n.d.) Retrieved November 5, 2001, from the University of Columbia PressWeb site:http://columbia.edu/cu/cup/cgos/basic.htmlManuscript Preparation & Paper Format. (n.d.). Retrieved November 5, 2001, from the AmericanPsychological Association Web site:http://webster.commnet.edu/apa/apa_format.htmResearch and Documentation Online: Humanities. (n.d.). Retrieved November 5, 2001 fromBedforf/St.Martins Web site: http://www.bedforthstmartins.com/ hacker/resdoc/humanities/documenting.Research and Documentation Online: Social Sciences. (n.d.). Retrieved November 5, 2001 fromBedforf/St.Martins Web site:http://www.bedforthsmartins.com hacker/resdoc/socialsciences/documenting.Rosenthal, R. and Rosnow, R.L. (1996). Essentials of Behavioral Research: Methods and DataAnalysis (Second Edition). New York: McGraw-Hill, Inc.Statement of purpose for AERA journals. (1996). Educational Researcher. 25(2): 38- 40.Turabian, K.L. (1973). A Manual for Writers of Term Papers, Thees, and Dissertation (FourthEdition). Chicago: The University of Chicago Press.A Manual of Style for Authors, Editors and Copywriters. (1969). Chicago: The University ofChicago Press. 16 17. 4 1 ( - 2555)------ The Enhancing Performance Model for Research Development ofEducational Service Area Office *PrasertIntarak ** NopadolChenaksara**SamrerngOnsampant*** VorakarnSuksodkiew***MattanaWangthanomsak ***SaisudaTiacharoen *** NuchnaraRattanasiraprapha 1) 2) 4 40 20 60 7 420 1) 6 (1) * . ** . *** . 17 18. 4 1 ( - 2555)------(2) (3) (4) (5) (6) 2) : /AbstractThis research used both quantitative and qualitative methods. The research purposes wereto : 1) To identify the components of the Enhancing Performance for Research Development ofEducational Service Area Office and 2) To propose the Enhancing Performance Model forResearch Development of Educational Service Area Office. The instruments employed for datacollection were a content analysis form, a semi-structured interview and a questionnaire. Thesamples were 60 Educational Service Area Offices selected stratified random sampling technique.The total of respondents were 420 who were 7 representatives from each Educational ServiceArea Office, namely an assistance, a supervision chief, a supervisor, a school director, a schoolassistance, a school teacher and a school committee chairman. The statistics for analyzing thedata were frequency, percentage, mean, standard deviation, exploratory factor analysis and pathanalysis. The findings revealed that: 1) the components of the Enhancing Performance forResearch Development of Educational Service Area Office consisted of six components whichwere: (1) organizational culture (2) enhancing performance (3) personnel development(4) monitoring and assessment (5) networks and (6) motivation. And 2) The EnhancingPerformance Model for Research Development of Educational Service Area Office was themodel of casual multi-variables relation which accorded with the theory, principles and conceptsof the research framework.Keyword: The Enhancing Performance Model for Research Development/EducationalService Area Office (Globalization) (Research) (Knowledge-Based Economic Society) (Core Knowledge) (Innovation) 18 19. 4 1 ( - 2555) ------ 10-20 ( , 2545: 17-21) ..2550 (GERD/ GDP) 0.220.26% (Knowledge-Based Competitiveness) ( , 2547: 1) 510 ..2520 7,894,875 ..2545 2 10,000 19 20. 4 1 ( - 2555)------ 1.1 (Documentary Analysis) ( , 2553: 5) 1.2 (Interview) 15 1.3 (Brainstorming) 24 1.4 (Questionnaire) 212 1. 1.5 1.1-1.4 2. (Semi-Structured Interview) (Purposive Method) 9 2. 2.1 1. ( 1.1-1.5) (Content Synthesis) 20 21. 4 1 ( - 2555)------ (Questionnaire) 5 5 4 2.2 60 (Validity) 3.3 IOC (Index of Item Objective 7 Congruence) IOC 0.5 2.3 1 (Try Out) 3 1 4 2 7 35 (Reliability) 60 420 ( -coefficient) 4. (CronbachsAlpha Coefficient) 0.985 4.1 2.4 (f) (%) 4.2 40 20 ( x ) x7 420 (S.D.)3. 4.3 3.1 (Exploratory Factor (Probability Sampling) Analysis: EFA) (Cluster Sampling) 4 (Principal Component Analysis: 3.2 PCA) (Stratified Random Sampling) 0.55 15 3 1 5 4.4 21 22. 4 1 ( - 2555) ------ 0.5090.627 12.653 (Path Analysis with LISREL: PAL) 12.405 (4) (Monitor and Assessment) 7 0.5020.738 11.131 1. 10.913 (5) (Network) 8 6 0.535 1. (1) 6 (1) (organizational culture) 15 (Organizational Culture) 0.73115 0.669 14.395 9.432 0.525 14.113 (2) 0.525 (enhancing performance) 18 9.247 0.731 0.620(Motivation) 5 0.502 (6) 13.230 14.395 (personnel development) 0.508 12.971 (3) 12 14.113(2)(Enhancing 12.653 8.642 0.509 0.627 0.696 Performance) 18 (monitor and assessment) 8.473 12.405 (4) 7 0.502 0.738 11.131 0.5020.620 (network) 8 10.913 (5) 2. 13.230 0.535 0.669 9.432 (motivation) 5 9.247 (6) 12.971 (3) (Personnel Development) 8.642 1 8.473 0.508 0.696 6 122. 6 1 OrganizationalCulture NetworkEnhancing PerformanceMonitor andAssessment PersonnelDevelopment MotivationChi-Square = 103.02, df = 73, P-value = 0.879000, RMSEA = 0.00282Chi-Square = 103.02, df = 73, P-value = 0.879000, RMSEA = 0.00282 1 1 1 22 6 23. 4 1 ( - 2555)------ 1 5 1. 0.11, 0.55, 0.14 0.12 2. 2.1 2.1.1 0.83 X 0.55 = 0.46 2.1.2 0.83 X -0.01 X 0.11 = -0.001 2.1.3 0.83X 0.38 X 0.49 X 0.13 = 0.02 2.1.4 0.42 X 0.11 = 0.05 2.1.5 0.27X 0.13 = 0.04 2.1.6 0.57 X 0.49 X 0.11 = 0.03 2.1.7 0.57 X 0.49 X 0.13 = 0.04 2.2 2.2.1 -0.01X 0.11 = -0.001 2.2.2 0.38 X 0.49 X 0.13 = 0.02 2.2.3 0.38 X 0.49 X 0.13 = 0.02 2.3 2.3.1 0.49X0.11 = 0.05 2.3.2 0.49X0.13 = 0.063. 23 24. 4 1 ( - 2555)------ 3.1 0.14 + 0.46 + (-0.001) + 0.02 + 0.05 + 0.04 + 0.03 + 0.04 = 0.78 3.2 0.55 + (-0.001) + 0.02 + 0.02= 0.59 3.3 0.05 + 0.06 = 0.11 3.4 0.11 3.5 0.13 4. 4.1 Chi - Square : X2 1. 103.02 (P = 0.8790) 6 1.1 15 4.2 Goodness of fit Index : GFI (Eigenvalue) 65.374 Adjusted Goodness of fit Index : AGFI (Percent of Variance) 1 GFI = 0.98 AGFI 64.092 = 0.97 0.90 0.5250.731 (1) 0.731 (2) 4.3 Root Mean Squared Residual : RMR 0.034 Standardized Root Mean Square Residual : SRMR) 0.694 (3) 0 2 1.95 0.693 (4) 4.4 Root Mean Square Error 0.683 (5) of Approximation : RMSEA 0.034 10.05 0.67924 25. 4 1 ( - 2555)------(6) 0.663 (7) 0.659(8) 0.655 (9) 0.651 (10) 0.628 (11) 0.611 (12) 0.602 (13) 1.2 0.569 (14) 18 (Eigenvalue) 13.230 (Percent of Variance) 12.971 0.542 (15) 0.502 0.620 (1) 0.525 (Ritchie, 2006: 13) 0.620 (2) 0.611 (3) 0.605(4) 0.603 (5) 0.600 (6) 0.597 (7) (2548: 136-139) 0.575 (7) 25 26. 4 1 ( - 2555) ------ 0.575 (9) 0.570 (10) 0.562 (2546: ) (11) 0.557 (12) 0.554 1.3 (12) 12 (Eigenvalue) 12.653 0.554 (14) (Percent of Variance) 12.405 0.540 ( 15) 0.509 0.627 (1) 0.522 (16) 0.627 (2) 0.591 (3) 0.515 (17) 0.505 0.502 0.586 (4) (2540: 70 , 2543: 10) 0.585 (5) 0.581 (6) (2538: 3-4) 0.568 (7) 0.548 (8) 4 4 Ms 0.538 (9) - 0.522 (10) 26 27. 4 1 ( - 2555) ------ 1.4 0.520 (11) 12 (Eigenvalue) 11.131 0.510 (12) (Percent of Variance) 10.913 0.509 0.502 0.738 (1) (2547: 48) 0.738 (2) 0.6881 (3) 0.687 (4) (2547: 47) 0.688 (5) 0.662 (6) 0.620 (7) (2550: 12-13) 0.502 (Price, 1968: 1) 5 (2541: ) 27 28. 4 1 ( - 2555)------ (8) 0.535 (2548: ) 3 (2546: 5) (Pratschler, 2009: 18) 1.5 8 (Eigenvalue) 9.432 (2548: (Percent of Variance) 141) 9.247 0.535 0.669 (1) 0.669 (2) 0.663 (3) 0.635 (4) 0.572 (5) 0.564 (6) 0.551 (7) 0.549 28 29. 4 1 ( - 2555)------ 1) 2) 1.6 5 3) (Eigenvalue) 8.642 4) (Percent of Variance) 8.473 5) 0.508 0.696 (1) 6) 0.696 (2) 0.533 2. (3) 0.5223 (4) 6 2.1 0.514 (6) 0.508 (Ritchie, 2006: 15-18) 2.1.1 (2548: 142) 29 30. 4 1 ( - 2555)------ (2549 : ) (La Masa, 2005: 3) (Price, 1968: 2) (2547: ) 1) 2) 3) 4) (2548: ) 5) (Shumacher, 2004: 15-17) 4 1) 2) 3) 4) 2.3 2.2 (2548: 143) (Pratschler, 2009: 19-20) 30 31. 4 1 ( - 2555) ------ (Croasdaile, 2005: 21) (2552: 126-141) 2.4 2 1) 3 (Flammang, 2009: 32-36) 2) 4 (Pratschler, 2009: 21-22) (Lisa: 11-17) 1) 2) 3) 36-40 (2544: ) 2.2 2.2.1 31 32. 4 1 ( - 2555) ------ (Best Practices) 2. 2.2.2 2.2.3 3. 2.2.4 4. 1. 32 33. 4 1 ( - 2555)------ 3. 