cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.14457/tu.the.2024.785
title: An analysis of English-Thai translation strategies for swear words in the Far Cry 6 video game

description: As Thailand’s video game industry grows, the need for high-quality localization, particularly in translating offensive language, has become more critical. This study focuses on the Thai version of Far Cry 6, a game that has received much praise for its localization efforts. The objectives of this study were to investigate the swear words found in Far Cry 6, assess the level of offensiveness of these English swear words, and examine the common translation strategies used in translating these swear words from English to Thai. The data was collected from YouTube gaming videos of Far Cry 6 players, focusing on the game’s subtitles. The analysis revealed that of the 314 swear words identified from 15 operation missions, 13 main swear words included the words: Ass, Balls, Bastard, Bitch, Dick, Damn, Dickhead, Dumb, Fuck, Pissed, Pussy, Shit, and Whore. Of these swear words, the most offensive and frequent was the “Fuck" word family. The most frequently used translation strategy was “Taboo for Taboo.” The results suggest that translators should prioritize maintaining authenticity when localizing video games, especially when translating swear words, to ensure that the tone and intent of the game is preserved.
DOI: 10.14457/tu.the.2024.786
title: A study of English listening comprehension problems of pharmacists in Thailand

description: Effective listening is a critical component of pharmacy practice, ensuring accurate communication between pharmacists and patients and directly contributing to treatment safety and clinical outcomes. This study investigated the English listening comprehension challenges faced by Thai pharmacists in healthcare settings, with a particular focus on patient consultations. A total of 474 pharmacists from across Thailand participated in the study. An exploratory research design was employed to gain in-depth insights into their listening difficulties. Data were collected through a developed questionnaire which was validated using the Index of Item-Objective Congruence (IOC). The findings revealed that a majority of pharmacists experienced difficulties when patients mixed English with another language or spoke rapidly without pauses. Many participants also reported mentally translating English into Thai during consultations, which hindered real-time comprehension. Limited exposure to diverse English accents and unfamiliar terminology related to symptoms and medications were also identified as a barrier to effective communication. The study highlights the need to improve English listening comprehension among Thai pharmacists, which is essential to enhance communication accuracy and ensure safe, patient-centered pharmaceutical care.
DOI: 10.14457/tu.the.2024.787
title: Perceptions and challenges of using ChatGPT for technical communication in the science and technology businesses

description: As generative AI tools become more common in the workplace, ChatGPT has gained popularity for supporting communication tasks across various roles. This study investigates the perceptions and challenges of using ChatGPT in technical communication among technical support staff in science and technology businesses. Quantitative approaches were used in this study and supported by content analysis from open ended questions. The findings revealed generally positive perceptions toward ChatGPT, as it enhanced productivity, saved time, supported technical problem-solving and learning needs, and helped overcome language barriers. However, challenges were also identified. The participants highlighted three major issues with the technical responses including their accuracy and the tool's limited depth specific knowledge and the absence of verifiable references. The success of ChatGPT depends significantly on how well users define their prompts. They also suggested the importance of prompt design, verification of outputs, and informed use. While ChatGPT was seen as a helpful assistant, it was not regarded as a replacement for human expertise. This study contributes to the use of AI-assisted communication in the workplace by emphasizing both the benefits and limitations of ChatGPT in technical settings. It underscores the need for critical use, proper training, and thoughtful integration of AI tools in professional workflows. Future research should explore other AI platforms and assess their long-term impact on communication and knowledge work.
DOI: 10.14457/tu.the.2024.788
title: Thai university students’ perceptions on the use of social media as an English learning tool

