cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.7910/dvn/k1nvf0
title: 数字经济、地方债务与高质量发展

description: DIG对EDQ呈现正向促进，DEB与EDQ呈现倒U型关系，DEB在DIG对EDQ的影响过程中呈现双重门槛效应，DIG对EDQ呈现正向的空间溢出效应，DEB对EDQ呈现负向的空间溢出效应。数据经过（1，99）的缩尾处理
DOI: 10.15468/dl.5jjj2t
title: Occurrence Download

description: A dataset containing 1 species occurrences available in GBIF matching the query:
{
 "and" : [
 "TaxonKey is Physalis viscosa",
 "Country is Eswatini",
 "HasCoordinate is true"
 ]
}

 The dataset includes 1 records from 1 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0052969-250827131500795/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.
DOI: 10.15468/dl.82v8ne
title: Occurrence Download

description: A dataset containing 15 species occurrences available in GBIF matching the query:
{
 "and" : [
 "TaxonKey is Physalis viscosa",
 "Country is Chile",
 "HasCoordinate is true"
 ]
}

 The dataset includes 15 records from 8 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0052968-250827131500795/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.
DOI: 10.15468/dl.p8mnku
title: Occurrence Download

description: A dataset containing 981 species occurrences available in GBIF matching the query:
{
 "and" : [
 "Country is South Africa",
 "TaxonKey is Panicum maximum"
 ]
}

 The dataset includes 981 records from 21 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0052970-250827131500795/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.2024.766
title: Politeness strategies for saving face in The Crown series: a focus on the main female character and her navigations of authority

description: This study investigates the politeness strategies used by Queen Elizabeth II in The Crown, a historical drama series portraying the British royal family. It focuses on how she employs language to manage social interactions, preserve face, and maintain authority within complex interpersonal and political contexts. By using Brown and Levinson’s (1987) politeness theory, the study addresses two main research questions: 1) What politeness strategies does the main female character in The Crown use to navigate and maintain authority? and 2) How are these politeness strategies influenced by, and related to, authority dynamics within the fictional royal context? This research analyzes selected episodes from season two of the series, which centers on Queen Elizabeth II's personal life and political challenges after her coronation. The data consists exclusively of her scripted dialogues. Each utterance is classified into one of four politeness strategies: bald-on-record, positive politeness, negative politeness, and off-record. Preliminary findings reveal that bald-on-record and negative politeness strategies are most frequently employed, especially in emotionally charged or politically delicate situations. These strategies serve as tools for conflict avoidance, direct asserting authority, and preservation of both the speaker’s and the hearer’s social faces. Influencing factors include social hierarchy, interlocutor status, cultural norms, and situational context.This research contributes to a deeper understanding of gendered communication and leadership discourse in mediated narratives. It highlights the role of language in constructing authority and identity, offering valuable insights for educators, linguists, media professionals, and scholars in discourse analysis, gender studies, sociolinguistics, and cross-cultural communication.
DOI: 10.14457/tu.the.2024.767
title: The analysis of Thai-English code switching through podcast teaching in Thailand

description: This study aimed to analyze the types of code switching and also identify the reasons for using code switching through English podcast teaching in Thailand. The analysis identifies and classifies based upon the classification frameworks of Poplack (1980), three types of code-switching, which are intra-sentential switching, inter sentential switching and tag switching, it is also based on Hoffman’s classification framework for the seven reasons of code-switching performance, which are 1) talking about particular topics, 2) quoting someone else, 3) expressing solidarity, 4) interjection (inserting sentence fillers or sentence connectors), 5) repetition used for clarification, 6) intention of clarifying the speech content for interlocutor, and 7) expressing group identity. The approach of this study was qualitative. The data was collected from recording the selected episodes of KND (kum nee dee) Thai-English teaching podcast in Thailand. The data was investigated and analyzed strategically based on Poplack (1980) frameworks of “intersentential switching” which was the most frequent type of code switching employed by the host in the program. The findings of study indicated the reasons for code-switching performance were similar to what was classified by Hoffman.
DOI: 10.14457/tu.the.2024.768
title: A study of inclusiveness of personal pronouns in TED Talks: a comparison of science and art

