cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.14457/tu.the.2022.1238
title: Developing an academic word list in business news articles: a corpus-based study

description: This study has two main objectives: (1) to examine the coverage of Coxhead's (2000) Academic Word List (AWL) items and (2) to create a word list based on the Business News Article Corpus (BNAC). The corpus was compiled from business news articles published between January and February 2023, sourced from the business sections of the CNN, BBC, The Guardian, and The Reuters websites. The BNAC comprises 1,258,448 running words. To generate the word lists, 235 text files were processed using AntWordProfiler, resulting in two initial lists: the Business News Articles Academic Word List (BNAAWL) and the Business News Articles Specialized Word List (BNASWL). The findings revealed that although AWL and specialized vocabulary specific to the business field appeared less frequently, they still had a notable presence in business news articles, accounting for 21.22% (279 words) and 18.33% (241 words), respectively. Following a validation process involving three experts, 35 items were removed from the BNAAWL, leaving 301 words, while 108 items were removed from the BNASWL, resulting in 201 remaining items. These two lists were then merged to create a finalized word list consisting of 502 items. This comprehensive list aims to cater to the lexical needs of both academic and field-specific students. The study highlights that EAP and ESP practitioners can effectively utilize business news articles as supplementary resources for material design, encouraging students to independently engage with such articles to enhance their academic and specialized vocabulary.
DOI: 10.14457/tu.the.2022.1239
title: A corpus-based study of English synonyms: arrive and reach

description: The purpose of the study was to investigate the similarities and differences of the two English synonymous verbs arrive and reach, in three aspects: genre distribution, noun collocation in relation to semantic preference, and grammatical patterns. Oxford Advanced Learner’s Dictionary and Longman Dictionary of Contemporary English were used as the primary source of information for the target synonyms, while the Corpus of Contemporary American English (COCA) served as the main corpus database for data collection. The first one hundred concordance lines from each verb were analyzed manually for the grammatical patterns. The results revealed that the target synonymous verbs share the same core meaning as they were used to get to the place or the point. Even though they have the same fundamental meaning, these verbs cannot be substituted in all contexts, according to the study's findings. They differ with some types of genres and collocations. In addition, the difference in grammatical patterns of the near-synonyms indicate that the two synonymous verbs are near synonyms not perfect or strict synonyms.
DOI: 10.5281/zenodo.8434490
title: Dataset for large-scale experiment of block-grain phase transition

description: Dataset related to the manuscript “Block-grain phase transition in rock avalanches: insights from large-scale experiments”, submitted to the Journal of Geophysical Research: Solid Earth. The dataset provides the raw and processed data for the large-scale experiments of block-grain phase transition due to fragmentation, including parameters reflecting the dynamics, fragmentation, deposit. <strong>S1_data_velocity</strong> provides the average velocity at the front, middle and tail of the moving mass determined by the laser ranging sensors under different experimental configurations. <strong>S2_data_fragmentation</strong> provides the fragment size distribution and relative breakage ratio. <strong>S3_data_deposit </strong>provides the parameters of deposit, including the runout distances, friction coefficients. <strong>S4_data_seismic </strong>provides the parameters used to characterize the seismic signal excited by the moving mass, including the envelope curve, marginal spectrum and seismic energy.
DOI: 10.14457/tu.the.2022.1240
title: Phrasal verbs in fiction texts

description: The study addresses the need to assist language learners who have a desire to read fiction texts on their own or with classroom assistance. The study focuses on analyzing the frequency and functional classification of the most common phrasal verbs in three texts: Do Androids Dream of Electric Sheep? by Philip K. Dick, A Wrinkle in Time by Madeleine L'Engle, and Pet Sematary by Stephen King. By examining the top 50 most frequently used head words in each text and analyzing the KWIC lines within the texts, the study identifies and categorizes the phrasal verbs. The findings indicate that the frequency of phrasal verbs in these texts aligns with prior studies, with the majority of the verbs being best classified as literal spatial phrasal verbs. Basic phrasal verbs are constructed to build the space and environment within fiction texts. These basic phrasal verbs should be introduced to early learners, and they should practice replacing either the head word or pair word to gain an intuition for how these words interact and affect the action of the verb. In practical usage, phrasal verbs contribute to creating a contextual environment within speech, and it is beneficial to introduce their basic structure to students at an early stage. Since polysemous verbs occur less frequently, explicit teaching of their multiple meanings can be delayed until later stages of language learning.
DOI: 10.14457/tu.the.2022.1241
title: A corpus-based analysis of scent and fragrance

