APHEIT-EDU 2022

Challengesof NewEducationalManagement after the Covid-19 Crisis THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) The Association of Private Higher Education Institutions of Thailand under the Patronage of Her Royal Highness Maha Chakri Sirindhorn (APHEIT)

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" Directives Sub-Committeeof Educationof the Associationof Private Higher EducationInstitutionsof Thailandunder the Patronage of HerRoyalHighnessMahaChakriSirindhorn (APHEIT) No. 002/2022 Subject: Appointment of aneditorialcommittee for anacademicconference anddisseminationof selected researchresultsofthe 2ndInternationalAPHEIT-Edu2022Conference \"Challenges of New Educational Management After the 2019 Covid-19 Crisis\" 26 February 2022 Online Conference In order to successfully organize an academic conference and disseminate selected research and academic papers, under the theme of \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \", scheduled to be on February 26, 2022 (Online), organized by the Sub- Committee of Education under the Association of Private Higher Education Institutions of Thailand ( APHEIT- Education) , under the patronage of HRH Princess Maha Chakri Sirindhorn Siam Boromrajakumari ( FTI) , the Association of Private Higher Education Institutions of Thailand, therefore, has appointed the following individuals as the academic and editorial committee: Editor Assistant Professor Dr. Saruda Chaisuwan, Panyapiwat Institute of Management Assistant Editors Assistant Professor Dr. Waraporn Thaima, Sripatum University Dr.Pongpinyo Mankosol, Dhurakij Pundit University Assistant Professor Dr. Nattaya Boonkongsaen, Wongchavalitkul University Assistant Professor Dr. Wasana Wisaruetapa, Dhurakij Pundit University Editorial Team 1. Dr. George M. Jacobs, International Association for the Study of Cooperation in Education, Singapore 2. Dr.Yan Xu, Yunnan Open University, China 3. Dr. Dao Nguyen Anh Duc Lecturer, Head of Division - Language Skills Faculty of Foreign LanguagesBanking University Ho Chi Minh City 4. Dr.Motikala Subba Dewan President, NELTA Vice-President, Yalambar Research Foundation (Kirat Indigenous Group) Associate professor of English, TU i

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" 5. Dr. Neila Camposagrado Resultay, Lyceum-Northwestern University Instructor MPA Department, 6. Professor Dr. Teera RoonCharoen, Independent Academic 7. Emeritus Professor Dr. Paitoon Sinlarat Dhurakij Pundit University 8. Emeritus Professor Dr.Chanita Rukspollmuang, Siam University 9. Associate Professor Dr. Jomphong Mongkhonwanich, Siam University 10. Associate Professor Dr.Laddawan Petroj, Rajapruk University 11. Associate Professor Dr.Chumsak Inarak Christian University 12. Associate Professor Dr.Sawai Fakkao, Dhurakij Pundit University 13. Assistant Professor Dr. Saruda Chaisuwan, Panyapiwat Institute of Management 14. Assistant Professor Dr. Anchalee Chayanuwat, Rangsit University 15. Assistant Professor Dr. Waraporn Thaima, Sripatum University 16. Assistant Professor Dr.Nattaya Boonkongsaen, Wongchavalitkul University 17. Assistant Professor Dr.Wattana Winitwattanakun, Assumption University 18. Assistant Professor Dr.Poonpilas Assumption University 19. Assistant Professor Dr. Rosukon Sawetwechakul, Assumption University 20. Assistant Professor Dr. Janpha Thadphoothon, Dhurakij Pundit University 21. Assistant Professor Dr. Peng-Fei CHEN Dhurakij Pundit University 22. Dr. Pongpinyo Mankosol, Dhurakij Pundit University 23. Dr. Tinnakorn Poolphut, Chaopraya University 24. Assistant Professor Dr. Wasana Wisaruetapa, Dhurakij Pundit University Issued on December 6, 2021 (Assistant Professor Dr. Saruda Chaisuwan) Chairperson of the Subcommittee of Education Association of Private Higher Education Institutions of Thailand under the Royal Patronage of Her Royal Highness Princess Maha Chakri Sirindhorn Siam Boromrajakumari ii

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" Message of the 6thNationalConference onEducation2022(APHEIT-EDU2022) “Challengesof New EducationalManagement after COVID2019crisis” 26th February2022 at Eco cozy beachfront resort Chaam, Petchaburi and with hybrid conference. Organized by the Department of Education Subcommittee Association of Private Higher Education Institutions of Thailand under the Patronage of Her Royal Highness Princess Mahachakri Sirindhorn By Assistant Professor Dr. Saruda Chaisuwan Chairperson of the Sub-Committee on Education Association of Private Higher Education Institutions of Thailand under the Patronage of Her Royal Highness Princess Mahachakri Sirindhorn In developing people to have higher potential and skills for the country’s development, research is one of the factors in creating or promoting innovations in educational management. To keep up with worldwide changes under the crisis of COVID- 19, teachers, faculty members and administrators of educational institutions play an important role in facilitating learning management to education management and providing access to technology that will support learning. Therefore, educational institutions should design an effective learning management method with cooperation from various departments from policy level to educational institution level to give importance to both academic work and research. Consequently, if the results of the research and the presentation of changes were adapted, then there will be great benefit to the academic work of the country. The roles and duties of sub- committee on Education of Association of Private Higher Education Institutions of Thailand under the Patronage of Her Royal Highness Princess Mahachakri Sirindhorn ( APHEIT) were to develop academic works in the field of education of the member institutions of APHEIT, to carry out academic activities in the field of education and to develop personnel and students in the field of education of the PTSD member institutions. In addition, another important duty is being the center of academics in education and to host and exchange new ideas that will lead to academic benefits and professional development in education. Moreover, another role is to support, assist and disseminate educational research of faculty, students, educational personnel, people interested in education, and general personnel of various institutions both domestically and internationally including the development of education of the country at both the national level and the Association's Sub- Committee on Education. Despite the epidemic situation caused by the COVID-19 virus, it was deemed appropriate to hold the 6th National Conference on Education 2022 ( APHEIT- EDU 2022) under the topic of “ Challenges of New Educational Management after COVID 2019 crisis” between 26th – 27th February 2022 at Eco cozy beachfront resort Chaam, Petchaburi and with hybrid conference to be a needed platform for researchers, teachers, and students to participate in disseminating academic research. The purposes of this conference were as follows: 1. to organize academic conference and disseminate selected national and international research. 2. to exchange academic opinions on the challenges of managing new education after the COVID-19 crisis. 3. to disseminate quality educational research at national and international levels. iii

