cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.15468/dl.ph5rub
title: Occurrence Download

description: A dataset containing 31 species occurrences available in GBIF matching the query:
{
 "and" : [
 "TaxonKey is Rumex obtusifolius",
 "Country is Chile",
 "HasCoordinate is true"
 ]
}

 The dataset includes 31 records from 9 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0041586-250811113504898/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.
DOI: 10.15468/dl.rde242
title: Occurrence Download

description: A dataset containing 0 species occurrences available in GBIF matching the query:
{
 "and" : [
 "TaxonKey is one of (Salvelinus krogiusae)",
 "BasisOfRecord is one of (Specimen, Literature Occurrence, Human Observation, Observation)",
 "HasCoordinate is true",
 "HasGeospatialIssue is false",
 "Year is greater than or equal to 1991",
 "Year is less than or equal to 2025"
 ]
}

 The dataset includes 0 records from 0 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0041587-250811113504898/datasets/export for details.
DOI: 10.15468/dl.28cs7n
title: Occurrence Download

description: A dataset containing 394 species occurrences available in GBIF matching the query:
{
 "and" : [
 "TaxonKey is Rumex obtusifolius",
 "Country is Colombia",
 "HasCoordinate is true"
 ]
}

 The dataset includes 394 records from 23 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0041588-250811113504898/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.
DOI: 10.15468/dl.9xv86u
title: Occurrence Download

description: A dataset containing 107 species occurrences available in GBIF matching the query:
{
 "and" : [
 "TaxonKey is Rumex obtusifolius",
 "Country is Costa Rica",
 "HasCoordinate is true"
 ]
}

 The dataset includes 107 records from 11 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0041589-250811113504898/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.2021.1310
title: The effects of the integration of indirect feedback and concordances on grammatical accuracy in Thai EFL undergraduate students' writing and self-directed learning

description: This study aimed to investigate the effects of the integration of indirect feedback and concordances on grammatical accuracy in Thai EFL undergraduate students’ writing and self-directed learning and to explore the students’ perceptions toward the intervention. Thirty third-year undergraduate students who studied at a government university in Bangkok were the participants of this study. During the experiment, the students were required to perform three writing tasks. In each writing task, they wrote the first draft and then received both direct and indirect feedback. For indirect feedback, participants were asked to search for words or phrases in a concordance program to help revise their first draft. The pre-test and the post-test were used to assess grammatical accuracy in the students’ writing before and after the experiment. Moreover, the results from the experiment were analyzed. The numbers of grammatical errors in the first draft and the final draft were counted and compared. The questionnaire was used to collect self-report data about the effects of the integration of indirect feedback and concordances on self-directed learning. Additionally, the questionnaire and the semi-structured interview were used to find out the students’ perceptions toward the intervention. The findings revealed that the number of grammatical errors showed a significant decrease in the post-test compared with the pre-test. As a result, the integration of indirect feedback and concordances was seen to be able to improve grammatical accuracy in the students’ writing. Moreover, during the experiment, the students improved grammatical accuracy as the numbers of errors in nouns, subject-verb agreement, and prepositions were greatly reduced in the final draft. Furthermore, the results from the questionnaire revealed that the integration of indirect feedback and concordances could enhance self-directed learning because the students could check grammatical errors and search for concordances by themselves. In addition, the results from the questionnaire and the semi-structured interview showed that the students had positive perceptions toward the intervention because they had a chance to learn from their mistakes after receiving indirect feedback and concordances helped them to induce grammatical patterns. In order to effectively employ the integration of indirect feedback and concordances to improve grammatical accuracy in the students’ writing and self-directed learning in English writing courses, the teachers need to be familiar with the concordance program. Furthermore, the teachers must have a deep understanding of how to give indirect feedback. Finally, even though students are encouraged to be self-directed, the teachers should be helpful and resourceful when the students have learning problems.
DOI: 10.14457/tu.the.2021.1311
title: The effects of implementing the flipped classroom through online video conferencing technology to enhance the listening skills of EFL undergraduate learners