description: This study aims to examine the similarities and differences between the noun synonyms scent and fragrance in terms of meanings, degrees of formality, and adjective collocations. To achieve this, two online dictionaries, namely the Longman Dictionary of Contemporary English (LDCE) and the Oxford Advanced Learners' Dictionary (OALD), along with the Corpus of Contemporary American English (COCA), were consulted. The findings reveal that scent and fragrance can be considered near-synonyms due to their shared core meanings. However, they are not interchangeable in every context, as scent has an additional definition related to animal or human smell, which is not present in fragrance. In terms of formality, both synonyms tend to be more commonly used in informal contexts, as evidenced by their prevalence in genres such as fiction and magazines. Analyzing the top 20 frequent adjective collocates of these synonyms, eight collocates are found to be shared, including floral, fresh, heady, heavy, pleasant, spicy, sweet, and warm. The study also highlights the benefits of both dictionaries and corpora in English vocabulary learning and teaching. Dictionaries serve as a primary tool for accessing brief word information, while corpora provide more comprehensive details that aid in distinguishing synonyms.
DOI: 10.14457/tu.the.2022.1242
title: An analysis of the near-synonyms: let, allow, and permit: a corpus-based approach

description: Near-synonyms might be a major problem for L2 learners because they can cause confusion in differentiating the meaning in appropriate contexts. This study, thus, aims to examine the distinction of three verbs synonyms: ‘let’, ‘allow’, ‘permit’ through a corpus-based approach in terms of degree of formality, grammatical patterns, and noun collocations alongside semantic preferences using the Corpus of Contemporary American English (COCA). Since the three previously mentioned aspects were the focus of the analysis, the distribution across genres was investigated to respond to the degree of formality, and one hundred concordance lines of each verb from COCA were explored manually. Moreover, the twenty noun collocations were ranked by frequency and an MI value score over 3. The findings indicated that ‘permit’ has the highest degree of formality, followed by ‘allow’, and ‘let’ respectively as it was frequently discovered in academic genres. For the grammatical patterns analysis, the data reveal that the target verb synonyms were not totally identical because they share only one grammatical pattern. In terms of noun collocations and semantic preferences, the three synonymous verbs did not share common noun collocations, only the pair of ‘allow-permit’ shared a few collocates. As a result, the three verb synonyms could not be used interchangeably for each other in all contexts. In a pedagogical setting, this study might be beneficial for raising student’s awareness of how to use the synonyms in suitable settings.
DOI: 10.14457/tu.the.2022.1243
title: Exploring online EFL instructors' perspectives on the impact of AI assessment tools on learner-to-instructor interaction in virtual classes

description: This study investigates how online EFL instructors perceive learner-instructor interaction in virtual classes, specifically focusing on communication, support, and presence. The study used a mixed-methods design with questionnaires and interviews, analyzing qualitative and quantitative data through thematic analysis and descriptive statistics. The findings suggest that instructors place a high value on effective communication, instructor responsiveness, and supportiveness in the online learning environment. The study also explores the use of AI assessment tools to enhance student engagement and reduce self-consciousness, though concerns were raised about the absence of non-verbal cues during AI assessments and their potential impact on learners' comprehension. Future research could address the study's limitations by involving a larger and more diverse participant sample, longitudinal studies, and examining how AI assessment tools evolve and impact different aspects of online EFL instruction.
DOI: 10.14457/tu.the.2022.1244
title: A study on the occupational language needs of final year undergraduate medical students in Thailand

description: In the field of medical science, a significant majority of medical journals and technological advancements are published and available in English. This study aimed to identify the English language needs of medical students during their time in medical school and in real-life workplace communication situations, as well as to design a suitable course. The study employed a mixed methods approach, combining quantitative and qualitative research designs. Semi-structured interviews were conducted with six participants who provided valuable insights into the medical profession and informed the questionnaire items. A purposely selected sample of 30 medical students participated in the study, with data collected through the questionnaire. The results indicated that sixth-year medical students find English grammar (mean score 3.27), vocabulary for communication (mean score 3.13), oral presentation skills (mean score 3.87), English accents (mean score 3.8), and writing English medical content (mean score 3.2) challenging. The findings also highlighted the importance of writing research articles for specialised study and delivering presentations at international conferences for completing specialised education and future careers. However, the overall high scores in every area suggest an immediate need for improvement across all skill areas. Additionally, the study revealed a mismatch between the English instruction provided by medical schools and the actual English-language communication demands in healthcare settings.
DOI: 10.14457/tu.the.2022.1245
title: English refusal strategies used by native Thai-speaking and native English-speaking staff members in multinational companies