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" 4. to exchange, learn, and create a network of educational researchers at national and international levels. The organizing committee would like to express gratitude to Prof. Dr. Ongart Naipiphat for being a special speaker and Asst. Prof. Dr. Jompong Mongkolvanich for presiding over the opening of the international conference. We would like to express gratefulness to Asst. Prof. Dr. Chanpa Thadphuthon for being a consultant in organizing the meeting at the international presentation room and all the honorable presenters who gave importance to this conference. There were 41 articles presented at the national level and 14 at the international level, totaling 55 articles. We would like to express thanks all the research experts who evaluated the academic work including qualified persons who acted as review committee in the room at both national and international levels and the sub- committee on Education of Association of Private Higher Education Institutions of Thailand under the Patronage of Her Royal Highness Princess Mahachakri Sirindhorn (APHEIT). All participants were united as well as devoted time to make this conference go well with their contribution. The organizers expect that the academic research results of this conference will be great benefit to researchers, administrators, faculty members, students, and the general public moving forward. (Asst. Prof. Dr. Saruda Chaisuwan) Chairperson of the Sub-Committee on Education Association of Private Higher Education Institutions of Thailand under the Patronage of Her Royal Highness Princess Mahachakri Sirindhorn iv

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" Content ➢ Directives Sub- Committee of Education of the Association of Private Higher Education Institutions of Thailand under the Patronage of Her Royal Highness Maha Chakri Sirindhorn (APHEIT) No. 002/2022 Subject: Appointment of an editorial committee for an academic conference and dissemination of selected research results of the 2 nd International APHEIT-Edu 2022 Conference ...................................................................... i ➢ Message of the 6th National Conference on Education 2022 (APHEIT-EDU 2022) .......... iii - Development of Strategic Planning Model for Small-sized Schools under the Church of Christ in Thailand ....................................................................................................1 - Curriculum Reform for College Students' Career Planning Education......................16 - A Study on College Students' Learning Satisfaction in a Blended Learning Process Under the COVID-19 Pandemic ................................................................................22 - Developing the Pronunciation Package in Use of Suffixes –S, -ES and -ED for the Second Year Undergraduates ...................................................................................30 - Task-Based Translation Learning in Chinese Vocabulary Learning: Academic Performance of Bilingual Students ...........................................................................41 - Using Task-Based Learning To Enhance Chinese Speaking Skills and Confidence of Grade 5 Thai Primary Students ................................................................................54 - Attitude, Confidence and Motivation of Business English Students, PHRANAKHON RAJABHAT UNIVERSITY, towards English Learning with Language Immersion Approach ..................................................................................................................69 - Students’ Perception of Participating in an Online Academic English Course ..........79 - Performance Appraisal Management in Higher Education under the Changes of COVID-19 ..................................................................................................................90 - A STUDY TO IMPROVE STUDENT FEEDBACK LITERACY DURING ONLINE TEACHING UNDER THE COVID-19 PANDEMIC IN CHINA ............................................................98 - Middle school music classroom management presents situation investigation Take Luzong District Middle School as an example.........................................................110 - What Students Think About their Bot Chatting Experiences ..................................119 - Active Learning of Japanese Teachers and Educators ............................................130 v

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" Development of Strategic Planning Model for Small-sized Schools under the Church of Christ in Thailand Dara Rasavanh Christian University Thailand E-mail: [email protected] ABSTRACT The purpose of this research was to develop a strategic planning model for Small-sized Schools under the Church of Christ in Thailand with the objectives to 1) assess the current situation and strategic problems; 2) design and construct the model; 3) evaluate the design efficiency; 4) evaluate the effects of before and after model experimentation; and 5) evaluate the efficiency, effectiveness, and value of the model. The purposive sampling used was from the 13 small-sized schools for the situational assessment, and 14 participants from Sahabumrung Wittaya School for model experimentation. Instruments used in the study were examined and validated by five experts using the IOC Index (Items-Objective Congruence). The statistical analysis used frequency, percentage, arithmetic means, Standard Deviation, t-Test, and Content Analysis. The results revealed that the overall situation of the small-sized school was at “medium- high” performance. The constructed model called “SPIE Strategic Planning Model” consisted of 4 components: S—Situational analysis, P—Planning, I-Indicators, and E—Evaluation. The model evaluation was validated between 0.60 to 1.00. The effects of the experimentation found that post-experiment rating was higher than pre-experiment was at .01 – a statistically significant level. The evaluation of the model’s efficiency, effectiveness, and value were “Very High.” As a result, the recommendation is for schools to implement the Strategic Planning Model to systematically plan, operate, and to efficiently, effectively, and successfully achieve their goals and objectives. KEYWORDS: Strategic Planning Model, Small-sized School, the Church of Christ in Thailand INTRODUCTION The world in the 21st Century has changed at a rapid pace. Leaders and organizations in this era are facing greater and more challenging changes than ever before. Today’s changes are dominated by globalization, digitization, and technology, social factors, and consumer behaviors that can be characterized as VUCA (volatile, uncertain, complex, and ambiguous). Today, organizational threats and opportunities are constantly changing and almost impossible to predict. (Tiefenbacher, W., 2019). Educational institutions are not exempt from the above-mentioned changes and therefore need an effective and focused approach to establishing direction for their organizations. To survive, educational institutions need to have clear vision and mission statements, with values, goals, and objectives that engage the community and their stakeholders, which will make them more effective and efficient in utilizing their resources. (Unal, 2014) 1