description: This study investigates Thai university students’ perceptions of utilizing social media as an informal tool to support English language learning. The research was conducted among students participating in an internship program at the Port Authority of Thailand and was motivated by the increasing impact of digital technologies on educational practices. With approximately 60% of the global population actively engaging with social media, these platforms have begun to reshape traditional language learning paradigms by offering new avenues for autonomous and informal study. The objectives of the study were to identify the most commonly used social media platforms, to examine which English language skills students aim to develop, and to assess students’ perceptions of the effectiveness of social media in enhancing their language proficiency. A mixed-methods approach was employed. Quantitative data were gathered from 57 internship students through a structured questionnaire based on Benson’s four dimensions of OCLL: location, formality, pedagogy, and locus of control. Qualitative data were collected through a focus group interview with four students representing diverse academic disciplines and varying levels of English proficiency. This study focused on informal, out-of-class learning contexts, guided by Benson’s (2011) Out-of-Class Language Learning (OCLL) framework. Findings indicated that YouTube and Facebook were the most frequently utilized platforms for language learning, followed by Instagram and TikTok. Students predominantly focused on developing receptive skills, particularly listening and speaking, with specific goals such as vocabulary acquisition, pronunciation improvement, and exposure to authentic English usage. Social media was generally perceived as a convenient, motivating, and low-anxiety resource that facilitated flexible and self-directed learning. Quantitative results revealed high perception scores, particularly in the domains of learner autonomy and motivation. Nevertheless, participants also acknowledged certain limitations, including variability in content quality and the lack of systematic grammar instruction. Suggestions for enhancement included the integration of subtitles, interactive quizzes, and content tailored to advanced proficiency levels. In conclusion, social media serves as an effective supplementary resource for English language learning beyond the formal classroom. It fosters learner autonomy, especially in the development of receptive skills, and offers practical implications for educators and curriculum designers seeking to incorporate digital platforms into language education in a pedagogically meaningful way.
DOI: 10.15468/dl.6y72u9
title: Occurrence Download

description: A dataset listing the 26231 species recorded in GBIF matching the query:
{
 "DatasetKey" : [
 "is Western Australian Herbarium (PERTH) AVH data"
 ]
}

 The dataset's 26231 records were derived from 1 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0054730-250827131500795/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.
DOI: 10.14457/tu.the.2024.790
title: English public speaking anxiety in a multicultural tire manufacturing company in Thailand

description: This study aimed to investigate the level of public speaking anxiety in English and to identify the contributing factors among employees working in a multicultural company in Thailand. A mixed-method was implemented by using both quantitative and qualitative data collection techniques. Data were collected using a questionnaire adapted from Yaikhong and Usaha’s (2012) Public Speaking Classroom Anxiety Scale (PSCAS), which was administered to 47 participants. To collect qualitative data, the interviews with semi-structured data were conducted by the use of the random samplings to gain deeper insights of their experiences and perceptions of English-speaking anxiety in professional settings. The quantitative findings revealed that the most significant factor contributing to public speaking anxiety in English was Comfort in Speaking English, followed by Communication Apprehension, Test Anxiety and Fear of Negative Evaluation. The overall level of public speaking anxiety in English among the participants was found to be at a moderate level. Qualitative data further supported these findings and revealed an additional factor that was not captured in the questionnaire: the discrepancy between preparation and actual performance. This performance gap emerged as a source of anxiety, suggesting that despite adequate preparation, participants often experienced diminished confidence or increased pressure during real-life speaking situations. In conclusion, the study highlights the multifaceted nature of English public speaking anxiety in multicultural professional contexts. The results highlight the importance of workplace communication training. Practical implications include the need for targeted interventions that enhance employees' comfort and confidence in English communication, such as workplace language support programs, public speaking workshops, and strategies to bridge the gap between preparation and performance.
DOI: 10.14457/tu.the.2024.791
title: In-service teachers’ perceptions, experiences, and strategies in CLIL: a study of in-service school teachers in Thailand

description: This study explores Thai in-service teachers’ perceptions, experiences, and strategies related to implementing Content and Language Integrated Learning (CLIL) in primary and secondary schools. The research aimed to (1) examine teachers’ perceptions of CLIL, (2) investigate their instructional readiness and professional development, and (3) identify classroom language strategies used to integrate content and language effectively. An explanatory sequential mixed-methods design was employed, beginning with a questionnaire completed by 42 teachers, followed by in-depth interviews with 8 participants. Quantitative results showed that most teachers viewed CLIL positively, especially in enhancing student engagement, English communication, and subject comprehension. However, challenges such as limited training and balancing content with language instruction were common. Thematic analysis of the interviews revealed three key themes: (1) CLIL Perceptions and Student Engagement, (2) Classroom Language Strategies for CLIL Teaching, and (3) Teacher Development and Readiness for CLIL. Teachers highlighted the use of scaffolding techniques such as visuals, simplified language, and peer support and stressed the need for more structured training and institutional support. The findings underscore the importance of targeted professional development to build teacher confidence and ensure the sustainable implementation of CLIL in Thai EMI classrooms.
DOI: 10.14457/tu.the.2024.792
title: Effects of managers’ communication styles on employees’ job satisfaction