description: In recent years, it has been challenging for many teachers to conduct face-to-face lessons in a typical classroom, particularly during the global epidemic. This situation leads to a lack of opportunities for EFL students to participate actively in class and practice English, so they perform poorly on test results, particularly in listening skills. There are some attempts by English teachers and researchers to reduce these problems by bringing in technology and revising their teaching methods. One of the teaching approaches found effective in teaching English is the flipped classroom. Conducting flipped classrooms in the typical classroom can, however, be problematic. The benefits of online video conferencing and flipped classrooms were combined and implemented in this study, which aimed to examine their effects on the listening skills of undergraduate EFL students, as well as examine problems that arose during implementation and elicit the students' perspectives on this instructional model. This study engaged 37 undergraduate learners from a state university in Bangkok, who were administered a listening pre-test and post-test. The participants were assigned to do a self-reflective journal to analyze the problems occurring during the implementation. In addition, questionnaires and semi-structured interviews were conducted. The results suggested that the flipped classroom conducted through online video conferencing affects listening skills since the pre-test and post-test had statistically significant differences. The participants identified the problems as time-consuming, a lack of self-discipline, time management, learning environment, and materials quality. The problems seen during video conferencing sessions were discovered and classified as internet connectivity issues, inappropriate in-class activities, and the learning environment. Moreover, the questionnaire and semi-structured interview findings revealed that the participants held positive opinions toward this teaching model. This study created a guideline for a pedagogical implication that blends the flipped classroom and video conferencing to improve students’ English listening skills. In further research, EFL teachers can apply and expand the findings of this study to help learners improve their other English skills besides listening.
DOI: 10.14457/tu.the.2021.1313
title: A comparative corpus study on lexical bundles and keywords in English language teaching dissertations written by English speaking writers and Thai writers of English

description: The purposes of this corpus-driven study were to compare the use of four-word lexical bundles in dissertations written by English speaking writers and Thai writers of English. Two specialized corpora, roughly 1,000,000 words apiece, were gathered from dissertations in the field of English Language Teaching. Each corpus was subdivided into three sub-corpora, namely, the Introduction, the Methodology, and the Results and Discussions sub-corpora. Two frameworks employed for the structural and functional analysis of the four-word lexical bundles were adapted versions of Biber et al.’s (1999) and Hyland’s (2008a) by Salazar (2011). The analysis of lexical bundles were performed using concordance software AntConc. The results showed that Thai writers of English overused lexical bundles in comparison with that of English speaking writers in each part of the dissertations, especially in the Results and Discussions section, which could result from institutional factors such as expectation and practice of Thai universities that expect Thai Ph.D. students to be more critical of the findings and to offer more implication. The structural analysis revealed the overuse of verb-structured lexical bundles throughout the three sub-corpora of Thai writers of English, which was likely to stem from the non-native speaker's failure to employ noun- and preposition-structured lexical bundles effectively. The proportion of functions of lexical bundles in each section of dissertations written by both groups of writers shared a relatively similar trend, indicating that both groups of writers conformed to the same convention of dissertation writing. The analysis of keywords revealed 60, 95, and 101 keywords integral to the lexical bundles in the Introduction, the Methodology, and the Results and Discussions sub-corpus of English speaking writers, respectively, whereas, 53, 132, 183 keywords were identified to be partial to the lexical bundles in the Introduction, the Methodology, and the Results and Discussions sub-corpus of Thai writers of English, respectively.
DOI: 10.5281/zenodo.16939407
title: Meteorological Data from Kardamyla, Chios: March 2025 Baseline Measurements for the MUSICA Project

description: Key Statistics





Monthly mean temperature: 14.7 °C




Maximum temperature: 26.3 °C




Minimum temperature: 3.2 °C




Total precipitation: 33.0 mm




Day of maximum precipitation: 30/03 (15.2 mm)




Total rainy days: 9 (3 days >2 mm, 0 days >20 mm)




Maximum wind gust: 78.9 km/h




Dominant wind direction: South–Southeast



Brief Analysis

March 2025 showed a clear transition to spring conditions.The average temperature rose to 14.7 °C, with several warm days above 25 °C.Rainfall was limited (33 mm), mainly occurring at the end of the month.Wind events were frequent, with gusts near 79 km/h, often from southerly directions, indicating strong frontal systems.
DOI: 10.5281/zenodo.16939408
title: Meteorological Data from Kardamyla, Chios: March 2025 Baseline Measurements for the MUSICA Project

description: Key Statistics





Monthly mean temperature: 14.7 °C




Maximum temperature: 26.3 °C




Minimum temperature: 3.2 °C




Total precipitation: 33.0 mm




Day of maximum precipitation: 30/03 (15.2 mm)




Total rainy days: 9 (3 days >2 mm, 0 days >20 mm)