1. (BestPractices) 2. . (2548). : . . . (2547). . . . (2546). . .. (2547). . . (2547). 2. . . (2541). . . . (2548). . . . 33 34. 4 1 ( - 2555)------ . (2548). . . . (2552). . . 3 2 ( 2552) : 126-141. . (2550). . . . (2548). . . . . (2545). . : . . (2549). . . . (2543). . .. (2544). . ..(2553). : 2552. (). (2551). : . : . ()Croasdaile, Susanne Swing. (2005). Social Organizational Factors Related to Involvement in Teacher Research : A Study of Teacher Researchers. University of Virginia.Katherine Flammang. (2009). The Influence a Central Office Program Support Teacher and a Building-specific Teacher Leader as an Academic Coach Have on the Self-Efficacy of the Classroom Teacher as Evidenced by Increased Use of Best Practice Instructional Strategies and Materials. Edgewood College.Wisconsin.USA.La Masa , Mary Elizabeth. (2005). An Elementary Schools Perceptions of the Effectiveness of Teacher Evaluation to Enhance Teacher Practices. [Online].accessed 22 February 2011. Available from http://www.lib.umi.com/dissertations/ 34 35. 4 1 ( - 2555)------Lisa, Smulyan. (1988). The Collaboration Process in Action Research Education Research Quaterly, 12(1): 11-17;October.Pratschler, Marianne. (2009). Effects of Mentoring Preservice Teachers on Inservice Teacher inProfessional Development School Environments. Walden University.Price, James. L. (1968). Organization Effectiveness : An Inventory of Propositions. Homwood, Illinois : Richard D. Irwin Inc.Ritchie, Gail V. (2006). Teacher Research as a Habit Mind. George Mason University.Shumacher, Gerald T. (2004).Perceptions of the Impact of a Standards-Based Teacher Evaluation System Based on the Danielson Framework for Teaching Model on Teaching and Student Learning. [Online]. accessed 22 February2011.Available from http://www.lib.umi.com/dissertations/ and Materials. Edgewood College. Wisconsin.USA. 35 36. 4 1 ( - 2555) - : Development of Local Museum to Enhance Creative Education: Wat Phra Pathom Chedi Museum Nakhon, Pathom Province * PramoteLaolapha** KanjanaSengphol 5 25 1 27 3 70 1. SWOT 2. 1) 2) 3) 3. : /* ** 36 37. 4 1 ( - 2555) - AbstractThis research aimed tostudyand developcreativeactivities ofWatPhraPathomChediMuseum. It emplayed researchanddevelopmentmethodology. Thedatawerecollectedbymixedmethod. The researchinstruments were structuredinterviewsandquestionnaires.Thesamples were 5museumofficers, 25 peopleincommunities, 27firstyear undergraduates majoring in Lifelong Education, Faculty of Education, SilpakornUniversityand70 thirdgradestudentsofthe Demonstration School ofSilpakorn University.Thedatawere analyzedby percentage, mean, standard deviation and contentanalysis.Theresultsshowed that :1.According to the SWOT analysisof study, Strengthwasthemuseum, that gotfinancial support and displayed a variety of antiques. Weakness wasthe museumofficerslacking knowledge to develop activities for enhancing creativeeducation. Opportunity was thegovernment policy ofenhancingcreativeeducation.Threat was that themuseum was notwidelyknown.2.For thecreativeactivities, it wasfoundthat:1) Process: the students wereencoruaged tohave creative thinking,fun, cooperative learning and hospitality;2) Productivity:the students products reflected their creative thinking. and 3) Impact and sustainability: thestudents realized the museums value and teachers could develop a course or used as a learningmedia instruction to students.3. Students satisfaction of the activities was found at the highest level andundergraduatessatisfaction was high.Keywords: Local Museum/Creative Education 37 38. 4 1 ( - 2555) - ... ( , 2550: 4-5) .. 2542 (Creative) 7 ( 12) 3 ( ( 15) , 2547: 69-70) 3 ( 22) ( , 2546: 5-6) ... 38 39. 4 1 ( - 2555) - (, 2544: 9-10) ( ) Yardley (2553) : (, 2551: 81-87) 1. 39 40. 4 1 ( - 2555) - 2. 4. (Research 2 and Development) (Development) : 1 (Research) : 1. () 1 2. 5 1 1 2 3 4 5 3 (Research) : 3. 1. 1 27 ( ) 5 40 41. 4 1 ( - 2555) - 2. 3 () 70 26-27 2553 5. 3. 4. 4 (Development) : 1. 1.1 1.2 1. 2. 2.1 2. 2.2 3. (Quantitative 2.3 Evaluation) (Qualitative 3Evaluation) (Content Validity) 2.4 4. 41 42. 4 1 ( - 2555) - 4 1. (Content Analysis) 2. 2 (Content Analysis) 1 3. (%) ( X ) (S.D.) 2 4. (Content Analysis) 1. SWOT SWOT (S) (W) (O) (T) 2. ) 42 43. 4 1 ( - 2555) - 3. 1 21 (n = 70)X S.D. 1. 4.35 0.7442. 4.470.6923. 4.470.8124. 4.470.7925. 4.410.713 6. 4.520.75 17. 4.520.69 1 1 ( X =4.52, S.D.=0.69) ( X =4.52,S.D.=0.75) ( X =4.47, S.D.=0.81) ( X =4.47, S.D.=0.79) 43 44. 4 1 ( - 2555) - 2 (n = 25)XS.D. 1. 3.920.49 72.4.320.62 23.4.040.53 5 4. 4.200.57 4 5. 4.280.67 3 6.4.040.53 5 7.// 3.880.72 8 8.3.680.98 99.3.960.78 6 10.4.360.70 1 2 ( X = 4.36, S.D.=0.70) ( X = 4.32, S.D.=0.62) ( X = 4.20, S.D.=0.67) ( X = 4.20, S.D.=0.67)44 45. 4 1 ( - 2555) - SWOT (2551: 069) (2548: 106-107) ( ) 4 (2545: 70) (.. 2545- 45 46. 4 1 ( - 2555) - 2559) (2547: 11) (2546: 5) .. 2542 ( 2) .. 2545 4 7 (2552: 162-163) (2544: 123) () (2550: 13-14) 46 47. 4 1 ( - 2555) - 1.2 (2550: 3) 1.3 2. 2.1 (2545: 5-14) 2.2 4 2542 6 3. 3.1 22 3.2 4. 4.1 1. 1.1 4.2 47 48. 4 1 ( - 2555) - .(2551). . : . (045-078). : ().. (2545). ( 7). : . . (2553). . , 31 .. (2547). : . : . .(2551). : . : - ..(2548). . : . (013-044). : (). . (2552). . . . (2552). 2. .. (2544). . : . . (2547). . 4-6 2547. : .. (2545). .. 2542 ( 2) .. 2545. : ._______. (2545). (.. 2545-2559). : ._______.(2546). . : . 48 49. 4 1 ( - 2555) - . (2550). . : ._______. (2550). . : ._______. (2550). . : . . (2544). : . : . . (2548). : . : . 49 50. 4 1 ( - 2555) The Development of New Genaration Teacher Using Integrated Learning Activities : Creativity Study to Local Museum* KaranphonWinanthamongkon 1) 2) 3) 39 2 2 : //AbstractThis research aimed to: 1) develop creative integrated activities abouta local museumfor student teachers; 2) study theresultsof integrated learning management of creativeactivities about the local museum for student teachers and3) evaluatethe results of the integratedlearning management of creative activities about the local museum. The sample consisted of* . 50 51. 4 1 ( - 2555)39 student teachers majoring in Information Technology for Educationfrom teacher developmentproject to reach a Bachelor degree. The results revealed that there were two of creative integratedactivitiesin Ban Kaowhich emphasized on hands-on experience, namely Baan Kao NationalMuseum brochure creation and activities of creative leaning activities.The twoactivitiesorganized by the student teachers were evaluated as good and very good respectively. Moreover,the results of the evaluationof the student teachers organization of leaning activities causedlearning processes from integrated learning management of creative activities about the localmuseum, students creative products, educational and community development with the cooperationof all stakeholders and development guidelines for studentteachers to creatively apply to otherlearning resourcesKeyword: New Generation teacher/Integrated Learning/Creativity Study ( , 2549) 7 .. 2542 (2551: 78-79) 51 52. 4 1 ( - 2555) (2545: 1) (2534:75) 2 52 53. 4 1 ( - 2555) 3. 1. 2. : : : (R1)(D1) (R1) (R1) - 1. (D1) - - 1. - - 2. - - 2. - - (R2) (D2) (R2) (D2) (D2)- - (R2) 1. 1.- - 19 1.19- - 20 2.2. 19 - - 2. 20 - 1 19 19 2553 19 1 2553 1 1 1 1 Development) (Research and (Research and Development (Mixed Creswell (Mixed Metho Methods (Research and Development) Research) 4 (2002)(Mixed Methods Research) 4CreswellJohn (2002) John John (2002) 1. 4 1. 531. 54. 4 1 ( - 2555) 20 (Research and Development) (Mixed Methods Research) Creswell John (2002) 19 4 1. 2 2553 4. 2 2 2 5 1. 2 2. 3 4 2 450 1 2553 2. 2 19 5 20 39 1 2553 3. 3. 1-6 19 19 2 2553 2 54 55. 4 1 ( - 2555) 1. 1. 2 2 1 2. 3. 2 4. 5. 1 1. 2 3 4 5 (Content Analysis) 6 2. 2. (%) ( X ) (S.D.) 3. 2.1 (%) ( X ) (S.D.) 4. (Content Analysis) 55 56. 