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" Companies and organizations must develop a clear strategic plan because there is not 2 much room for mistakes. Strategic planning is mostly used along with strategic management, which is defined as “the art and science of formulating, implementing and evaluating cross- functional decisions that enable an organization to achieve its objectives.” (David, 2011). Strategic management is the integration of strategic planning and implementation in all areas of the organization as an ongoing system to fulfill the mission, meet mandates, promote continuous learning, and create public value. Both public and nonprofit organizations are under stress; a wise leader will survive by managing the organization through strategic thinking and acting and by continually learning. Strategic planning is here to stay. (Bryson, J., 2010). The challenge of education in the twenty-first century can be overwhelming for educational institutions. Schools struggle to give students the skills they need to succeed in the world of fast-growing high technology and new social dimensions as Delaney stated in “Education for the Twenty-first Century.” This time of rapid change in an increasingly globalized environment requires an educational system that continually adapts to those changes. Technology and other innovations are constantly changing the way we communicate, work, and live. That means the educational system must also respond to the changing needs of young people, the society, and the labor market. (Delaney, 2019). To successfully manage an educational institution in the twenty-first century—which is very competitive—can be complicated, especially when dealing with the high expectations of the stakeholders in a diverse society. The management of an educational institution must be strategically managed with vision, setting clear directions for organizational changes, making quick reliable decisions to solve problems and communicating effectively to all personnel. When done in an understanding manner, all the personnel will embrace the same vision, realize the importance of change and build a new organizational image for future success. (Ingphongsapanh, P., 2012). The disruption from the Corona Virus Pandemic of 2019 (COVID-19) has sent the global economy into recession, has disrupted education and changed the world forever. Thailand has had the share of pandemic pain. The COVID-19 Pandemic can be viewed as both a threat and an opportunity to people in the world, the economy, businesses, society, and education. 1.6 billion children worldwide were out of school during the first wave of the pandemic. Today, the COVID-19 pandemic continues to be a threat to education as around 700 million students are still learning from home. Nations must wisely and creatively manage their limited resources to effectively plan and embrace a new vision for future education. (Pangestu, 2021). According to the Bangkok Post, COVID-19 negatively affected Thai private schools. Sixty-six Thai private schools closed their doors permanently in the 2019 academic year due to the long school break with no revenue coming in during the lockdown. (Deboonme, 2020). An article in Thairath Online revealed that, according to the Secretary-General of the Private Education Commission, many parents of private school students are facing an economic crisis from the COVID -19 impact and are having a hard time paying for their children’s education. According to Truktron, 1,408 private schools are severely unhealthy, 98 of which will be closed permanently. (Truktron, 2021). Small schools in Thailand have had their share of challenges as private schools in Thailand in terms of economic downturns, government policies, technologies, and the COVID-19 pandemic. As educational institutions, the challenges, and opportunities that small schools in Thailand are facing are greater than ever before. Therefore, a systematic approach that enables schools to move forward toward the future with confidence need to be strategically managed. The purpose of strategic management is to take advantage of opportunities through formulating, implementing and evaluating strategies that enable the organization to achieve its goals and objectives. “Strategy provides a coherent blueprint to

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" bridge the gap between the realities of today and a desired future. It is the disciplined calculation of overarching objectives, concepts, and resources within acceptable bounds of risk to create a more favorable future than might otherwise exist if left to chance or the hands of others.” (Yarger, 2012). Strategic management consists of three stages: Strategy formulation, implementation and evaluation. Strategy formulation is the process of developing a vision and mission, identifying an organization’s external opportunities and threats, determining internal strengths and weaknesses, and establishing long-term objectives. Strategy implementation is the process by which management puts the formulated strategies into action. Strategy evaluation is the final stage in which the organization’s management obtains information to review the strategies used, measure performance and make corrections for improvements. (David, 2011). To counter-act issues mentioned above, the researcher had studied and developed a school- based strategic planning model to be used as management tools to guide and to help schools plan and manage strategically, with the purpose of supporting and improving education to the fullest in accordance with the Thailand National Education Act 2019. RESEARCH OBJECTIVES The main objective of the research was to develop a Strategic Planning Model for the small- sized school under The Church of Christ in Thailand, with Specific Objectives (1) to assess current situation and strategic problems in small-sized school under The Church of Christ in Thailand, (2) to design and construct the Strategic Planning Model (3) to evaluate the efficiency of the Model, (4) to experiment and implement the Model, (5) to analyze the different effects before and after the implementation of the Model, (6) to evaluate the efficiency, effectiveness, and value of the Model for small-sized schools under The Church of Christ in Thailand. Hypotheses: (1) There is a statistically significant difference in participants strategic planning knowledge pre-experiment and post-experiment of the strategic planning model at the small- sized school under The Church of Christ in Thailand. (2) The level of model efficiency, effectiveness, and value of the Strategic Planning model in the small-sized school of The Church of Christ in Thailand is “High.” RESEARCH METHODOLOGY This research is R&D (Research and Design), a mixed method of both quantitative and qualitative research methodology. The researcher developed a school-based Strategic Planning Model called “SPIE Strategic Planning Model” using Fred R. Davis’ (2011) Strategic Planning Theory that consists of 3 stages: Strategic formulation, Strategic Implementation, and Strategic Evaluation, along with the integration of the MBO (Management by Objectives), a strategic planning process concept developed by Peter Drucker (1954). The SPIE Strategic Planning Model consists of 4 components: S— Situational analysis, P—Planning, I—Indicators, and E— Evaluation. S—Situational Analysis: Situational analysis is the process of collecting data, 3 information, and methods used to collect and analyze the factors that effects the organization. Situational analysis will allow managements of the school to use the data collected to assess

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" the school’s current situation, programs and projects, define stakeholders, assess competitors, and evaluate the current situation. An effective situational analysis involves examining both internal and external factors. In this stage, the researcher used the SWOT analysis, a Strategic Planning tool to assess the Strength, Weaknesses, Opportunities, and Threats of the organization. By performing a SWOT Analysis, an organization acquires new ideas and perspective that leads to organizational improvement. During this stage of Strategy formulation, the researcher also used PART (Performance Assessment Rating Tool) to identify key area for action plan of improvement with the intention to review all area of program’s effectiveness, design, implementation, and result. The researcher used PART tool as a guide to build an assessment tool called SPIE-SHAT (School Health Assessment Too) to assess the over health condition of small-size schools under The Church of Christ in Thailand. P—Planning: Strategic Planning is a systematic process of making or carrying out specific tasks—whether large or small— by establishing goals, policies, and procedures. In this stage, the researcher also used the result from the SWOT analysis to perform the TOWS Matrix. TOWS Matrix was used as strategic planning tools to help match the internal strength and weaknesses to the organization’s opportunities and threat to maximize opportunities and minimize threats and risks. The research also conducted a strategic planning process with the experiment group by analyzing current situation, current goals and vision by using the MBO (Management by Objectives) to: 1) define goals, 2) define objectives, 3) monitor performance or progress, 4) evaluate performance, 5) and provide feedback. I—Indicators: The performance indicator or KPI (Key Performance Indicator is the result of the SPIE-SHAT (SPIE School Health Assessment) Report that gives the overall assessment of the organization’s performance that can be weight in orders of importance and ratings to assess progress, achievements measure against the set goals. The SPIE-SHAT report serves and an important information that evaluates the efficiency of the organizational resources that transformed into goods and services, the quality of the outputs and outcomes, the effectiveness of organizational operations, specific contributions to organizational objectives, the very a process of quantifying the efficiency and effectiveness that the organization can take action. E—Evaluation: The SPIE Strategic planning model has a systematic process by creating strategies, objectives through the SPIE-MBO (SPIE Management by objectives) that serves as the MIS (Management Information System) for management and personnel to action plan that can monitor, track, and evaluate the progress of each strategy, objectives, and action plan so that the strategy is up-to-date, efficient, effective, and valuable to the organization. Research Design: This research is designed for one group experiment and guided by the action 4 plan on strategic planning, the effects were evaluated both pre and post the experiment. The research is qualitative study as it was designed to better understand what the current situation is at a school and how that influences the behavior of the participants. It is also a quantitative study aimed at discovering how many of the participants think, act or feel in a certain way in reaction to the situation. This R&D research is designed to develop and introduce a new model as an innovation in the educational arena. The study created 6 sets of instruments and used in the research: Instrument set (1) The SPIE-SHAT (SPIE-School Health Assessment Tool), set (2) Content Accuracy Assessment by IOC Index (Item-Objective Congruence) of SPIE Strategic Planning Model for small schools of The Church of Christ in Thailand,