description: This study aims to identify which managerial communication styles most significantly influence employees’ job satisfaction and to propose an effective style that managers can adopt to enhance job satisfaction of employees in the Department of Corrections (DOC). It employs a mixed-methods approach, combining quantitative and qualitative data collection techniques. A total of 55 participants completed close-ended questionnaires, which were distributed via Google Forms. Six participants took part in in-depth interviews to provide qualitative insights. The interviews were conducted both face-to-face and via the video conferencing platform Google Meet to accommodate participant availability and preferences. The results showed that the passive-aggressive communication style was negatively associated with job satisfaction, while the assertive communication style was positively associated with it. Furthermore, qualitative analyses from in-depth interviews revealed that behaviors such as clear communication, openness and honesty, and providing support to employees were key factors of assertive communication. These findings reinforce the quantitative results and offer deeper insight into how assertive communication can enhance job satisfaction. The study implies that managers who adopt an assertive communication style can foster a more satisfied and motivated workforce, ultimately contributing to a more positive and productive work environment.
DOI: 10.15468/dl.hmnhy6
title: Occurrence Download

description: A dataset containing 16422 species occurrences available in GBIF matching the query:
{
 "TaxonKey" : [
 "is Taraxacum erythrospermum"
 ]
}

 The dataset includes 16422 records from 591 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0054755-250827131500795/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.
DOI: 10.14457/tu.the.2024.793
title: Challenges and strategies in English communication among Myanmar students in international programs in a Thai university

description: This research investigates the challenges and strategies in English communication among Myanmar students enrolled in international programs at a Thai university. Myanmar students increasingly pursuing higher education in Thailand encounter difficulties in both academic and social settings communicating in English. Thus, the two main research questions this study addresses are (1) what challenges do Myanmar university students face when communicating in English across academic and social contexts? And (2) what strategies do they adopt to manage these challenges? Data collection involved a structured questionnaire with Likert scale items and open-ended questions. A mixed-methods approach was employed to analyze responses from 18 undergraduate Myanmar students from various faculties. The analysis of quantitative data involved the application of descriptive statistics, while qualitative responses underwent thematic analysis. The findings indicate that students frequently struggle with academic writing, adjusting to classroom expectations with participation, and understanding English spoken with various accents. The English communication challenges faced by the students could be categorized into five areas: language-related, psychological & emotional, interaction & peer-related, cultural & communication style, and learning environment & institutional differences. Despite these difficulties, students used strategies including watching English media, practicing informal conversations with peers, seeking clarification, and engaging in self-directed learning. The findings highlight the need for targeted institutional support, such as writing workshops and peer mentoring programs, and provide practical implications for educators and administrators to foster a more inclusive and supportive environment that enhances the academic and cultural integration of Myanmar students in multilingual university settings.
DOI: 10.14457/tu.the.2024.794
title: Exploring the perception among English language learners (ELL) toward English podcasts listening for English vocabulary acquisition

description: In the era of English as a Lingua Franca (ELF), digital tools like podcasts have become increasingly influential in language learning, especially in developing learners' vocabulary and listening skills. While there is a lot of research on podcasts in listening and pronunciation, their specific impact on vocabulary development remains underexplored. Thus, this study aims to fill that gap by exploring the perceptions of English Language Learners (ELLs) regarding the use of English podcasts for vocabulary acquisition. A mixed-method design was employed using an online questionnaire distributed to 55 ELLs from ASEAN countries, currently studying across the world. The questionnaire collected demographic data, podcast listening patterns, and learners’ perceived benefits and challenges, using close-ended questions, Likert-scale and open-ended questions. Findings reveal that most participants view podcasts as a beneficial tool for learning new vocabulary, gaining contextual usage, improving listening comprehension and speaking proficiency. However, challenges such as fast speech, usage of advanced terms and technical words, and pronunciation and accent of the speakers were also reported, especially by lower-proficiency learners. This study highlights the value of podcasts as a form of Technology-Enhanced Learning in ELT, offering real-world exposure to English outside traditional classrooms. It suggests that podcasts can be integrated into curriculum design, particularly for intermediate to advanced learners. This research contributes to a growing body of literature on digital learning tools and their role in promoting effective, learner-centered English instruction in ELT Pedagogy.
DOI: 10.14457/tu.the.2024.795
title: A study of needs and barriers in English communication skills of Thai officers using English at a government agency