description: The present study employed a corpus-based approach and quantitative/qualitative content analysis to analyze the use of personal pronouns and inclusiveness and exclusiveness in TED Talks in the topics of science and art. Ten videos from science-related TED Talks and ten from art-related TED Talks, each approximately 10-18 minutes in length, and published during the years 2010-2024 were selected to create two corpora: the Science TED Talks corpus and the Art TED Talks corpus. Pronoun usage was first identified and quantified using AntConc, followed by qualitative and quantitative analysis of the contextual usage of inclusive and exclusive ‘we’, with classification criteria adapted from Sheibman (2004). The results revealed that the use of first-person pronouns differs slightly between the two corpora. Science TED speakers tend to use ‘we’ more frequently, while art TED speakers employ ‘I’ more often. This pattern may suggest the collaborative nature of science work, and the personal narrative-driven nature of artistic expression. With regard to the use of inclusive and exclusive ‘we’, science TED Talks were more inclusive due to a higher frequency of inclusive ‘we’ compared to art TED Talks. However, both corpora showed greater use of exclusive ‘we’. The analysis suggested that science TED speakers used inclusive ‘we’ to engage the audience rationally with complex scientific content, while art TED speakers used it to provoke emotional reflection on social issues, often through storytelling. Pronominal choices in both topics reflect their respective communicative purposes and can offer a potential model for enhancing effective communication among English learners.
DOI: 10.14457/tu.the.2024.770
title: Exploring the influence of motivation and work environment on the job satisfaction of foreign English teachers in international schools in Surat Thani

description: This study focused on the motivation of foreign English teachers (FETs) in Surat Thani Province, Thailand. It aimed to explore why these teachers choose to work in Thailand—specifically in Surat Thani—the nature of their motivation, the factors that influence their decision to stay, their long-term commitment and job satisfaction, and strategies for supporting and retaining them. A convergent mixed methods design was employed to investigate the factors affecting job satisfaction and career intentions among this target population. There were two types of data used in this study: the quantitative data were collected through a structured questionnaire administered to 80 respondents chosen purposively and conveniently and the qualitative data were generated through semi‐structured in‐depth interviews with three purposively selected key informants who had extensive experience. Survey structures were reviewed based on summary statistics (means and standard deviations), and multiple regression analyses were performed to assess three independent variables (intrinsic motivation, extrinsic motivation, and work environment) on one dependent variable: job satisfaction. The stepwise multiple regression of the study confirmed that there were significant factors at the level of 0.05 affecting foreign English teachers’ job satisfaction, namely intrinsic motivation (β = 0.799, p &lt; 0.05), work environment (β = 0.446, p &lt; 0.05), and extrinsic motivation (β = 0.370, p &lt; 0.05). The three factors accounted for 50.6% of the variance in foreign English teachers' job satisfaction. This paper provides useful recommendations for school administrators trying to enhance English education and more information on teacher motivation in rural Thailand, which is now lacking.
DOI: 10.14457/tu.the.2024.771
title: English email communication barriers faced by Thai support staff and their coping strategies in communicating with international students

description: The main purpose of this study was to explore the barriers faced by Thai support staff at a public university regarding English email communication with international students and the strategies they used to overcome them. The study involved 96 Thai support staff who had English email communication with international students in the past three months. A questionnaire was used to collect their English email communication barriers and solution strategies. The results revealed that Thai support staff encountered four main barriers in English email communication. Ranked by mean score, the top communication barriers were a lack of proficiency in the language (mean = 3.82, SD = 0.90), cultural differences (mean = 3.74, SD = 0.97), email limitations (mean = 3.58, SD = 0.98), and email format (mean = 3.42, SD = 1.01). The mean scores of four barriers ranged from 3.42 to 3.82 on a 5-point Likert scale, suggesting that Thai support staff commonly encounter these barriers in English email communication with international students. The study also identified several strategies that Thai support staff used to overcome the barriers, which tended to be short-term strategies rather than long-term strategies, such as double-checking before sending (mean = 4.74, SD = 0.53), using Google for help (mean = 4.72, SD = 0.63), and looking up unknown vocabulary online (mean = 4.42, SD = 0.74). The findings suggest a need for support—such as targeted English email writing training—to enhance the English professional communication skills of Thai university support staff within academic contexts.
DOI: 10.14457/tu.the.2024.772
title: Emoji-text relations on the X social networking service: studying official accounts of Korean artists