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" set (3) Research Experimental Action Plan, set (4) Model Experimental Evaluation Forms, set (5) Model performance Evaluation: Effectiveness, Efficiency, and Value. Instrument set (6) Formats and Query Content Accuracy Analysis Table by IOC Index. The research created SPIE-SHAT (SPIE School Health Assessment Tool) forms to assess and analyze current situation and strategic problems of from all 13 of the small schools of the Church of Christ in Thailand. The SPIE-SHAT (SPIE-School Health Assessment Tool) used PART (Program Assessment Rating Tool) as a guide to build the Instrument designed to assess the strategic problems and current situation of small schools of the Church of Christ in Thailand. The questionnaires and content of SPIE-SHAT consists of 40 questions in 8 categories: (1) Strategic planning, weight 15%, (2) Purpose, weight 15% (3) Program, weight 15%, (4) Management, weight 15%, (5) Personnel, weight 10% (6) Performance Results, weight 10%. (7) Technology, weight 10%. (8) Environment, weight 10%. The SPIE-SHAT scores are translated into PART rating results in a numeric score from 0 to 100. The scores will then be translated into qualitative ratings: High effectiveness (85 – 100, Green), meaning that the capability of producing a desired result or the ability to produce desired output is at a high level, Medium-high effectiveness (70 – 84, Blue), meaning that the capability of producing a desired result or the ability to produce desired output is at a medium-high level, Medium effectiveness (50 – 69, Yellow) meaning that the capability of producing a desired result or the ability to produce desired output is at a medium level, Low effectiveness (0 – 49, Red), meaning that the capability of producing a desired result or the ability to produce desired output is at a low level, 1 point equal to 20 SPIE-Grade, a possible of 5 points equals to 100 SPIE-Grade. RESEARCH RESULTS AND SUMMARY 5 The research “Development of Strategic Planning Model for small-sized schools under the Church of Christ in Thailand concluded the following findings: 1. The assessment of the current situation and strategic problems of small-sized schools under the Church of Christ in Thailand using the SPIE-SHAT (School Health Assessment Tool) found a “Medium-high” performance level, meaning that over-all, the schools are capable of producing outcomes above medium level, but lower than high. The average score for all of the 13 small-sized schools is 4.06 with a Standard Deviation of 0.44, and a SPIE grade of 81.20, blue color. The highest performance area was Management with a mean score of 4.35, a SPIE grade of 86.95 and green color. The highest rating by item was question 16 (The School’s Management works well together towards common goals and vision.) with a score of 90.12, green color. The lowest performance area was Performance Result with a mean score of 3.73 and blue color. The item with a lowest rate

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" was question 26 (The school’s academic result met or exceeded the national score in the past two years.) with a score of 3.19, 63.72 SPIE grade, yellow color. 2. The designing and constructing of the Strategic Planning Model resulted in “SPIE Strategic Planning Model,” a school-base management tool. The principles of the SPIE Strategic planning is a primary process of administration to achieve the goals and objectives of the organization in conditions that changes must take place in order to be up-dated, have the industry competitive advantages, especially in a new century of economic, social, technological and innovative changes in education. The SPIE Strategic Model consist of 4 components: S— Situational analysis, P—Planning, I—Indicators, E—Evaluation: S—Situational analysis: the analysis of organizational external and internal environmental factors including the analysis of Opportunities and threats to the organization, P—Planning: the process of defining organizational vision, missions, goals, objectives and activities, I—Indicators: the measurement pointers that represents the change, competition, updates, acceptance, modernization with technology and innovation, cost effectiveness of resources (budget, personnel…), needs of parents (consumers) and communities, etc., and E—Evaluation: refers to evaluating the strategies planned based on the metrics mentioned indicators (item 3) before applying the strategies to consider it to be proactive, developmental, and problem-solving by synthesizing strategies with similar goals and objectives. The strategies to be implemented should be cost effective, prioritized by orders as Strategy Package in Mind Mapping format making it easier to understand and continue communication. 3. There was a total of 74 items in the form of questionnaires that were examined by the five experts. 43 questions had a rating of 1.00 and were used without any changes, there were 23 questions with the rating of 0.80, and eight questions with rating of 0.60, questions with 0.60 – 0.80 were improved by making corrections according to the experts’ recommendation, updated and used in the research. 4. The experiment by implementation of the SPIE 6 Strategic Planning Model at Sahabumrung Wittaya School was a success. The experiment consisted of 14 participants from the school including the management team, personnel, and teachers who gave information, contributed to the strategic planning process by examining the SPIE-SHAT report, conducted the SWOT analysis and TOWS Matrix, developed strategies and action plans to improve the areas with low performance rating. The SPIE-SHAT of Sahabumrung found the school’s performance at a “Medium” level with an average score of 3.41, Standard Deviation of 0.31, and SPIE grade of 68,13, yellow color, meaning the school’s

