cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.14457/tu.the.2022.1673
title: Effects of multiple intelligences-based instruction on English language achievement and learner autonomy of Thai tertiary students

description: Due to the large number of students in English classes in Thailand, many educators are obligated to deal with different learning styles and learners' diverse backgrounds. In response to this uncontrollable phenomenon, Howard Gardner's theory of multiple intelligences proposes a new style of teaching that accounts for individual differences. This study aimed to investigate 1) the extent to which multiple intelligences-based instruction (MI-based instruction) helps improve students’ English achievement; 2) the extent to which MI-based instruction promotes learner autonomy; and 3) the perspectives of Thai tertiary students on the incorporation of MI-based instruction into English learning. The quasi-experimental research design was used to assess students' language achievement, while the mixed-method research design was used to assess students' learner autonomy and their perspectives. In this study, 123 participants were selected using the convenience sampling technique. They were divided into two groups: control and experimental. Both groups came from the Faculty of Engineering. The English achievement test, which was developed by the researcher, was used to assess their general English achievement, while the adapted questionnaire from Murase's Measuring Instruments of Language Learner Autonomy (MILLA), the semi-structured interviews, and the teacher's logs were used to assess their learner autonomy and students’ perspectives on MI-based instruction. The results showed that the experimental group improved their listening, speaking, reading, and grammar skills, while their writing skills did not differ from the control group. In terms of learner autonomy, the students in the experimental group demonstrated higher technical autonomy after the MI-based instruction, and the students demonstrated favorable opinions toward the MI-based instruction.
DOI: 10.14457/tu.the.2022.1674
title: Rhetorical move structures, hedges and boosters, and evaluative ‘that’ constructions in national and international research articles written in English in applied linguistics: a study of discussion section

description: Knowledge of rhetorical move structures, metadiscourse, and evaluative ‘that’ constructions is vital for academic researchers. They should know how to organize moves to structure their writing and how to convince readers of their claims. This study intends to identify the rhetorical move structures in the discussion sections of applied linguistics research articles. The data was gathered from 80 research articles written in English and published in international and Thai journals. The rhetorical moves from the discussion sections were analyzed and compared between the international and Thai journals. The identified discussion moves were further analyzed in terms of metadiscourse (hedges and boosters), and evaluative ‘that’ constructions. The results revealed that authors in both international journals and Thai journals employed the same proportion of rhetorical moves. The most frequent moves were Move 2: Reporting the results and Move 4: Commenting on the results. With regards to hedges, the results showed that the use of hedge devices was different between international and Thai journal articles. In fact, the international journal writers tended to use hedge devices in Move 4: Commenting on the results more often than Thai journal writers. For boosters, similarities were found in the use of modal auxiliary verbs and epistemic lexical adjectives / adverbs. The study revealed that boosters were found in all rhetorical discussion section moves. As for the occurrences of evaluative ‘that’ constructions found in each rhetorical move, both the Thai journal writers and international journal writers tended to use evaluative ‘that’ constructions in all rhetorical moves. As for the sub-types of evaluative ‘that’ constructions, the Thai and international journal articles had different numbers of occurrences. For he evaluative ‘that’ sources, abstract sources were more often used by the international journal writers. The international journal writers used evaluative ‘that’ stance more often than the Thai journal writers in Move 4: Commenting on the results. As for the expressions used in ‘that’ clauses, controlled verbs had the most frequent occurrences. Also, the research act was the most frequently used in all rhetorical discussion moves. The findings provided the frequencies of occurrences of the discussion section moves, the occurrences of hedges and boosters, the evaluative ‘that’ constructions, e.g., contents of ‘that’ clauses, noun and adjective predicates, and controlled verbs of ‘that’ clauses. The findings from the textual analysis might help novice EFL scholars write discussions which comply with international conventions and norms by focusing on writing organization and a few linguistic features as described in this study.
DOI: 10.14457/tu.the.2022.1675
title: Moves and linguistic features of startup pitches