description: This qualitative research studied the application of status and relations between emoji and text in posts from official X (formerly Twitter) social networking service accounts of Korean artists to identify dominant statuses and interactions. Data was collected from 100 posts comprising English language text and emojis on five official X social media accounts of Korean artists, each with over one million followers. The tweets were posted between 1 January 2024 and 31 December 2024, with convenience sampling used due to time constraints. Most content pertained to promotional event announcements. Data was analyzed and categorized according to image-text relations. Results were that equal status predominated (62%), with 38% reflecting inequality. Additionally, the predominant relation was elaboration (77%) with 23% using the extension relation. By contrast, no enhancement or projection relations were identified. The most frequent emoji used in each relation was elaboration (exposition) to restate a word or phrase as an action, while the commonest use in elaboration (exemplification) was bullet points for related topics in announcements. The most popular extension relation use was for artist representation.
DOI: 10.14457/tu.the.2024.773
title: Challenges of non-native English speaking (NNES) EMI primary teachers: a case study at a private school in Thailand

description: This study aims to explore the challenges of non-native English (NNES) EMI Primary teachers in terms of English language proficiency at a private school where English is a medium of instruction. The research method was adopted using a structured questionnaire based on a review of relevant literature (e.g., Macaro, 2018; Kim et al., 2014; Pun & Jin, 2021) to explore the challenges and possible solutions in terms of English language proficiency. The participants were fourteen Thai NNES EMI primary teachers who taught in Science, Mathematics, and Social Studies in EMI classes at least once a week and did not graduate with any degree in English. The adapted questionnaire employed both quantitative - the Likert-scale responses were used for descriptive statistical analysis presented by percentage, mean (M) and standard deviation (SD) which were analyzed by Excel and qualitative data were analyzed by using thematic analysis (Braun & Clarke’s, 2006) to explore deeper insights into possible solutions regarding English language proficiency challenges. The results revealed that interaction and student engagement were the highest challenges especially during questioning and conversation in the classroom. Moreover, they reported that the school assigned them to implement EMI, but there was no training provided, which aggravated anxiety and ability gaps. Hence, mindset and motivation of teachers, professional support for teachers and effective classroom tools and resources were the possible solutions from the teachers themselves to support EMI teachers effectively in the real classroom. The findings may be beneficial for those involved in educational planning and instruction.
DOI: 10.14457/tu.the.2024.774
title: Exploring English language anxiety toward global participation activities among Bangkok content team employees in a multinational company

description: This study investigates English language anxiety among Thai employees in a multinational company by focusing on global participation activities such as cross-location meetings, training, and collaborative work. In multinational companies where English serves as the primary medium of communication, Thai employees—who are non-native English speakers—may experience varying levels of communication anxiety that can affect their confidence, participation and work performance. The study targeted 41 Thai employees from the Bangkok content team of a multinational company where English is used daily. Data were collected via a questionnaire consisting of three parts which are demographic information, close-ended questions based on the Personal Report of Communication Apprehension (PRCA-24), and open-ended questions. Descriptive statistics were used to assess the overall anxiety levels, while qualitative responses were analyzed to examine the strategies employed by employees to cope with their anxiety in English communication. Findings indicated that Bangkok content team employees generally experienced moderate to high levels of English communication anxiety. However, a high level of anxiety was reported in the interpersonal context when communicating in English in global participation activities. In terms of coping strategies, participants identified several approaches, with preparation being the most frequently used, followed by relaxation techniques and self-talk, practice and rehearsal, and careful listening and concentrating.
DOI: 10.14457/tu.the.2024.775
title: The study of barriers in English speaking, listening, and writing skills among the IT infrastructure and operations staff at a leading bank in Bangkok

description: Strong English proficiency is important for IT professionals in Thailand's banking sectors. This study investigates the challenges these employees face in speaking, listening, and writing skills during interactions with international clients and colleagues. This research collected data on demographic profiles, proficiency levels, and communication barriers among IT infrastructure staff using a structured Google Forms questionnaire. Descriptive statistics were employed to analyze the results and identify the main communication barriers.The results indicate that management staff have a strong command of English but struggle with informal discussions and understanding various accents. Operational management personnel demonstrate similar proficiency and encounter the same challenges, while operational-level workers face more fundamental issues, particularly in speaking, writing, and technical communication. Both groups recognized the necessity for focused training programs, suggesting advanced workshops for management and foundational skills training for operational employees. This research highlights the critical demand for specialized English
DOI: 10.14457/tu.the.2024.776
title: Exploring EFL learners’ attitudes towards using collaborative task-based writing to reduce writing anxiety in an M.A. business English writing course