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" capability of producing a medium outcome. The highest performance area was Purpose with a score of 3.90, the item with the highest rating was 4.25, a SPIE grade of 85, high performance and green color. The lowest areas were Performance Results with a score of 2.80, a SPIE grade of 56, medium performance and yellow color. The item with lowest rate was question 26 (The school’s academic result met or exceeded the national score in the past two years.) with a score of 2.25, a 45 SPIE grade, low performance, red color. 4.1 There were some areas with high SD (Standard Deviation) of above 1.00; they are as followed: question 21: all staff and employees of the school understand the vision, mission, and values of the school), SD of 1.50; question 6: the school has set of measurable goals that proclaim the Gospel of Jesus Christ, SD of 1.26; question 11: the school has a unique program that make the school excellent and has advantage over competitors, SD of 1.26; question 32: The school has a technology lab equipped with a modern computer and high- speed internet access and a knowledgeable teacher to manage the lab, SD of 1.26; question 1: the school has clear vision, goals and objectives with active strategies of how to achieve those goals, SD of 1.00; question 13: the parents and students want our program because they see the value in it, SD of 1.00; question 23: staff and employee of the school works together in harmony and unity, SD of 1; question 24 (Staff and employees of the school enjoy their jobs, SD of 1; and question 27: the school has received academic awards in the past two years, SD of 1.00. 4.2 The model activity evaluation by the participants found the model success with a “Very High” rating. Highest rating item was question 2: the developed model is suitable for use in School-based strategic planning with a Standard Deviation of 0.36, followed by question 13: the developed model has room for improvement with a SD of 0.43, and question 12: the developed model can be measured and evaluated with a SD of 0.47. 4.3 The different effects testing of the model were t-test of participants knowledge about strategic planning by item, and by participant’s before and after the experiment. The t- test of strategic planning knowledge by item increased significantly from 2.64 before experiment to 4.50 after the experiment. The t-test pair of participant knowledge increased significantly from 2.67 to 4.50, a D (Difference) of 1.83 increase after the experiment, a D² (knowledge power) of 50.85, a statistical significance value of .01. The before and after experiment of participants knowledge about strategic planning increased significantly from 2.67 before experiment to 4.50 after experiment, D of 1.83 and D² of 50.85, df (degree of difference) of 13, the t-value was 3.53, at .01 Statisticallt Significant level. 5. The SPIE Strategic Planning Model received a “Very High” rating in model efficiency, effectiveness, and value. The average rating score was 4.74 with a 0.46 Standard of Deviation. The model efficiency had an average score of 4.54, 0.59 Standard Deviation, “Very High”, the highest rating was question 5: the implemented model is cost-effective and beneficial to management of the school with a score of 4.79 and SD of 0.43. The model effectiveness had an average score of 4.87 with 0.34 SD, “Very High,” the highest rating was tied between question 12 and 14. Question 12: the model implemented is beneficial and impact student quality with a score of 4.93, and 0.27 SD, “Very High”. Question 14: the model implemented is valuable to the school’s big picture) with a score of 4.93, and 0.27 SD, “Very High”. The model value had an average score of 4.80 with 0.44 SD, “Very High”. The highest rating was question 16: the implemented model is valuable to educational management with a score of 4.86, and 0.36 SD, “Very High”. 7

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" DISCUSSION 1. The assessment of the current situation and strategic problems of small-sized schools under the Church of Christ in Thailand found to be at a “Medium-high” level in performance, the highest rating was Management and Purpose, the lowest area was Performance results and Technology. Management and purpose received high performance rating which is in congruence with the PART’s (Program Assessment Rating Tool) main objective is making sure that the program they are supporting is related and supports the organization’s vision and purpose, and that managements are in good standing. However, the lowest area of the report was “performance results,” as an educational or academic institution, performance results are the output and outcome of the organization, which in fact was the lowest performance rating area of most of the small-sized schools under the Church of Christ in Thailand, this means that the problems are strategic problems, the schools need to strategically make plans and manage the plans to overcome this barrier. The next lowest area was technology, this again was found in most of the schools; the item with lowest rating in this area was question 34: the school has a strong English program from basic to advance with a score of 3.47, a 69.49 SPIE grade, “Medium” and yellow in color. This finding tells us that the schools are not competitive in the two areas that are vital in today’s educational setting where technology and English language leads the way. This finding is in congruence with the Surangkana C. (2021) which stated “the challenges of Thailand in promoting the students’ English skills to be an effective ASEAN Citizen”, the study stated that English language is considered as one of the most important keys towards the development of Thailand, to keep pace with the growth of the ASEAN community, Despite the Thai government's efforts to promote English education in Thailand, it was obvious that the English proficiency of Thai students was relatively low compared to some countries in ASEAN; this is consistent with the findings of this research. 2. The SPIE Strategic Planning Model, an R&D (Research and Design) method that 8 consisted of four components: S (Situational Analysis), P (Planning), I (Indication), and E (Evaluation) can meet the demands of today’s needs. As the world moves in a quicker speed due to globalization, change, technology, social factors, COVID-19, and future uncertainties, organizations including schools needs to be more vigilance in not just regular planning but planning strategically. Small schools under the Church of Christ in Thailand needs to integrate strategic planning process into their system so that management can monitor, evaluate, and act in time to adapt to change, avoid threats and seize opportunities. SPIE Strategic Planning System can help small schools under the Church of Christ in Thailand to plan strategically and be move successfully toward the future. De Andreis, F. (2019) “The Principles behind a Strategic Plan,” suggested that planning systems have become more sophisticated in their selection of an approach to planning and to techniques. The approach to a strategic plan should involve different methods and techniques. It requires a more complete and more sensitive approach to the critical uncertainty of many of the variables that planning must address. This change represents a recognition of the elements of a strategic plan that enable it to determinate success. Implementing this strategic approach, which focuses on method and technique, can play an important and useful role in strategy development and the implementation process. In order to determine the strategic direction of an enterprise, it is necessary to understand its current position and the possible ways to develop a strategic plan; but it is also necessary to know and to understand what is behind this plan, which coincides with this R&D research “SPIE Strategic Planning Model” by designing and constructing a school- based model. This research is also in congruence with the study of Manketvit, S., Srisa-ard, B.,

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" Setsaengri, C., (2016) “Development of a Participatory Strategic Management Model for Collaborative Educational Provision School,” who developed a Participatory Strategic Management (PSM) model for small school groups, known as Collaborative Educational Provision (CEP), The PSM model consisted of four components: strategic analysis, strategic planning, strategic implementation, and strategic control and evaluation. Also, in congruence with the suggestion of Deidhae, F., Sekolah, P., Ende, A., (2019) “Strategic Planning: Developing a Model for Senior High Schools,” the implementation of the School Based Management (SBM) in the early 2000s, strategic planning has become a mandatory program for all the schools in the country (Indonesia). However, the implementation of strategic planning in the schools in Ende District, Indonesia shows a variation of models, analysis tools, elements, and process. Without a standardized model, the schools cannot develop competitive strategies to improve their quality. This study employees research and development methods aiming to develop a model of strategic planning for the senior high schools in the district. Based on the evaluation of the factual models, the researcher develops an issue-based planning designed with SWOT analysis and objectives analysis as tools. SWOT analysis is integrated with the eight national education standard grid and the PEST grid, and involves the participation of all school stakeholders. The development of this model is a contribution for schools in Ende district and for further studies. 3. The results of the evaluation of the Content Accuracy of the SPIE Strategic Planning Model according to the IOC Index (Item-Objective Congruence) is a quality strategic planning model for school-based practice. The five experts who examined and validate the SPIE Strategic Planning Models content accuracy agreed with the score between .60 to 1.00, which allowed the researcher to edit for improvement and can be used with high rate of accuracy in content. This indicates that SPIE Strategic Planning Model has quality, verified and validated by qualified experts who diligently examined each item and made suggestions to improve each item. This makes the SPIE Strategic Planning Model trustworthy and in working order because the SPIE Strategic model created each item to be examined and validated by the five experts and received the rating as an overall rating; this is in congruence with Zumbo, B. (2003) of International Journal of Testing who stated that specifications are important for providing evidence that the scales of an instrument are measuring the constructs or content areas defined. The index of item-objective congruence has been a useful tool for test developers in providing an independent assessment of items’ validity prior to the pilot test administration. However, the item-objective congruence index has been limited to unidimensional items. The advancements in the field of multidimensionality assessment methods, in combination with the potential for developing multidimensional items, has initiated the need for content validity assessment procedures for items measuring multiple constructs or skills. The purpose of this study is to make content validity assessment using the index of item-objective congruence possible for professionals developing instruments that contain items designed to measure multiple constructs. 4. The implementation and experimentation of the SPIE Strategic Planning Model at 9 Sahabumrung Wittaya School found that the school has a current plan, but it is difficult to monitor, evaluate, follow through and follow up with performance success. The school needs systematic planning—a strategic planning process to be able to act quickly, make changes, and successfully accomplished the organizational goals and objectives. 4.1 The finding showed the school at a “Medium” level of performance, which is lower than the rating of all 13 small-sized schools. The highest performance area of Purpose