description: In the age of globalization, English communication skills have played a crucial role for Thai government officers. The primary objective of this study was to explore the needs and barriers of Thai officers working at a government office to identify priority areas for skill development and to design training programs that effectively address the challenges.In this study, a mixed-method approach was applied for data collection and analysis. The participants of this study were 25 officers from five departments: Foreign Affairs Division, Innovation and Transparency in Public Sector Division, the Public Service Center for Investors and Foreigners, Corruption Prevention in Public Sector Division, Corruption Suppression in Public Sector Division and five executives. Quantitative data were obtained through questionnaires and analyzed using Microsoft Excel to determine means, percentage, and standard deviations (SD). Qualitative data were obtained through open-end interview questions. The study findings demonstrated that reading and listening skills were recognized as top priorities for officers who need to use English communication skills for their work. In contrast, listening, writing, and reading were rated as the most critical areas of needs from the executives’ view. Listening and writing were also identified as key obstacles for officers because of the use of technical and legal terms. Findings suggest that English communication skills are essential for Thai government officers and implementing tailored training programs could enhance their proficiencies and address existing barriers. Consequently, these results could encourage Thais to acknowledge the value of English communication skills for future competitiveness in a globalized world.
DOI: 10.14457/tu.the.2024.796
title: The barriers in English speaking and listening of Thai teaching staff at a bilingual school in Bangkok

description: This study investigates the barriers faced by Thai teaching staff in developing English speaking and listening skills when communicating in English at a bilingual school in Bangkok. It also explores the communication challenges of international staff when communicating with Thai teaching staff. The participants included 30 Thai and 21 international teaching staff members working in the foundation phase, all of whom voluntarily participated in the study. A quantitative research design was employed, utilizing a questionnaire featuring open-ended questions distributed via Google Forms. Data were analyzed using descriptive statistics, including frequency, percentage, mean, and standard deviation. The findings indicate that Thai teaching staff experienced moderate difficulties in English speaking, with key challenges related to grammatical structure, verb tense usage, and the habitual translation from Thai to English. In terms of listening, moderate barriers were associated with understanding idiomatic expressions, foreign accents, complex conversations, and cultural differences. The difficulties include differing communication styles, limited vocabulary, accent variation, and intercultural misunderstandings. These findings have implications for international schools aiming to reduce language barriers and promote more effective communication. Tailored professional development programs may enhance Thai teachers’ English proficiency, thereby fostering more collaborative and inclusive educational environments.
DOI: 10.14457/tu.the.2024.797
title: Implementing a game-based learning approach for teaching English present tenses to employees of a public company limited

description: This study investigated employee satisfaction with a Game-Based Learning approach for all four English Present Tenses at a public company limited. This initiative directly addressed existing English proficiency gaps within the organization, recognizing the vital role of English in global communication. A descriptive research design was employed, involving 30 voluntary employees from E1 to E4 occupational levels. The primary learning tool, "The Office Case," was a custom-designed game featuring a Detective Conan-inspired narrative. This engaging game guided participants through interactive, workplace-based grammar scenarios. Following the intervention, a 20-item satisfaction questionnaire was administered, measuring responses across four dimensions of the 4Cs framework: Collaboration, Communication, Critical Thinking, and Creativity. Data was subsequently analyzed using descriptive statistics. The results revealed very high satisfaction levels across all four dimensions, with Creativity scoring the highest (mean = 4.77), followed by Collaboration (4.65), Communication (4.62), and Critical Thinking (4.59). These findings clearly demonstrate the program's effectiveness in enhancing both English language use and essential competencies. In conclusion, Game-Based Learning, especially when integrated with compelling narratives and targeted instructional content, proves to be a highly effective and motivating strategy for corporate language training. For future research, it's recommended to incorporate qualitative methods, pre- and post-assessments, and more diverse sample groups to generate broader insights and validate long-term learning outcomes.
DOI: 10.15468/dl.5ywvw8
title: Occurrence Download

description: A dataset containing 0 species occurrences available in GBIF matching the query:
{
 "and" : [
 "TaxonKey is Scapharca kagoshimensis",
 "HasCoordinate is true",
 "BasisOfRecord is one of (Observation, Machine Observation, Human Observation, Occurrence evidence)",
 {
 "not" : {
 "OccurrenceStatus" : [
 "is one of (Absent)"
 ]
 }
 }
 ]
}

 The dataset includes 0 records from 0 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0054765-250827131500795/datasets/export for details.