4 1 ( - 2555) ( X = 3.63, SD. = 0.40) ( X ) = 3.63, SD. = 0.59) ( X = 3.63,SD. = 0.40) 2.2. 1. 1 ( X = 2.76, SD.= 0.45) ( 2 ) ( X = 2.83,SD. = 0.41) 2. ( X = 2.66, SD. = 0.51) 3. 2 1) 3. 2) 3) 4) 56 57. 4 1 ( - 2555) 1. 1. 2. 2. 3. 3. 1. 1. 2. 2. 3. - 3. 4. 4. 57 58. 4 1 ( - 2555) . . . . (2534). . . 21. . (2549). .. 14 3- 2549 . (). . (2551). 2 2524-2548. : . . (2545). . : .CreswellJohnW. (2002). Research Design Qualitative Quantitative and Mixed Methods Approaches. 2nd ed. LondonUnited Kingdom.58 59. 1 4 1 ( - 2555) 1The Use of English Language Learning Strategies by Thai Government University Freshmen* NisakornPrakongchati 1 1 2554 287 (Prakongchati, 2007) 3 1) 2) 3) 4) : / 1///AbstractThis investigation was designed to explore the overall strategy use of Thai universityfreshmen in the Academic Year 2011 in a government university in Thailand, and to examinethe relationships in the frequency of students reported language learning strategy use withreference to self-rated proficiency levels, gender, and language learning experiences. Two hundredand eighty seven students were multi-stage sampled to participate in the study. A researcher-generated questionnaire (Prakongchati, 2007) was used as the main data collection instrument.Simple descriptive statistics and an Analysis of Variance (ANOVA) were used in the data* . 59 60. 1 4 1 ( - 2555) analysis. The findings showed that these students used language learning strategies for:1) preparing themselves for classroom lessons, 2) understanding while studying in class,3) improving their language skill and 4) expanding their general knowledge of English. Theyreported high frequency of strategy use of language learning strategies in understanding whilestudying in class and the language learning strategies used at medium fregupncy were preparingthemselves for classroom lessons, improving their language skills, and expanding their generalknowledge of English.In addition, the frequency of the students overall reported use of strategiescorrelated significantly in terms of previous language learning experiences and language proficiencylevels. Keywords: Use of English language learning strategies/Thai government universityfreshmen/self-rated proficiency levels/gender/language learning experiencesIntroductionsuccessful language learners (see Bialystok,Over the past two decades, there has1981; OMalley, Chamot, Stewner-Manzanares,been a great emphasis on how language learnersKpper, & Russo, 1985; and Politzer, 1983).deal with their target language learning.In Concerning the lack of attention given to howresponse to this emphasis, the main purpose for learner differences influence language learninglanguage learning strategy research was tostrategy use and language achievement, theredescribe the good language learners.Naiman, has been an increasing emphasis on howFrhlich, Stern, and Todesco (1975), Rubinlanguage learners characteristics relate to their(1975), and Stern (1975) are the pioneering language performance. Much research has laterresearchers carrying out their works to identifybeen carried out accordingly, e.g. Bialystok andwhat good or successful language learners Frhlich, 1978; Ehrman and Oxford, 1989;actually do when they learn their targetHong-Nam and Leavell, 2006; Magogwe andlanguages; e.g. English, French, German.The Oliver, 2007; Oxford and Ehrman, 1995;strategies employed by those learners wereWharton, 2000; Yang, 1999; and Yilmaz, 2010.proposed and then were suggested forSimilar to the Thai context, at first,unsuccessful language learners to apply in orderlanguage learning strategy research conductedto make them successful in learning languages.with Thai EFL (English as a Foreign Language)The three studies from Naiman et al. (1975),learners have documented language learningRubin (1975), and Stern (1975) initiate anstrategies in striving for academic success (e.g.interest in many language researchers toKaotsombut, 2003; Lappayawichit, 1998;continuously work at the achievement of Ounwattana, 2000; Sarawit, 1986).However, 60 61. 1 4 1 ( - 2555) there has been a prominent shift with greater Research questionsemphasis being put on learners affective There were four research questions thatfactors, such as gender, types of academicframed this investigation:program, learning styles, learners perceptions 1. What are the language learningof the usefulness of strategies, English learning strategies that are most frequently used by theseexperiences, and fields of study that can students?contribute to learners language learning strategy2. Do students choices of languageuse in relation to EFL proficiency (Intaraprasert,learning strategies vary significantly with their2007; Prakongchati, 2007; Torut, 1994). gender? A review of the literature and research3. Do students choices of languagework also reveals that there remains a smalllearning strategies vary significantly accordingamount of empirical research designed toto their English learning experiences?investigate language learning strategy use of 4. Do students choices of languageThai university students with reference to theirlearning strategies vary significantly accordinglearning conditions.In order to reduce this to their levels of language proficiency?gap, a series of variables in the presentinvestigation has been carefully selected. ThoseMethods of data collectionvariables appear to be likely neglected by mostTwo hundred and eighty seven studentsresearchers (previous language learning were multi-stage sampled from the totalexperiences) together with the variables most population of 2,551 freshmen enrolled in thefrequently examined by most researchers Academic Year 2011. Cluster random and(gender and language proficiency).simple random samplings were administered inthis study. The freshmen, from all five faculties:Research objectives Science and Technology; Humanities and SocialThe present investigation aimed atSciences; Industrial Technology; Management;identifying the language learning strategies that and Education, were randomly selected touniversity students at a government universityparticipate in the study.In collecting data, thelocated in the north of Thailand, employed in language learning strategy questionnaire waslearning English as a foreign language (EFL), the main method to access the overall use ofand clarifying how the investigated variables language learning strategies that they employed(gender, language-learning experiences, and in general, as well as how the investigatedlevels of language proficiency) related to thevariables, including gender and languagelanguage learning strategies students employ in learning experiences, related to the self-reportedlearning English. use of language learning strategies and levels 61 62. 1 4 1 ( - 2555) of language learning proficiency.The questionnaire contained four main In order to identify the use of language categories, including 44 individual languagelearning strategies and learner-related factors,learning strategies i.e. 10 individual strategiesthe questionnaire was employed to seekin Category 1: Preparing Oneself for Classroominformation (background and biographicalLessons; 11 individual strategies in Categoryinformation, knowledge and behavioral 2: Understanding while Studying in Class; 12information) and to measure attitudes, values,individual strategies in Category 3: Improvingopinions, or beliefs (Punch, 1998). AgreeingOnes Language Skills; and 11 individualwith Punch (1998), OMalley and Chamotstrategies in Category 4: Expanding Ones(1993), and Chamot (2001) have reported thatGeneral Knowledge of English.The frequencythe questionnaire is the instrument that provides of students strategy use was categorized asthe easiest way to collect data about students high, medium, and low.This was organizedreported use of language learning strategies. Inby responses of the strategy questionnaire inthis investigation, the questionnaire ofwhich frequency of strategy use was measuredPrakongchati (2007) was adopted because iton a four-point rating scale, ranging from neverwas systematically generated for non-native which is valued as 0, sometimes valued as 1,English speaking students who use English asoften valued as 2, and always or almosta second or foreign language. Its validity checkalways valued as 3.So, the average value ofwas carried out with an association of thefrequency of strategy use could be valued fromprofessional lecturers in the field of education. 