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" agreed with the average of all schools, but again the lowest areas were Performance results and Technology, which are 2 leading important subjects in the twenty-first century education. The Standard Deviation variations are also a concern; this means that managements, staff, and personnel of the school do not agree or move in the same direction, especially the question concerning vision, goals and objectives. 4.2 The results from the analyzation of the different effects before and after the implementation of the SPIE Strategic Planning Model found that there is a statistical difference between pre and post experiment of the model, which in agreement with the researcher’s hypothesis that there is a statistically significant difference in participants strategic planning knowledge pre-experiment and post-experiment of the Strategic Planning Model at the small- sized schools under The Church of Christ in Thailand is retained. The score from the post experiment concerning strategic planning knowledge of participants increased significantly from 2.67 to 4.50 tells us that management and personnel of the school’s knowledge of strategic planning process can be improved through experimentation of SPIE Strategic Planning Process. This gives us an idea that management and personnel of the school’s knowledge about strategic planning can be improve through the planning process, this finding agrees with Amoli, S., Aghashahi, F., (2016). “An Investigation on Strategic Management Success Factors in an Educational Complex,” who found that schools as institutes—in which human mental, spiritual, and societal growth are the main inputs and outputs— are prime candidates for the implementation of strategic management. The added values of schools are knowledge, skill, and awareness which require purposeful planning to bring about a high-performing school. Strategic management in a school influences planning, predicts changes, and guides management. Schools that adopt effective strategic management can also turn identified existing threats into opportunities and use school resources to take advantage of those opportunities. Putting everyone in properly determined positions encourages and motivates staff to perform their jobs and duties successfully. 5. The SPIE Strategic Planning Model’s evaluation rating was “Very High” in its 10 efficiency, effectiveness, and value, which exceed the research’s hypothesis expectation that the level of model efficiency, effectiveness, and value of the Strategic Planning Model in the small-sized school of The Church of Christ in Thailand is “High”. 5.1. The SPIE Strategic Planning Model efficiency tested “very high,” this is beneficial to the organization as it is the process of using resources to achieve full potential, this means that the model’s procedures fit the school budget and best practice for the schools and management as they make plan to become efficient through strategic planning. The efficiency of SPIE Strategic Planning Model is in congruence with the study by Latorre-Medina, M., Blanco- Encomienda, F. (2013) “Strategic Management as Key to Improve the Quality of Education” stated that “the current educational management model in many countries needs to undergo a series of changes, to reflect more closely the competencies and characteristics outlined in this study. A new management model is required—based on significant decision-making capacity, leadership that is not solely focused on one single leader but rather is shared across the organization, teamwork, and strategic planning—all driving forward the innovation agenda in education.” 5.2 The SPIE Strategic Planning Model is effective with “very-high” rating, meaning that the schools can achieve desirable or expected objectives or goals based on the implementation of the SPIE Strategic planning model. The model’s effectiveness is beneficial to the organization as it is relevant to the task of the staff and personnel are responsible for by defining the objectives with clear and practical steps. Planning strategically is needed in today’s educational

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" institutions due to changes that are taking place in the world and the community of where the institution located, therefore SPIE Strategic Planning Model will help organizations assess their current situation, allocate resources and personnel to successfully accomplish their goals and objectives. The SPIE Strategic Planning Model is consistence with Peter Drucker’s MBO (Management by Objectives) theory where management make plans strategically by making goals and objectives, give assignment to employee, and systematically monitor and evaluate performance. Strategic management in school influences planning, predicts changes, and guides management. The effectiveness of the SPIE Strategic Planning Model is in congruence with Amoli, S Javan., Aghashahi, F., (2016). “An Investigation on Strategic Management Success Factors in an Educational Complex,” that educational institutions need management systems in place that are capable of controlling the outcomes of their strategies effectively and efficiently. Just as in the business realm, the education sector must apply structured methods for providing strategic support. The current educational-management model in many countries needs to undergo a series of changes, to reflect more closely the competencies and characteristics outlined in this study. 5.3 The SPIE Strategic Planning Model value received “Very High” rating, this means the model can help schools and management become aware of, understand, and make informed decisions toward a more successful operation. The SPIE Strategic Planning Model is valuable in congruence with Sangrawee, S., Chatakan, W., Chuchoysuwarn, C., (2019) “Development of a Management Model for Primary Educational Service Area Offices According to Public Sector Management Quality Award (PMQA), who state that value is important and beneficial to the educational management as it creates good cooperation within the organization, solves and reduces management problems as to be “Best Practices” which can be a driving force to move the organization towards the same vision, goals, and objectives. The input, output, outcome, and feedback of strategic planning consisted of man, money, materials, management, and motivations and important mechanisms of the organization which are of value to the organization. Educational institutions need management systems in place that are capable of controlling the outcomes of their strategies effectively and efficiently. SUGGESTIONS In response to the results and findings of the research “SPIE Strategic Planning Model for small-sized schools under the Church of Christ in Thailand,” experiment at Sahabumrung Wittaya School that increased participants knowledge concerning strategic planning immensely between pre and post experiment which will in turn help the school to plan and manage strategically, improve, and have competitive advantage. The research is recommending the following: 1.1 Small-sized schools under the Church of Christ in Thailand should use SPIE Strategic Planning Model in their schools. Each school already has its SPIE-SHAT report, now they only need to go through the planning process using the SPIE Strategic Model to help management define goals and objectives with action plans that can be monitored, followed-up and evaluated. The schools should strategically work on improving the low areas, mainly performance results in the areas of Technology and English language. 1.2 Sahabumrung Wittaya School had gone to through the SPIE strategic planning session and created a strategic plan for the areas that they would like to improve. The school should follow-up with the plan according to the action plans, monitor the plan, follow-up and evaluate the outcome of the plan for best results. 11