description: The purpose of the study was to examine the refusal strategies employed by Thai-speaking and English-speaking staff that are influenced by their L1 as well as the effect of gender, which influences the similarities and differences of refusal strategies. In addition, the study investigated the implications of the various social status of the interlocutor on refusal strategies in relation to politeness. The data were elicited through the discourse completion test (DCT). 60 native Thai-speaking staff, comprising 30 males and 30 females, and 8 native English-speaking staff, comprising 4 males and 4 females, were asked to complete the DCT, which is designed to elicit spontaneous responses to 12 possible real-world scenarios. The obtained data were analyzed based on the modified taxonomy of refusal strategies proposed by Beebe, Takahashi, and Uliss-Welts (1990). A triangulation of semi-structured interviews was also used to collect data from 10 Thai-speaking staff members who had completed the DCT in order to gain an in-depth comprehension of the factors that influence the English refusal strategies used by non-natives. The findings were analyzed in accordance with the research questions. The refusal strategies were categorized into three main groups: direct refusal, indirect refusal, and adjuncts of refusal strategy. The majority of participants, both NTs and NEs, favored indirect refusal strategies when of giving an explanation, reason and excuse. Additionally, adjuncts of refusal relating to gratitude or appreciation were widely employed. In contrast, direct refusal strategies were rarely used by both groups, notably those involving performative verbs to refuse. Closer examination of the effect of gender of the refuses revealed not much influence on the pattern of refusal strategies because both male and female staff mostly preferred to employ indirect and supplement the adjuncts of refusal to mitigate the tension. However, an additional detailed comparison showed that females utilized more semantic formulas than males overall. Despite using indirect less frequently than men, women were more likely to use direct and adjuncts. It might be inferred that women made an effort to act more politely. Regarding the social status of persons, it has greatly influenced the use and selection of refusal strategies among the respondents; specifically, when Thai-speaking staff employed the refusal strategies, they inevitably concerned the power of social distance related to the use of politeness strategies. When refusing someone who had a different social status and in different situations, the choice of refusal was employed differently according to the interlocutors’ social status and the particular situations. The findings of this study have implications for the teaching of pragmatics in English as a second language (ESL) and help better understand socio-cultural communication in a multicultural context.
DOI: 10.14457/tu.the.2022.1246
title: An investigation of students' anxiety in learning foreign language listening online

description: Foreign Language Listening Anxiety (FLLA) is known to negatively affect the performance of foreign language learners. This study investigated the level of FLLA in Thai high school students. A cross-sectional survey research was employed to investigate FLLA in 123 Thai Mattayom 4 students who studied English listening and speaking courses. All the participants were asked to answer all the questionnaire items via Google Forms, a survey administration app. This study additionally interviewed 11 of the participants who had different levels of FLLA. The findings of the study suggest that students experienced a moderate level of FLLA during their online English listening learning. They expressed a preference for learning written English over spoken English, which led them to try to grasp and translate every encountered word, as well as encountering anxiety with unfamiliar words and grammar structures. Interviews with participants revealed that they had anxious experiences in five main areas: technology problems, communication difficulties, lack of cooperative learning, lack of motivation in learning English, and an inappropriate learning environment. On the other hand, the study also highlighted some positive experiences among participants while learning English listening online, particularly in three areas: a comfortable, convenient, and flexible classroom environment, better instructional materials, and reduced stress when interacting with teachers. To enhance the effectiveness of online foreign language learning, future studies should explore not only listening anxiety but also anxiety in foreign language speaking, reading, and writing. By investigating various aspects of language learning anxiety in online settings, researchers can gain a comprehensive understanding and provide practical insights to optimize language instruction and support for learners.
DOI: 10.14457/tu.the.2022.1247
title: Differentiated instruction in primary EFL classrooms: a case study of young EFL learners' lived experiences