description: This study aimed to explore the perceptions of English master's students in an international program in Thailand on using collaborative task-based writing in a business English writing course, focusing on the effects of collaborative task-based writing in reducing EFL learners' writing anxiety, improving writing performance, and evaluating the pedagogical feasibility of collaborative writing. The research subjects consisted of 30 master's students majoring in English as a Foreign Language (EFL). The data were collected through a questionnaire and semi-structured interviews. The questionnaire was divided into four sections, covering the background information of the participants, their attitudes towards collaborative writing, their opinions regarding the task-based teaching approach and their writing anxiety levels. The interviews also facilitated a deeper and more effective understanding of students’ real experiences and their perspectives regarding collaborative task-based writing. Data were statistically analyzed using frequency, mean, and standard deviation. The results suggest show that most of the students strongly agreed that collaborative task-based writing helped them brainstorm content to write about, revise texts, and discover their writing inspiration. They also indicated that it was easier, through collaborative activities, to understand the demands of structure and expression of business English writing, and their language accuracy, fluency, and complexity have been improved. Moreover, students generally believed collaborative task-based writing enhanced their self-confidence and classroom participation, contributing to the development of a positive and supportive English learning environment. These findings offer insights into how teachers can integrate collaborative tasks and suggest directions for future research on anxiety-reducing strategies in EFL classrooms.
DOI: 10.14457/tu.the.2024.777
title: A survey of English-speaking problems among Thai MA-CEIC students

description: This research addresses the issue of English-speaking problems among Thai students enrolled in an English program at a university in Thailand. It also intends to determine possible ways to improve their oral English skills. The present study used a mixed-methods design, and in the survey, 33 students responded to open-ended questions and close-ended statements in a questionnaire with a 5-point Likert scale. Descriptive statistics with mean scores and standard deviations were calculated for the quantitative data, and qualitative responses were subjected to thematic analysis to document the participants’ actual experiences, views, and challenges in speaking practice. The findings indicated that most of the problems that students faced were a lack of vocabulary, fear of making grammatical mistakes, and uncertainty about their pronunciation, all of which hinder fluent communication. These issues had been primarily the consequence of the traditional teaching methods that prioritize theoretical knowledge and linguistic structure often to the detriment of oral language. In order to master speaking, students need to speak with native speakers, learn common expressions, idioms, and colloquial language, and participate in English speaking activities beyond the four walls of a classroom. Regular practice and exposure to English-speaking environments were also found to be critical factors for addressing issues of non-fluency and lack of confidence.
DOI: 10.14457/tu.the.2024.778
title: A corpus-based study of English synonyms: awful and terrible

description: This corpus-based study aims to examine the differences and similarities between the synonymous adjectives awful and terrible in terms of meaning, degree of formality, and collocations. The data for this research were collected from the Oxford Advanced Learner’s Dictionary (online version) and the Corpus of Contemporary American English (COCA). A total of 200 concordance lines for each adjective were analyzed to explore their usage in real-life contexts.The results revealed that although awful and terrible share similar core meanings, they differ in use across various genres and situations. Although both adjectives are used more often in informal contexts, as evidenced by their high frequencies in TV/movies subtitles, spoken texts, and fiction, and their low frequency in academic texts, the adjective terrible appears more frequently than awful across all settings, suggesting broader usage and greater acceptability. In terms of collocation, each adjective has a unique set of noun collocates and themes, although some overlap exists. Overall, the findings confirm that awful and terrible are not fully interchangeable. Understanding their distinct usage patterns can support more accurate and natural word choice. This study highlights the value of corpus-based analysis in vocabulary learning and suggests its usefulness in teaching synonyms effectively.
DOI: 10.14457/tu.the.2024.779
title: A study of English skill development needs and problems among Thai officers at a public organization in Bangkok

description: This study aimed to investigate the needs and key problems that Thai officers face in a public organization in Bangkok regarding the development of their English language skills in the workplace. The significance of this study lies in enhancing Thai officers’ language proficiency in alignment with the organization’s mission, contributing to their long-term development. It also focuses on officers’ preferred methods for developing English skills and the support they expect from their organization. The population consisted of 183 people and 50 Thai officers were selected through purposive sampling method. A bilingual questionnaire was employed to collect both quantitative and qualitative data which were analyzed using descriptive statistics along with data analysis of the open-ended responses. The findings showed that speaking and listening were the most needed skills, with speaking ranked as the most difficult, especially in formal meetings and real-time communication. Additionally, writing email correspondence emerged as an important skill that many Thai officers considered significant for their work. The key problematic factors came from nervousness, lack of confidence, and limited opportunities to practice English in real life. These problems reflect a broader issue in Thai governmental organization, where English is rarely used regularly. This study recommended that English training and workshops should be provided to create a supportive English-speaking environment in the workplace. The study’s outcomes will benefit other public and government organizations by informing language policy planning at the national level.