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" 2. Recommendation of using the research result 2.1 Using the results to make policy as a guideline for the management of small schools under the Church of Christ in Thailand. 2.2 Using the result to benefit the school’s policy: Sahabumrung Wittaya School should strategically use the result from SPIE-SHAT to create SPIE-MBO for all of the areas so that they can be monitor, follow up and evaluate along with the area that the research participant had created, this will complete the whole set for the school. 2.3 Using the results to benefit school management: Sahabumrung Wittaya School should look into the area with high Standard Deviation, this means that management and personnel of the school are not moving in the same direction which means that the school may not have clear vision, goals and objectives with active strategies for how to achieve those goals. 2.4 Using the result to benefit school operation: each unit of the school can study the SPIE-SHAT result on their area, create the SPIE-MBO plan and monitor their own unit to make sure that they are moving along with the school’s goals and plans accordingly and in a timely manner. 2.5 The school should continue to monitor and follow with their plan by performing the SWOT analysis and the SPIE-SHAT and determine whether or not they should make adjustments to the plan. 3. Recommendation for future studies 3.1 The Church of Christ in Thailand should conduct SPIE-SHAT Assessment for their medium-sized and large-sized Schools to complete the assessment of all of the schools under the Church of Christ in Thailand. 3.2 The SPIE Strategic Planning Model should continue to be improved and updated for best use and outcome so that it’s beneficial for schools and managements. Schools should manage strategically in order to lead an organization to success as stated by Fred David \"Strategic management can be defined as the art and science of formulating, implementing, and evaluating cross-functional decisions that enable an organization to achieve its objectives\". REFERENCES 12 Amoli, S., Aghashahi, F., (2016). An Investigation on Strategic Management Success Factors in an Educational Complex. Procedia Social and Behavior Sciences 230 (2016) 447-454. Alderton, M. (2019). What your business can learn from Peter Drucker. Learn from Peter Drucker’s management theory and how it can help your business. Retrieved from https://www.business.com/articles/management-theory-of-peter- drucker/ Ariella, S. (2021). A complete guide to situational analysis (with examples) Retrieved from https://www.zippia.com/advice/situational-analysis/ Baruah, P. (2020). What is Situational analysis? Planning tank. Retrieved from https://planningtank.com/market-research/situational- analysis Bhatti, M., Awan, H., Razaq, Z. (2013). The key performance indicators (KPIs) and their impact on overall organizational performance. Springer Science Business Media Dordrecht, Springer. Chukwumah, F. (2015). Developing Quality Strategic Plan in Secondary Schools for

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THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" Curriculum Reform for College Students' Career Planning Education Tao Huang (Hunter) Assumption University E-mail - [email protected] ABSTRACT At present, college students are generally unable to make a reasonable plan for their career development. This paper aims to analyze the current situation and existing problems of college career planning education through the satisfaction of college students, and explore strengthening the guidance education of college career planning through curriculum reform to improve college students' career planning ability. This paper collected data through literature analysis, questionnaires and interviews, carried out qualitative and quantitative research, and put forward the scheme of college career planning curriculum reform. The results showed that: (a) increase the investment in career planning education and establish a professional team of instructors; (b) fully connecting with social needs, updating teaching models and improving teaching methods can improve the effect of college students' career planning education. KEYWORDS Career Planning, Curriculum Reform, College Students INTRODUCTION Management scientist Mc. Farland put forward that career refers to a series of job choices and related education or training activities formed by a person according to his ideal long-term goals. It is a planned career development process. Students need a more comprehensive understanding of themselves and their future development goals in order to be successful in all aspects of life (mcilveen et al., 2011). Career planning refers to a person's plan or expected arrangement of all career related activities and tasks in his life. Career planning = confidant + enemy + Choice (Luo Shuangping, 2000). Under the guidance of the organization, through the condition measurement, comprehensive analysis, summary and balance of individual characteristics, according to their own professional tendency and combined with the characteristics of the times, determine the career goal that is most suitable and can give full play to their personal expertise, and do personalized and effective training and promotion to achieve this goal (Tong Tian, 2006). Therefore, an excellent individual's career planning must be produced by the individual's initiative and positive action through the steps of construction, deconstruction, reconstruction, construction and action. It is a process of integrating experience and enriching self-concept. （Savickas, 2005、2013）. It is understood that today's college graduates are expected to make 15-20 job adjustments in their career, which far exceeds the performance of previous generations (Meister, 2012). In China, there are 8.74 million college graduates in 2020, reaching 9.09 million in 2021. The number of graduates will exceed 10 million for the first time in 2022, and the number of graduates will reach a record high (Ministry of education of China, 2021). However, the current college career planning education does not help them understand what skills they should acquire, nor does it enable them to master the ability to understand themselves and make career planning according to their different situations (Eric pardede, 16

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" 2007). In fact, for most Chinese students, just carrying out educational career planning is not enough. Students need effective planning in all their study and life in school. If students' plans and behaviors are inconsistent with their higher education goals, or if they have no goals, the negative consequences fall on students. It was very bad for their growth in 1998 & 2003. At the same time, The general office of China’s Ministry of education pointed out that it is necessary to incorporate the employment guidance curriculum into the teaching plan and talent training; Promote all colleges to offer career development and employment guidance courses; Build a high-quality, professional and professional teaching staff; Emphasizing the integration of theory with practice; Ensure the effect of College Students' career planning education in five aspects, such as ensuring the investment in college students' career development and employment guidance courses. Carry out career planning education by setting up courses such as career planning, employment and entrepreneurship guidance and mental health education in colleges, so as to help college students complete their self- awareness and do a good job in career planning. (Teaching requirements of College Students' career development and Employment Guidance Course, 2007) The main research content of this paper is to promote college students' career planning education through curriculum reform to explore the following problems: (a) what do college instructors and students think is the current situation and existing problems of college career planning education; (b) how to improve college students' career planning education through curriculum reform. RESEARCH OBJECTIVES （1） Make college students' career planning education more responsive to the needs of students and society. （2） Enhance the importance of career planning education in Colleges. （3） Help students correctly understand themselves, promote students' personality development, improve career planning and matching. RESEARCH METHODOLOGY (1) Literature analysis method: the author makes full use of the school library, digital database, Google academic, CNKI and other electronic full-text retrieval systems to retrieve and consult relevant materials. According to these documents, the author has an overall grasp of the research status at home and abroad, and combs the development process of career planning education on this basis, Found the theoretical basis of this study. Through literature analysis, the author has a clear understanding of the research ideas of this study. (2) Questionnaire survey method: through the questionnaire survey method, students' satisfaction with the effect of career planning education is investigated through the \"career planning satisfaction questionnaire\", which is used as the basis for putting forward countermeasures and suggestions. (3) Interview method: the interview method is a supplement to the questionnaire method. The author has compiled an interview outline to deeply understand the current situation of career planning education through interviews with teachers, and understand the current situation of students' own career planning and their needs and suggestions through interviews with students. The interview method makes this study more reliable and authentic. RESEARCH RESULTS Questionnaires from 126 college students showed that 58.7% thought they were not good at career planning, 55.6% of the college students get little 1-to-1 guidance, and only 57.9% 17