description: This case study investigates the lived experiences of young EFL students English as a Foreign Language (EFL) learners in primary classrooms implementing differentiated instruction. The study aims to gain valuable insights into how differentiated instruction impacts the learning journey of these young learners. The research participants were seven Grade 6 students from a primary school in Bangkok, Thailand. Qualitative research methods, including interviews and observations, collected and analyzed data to identify themes related to the participants' experiences. The findings revealed several themes regarding the lived experience of the participants. Firstly, differentiated instruction positively impacted EFL learners’ comprehension and language abilities by providing tailored learning materials and language tasks based on individual readiness, interests, and learning needs. This approach enhances learners' motivation, confidence, and sense of accomplishment. Secondly, differentiated instruction promotes equity, inclusion, and positive attitudes toward diversity, allowing students to feel a sense of belonging and acceptance. Some participants, however, expressed displeasure with peer comparisons and emphasized the value of personal growth over competition. Thirdly, in a differentiated classroom, the task's relevance influences emotional experiences, the level of challenge, and the degree of student choice or autonomy. Although individualized preferences for autonomy differ, tasks that align with students' interests and goals are more engaging and motivating. Lastly, teacher support and effective classroom management are crucial in facilitating the success of differentiated instruction while promoting healthy peer relationships and creating an inclusive classroom culture.
DOI: 10.14457/tu.the.2022.1248
title: Thai EFL secondary school teachers' perceptions and the challenges regarding the implementation of communicative language teaching (CLT)

description: The Ministry of Education (MOE) has advocated for the implementation of Communicative Language Teaching (CLT) in schools to enhance the communicative abilities of Thai students and address the limitations of traditional language teaching methods. This mixed-methods study aimed to investigate teachers' perceptions of the characteristics of CLT and the challenges they encountered when implementing CLT in their classrooms. The study involved 30 Thai EFL secondary school teachers who had experience with CLT implementation. Data was collected through questionnaires and semi-structured interviews. The results were categorised into three main areas: understanding of CLT characteristics, perceived challenges in implementing CLT, and the most commonly used teaching activities in CLT classrooms. The findings indicated that teachers demonstrated a strong understanding of CLT characteristics, including tasks and activities, the role of grammar, teacher roles, and student roles. Regarding challenges, teachers reported facing difficulties related to students, administration, and their own roles as educators.
DOI: 10.14457/tu.the.2022.1249
title: The effect of the brainstorming technique on the argumentative paragraph writing of Thai secondary students

description: Writing is one of the most challenging talents to obtain. Success as a writer requires indirect communication, linguistic structure, writing strategies, and the ability to extract concepts. Consequently, effective writing has become an integral part of teaching and learning English as a foreign language; students of all levels, particularly those in secondary school, who wish to advance their academic achievement must develop their academic writing skills. This study seeks to investigate the effect of the brainstorming technique on argumentative paragraph writing and the attitudes of Thai EFL secondary students towards the use of brainstorming technique in argumentative paragraph writing. The scoring rubric for writing was designed to evaluate the three aspects of the participants' argumentative paragraph writing tasks. In addition, a semi-structured interview was also conducted to examine the attitudes regarding the application of the brainstorming technique to argument paragraph writing. Following the procedures outlined by Creswell (2007) for interview analysis, students' pre- and post-test mean scores and standard deviations, as well as their attitudes towards brainstorming in argumentative paragraph writing, were collected, and analyzed as qualitative data. It was discovered that the overall mean scores for argumentative paragraph writing increased significantly. Prior to the test, the mean score for argumentative paragraph writing was 10.15, with a standard deviation of 1.50. The mean post-test score was 12.35, and the standard deviation was 1.46. Clearly, post-test scores increased significantly from pre-test scores without treatment to 2.30. This improvement contributed to the development of positive attitudes towards the writing process. The research indicates that brainstorming should be actively studied in secondary school classrooms to improve students' writing abilities.
DOI: 10.14457/tu.the.2022.1250
title: A corpus-based study of English synonyms clear, obvious, apparent, and evident: implications for ELT

description: This study aims to examine four English synonyms: clear, obvious, apparent, and evident; focusing on meanings, degree of formality, collocations, semantic preference and prosody, and grammatical patterns. The data used to distinguish the four selected synonyms were drawn from Cambridge Advanced Learner’s Dictionary (2014), Longman Dictionary of Contemporary English online, Oxford Collocations Dictionary (2009), Macmillan Dictionary online, and the Corpus of Contemporary American English (COCA). It was found that the four synonyms share the same core meaning while their differences lie in detailed meanings, degree of formality, collocations, semantic preference and prosody, and grammatical patterns; all of these confirm their status as synonyms which are not interchangeable in all contexts of use. The results show that the corpus provides much more information that does not exist in the dictionaries. Moreover, this study also shed light on pedagogical implication as teachers and learners can learn about loose synonyms and how to distinguish them using a corpus-based methodology from this study.