Maximum wind gust: 78.9 km/h




Dominant wind direction: South–Southeast



Brief Analysis

March 2025 showed a clear transition to spring conditions.The average temperature rose to 14.7 °C, with several warm days above 25 °C.Rainfall was limited (33 mm), mainly occurring at the end of the month.Wind events were frequent, with gusts near 79 km/h, often from southerly directions, indicating strong frontal systems.
DOI: 10.14457/tu.the.2021.1314
title: “This is the way we teach” the exploration of ESP teachers’ self-efficacy belief in pedagogical tasks: a case in higher education

description: This qualitative case study aimed at exploring self-efficacy belief and source information of ESP teachers dealing with the challenges of ESP pedagogical tasks, e.g., course development and instruction at a language institution of an autonomous university located in Thailand. The study also highlighted individual the development of self-efficacy beliefs, along with the relevant contextual factors influencing perceived self-efficacy beliefs and self-efficacy sources. The case in this study focused on ESP teachers whose educational degrees were in the field of English Language Teaching and Applied Linguistics, and who taught a number of ESP courses at a highly regarded and well-known institution with a large number of undergraduate students from various disciplines. The teachers in this case appeared to have a great deal of teaching experience and expertise in pedagogical skills. This made the case worth exploring, especially in the aspect of their beliefs and practices to deal with pedagogical challenges. In total, twenty-two teachers from the institution participated in this case study. The data were collected through a questionnaire, semi-structured interviews, and document analysis. For the questionnaire, there were twenty-two respondents. The data were presented in descriptive statistics. Relevant themes and categories were grounded from interview transcripts derived from the eight teachers who volunteered to join the second phase of the study, and two types of documents, i.e., course syllabi and English-minor curriculum. The findings revealed ESP teachers’ self-efficacy belief and source information influenced by the contextual factors found in the case. The questionnaire showed that the average ESP teachers in this case possessed high level of self-efficacy in almost all the ESP pedagogical aspects (x̄ = 3.97). The highest level was teaching method (x̄ = 4.26) whereas needs analysis received the lowest level, i.e., (x̄ = 3.71). This statistical information helped give the directions for the second phase of the study. For the qualitative phase, cognitive and enactive mastery experiences were proven to be the most influential sources accommodating ways to cope with ESP challenges. Vicarious experience and verbal persuasion were scant in this case since the characteristics of university teachers, academic freedom, work policies, limited collegiality, and heavy workload as contextual factors reduced the two sources. Emotional states were found to be less influential, but in association with class interaction. The study also focused on the particularity of the case in the aspect of development of self-efficacy and source information shaped by contextual factors. Pedagogical implication, directions for future research, and tentative plans to improve self-efficacy development for the current case and other similar contexts were also discussed.
DOI: 10.14457/tu.the.2022.1669
title: Developing listening skills and metacognitive awareness of undergraduate hospitality students through the listening strategy instruction incorporating intensive and extensive listening

description: The importance of English language has been recognized throughout South East Asia and the World. However, the English proficiency of Thai learners appears to be low. Among the four English macro skills, listening is considered the most difficult for EFL learners to master. To develop learners’ listening skills, the present study integrated listening strategy instruction with both intensive and extensive listening. The aim of the study was to examine the effect of the listening strategy instruction incorporating intensive and extensive listening on undergraduate hospitality students’ listening skills and metacognitive awareness. The design of the study was an embedded experimental mixed-methods design. The participants were 10 first-year students in a Thai university hospitality program whose English proficiency was measured on average as low. The listening pre-tests and post-tests of both the listening achievement test and the Metacognitive Awareness Listening Questionnaire (MALQ) were administered to participants. During the intervention, students were asked to keep student reflective journals. At the end of the intervention, one-on-one semi-structured interviews were conducted with participants individually. The results showed that after being exposed to the intervention for 9 weeks, both listening skills and metacognitive awareness statistically and significantly improved. The qualitative analysis revealed that the use of listening strategies can facilitate listening comprehension. In addition, the findings of the present study emphasized the need for listening strategy instruction for low proficiency learners.
DOI: 10.14457/tu.the.2022.1670
title: The impact of genre-based instruction on Thai EFL university students’ performance and genre awareness in academic writing

