วิทยานิพนธ์ (Thesis)http://mfuir.mfu.ac.th:80/xmlui/handle/123456789/3172026-04-19T15:37:55Z2026-04-19T15:37:55ZA case study of station rotation model blended in traditional elt listening and speaking class at Phayao Pittayakhom schoolSherina Limhttp://mfuir.mfu.ac.th:80/xmlui/handle/123456789/14662026-01-06T09:11:16Z2015-01-01T00:00:00ZA case study of station rotation model blended in traditional elt listening and speaking class at Phayao Pittayakhom school
Sherina Lim
Thanittha Rusmeecharoen
Thesis (M.A.) -- English for Professional Development, School of Liberal Arts. Mae Fah Luang University, 2016
2015-01-01T00:00:00ZGeneration Z EFL students’ expectations for english language learning in technology-enhanced university contextChonlavit Chainaponghttp://mfuir.mfu.ac.th:80/xmlui/handle/123456789/10832025-09-04T06:34:03Z2025-01-01T00:00:00ZGeneration Z EFL students’ expectations for english language learning in technology-enhanced university context
Chonlavit Chainapong
Bhornsawan Inpin
This study explores the expectations of Generation Z undergraduate English majors in six areas: instruction, materials and resources, testing and evaluation, assignments, lecturers, and future use of English. It also examines how these expectations affect learning engagement within the framework of a technology-enhanced university context.
Data were collected using a mixed-methods approach from 125 students at the School of Liberal Arts, Mae Fah Luang University in 2022. A structured questionnaire (5-point scale) and semi-structured interviews with 13 selected students were used. Quantitative data were analyzed using descriptive statistics, while qualitative data underwent content analysis.
Results showed the highest expectations were for the future use of English (mean = 4.45), especially for careers and global communication. Expectations for lecturers (mean = 4.32) focused on adaptability, tech skills, and generational awareness. Students preferred communication-based instruction, authentic digital materials, and personalized assessments. While technology was central to their learning, face-to-face interaction remained important.
Thesis (M.A.) -- English for Professional Development, School of Liberal Arts. Mae Fah Luang University, 2025
2025-01-01T00:00:00ZAn analysis of rhetorical structures in english language teaching research article introduction written by human authors and chat GPTNatdanai Loonlawanhttp://mfuir.mfu.ac.th:80/xmlui/handle/123456789/6352025-06-17T08:11:51Z2024-01-01T00:00:00ZAn analysis of rhetorical structures in english language teaching research article introduction written by human authors and chat GPT
Natdanai Loonlawan
Phirunkhana Phichiensathien
This study analyzed the proficiency of one of the most famous generative AI tools (ChatGPT-4o) in generating research article introductions (RAIs) within the field of English Language Teaching (ELT). Using Swales' Creating a Research Space (CARS) model, the study compared the rhetorical structures of RAIs written by human authors and the ChatGPT-4o. The study used a qualitative design combining genre-based content analysis and rhetorical comparison. It analyzed two sets of 14 Research Article Introductions (RAIs): one from Scopus-indexed ELT journals and one generated by ChatGPT-4o using the same article titles. Through the qualitative research method approach, content analysis identified the moves and steps in both human author and ChatGPT-generated RAIs, followed by qualitative comparison. The results revealed that while ChatGPT adhered to the established rhetorical structure, it overemphasized Move 2 (establishing a niche) and exhibited nuances in Moves 2 and 3 compared to human-written RAIs.
Thesis (M.A.) -- English for Professional Development, School of Liberal Arts. Mae Fah Luang University, 2024
2024-01-01T00:00:00Z