description: The aim of this study is to analyze moves and linguistic features of three-minute startup pitches. The database is comprised of 92 startup pitches delivered in real time at an international pitching competition event. The pitch competition, part of an annual technology conference, was recorded and is available on a social media platform for public viewing. Data was compiled from three years of the pitch competition based on purposive sampling including pitches that qualified for the final, semi-final and group rounds. The pitches were transcribed, segmented, coded and labelled in preparation for move analysis based on the communicative function of the spoken text. Based on an analysis of the startup pitches, the findings resulted in six moves: Listener Orientation: Beginning (Move B), Contextualize the startup opportunity (Move C), Operationalize the opportunity space (Move O), Announce traction (Move A), Make the ask (Move M), and Listener Orientation: Ending (Move E). Moves C, O, A and M were characterized by steps further defining the nomenclature. BCOAME was the most frequently found move sequence of which moves C and O were obligatory moves. The results from an analysis of linguistic features for each move show that startup pitches contain aspects typically found in spoken genres, reflecting interactivity, real time and style. Linguistic features analyzed included discourse markers, dysfluency, modality, numeral phrases, pronouns, reduced forms, repetitions, rhetorical questions, vague expressions, and vocatives. The coding protocol for moves and linguistic features derived from this study is useful for both native and non-native speakers as well as any learner preparing for a three-minute startup pitch.
DOI: 10.14469/hpc/15491
title: p-NH2-Benzoic acid dimer G -952.662553 DG = -3.46

description: Gaussian 16 (C01) calculation
DOI: 10.14469/hpc/15492
title: p-NH2-Benzoic acid monomer G = -476.328517, *2 = -952.657034

description: Gaussian 16 (C01) calculation
DOI: 10.14457/tu.the.2022.1677
title: Identity construction and negotiation of classroom cop members in global Englishes course: a higher education context in Thailand

description: In this ethnographic study, the focus is on the negotiation and construction of identity within a Global Englishes (GE) classroom community of practice in the context of higher education in Thailand. The study employed the concept of communities of practice in the context of higher education in Thailand. The study employed the concept of communities of practice (CoP) (Lave & Wenger, 1991; Wenger, 1998) and theorized the GE classroom as a classroom community of practice to explore the distinctive identity construction of the participants. The findings suggested that the GE classroom can be theorized as a classroom community of practice existing within the larger academic setting in the higher education community of practice at SWU, and included the instructor and students as members, who inhabited multiple overlapping classroom communities of practice. The participants in this GE classroom community of practice shared a joint enterprise of becoming users of English as a Lingua Franca (ELF), and engaged in mutual engagement of classroom activities drawing on shared repertoire of humor and shared narratives of those practices. The study also revealed the emergence of multiple identities, including semi-expert identity, knowledge broker identity, reverse identity, and bully identity. Moreover, the study showed that communities of practice can be effective in promoting social learning and knowledge sharing, and highlighted the important role of knowledge brokers in facilitating learning and enabling knowledge sharing. More importantly, a reverse identity that emerged as a result of successful classroom participation implied the role of individual agency exercised by the student to negotiate identity through an interplay of personal experiences within the broader social structure of Thailand. In addition, the emergence of the bully identity can be linked to the existence of power imbalances that still pervade the ELF community. However, the emergence of such identities as the reverse identity and the bully identity raised questions about how legitimate peripheral participation (LPP) and identity trajectories work within communities of practice. The study’s conclusion suggests that both researchers and practitioners should recognize that the classroom can be a locus of positive identity construction and consideration should be given to differing perspectives to create a richer understanding of identity and participation, especially in L2 learning.
DOI: 10.14469/hpc/15494
title: NS radical monomer, G = -452.894396, *2 = -905.788792

description: Gaussian 16 (C01) calculation
DOI: 10.14457/tu.the.2022.1678
title: The implementation of collaborative strategic reading (CSR) and its effects on EAP learners’ reading comprehension and reading strategy awareness across two proficiency levels

description: This study examined the effects of Collaborative Strategic Reading (CSR) instruction on the reading comprehension and reading strategy awareness of English for Academic Purposes (EAP) university learners. The participants were 15 more proficient and 15 less proficient Thai EAP university students majoring in Electrical Power Engineering at a public university in the northeast of Thailand. The scores from the pre-and post-reading comprehension tests were compared after 10 weeks of CSR instruction. The results from the paired-sample t-test indicated that both proficiency groups significantly improved their reading comprehension. With regard to the six reading skills investigated, the results showed significant improvement in the main idea, referential relationship, vocabulary in context, and inference skills but not with factual information and organization and logic skills. Moreover, the scores from the pre- and post- Survey of Reading Strategies (SORS) were compared to examine the effects of CSR on EAP learners’ reading strategy awareness after the instruction. The results from the paired-sample t-test showed that both proficiency groups significantly increased their reading awareness. With regard to the three category of reading strategy awareness, the results indicated a significant improvement in global (GLOB), problem-solving (PROB), and support (SUP) strategies. To explore the participants’ perceptions toward the intervention, a perception questionnaire and a semi-structured interview were used to collect the data. The responses revealed positive perceptions toward the CSR instruction. It can be concluded that the combination of strategy instruction and cooperative learning in CSR helps improve EAP learners’ reading comprehension and enhance their active involvement in cooperative learning groups. It is suggested that EAP teachers use this CSR instruction to help improve their leaners’ reading comprehension and active class participation.
DOI: 10.14469/hpc/15495
title: N2S2 dimer, G = -905.833024 DG = -27.57