description: The study comprised mixed-method research conducted to investigate the impact of genre-based instruction on EFL university students’ academic writing performance. In addition, the study aimed to explore the extent to which genre-based instruction raises students’ awareness of the genre, along with their attitudes toward the instruction. The study involved fifty-six undergraduate Engineering students in a Thai public university. The students were divided into two groups. Twenty-eight students were in the control group, and the experimental group consisted of twenty-eight students. The study took place over fifteen weeks in the second semester of the 2020 academic year. To track the students’ academic writing abilities, a pretest and posttest essay were utilized. Genre-based instruction was implemented three times following the Teaching and Learning Cycle (TLC). The three target essay types were a descriptive essay, a compare and contrast essay, and a cause and effect essay. During the implementation of the genre-based instruction, the students composed three pieces of academic essay writing of at least 250 words in length. The students’ writing, including pretest and posttest were rated by three raters using a scoring rubric. Scores were analyzed and presented using descriptive statistics. Paired sample t-tests were used to compare the means of the same group’s pretest and posttest. The independent-sample t-test was used to analyze the means of the two different groups receiving different types of instruction. To explore the students’ awareness of genre after the intervention, a student reflection and interviews were employed. The total number of reflections was 84. Furthermore, interviews were carried out at the end of the course. Nine students participated in individual interviews. The recorded interviews were transcribed verbatim. Information retrieved from the interviews and student reflections were coded to investigate how the target students improved their genre awareness and their attitudes toward the instruction. The pretest results showed that the students in the control and experimental groups had equal writing abilities. However, the students in the experimental group significantly outperformed the students in the control group in all types of academic writing, namely the descriptive essay, the compare and contrast essay, the cause and effect essay, and the posttest. The findings also revealed that the target students improved their genre awareness in four ways, i.e., audience awareness and writer’s roles, purpose awareness, appropriate content, and textual features. In addition, the students held positive attitudes towards genre-based instruction and were satisfied with the instruction. This study provides a guideline for teachers and practitioners to incorporate genre-based instruction into teaching writing so as to improve students’ writing proficiency.
DOI: 10.14457/tu.the.2022.1671
title: Students' lived experiences in English program in a Thai primary school: a phenomenological study

description: The purpose of this study was to explore the lived experiences of the primary school students who have had studied in the English program (EP) in one university demonstration school in Bangkok. A phenomenological approach was used to explore the students’ lived experiences (n = 10). Semi-structured interviews, observation and document analysis were used for data collection. The data were analyzed using Moustakas (1994)’s phenomenological analysis steps. The findings revealed the essence of the phenomenon, studying in English Program (EP). It consisted of nine themes under four dimensions as follows: Academic Dimension; 1) Teachers, 2) Instructional Practices, 3) Learning Materials, Social Dimension; 4) Social Group Mentality, 5) Social Relationships in EP classroom, Emotional Dimension; 6) Problems and Setbacks, 7) Solutions, 8) Expectation, and Personal Dimension; 9) Improvement. The participants shared the same perspectives of the phenomenon that; it was a privilege to study in this program and they were proud of being EP students; it was a good decision that they joined the program since primary 2 and they are committed and devoted to stay in the program until they graduate from secondary school; they were provided abundant of opportunities to practice English at school especially during science and math classes where the language of instruction was in English and everyday conversation is communicated through English which they believe it is their comfort zone, therefore their exposed time to the target language is more than what other regular Thai students received; they were academic-oriented and goal-driven individuals who were motivated to learn and passionate in language learning and; they formed a strong friendship bond that has imprinted in their memory because everyone stayed together the whole class throughout their primary school years. The overall experiences that these EP students recalled during primary school years prepared them in terms of academic and social aspects when they have to transit to the secondary school. For future recommendations, the researcher will explore a larger population of EP students in different settings, different level (secondary education) and different geographical locations that could provide diverse students’ experiences.
DOI: 10.14457/tu.the.2022.1672
title: Thai EFL students’ willingness to communicate and teachers’ immediacy in online classrooms

description: This study aims to explore the level of Thai EFL undergraduate students’ willingness to communicate (WTC) and students’ perceptions towards teachers’ immediacy behaviors as well as the relationship between Thai EFL undergraduate students’ willingness to communicate and students’ perception of teachers’ immediacy behaviors in English language online classrooms.A mixed-methods research design called exploratory sequential research design was employed in this study. In the first phase, qualitative data was collected from semi-structured focus group interviews with students and one-on-one semi-structured interviews with teachers and analyzed in order to elicit the data regarding students’ willingness to communicate and their perceptions towards teachers’ immediacy behaviors. Then, the results from the qualitative phase were used as a guideline to develop a questionnaire which was relevant to the willingness to communicate in online classrooms. In total, 1,119 first-year university students (N=1,119) responded to the questionnaires. Results showed that the salient factors that influenced the level of students’ willingness to communicate in online classrooms were communication channels, students’ beliefs, peer influence, teachers’ characteristics, teaching methods, and online classroom atmosphere. The results revealed that most students perceived that both teachers’ verbal and nonverbal immediacy could influence their language learning in online classrooms. The result of the Pearson correlation coefficient demonstrated that both teachers’ verbal and nonverbal immediacy were correlated positively with students’ willingness to communicate. The findings of this study can improve teachers’ awareness when teaching online and they can use them to seek out ways to improve themselves and adjust their own teaching approaches in order to enhance their students’ online language learning outcomes in the future.