0.00 to 3.00, with 1.50 being the mid-point ofThen a pilot study was also conducted tothe minimum and the maximum values.Theprincipally increase the reliability, validity, and mean frequency score of strategy use of anypracticality of the questionnaire (Oppenheim, categories or items valued from 0.00 to 0.991992). To check the internal consistency of the was indicated as low use, from 1.00-1.99reliability of items in the strategy questionnaire, medium use, and 2.00-3.00 high use. Figurethe Alpha Coefficient or Cronbachs Alpha was 1 below demonstrates the applied measure.used. The reliability estimates were high at .95when compared with the acceptable reliabilitycoefficient of .70, which is the rule of thumbfor research purposes (Fraenkel & Wallen,1993). 62 63. the minimum and the maximum values. The mean frequency score of strategy use of any valued from 0.00 to 0.99was low use, from 1 categories or items indicated as 1.00-1.99 4 1 ( - 2555) medium use, and 2.00-3.00 high use. Figure 1 below demonstrates the applied measure. Figure 1: The measure of of high, medium, and lowfrequency of strategy useFigure 1: The measure high, medium, and low frequency of strategy use 0___________________1______________________2____________________3Never Sometimes Often Always or almost always --------------------------------------- ------------------0.00 Low Use----- -0.991.00 Medium Use ---1.99 2.00 High Use ----- 3.00(criteria adopted from Intaraprasert, 2000)Analyzing, interpreting, and reporting dataAnalyzing, interpreting, and through the language learning strategy questionnaires wereof The data obtained reporting data language learning experiences; and levelsanalyzed to answer thethrough the questions. language descriptive statistics were used to The data obtained research language Simple proficiency.learning strategy questionnaires were analyzed while Analysis of Variance (ANOVA) was thedescribe the level of frequency of strategy use,tomain statisticalresearch of the data analysis in seeking the relationship between the frequencyanswer the method questions. Simple Summary of the research findingsdescriptive statistics were three to describe theof strategy use and the used investigated variables: gender; language learning experiences;Tables 1 presents the breakdown of thelevel of frequency of strategy use while Analysis number of 287 participating students related toand levels of language proficiency.ofSummary of the research findings statistical each investigated variable in the data collection Variance (ANOVA) was the mainmethod of the data analysis in seeking the in order to give a context for the results obtained Tables 1 presents the breakdown of the number of 287 participating students relatedrelationship between the frequency of strategy through the data analysis for the study.use and the three investigated variables:data collection in order to give a context for the resultsto each investigated variable in the gender;obtained through the data analysis for the study.Table 1: Number of students in terms of gender, language learning experiences, and language Table 1: Number of students in terms of levels language learning experiences, andproficiency gender,languageGenderLanguage Learning Experiences proficiency levels Language Proficiency Levels (8 years)Male Female LessMoreAdvancedintermediateElementaryGender Language Learning Experiences Language Proficiency Levels 5623138 249 0 127 160 (8 years)MaleFemaleLess More Advanced IntermediateElementary 56 231382490127160 5 63 64. 1 4 1 ( - 2555) The information in Table 1 shows the(more than 8 year English learning); and lessnumber of students in each group of the threeexperienced (8 year English learning or less)variables. Of the three variables presented, due to an attempt to cover most learners asthere were 231 female students and 56 male many as possible. In respect of studentsstudents. Previous English learning proficiency levels, it was found that noexperiences in this study were speciallyparticipant rated his or her language proficiencyclassified into two groups: more experienced at the advanced level, so there were two self-and less experienced.The classification wasrated proficiency levels in the study: 125based on the National Education Act of 1999, intermediate language proficiency students andThailands formal system of education.English160 elementary language proficiency students.language learning is compulsory from Upper Results of the first question: What arePrimary level; i.e. Pathom Suksa 6.That meansthe language learning strategies that are mostchildren mostly formally learn English frequently used by these students?approximately 8 years before starting at the On the basis of the results of thetertiary level.However, it would not say thatstrategy analysis of the questionnaire items,every primary school in Thailand could followfour language learning strategy groups arethis regulation, especially remote area schools. demonstrated in Table 2, which presents a rankEnglish language learning experiences, therefore,ordering of the strategies according to theirwere divided into two groups: more experienced frequency of use.Table 2: Means and percentages of language learning strategy groupsLanguage Learning Strategy Category Mean % DegreeRankUnderstanding while Studying in Class2.0069.7 High1Improving Ones Language Skills1.9788.5 Medium2Expanding Ones General Knowledge of English 1.7382.9 Medium3Preparing Oneself for Classroom Lessons1.6768.6 Medium4Total score1.8477.4 Medium64 65. 1 4 1 ( - 2555) The descriptive statistics for the totallevel, and most of learning strategies werescore with respect to overall strategy usereportedly employed at the high and mediumindicated that the participants were medium frequency levels.In Category 4: Expandinglanguage learning strategy users.The mean Ones General Knowledge of English, almostand percentage of the table showed that the all of the learning strategies were reportedlycategory Strategies for Understanding while employed at the medium frequency level;Studying in Class had the highest mean (2)however, only one learning strategy was foundwhich indicates a high use of such strategies,to be used at the high frequency level, using afollowed by Improving Ones Language Skills,dictionary for vocabulary enrichment.Expanding Ones General Knowledge ofResults of the second question: DoEnglish, and Preparing Oneself for Classroomstudents choices of language learning strategiesLessons, respectively.vary significantly with their gender?At the individual strategy level, it was In response to this research question,found that students reported various levels ofthe results of the ANOVA showed no significantfrequency use.For example, in Category 1: variations in relation to the gender of thePreparing Oneself for Classroom Lessons, most students in students reported overall strategyof learning strategies used to prepare theuse, as displayed in table 3 below.classroom lessons were reportedly employed atthe medium frequency level, and two learningstrategies were found to be used at the highfrequency level i.e. attempting to attend theclass, and reviewing own notes/summary. Onelearning strategy, however, was used at the lowfrequency level: reviewing lessons. In Category2: Understanding while Studying in Class, mostof the learning strategies used were reportedlyemployed at the high frequency level. However,only one learning strategy was found to be usedat the very low frequency level, trying to findways to increase students understandingthrough interaction with others.In Category3: Improving Ones Language Skills, there wasno learning strategy used at the low frequency 65 66. 