description: Gaussian 16 (C01) calculation
DOI: 10.14469/hpc/15496
title: N2S2 dimer, G = -905.833024 DG = -27.57 STABLE

description: Gaussian 16 (C01) calculation
DOI: 10.15468/dl.h745gp
title: Occurrence Download

description: A dataset containing 361 species occurrences available in GBIF matching the query:
{
 "and" : [
 "TaxonKey is Rumex obtusifolius",
 "Country is Ecuador",
 "HasCoordinate is true"
 ]
}

 The dataset includes 361 records from 16 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0041590-250811113504898/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.2022.1679
title: The effects of self-regulated strategy development instruction on the academic English writing skill and self-regulated learning of high school students in Thailand

description: This mixed-method study was conducted to investigate the effects of self-regulated strategy development (SRSD), an instructional model to teach writing and self-regulation, on academic English writing skill and self-regulated learning. In addition, it aimed to explore attitudes towards SRSD instruction. The participants were eleven pre-intermediate students at a high school in Thailand who were explicitly taught via SRSD instruction in a process consisting of six recursive stages and four self-regulation skill stages. A pre-and-post self-regulation questionnaire and pre-and post-test writing test were employed to collect quantitative data. Moreover, semi-structured interviews and classroom observations were used to obtain qualitative data regarding the students’ attitudes toward SRSD instruction. The findings demonstrate that SRSD instruction has the ability to enhance the academic writing ability and self-regulation skills of Thai high school students and generate positive attitudes towards this type of instruction.
DOI: 10.14469/hpc/15497
title: N2S2 dimer, G = -905.833024 DG = -27.57 STABLE NEDA 0 1, 0 2, 0 -2 Total Interaction (E) : -56.784

description: Gaussian 16 (C01) calculation
DOI: 10.14457/tu.the.2022.1680
title: English collocations and lexical bundles in business research articles: a comparative corpus study between expert writers and Thai novice writers

description: This study focused on the use of lexical collocations and lexical bundles in different sections of business research articles written by expert writers and Thai novice writers. The study aimed at finding similarities and differences in the use of verb-noun, adjective-noun and noun-noun collocations and 4-word bundles employed by the two groups of writers. Corpus of the expert writers consisted of 48 business research articles published in international peer-reviewed journals which have been indexed in SCOPUS. Corpus of Thai novice writers consisted of the same number of research articles published in international peer-reviewed journals which have been indexed in Thai-journal citation index. Findings of verb-noun, adjective-noun and noun-noun collocations showed that the expert writers and Thai novice writers produced different number of lexical collocations and their use of lexical collocations was not different in different sections of the research articles. Findings of structural classification of 4-word bundles showed that the two groups of writers employed slightly different proportion of phrasal and clausal bundles in all the sections. Classification of discourse functions of the 4-word bundles revealed that both groups used research-oriented bundles more than text-oriented and participant-oriented bundles. However, Thai novice writers employed very few participant-oriented bundles compared to the expert writers. The findings of the present study shed light to English language teaching and learning for Thai learners of English.
DOI: 10.14469/hpc/15498
title: N2S2 dimer, G = -905.833024 DG = -27.57 STABLE NEDA 0 1, 0 2, 0 -2

description: Gaussian 16 (C01) calculation
DOI: 10.14469/hpc/15499
title: N2F2 (2+), G = -308.294490, DG = -154.81

description: Gaussian 16 (C01) calculation
DOI: 10.14457/tu.the.2022.1681
title: The knowledge of English tenses by Thai learners: the role of metalinguistic knowledge

description: A combination of English tenses is different from Thai language. To learn and comprehend both structure and meaning of English tenses for Thai EFL learners is very challenging. This study was conducted to investigate Thai EFL learners’ knowledge of English Tenses. Two major tests were applied in this study. First, Test of English Grammar for Teachers (T-EGT) was utilized to classify the participants, English-major undergrads in a public university, into six different proficiency groups, then they were arranged into four groups for data analysis. Second, Test of English Tense-Aspect System was delivered to the four groups. The findings revealed that overall, Thai EFL learners could better recognize and identify the basic usage of the structure and meaning of the first set of English tenses including present simple, present continuous, past simple, and present perfect continuous tenses. However, the lower proficiency groups (beginner and lower intermediate) could recognize past continuous preceding present perfect continuous tense. The findings are congruent to CEFR levels of English grammar profile that present simple, present continuous, and past simple tenses are in the CEFR level A1 and A2 for EFL learners while present perfect continuous firstly appears in the CEFR level B1. The study could be implemented for designing lesson plan and class activity for Thai EFL learners.
DOI: 10.14469/hpc/15500
title: NF + G = -154.023893, 2* -308.047786

description: Gaussian 16 (C01) calculation
DOI: 10.14469/hpc/15501
title: N2F2 (2+) NEDA = 2, 2,1 2, 2 2, -2 Total Interaction (E) : 92.876

description: Gaussian 16 (C01) calculation
DOI: 10.14469/hpc/15502
title: Ethane, G = -79.781948 (Ethyne + 2H2 = -79.680851). DG = -63.44

description: Gaussian 16 (C01) calculation
DOI: 10.14457/tu.the.2023.1313
title: Investigating Thai students’ English language autonomous learning

description: Autonomous learning, which emphasizes learners taking charge of their learning, plays a vital role in effective English language learning. However, attempts to foster autonomous learning in the Thai context have faced many challenges. Therefore, this study aims to explore the autonomous English language learning of Thai students who learn English effectively to inform future attempts to foster autonomous learning about how autonomous learning thrives in the Thai context. The present study aims to investigate the autonomous learning of Thai students through three constructs suggested by the literature to reflect autonomous learning namely, learner beliefs, learning behaviors, and factors influencing English language learning. The study employed an exploratory sequential mixed methods approach, which began with a qualitative phase and was followed by a quantitative phase. The qualitative phase included interviews exploring the three constructs in English language learning experienced by fifteen Thai first-year undergraduate students, who were effective English language learners. The analysis of the qualitative findings guided the development of the questionnaire which was used in the quantitative phase. The questionnaire was completed by three hundred and ninety-six undergraduate students. The data obtained from the questionnaire were used to develop a Multiple Indicators Multiple Causes (MIMIC) model. Briefly, the findings revealed that the participants hold the belief that English is important. They reported exhibiting active and inactive learning behaviors in class and out of class. Their statements suggested they possess a wide range of metacognitive knowledge including person, strategic, and task knowledge. Internal and external factors influencing their English language learning were identified. Moreover, the findings unveil relationships between the factors influencing English language learning and the three constructs which suggest that the manipulation of these factors may help in fostering autonomous learning in the Thai context.
DOI: 10.14469/hpc/15503
title: Ethene, G = -78.561612 (ethyne + H2 = -78.502668) DG = -36.99

description: Gaussian 16 (C01) calculation
DOI: 10.14469/hpc/15504
title: Ethyne, G = -77.324485 (ethyne + H2 = -78.502668)

description: Gaussian 16 (C01) calculation
DOI: 10.14457/tu.the.2022.1683
title: Knowledge, beliefs and practices of EFL university teachers in Thailand regarding project-based learning

description: The application of project-based learning (PBL) in English class has been widely spread and accepted in the Thai educational setting. However, a body of literature has revealed problems regarding Thai EFL teachers and their use of PBL. Hence, this research aimed to quantitatively and qualitatively study the relationships among English teachers’ PBL knowledge, beliefs, and practices in the Thai university context. Fifty-two Thai EFL teachers from a language institute of an autonomous university participated in this study. All of them were asked to complete a PBL knowledge test and a questionnaire on the belief and practice about PBL. Subsequently, non-participatory observation and follow-up interviews were applied in order to capture in-depth information regarding the belief and practice of 15 volunteer participants. Thematic analysis was used to analyze qualitative data while frequency, mean, standard deviation, Pearson's product moment correlation, and multiple regression were used to analyze the quantitative data. The findings revealed inconsistency in their knowledge, belief, and practices. EFL teachers had knowledge and beliefs about PBL, but failed to implement it in an online English classroom. There were factors affecting teachers’ practice using PBL in the online classroom, such as distance learning, the culture of Thai students, who usually remain silent and are unwilling to speak or participate in class, educational policies and support, and time and class size. In order to expose students to active and student-centered activities, scaffolding from teachers is recommended based on the results of this study.