1 4 1 ( - 2555)Table 3: Results of the ANOVA for the differences in strategy use according to genderStrategies Gender n MeanSDSignificance Level Preparing Oneself for ClassroomMale 56 .75 .44LessonsFemale231.67 .47.25Male 56 .66 .48Understanding while Studying in Class Female231.71 .46.51Male 56 .86 .35Improving Ones Language Skills Female231.89 .31.47 Expanding Ones General Knowledge of Male 56 .79 .41EnglishFemale231.84 .37 .34Results of the third question: DoTest showed that the seven individual strategiesstudents choices of language learning strategieswere:vary significantly according to their English 1) studying the course details beforelearning experiences?handThe results of the ANOVA showed that2) attempting to attend the classsignificant variations in students reported3) reviewing lessons after classfrequency of strategy use in relation to their4) reviewing your own notes/summaryEnglish learning experiences were found in two5) attempting to revise todays lessonsstrategy categories: Preparing Oneself for6) doing homework or assignmentsClassroom Lessons (p < .05) and Expanding 7) approaching the teacher by askingOnes General Knowledge of English (p < .01).him or her for clarification of what was learnedIn using strategies for Preparing Oneselfin classfor Classroom Lessons, seven out of ten In using strategies for Expanding Onesindividual language learning strategies (70%)General Knowledge of English, ten out of elevenvaried significantly according to this variable, individual language learning strategies (91%)with more experienced language learningvaried significantly according to this variable,students reporting more frequent overall strategywith more experienced language learninguse than those with less language learning students reporting more frequent overall strategyexperiences.The results of the post hoc Scheffeuse than those with less language learning66 67. 1 4 1 ( - 2555)experiences.The results of the post hoc Scheffe6)having your own language learningTest showed that the ten individual strategies notebookswere:7)translating English news, song lyrics,1)practicing English with a commerpoems, etc. into Thaicially packaged English program8)using a dictionary for vocabulary2)playing games for vocabularyenrichmentenrichment such as English crossword 9)joining leisure or social activities to3)seeking out information in Englishpractice and improve Englishthrough surfing the Internet 10) giving tutorials to others like junior4)having extra tutorialsstudents, peers, or siblings5)taking any jobs to practice English Table 4: Results of the ANOVA for the differences in strategy use according tolanguageexperiences English language Significance Strategies nMean SD experiences LevelPreparing Oneself for Classroom < 8 years 37 .54 .505 Lessons> 8 years249 .71 .456.04*Understanding while Studying in < 8 years 37 .68 .475 Class> 8 years249 .70 .460 .78< 8 years 37 .86 .347 Improving Ones Language Skills> 8 years249 .89 .317 .69Expanding Ones General < 8 years 37 .68 .475 Knowledge of English > 8 years249 .85 .356.008**67 68. 1 4 1 ( - 2555) Results of the fourth question: Do 4)reviewing your own notes/summarystudents choices of language learning strategies 5)doing a revision of the previousvary significantly according to their levels of lessonslanguage proficiency? 6)attempting to revise todays lessons In response to this question, the7)personally approaching the teacherresearcher has made an attempt to examine by asking him or her for clarification of whatstudents self-rated proficiency levels, whichwas learned in classwere classified into three levels: advanced,8)practicing what was learned in classintermediate, and elementary. From thewith the teacherquestionnaire responses, there were two self- 9)discussing L2 learning problemsrated proficiency levels in the study i.e.with the teacherelementary and intermediate.In using strategies for Expanding Ones The results of the ANOVA showed that General Knowledge of English, ten out ofsignificant variations in students reportedeleven individual language learning strategiesfrequency of learning strategy use according to (91%) varied significantly according to thistheir levels of language proficiency were found variable. Students with higher languagein two learning strategy categories: Preparingproficiency reported more frequent use of theseOneself for Classroom Lessons (p = .05) and strategies than those with lower languageExpanding Ones General Knowledge of Englishproficiency.The results of the post hoc Scheffe(p < .001). Test showed that the ten individual strategies In using strategies for Preparing Oneselfwere:for Classroom Lessons, nine out of ten1)practicing English with a commerindividual language learning strategies (90%) cially packaged English programvaried significantly according to this variable.2)playing games for vocabularyStudents with a higher level of languageenrichment such as English crosswordproficiency reported more frequent use of these 3)seeking out information in Englishstrategies than those with lower language through surfing the Internetproficiency.The results of the post hoc Scheffe 4)having extra tutorialsTest showed that the nine individual strategies 5)taking any jobs to practice Englishwere: 6)having your own language learning 1)studying the course details beforenotebookshand7)translating English news, song lyrics, 2)preparing yourself physically poems, etc. into Thai 3)attempting to attend the class 68 69. 1 4 1 ( - 2555)8)joining leisure or social activities to 10)giving tutorials to others like juniorpractice and improve English students, peers, or siblings9)practicing general English with yourfamily membersTable 5: Results of the ANOVA for the differences in strategy use according to languageproficiency English language Strategiesn MeanSD Significance Level proficiencyPreparing Oneself forElementary125.62 .49 Classroom Lessons Intermediate160.73 .45.05*Understanding whileElementary125.65 .48 Studying in Class Intermediate160.74 .44 .10 Improving Ones Elementary125.86 .34 Language Skills Intermediate160.90 .30 .35 Expanding Ones General Elementary125.75 .43Knowledge of English Intermediate160.89 .32 .00**Discussion of the research findingsin order to get the high scores in class,Overall use of language learning attempting to attend the class regularly as classstrategies attendance considered as one of the requirementsBased on the research findings, it seems for examination eligibility, and reviewing theirthat for these Thai government universitynotes/summary to prepare themselves for thestudents, striving for long-term achievement isexamination.not their ultimate goals in English learning, but Additionally, the issues regarding theonly for the short-term one of exam-basedutilization of supplementary resources and massachievement.They, therefore, reported the usemedia were considerably involved in explainingof related language learning strategies at a how often Thai government university studentsmedium frequency level to achieve thoseused their language learning strategies to helppurposes, such as doing homework or assignmentsimprove their language skills and expand their69 70. 1 4 1 ( - 2555) general knowledge of English.To do so, a lotUse of language learning strategies andof Thai government university students reported the gender of studentsthe frequent use of supplementary resources The results of most previous studies inand media i.e. a dictionary, the Internet, andwhich the gender of students was taken intogames. However, some kinds of mass mediaaccount have concluded that females employwere not available, for example, radio programs certain strategies significantly more frequentlyin English.This might be because such radio than their male counterparts (e.g. Anugkakul,programs have been insufficiently provided2011; Ehrman & Oxford, 1989; Oxford &throughout the country, particularly in remoteNyikos, 1989; Prakongchati, 2007).areas.Another cause of infrequent use of radioThe major findings of the presentprograms for English practice might be that investigation, however, demonstrated thatnowadays there are more kinds of technology-gender did not have a profound influence onaided English practice, such as computers, thestudents choices of strategy use.They wereiPod/iPad, and MP3/4s.consistent with studies by Wharton (2000) andOne more interesting issue to beIntaraprasert (2000). The findings in thisdiscussed concerned with limited opportunitiesrespect suggested that these language learnersto practice English in an authentic environment.reported employing their language learningIn the EFL context such as Thailand, learners strategy use to more or less the same degree,rarely have an opportunity to use or practice irrespective of their gender.English in the classroom, where teaching andUse of language learning strategies andlearning English have been managed with the the language experiences of studentsuse of Thai as the main medium of instruction,Specifically in this study, Englishbut also outside the classroom where they use learning experiences were classified into twoThai for life and social activities. Therefore, groups: more experienced (more than 8 yearsthe English classroom was likely the only of language learning), and less experiencedchance for them to use and practice English.(8 years of language learning or less) based onThis is the reason why they reported low usethe National Education Act of 1999, Thailandsof language learning strategies to improve theirformal system of education; that is, childrenEnglish skills through conversing English withmostly formally learn English approximately 8teachers, peers, siblings, or foreigners outsideyears before the tertiary level. However, this isthe classroom.not to say that every primary school in Thailandfollows this regulation, especially in remote-areaschools.The classification, thus, aims to coveras many learners as possible. 70 71. 1 4 1 ( - 2555) The findings of the study revealed that employing learning strategies significantly morestudents with more English learning experiences frequently than did lower-proficiency students.reported employing both overall and individualExamples are Green and Oxford (1995),language learning strategies to a significantly Intaraprasert (2000), Oxford and Nyikoshigher degree than those with less English(1989), Prakongchati (2007), and Whartonlearning experiences in the four main categories, (2000).Based on the findings of the presentespecially those used to expand their general investigation, higher-proficiency studentsknowledge of English and to prepare themselvesreported greater overall strategy use than didfor classroom lessons.lower-proficiency students. The findings showedInconsistent with the findings, the significant differences among the students withdifference in previous language learningdifferent proficiency levels in all four mainexperiences (in terms of more or less languagelanguage learning strategy categories.learning experiences) manipulates students use However, another argument concerningof language learning strategies. To support the the relationship existing between strategy usefindings of such a relationship, one common and proficiency level has been discussed infactor hypothesized to explain this phenomenonvarious studies. A number of them have beenwas students favourite learning styles.Cohen devoted to discussing this argument, and then(1998: 15) defines learning styles as general confirm a mutual relationship between languageapproaches to learning, and Gardner and Millerproficiency and strategy use (Green and Oxford,(1999: 157) consider learning styles as the 1995; Wenden, 1987; Anugkakul, 2011).ways learners like or dislike learning a language.In other words, strategy use and proficiency areThe findings could imply that students learningboth causes and outcomes of each other; activestyles were independent by seeking extrause strategies help students to attain higherpractice outside the classroom. They were proficiency, which in turn makes it likely thatclassroom well-prepared students, but passive these students will select these active useparticipants and uncollaborative students in thestrategies. A similar argument in these studiesclassrooms. comes from the findings of this study. Some Use of language learning strategies andhypothesized factors that could be cited toperceived language ability of studentsexplain this complicated relationship involveA great number of previous studiesnot only learner-internal factors, e.g. motivation,investigating the use of language learningbeliefs, effort, and attitudes, but also learner-strategies by students with different levels of external factors, specifically the application oflanguage proficiency have concluded thatmedia.higher-proficiency students generally reported 71 72. 1 4 1 ( - 2555) Added to that, the present study relationships between such learning strategiesdiscovered that higher-proficiency students at different levels and each investigated variable.expend more effort to increase language In carrying out the research, certain limitationsproduction opportunities by selectively have been apparent. The researcher will presentemploying certain types of language learningthem as follows for future research directions.strategies to practice English through films,1. To shed light on L2 learningtelevision programs, and other types of media.strategies, both quantitative and qualitativeAs early researchers proposed lists of strategies research should work together to produce larger,and other features presumed to be essential for clearer pictures of what occurs in the Thai EFLall good L2 learners, e.g. Naiman et al.context. The quantitative-based research carried(1975), Rubin (1975), and Chamot and Kpper out in this study uncovered deeper meanings(1989), successful language learners are likely in terms of the continuity of students goals andto select strategies that work together in an strategy-use patterns over time.As a result,effective way, tailored to the requirements ofno direct evidence of development presentedthe language tasks.Additionally, as supported here. It would be interesting if truly richby the study of Wharton (2000), successfulresearch can emerge in the future to increaselanguage learners are motivated tend to use the understanding of government universitymore strategies than unsuccessful students, and students strategy use in learning English asthe particular reason for studying the language a foreign language (EFL) in Thailand.Examiningis important in the choice of strategies.Similarthe longitudinal stability of these patterns isto the findings of this study, higher-proficiency strongly suggested as an alternative form ofstudents tend to willingly invest their time andfuture research, in which students themselvesenergy in English learning, even in their leisure have time to report on the process of theirtime; they like watching English films andlearning development during their time in highertelevision programs, listening to English songs education. and tapes, or reading on-line English materials. 2. The next limitation issue that shouldalso be discussed here results from the narrowLimitations of the present investigation andfocal point of the study i.e. the targetrecommendations for future research participants.This is because this study aimed Systematically-conducted research is to study the language learning strategiesvaluable in addressing primary research specifically used by Thai students inquestions to cover types of language learning a government university.The findings wouldstrategies reported by Thai governmentbe more useful if students were recruited fromuniversity students, together with theother types of universities, e.g. open admission 72 73. 1 4 1 ( - 2555) universities, private universities, vocationalalso needs to be taken into consideration incolleges, and so on, and then comparing their future research.Further studies may be neededchoices of language strategy use. In order to to investigate the differences between studentsobtain a complete picture of the trends of Thai self-perceived proficiency levels and theirtertiary students strategy use, tertiary studentsobjective proficiency levels, which perhapsfrom different types of universities and during could be evaluated via standardized tests, e.g.different years of study should be included inthe TOEFL or IELTS.the future. 3. The use of self-rating languageConclusionproficiency in this study was limited and basedThe present investigation has contributedonly on the individual respondents perceptions.to the area of language learning strategy studiesAccording to the findings of the study, none of in light of language learning strategy use andthe participants perceived his or her English the investigated variables. The researcherproficiency level at advanced level. 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Factors related to the language learning strategy use of Thaiuniversity freshmen. PhD. dissertation, Institute of Social Technology, SuranareeUniversity of Technology, Thailand.Prakongchati, N. & Intaraprasert, C. (2008). Thai university freshmen and language learningstrategy use: A qualitative perspective.Journal of Science Technology and Humanitiesof Burapha University 6 (1): 33-45.Punch, K.F. (1998). Introduction to social research: Quantitative & qualitative approaches.London: Sage Publications.Rubin, J. (1975). What the good language learner can teach us. TESOL Quarterly 9 (1):41-50.Sarawit, M. (1986). A study of language learners strategies.Humanities, Sri NakharinwirotUniversity Phitsanulok 2 (1): 77-85.Stern, H.H. (1983). Foundation concepts of language teaching. Oxford: Oxford University Press.Torut, S. (1994).A comparison of language learning strategies of Thai university studentsin acquiring English proficiency. PhD. dissertation, Southern Illinois University atCarbondale, the United States.Wenden, A. (1987). Incorporating learner training in the classroom. In Wenden, A. &Rubin, J.(Eds.). Learner strategies in language learning, 219-272. London: Prentice HallELT. 75 76. 1 4 1 ( - 2555) Wenden, A. & Rubin, J. (1987). (Eds.). Learning strategies in language learning. London: Prentice Hall ELT.Wharton, G. (2000). Language learning strategy of bilingual foreign language learners in Singapore. Language Learning 50 (2): 203-243.Yang, N. (1999). The relationship between EFL learners beliefs and learning strategy use. System 27 : 515-535.Yilmaz, C. (2010).The relationship between language learning strategies, gender, proficiency and self-efficacy beliefs: A study of ELT learners in Turkey.System 682-687. 76 77. 4 1 ( - 2555) - The Decelopment of a Classroom Curriculum to Enhance Health Promotion for Students in the Elementary School *WattanaTrongteang** SutepUamcharoen 198 97 3 ( X ) (S.D.) 1. 2. 10 3. .05 4. 80/80 : /AbstractThis research aimed to develop a classroom curriculum in order to promote good healthamong elementary students following.research anddevelopmentprocedures. The populationof the study consisted of 198 schools. The samples consisted of 97 students and 3 teachers.* ** . 77 78. 4 1 ( - 2555) - The research instruments included an academic achievement test. On observation form and tests. The data were analyzed in terms of mean ( X ), Standard deviation (S.D.), t-test independent and content analysis. The research results were as follows: 1. Accarding to the needs assessment, exercises, social skills, rest, importance of vaccine for protecting the body from diseases, eye care and oral diseases should be added. 2. Ten lessons, which were designed and developed:were based on Backward Design. 3. The implementation of the curriculum revealed that the students academic achievement and physical fitness before and after the implementation were significantly different at the .05 level. Additionally the desirable characteristics and practical and social skills were at good level. 4. The evaluation of the curriculumwas found efficientat80/80 and the experts, comments reverted that the curriculumwas appropriate.Keyword: Classroom Curriculum/Health Promotion (2539: 2) 11-13 (Pender, 1996: 88) 13 (Piaget 1996: 50-67) 44 11-12 4-6 44 78 79. 4 1 ( - 2555) - 4 38 5 32 6 27 2551 1. 1 2553 10 1 10 2. (Research and Development: R&D) 1. 1 (Needs Assessment) 1) 4-6 1 1 2553 198 (Multistage Random Sampling) 2) 3 4-6 1 3 3 (In-depth Interview) 79 80. 4 1 ( - 2555) - 3 4-6 3) (E1/E2) 80/80 4-6 3 1 2 (Designand Development) 1) (Design) 1 2 (.) Backward Design 14101 4 15101 5 16101 4 (Evaluation) 6 2 8 2) (Development) 2) (Content Analysis) 4-6 (p) 3 (r) 0.87, 0.89 0.99 3 (Implementation) 1 1 80 81. 4 1 ( - 2555) - One Group Pretest-posttest Design (Campbell & Stanley, 1966: 9)O1XO2O1 X O2 1. ( X ) 4-6 (S.D.) (t-test) 2. dependent 4-6 3. 1. .. 2542 10 1) 2) 10 3) 4) 4 81 82. 4 1 ( - 2555) - 4-6 0.61.00 2551 0.30-0.68 0.40-0.76 Kuder-Richardson 20 4-6 0.87, 0.89 0.99 4-6 0.82, 2. 0.76 0.90 4 4-6 2.1 1.00 4-6 1.00 5 2.2 4-6 3 (Backward Design) 2.3 1 3. (E1/E2) 80/80 4-6 1 1(Index of Item Objective Congruence: IOC) 82 83. 4 1 ( - 2555) - 1 (E1) (E2) 481.65 82.36 80/80 581.50 82.92 80/80 680.22 86.54 80/80 2 X S.D.dft 4 3830 13.00 2.21 37 23.988* 3830 23.26 1.66 5 3230 13.00 2.17 31 31.222* 3230 24.88.94 6 2730 19.70 1.56 26 22.740* 2730 25.96 1.70* .0583 84. 4 1 ( - 2555) - 3 4 5 6 4 X S.D 42.730.11 52.670.15 62.710.10 5 XS.D. dft 4 () 1192010.32 1.49185.045* 2192012.26 1.56 4 () 1192011.16 1.42183.376* 2192012.16 2.01 5 () 122209.771.74214.426* 2222011.50 2.04 5 () 1102010.90 1.97 93.207* 2102012.50 1.18 6 () 116209.881.45153.748* 2162011.19 1.60 6 () 1112011.00 1.95103.985* 2112012.64 1.63* .0584 85. 4 1 ( - 2555) - 6 X S.D 42.52 0.14 52.58 0.13 62.68 0.11 4. 4.1 4-6 25.26, 24.88 4 1 25.99 2 3 4 1. Brener etal. (2006: 67) 4.2 85 86. 4 1 ( - 2555) - Brunkowski (2004: 36) 424 3 U.S. Department of Health and Human Services 1996 National Heart, Lung & Blood Institute (NHLBI) 3-5 5,000 100 3. 2. .05 McKenzie & Rosengard (2000: 6) 3 6 4-6 4-6 1 2 86 87. 4 1 ( - 2555) - 1. Dale and Corbin (1997: 56) 1 2. (Tempe) (Arizona) ..2551 1. 4. 6 (National Association for Sport and Physical Education, 2006: 57) 12 70 4 5 6 87 88. 4 1 ( - 2555) - 2. 4-6 . (2546). 2544. . .. (2539). . : ., . (2545). 2546. .[]. 17 2553 http://www.thaihealth.or.th/ .. 2542 ( 2) .. 2545. (2545): . (...).Brener, N., Pejavara, A., Barrios, L., Crossett, B., Lee, S., McKenna, M. (2006). Applying theschool health index to a nationally representative sample of schools: Journal ofSchool Health, 76(2): 57-66.Brunkowski, C. (2004). The effects of self-selected professional development on instructionalpractices: Dissertation Defense Graduate School format examiner. Illinois StateUniversity.Campbell, D. T., and Stanley, J. C. (1966). Experimental and quasi-experimental designs forresearch. Skokie, IL: Rand McNally.Dale, D.and Corbin, C.B. (1997). Conceptual high school physical education: New innovationand evidence of effectiveness. Southwest District Alliance for Health, Physical,Education, Recreation & Dance 63th Annual Conference Albuquerque, New York:McGraw - Hill.McKenzie, T., and Rosengard, P. (2006). Sports, Play, & Active Recreation for Kids (SPARK).Physical Education Program Grades 3-6. San Diego, CA. San : Diego State University.T.A., Webber L.S., Johnson C.C., Srinivasan R.R., Berenson G.S., (1995). Foundations forHealth promotion with youth : a review of observations for the Bangalusa HeartStudy: J. Health Education. 88 89. 4 1 ( - 2555) - National Association for Sport and Physical Education. (2004). Moving into the future :National standards for physical education. Reston, VA: AAHPERD.Pender, N.J. (1996). Health promotion in nursing practice. 2nd ed. Connecticut : Appletonand Lange.United States Public Health Service. (2006). Health People 2000. Washington, DC: Departmentof Health and Human Services.U.S. Department of Health and Human Services. (1996). Physical Activity and Public Health:A Report of the Surgeon General, USA. 89 90. 4 1 ( - 2555) - The Development of an Online Learning Community ModelUsing Knowledge Creation Process to Create Instructional Innovationof Computer Teachers *WaragornHongto ** ThapaneeThammetar 1. 4 1) 2) 3) 4) 2. 8 1) 2) 3) 4) 5) 6) 7) 8) 3. .05 : //AbstractThis research aimed to develop an online learning community model using knowledgecreation process to create instructional innovation of computer teachers. The research resultsindicated that:* ** . 90 91. 4 1 ( - 2555) - 1. The online learning community model consisted of 4 components: 1) resources forthe online learning community; 2) online learning groups; 3) equipment for the online learningcommunity and4) technologysupporting collaboration of online learning community.2. There were 8 steps in the online learning community model: 1) planning and settingdirections of learning; 2) participatingonline learning community; 3) identifying problems ortasks 4)collecting and utilizing data; 5)planning to create instructional innovation; 6) creatingthe instructional innovation; 7) presenting the instructional innovation and 8) evaluating.3. The samples scores on behavior of knowledge creation were significantly higher thanthe scores before implementing the model at the .05 level. The quality of the instructionalinnovation developed by the samples was at the high level. Keyword : online learning community model/knowledge creation process/instructionalinnovation (2548) e-learning 2 1) 2) 4 3) 4) 5) (Nonaka and(Online Learning Community)Takeuchi, 1995) 91 92. 4 1 ( - 2555) - (2546: ) 1. 2. 30 3. 3.1 3.2 92 93. 4 1 ( - 2555) - 2.1 1 5 1 2.2 1. 30 3 2. 2 3.1 Moodle Joomla Social Online Ning 4 3.2 3.1 1 Social Online Ning 1 2 3.3 93 94. 4 1 ( - 2555) - 4 2 30 4.1 2 4.2 3 3 8 4 1. 1 (Socialization) 1 9 2 2. 2 (Externalization) 3 4 4 3 (Combination) 5 6 4 (Internalization) 7 1 8 94 95. 4 1 ( - 2555) - 4 1 t-test dependent 5 5 1. 2. 3. 4. 95 96. 4 1 ( - 2555) - 2 1. .05 1 (Socialization) N S.D.t 30 2.78 0.427.693* 30 3.82 0.42* .05 1 .05 2 (Externalization) NS.D. t30 2.840.37 5.637*30 3.490.40* .05 2 .0596 97. 4 1 ( - 2555) - 3 (Combination) NS.D. t 302.780.42 5.672* 303.690.37* .05 3 (Combination) .05 4 (Internalization)N S.D. t30 2.78 0.42 5.672*30 3.69 0.37* .05 4 (Internalization) .05 2. 5 2.37 97 98. 4 1 ( - 2555) - 5 S.D. 2.48 0.50 2.36 0.53 2.36 0.53 2.37 0.64 2.29 0.58 2.37 0.56 5 2.37 2.48 2.36 2.36 2.37 3 5 4 8 1 98 99. 4 1 ( - 2555) - (SECI Model) 1. (Nonaka and Takeuch, 1995) 4 .05 (Socialization) (Externalization) (Combination) (Internalization) Michaelsen (2002 , 2540) (Knowledge Conversion Process) (Knowledge Spiral) 99 100. 4 1 ( - 2555) - 2. (2545) 5 1. (Chat room) (ForumDiscussions) (Blog Posts) (Notes) (Photos) (Videos) 2. 3. 3 6 ( , 2545) 100 101. 4 1 ( - 2555) - . (2546). . : . . (2548). .: . . (2545). . : . (2545). . , . . (2541). . .Nonaka, I., & Takeuchi, H. (1995). The Knowledge-Creating Company: How JapaneseCompanies create the dynamics innovation. New York: Oxford University Press.101 102. 4 1 ( - 2555) - () The Development of Curriculum Implementation Process Assessment Tools for Nurse Practitioners Curriculum * Pornpirom Lhongsap **Maream Nillapun 1) 2) 3) 4) 3 13 47 40 1) () 3 2) 0.80 1.00 0.64 0.96 3) 4) : /* ** . 102 103. 4 1 ( - 2555) - Abstract The purposes of the research were to: 1) analyze and determine the curriculumimplementation process based on reliable perspectives and principles; 2) develop assessmenttools; 3) study the state of the implementation and 4) examine the appropriateness of assessmenttools. The research instruments were a questionnaire, a checklist form, and a 3-rating scaleevaluation form. The assessment tools were implemented at the School of Nursing, Faculty ofMedicine, Ramathibodi Hospital, Mahidol University. The samples were 13 curriculum executives,47 instructors, and 40 students. Data were analyzed by percentage, mean, standard deviation,coefficient of variation (CV.) and content analysis. The results of the study were as follows:1) components of the curriculum implementation process consisted of 3 factors namely:input components, process components and output components. 2) The content validity of theassessment tools of the curriculum implementation process ranged between 0.801.00 and thereliabilities were between 0.640.96 3) The state of the curriculum implementation in thenursing institutes revealed that the operations on the input components were at a good level.The output components were at a good level. 4) The stakeholders from the case study and theassessment tools were at a fair level of appropriateness. Keyword : curriculum Imple mentation/Assessment Tools ( ) () 3 (Implemented Curriculum) 103 104. 4 1 ( - 2555) - ( , 2530: 59) (Tyler, 1949: 45) (Beauchamp, 1981: 69) ( ) 1. () 2. () 104 105. 4 1 ( - 2555) - 3. (Best Practice) ()3. 4. () 4. () 2 (Development: D2) (Research and Development) 3 (Research: R2)( ) 4 1 2 3 30 5 4 5 10 300 1 (Research : R1) 1. 30 5 5 10 (Best Practice) 300 2. (Purposive Sampling)105 106. 4 1 ( - 2555) - () () 1. (Rubric Score) 2. () 30 300 (Rubric Score) ( 3. ) 19 63.33 121 40.33 (Rubric Score) 4. 4 (Development : D 2) () 5. 13 47 40 4 1. 13 () 47 40 2. (Purposive Sampling) ( 106 107. 4 1 ( - 2555) - ) 5. 3. 41(-2555) - 2 (2) 5. 4. (CoefficientVariance:CV.) (Coefficient Variance: CV.) 1 (R1) 2 (D1) 3 (R2) : 4 (D2) ( ) 1 1 1. 1. () 3 () 3 107 2. 108. 4 1 ( - 2555) - Cases 2. 0.801.00 0.64 0.96 3. Cases 4. ( ) ( / ) 19 108 109. 4 1 ( - 2555) - (Beauchamp, 1981: 23) (Saylor and Other, 1981: 100) 3 Cases Cases 109 110. 4 1 ( - 2555) - 1. ( ) ( (), 2553: 10) 2. () () (2550:11) 1. () 5 110 111. 4 1 ( - 2555) - 2. (Facts) 4. 3. () 3 . (2530). (Curriculum Theory). : . . (2553). : .: . . (2550). . : .Beauchamp, George A. (1981). Curriculum Theory. 4th ed. Illinois : F E Peacock.Saylor, Galen J. and Alexander William M. (1974). Curriculum Planning of Modern School.New York: Holt Rinehart and Winston.Tyler, R. W. (1969). Basic Principles of Curriculum and Instruction. Chicago : University ofChicago Press.111 112. 4 1 ( - 2555) - The Development of Coaching Model to Enhance Nursing InstructorsCompetency that Promotes Critical Thinking Skills of Nursing Studentsin Praboromarachanok Institute, Ministry of Public Health *Thunyaporn Chuenklin ** Watchara Laowreandee 1) 2) 4 43 3 1. 3 1) 2) 4 3) 2. .05 * ** . 112 113. 4 1 ( - 2555) - .05 : /AbstractThe purposes of this research were to: 1) develop a coaching model to enhance nursinginstructors instructional competency that promotes critical thinking skills of nursing students inPraboromarachanok Institute, Ministry of Public Health and 2) examine empirical effectivenessof the model. The research and development procedure was employed. The samples consistedof 4 nursing instructors, 43 nursing students and 3 administrators from Prac