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" are satisfied with employment guidance. this affected their employment. About 69.9% thought they needed guidance on job interview skills, 61.9% thought career planning guidance in colleges was important, 68.2% thought that they needed employment and career guidance when they found a job, 89.2% thought it had a certain impact of the COVID-19. Many college students believe that the effect of the existing career planning education is not obvious, and they can not make a reasonable plan for their career in advance, but they also think it is very important to do a good job of career planning, and their understanding of career planning can be improved through scientific curriculum reform. RESEARCH SUMMARY (1) The curriculum reform of career planning education enables students to formulate reasonable career planning to match their work. The phenomenon that learning is not used is more serious in today's society. When choosing a major, many students are blind. They may directly listen to their parents' opinions or choose one at random without considering many factors. As a result, the post engaged in at the time of graduation is basically incompatible with the major studied, which wastes a lot of time for students themselves, misses the best learning opportunity, and fails to achieve the training goal of \"making the best of people\" for the society. In addition, at present, students frequently change jobs and poor stability is also a common problem. These problems not only reflect the lack of students' career planning ability, but also reflect the importance and necessity of career planning education for students. Therefore, doing a good job in career planning education can help students receive professional career planning training, better solve the employment problem and improve the employment quality of graduates. In some developed western countries, the government attaches great importance to career planning education, regards it as an important factor to ensure the stable development of the labor market, and has also issued relevant laws and regulations. (2) The curriculum reform of career planning education has promoted the development of students' personality and the improvement of their comprehensive quality. For college students, especially junior students, their social experience and experience are not rich enough, and they have not formed a stable self-awareness. Their judgments on their abilities, personality, interests and values are vague, not clear and stable, and their career preferences will change with the change of time. Consciously explore your personality characteristics and have a clear understanding of your strengths and weaknesses. Only in this way can you know what you are suitable for and what you are not suitable for. A very important goal of career planning education is to help students correctly understand themselves. After having a comprehensive and objective understanding of themselves, it can not only promote students' personality development and improve their comprehensive quality purposefully and consciously, but also increase employment confidence and employment opportunities. Therefore, the study of career planning education is of practical significance to students. (3) The curriculum reform of career planning education is of great significance to help students establish a scientific career outlook and shorten the time of career choice. In the current severe employment situation, college graduates are easy to go to two extremes: one is a pure realistic mentality, with a passive outlook on career choice, based on social needs, without the concept of active career choice. The other is to consider only their own needs, not the employer's requirements for occupation, blind self-confidence. These are not scientific views on job selection. The scientific view of career choice is based on the theory of \"matching people and jobs\" that knows yourself and the enemy, and systematic career planning education is beneficial to the establishment of this scientific view of career choice. Students who have received systematic career planning education generally have a clear career orientation. They 18

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" will be more cautious when choosing a career for the first time. On the basis of double selection with employers, they will find a career that is relatively suitable for themselves, so as to shorten the time of career selection and avoid continuous job hunting and blind job hopping to a great extent. DISCUSSION Assuming that students are satisfied with the existing career planning education, it proves that the college has attached great importance, has a strong team of instructors and a scientific and teaching model, most students have been able to accept career planning education, have relatively clear goals for employment, and be able to plan their own career in the future. In this case, the curriculum reform direction of career education can add scenario simulation as much as possible to verify whether their planning is scientific and reasonable, rather than classroom based. SUGGESTIONS (1) Colleges should pay more attention to and invest in career planning education In the process of college study, students' better performance can motivate them to work harder towards their expectations (Duncan and Murnane 2011; sirin 2005), the expectations of students' parents (Morgan 2005; Sewell et al., 1969), parents' understanding of career planning and career guidance (Armstrong and Hamilton 2013) Students' personal interests in jobs or industries (Eccles and Wigfield 2001; Kurban and Cabrera 2019; legewie and DiPrete 2014), the effectiveness of Vocational Education in schools (Eccles and Wigfield 2001; Morgan 2005), social relationships with others other than their families (buchmann and Dalton 2002; Morgan 2005; Sewell et al., 1969), etc, Will have an impact on students' career planning. (2) Establish a professional team of instructors and upgrade teaching mode and improve teaching methods instructors' education on students' career planning plays a complementary role in the impact of individual differences, which can stimulate students' greater career planning and job- hunting intention, and reduce self frustrated job-hunting behavior (Gould, 1979; greenhaus et al., 2010; wanberg et al., 2012). Adopt diversified evaluation methods to assess the performance of instructors, and promote the professional ability of instructors at all levels in the process of consolidating the theoretical foundation under the condition of the combination of theoretical education and practical training, so as to have high comprehensive quality and continuously develop and expand the teaching staff. (3) Cooperative teaching with enterprises Integrate with enrollment, major, employment and entrepreneurship education, and optimize the evaluation link of career planning. According to students' characteristics and career development needs, regular education on good career planning is provided to students of different majors in all grades. Even students with career planning plans also need the help of schools, instructors and courses. Scientifically grasp students' personality characteristics, psychological state, comprehensive quality and career planning needs. Although it may seem early to set up a career planning course in sophomore year, at this stage, the course allows students to consider and set their goals soon after they enter the college, and they have enough time to adjust their plans, To adapt to their changing state (Julian, 2018). 19

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" REFERENCES Mcilveen, P. , Brooks, S. , LichtenBeRg, A. , Smith, M. , Torjul, P. , & Tyler, J. . (2011). Career development learning frameworks for work-integrated learning. Springer Netherlands. https://link.springer.com/chapter/10.1007/978-90-481-3937-8_9. Education, D. F. . (2017). Planning for success: graduates' career planning and its effect on graduate outcomes. https://www.voced.edu.au/node/1194806. Morgan, S. L. , Leenman, T. S. , Todd, J. J. , & Weeden, K. A. . (2012). Occupational plans, beliefs about educational requirements, and patterns of college entry. Sociology of Education, 86(3), 197-217. https://journals.sagepub.com/doi/10.1177/0038040712456559. Armstrong, E. A. , & Hamilton, L. T. . Paying for the party. Duncan, G. J. E. , & Murnane, R. E. . (2011). Whither Opportunity? Rising Inequality, Schools, and Children's Life Chances. https://journals.sagepub.com/doi/10.1177/0094306113514539l. Eccles, Jacquelynne, S., Wigfield, & Allan. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology. https://pubmed.ncbi.nlm.nih.gov/11752481/. Tomy, S. , & Pardede, E. . (2018). Map My Career: Connecting University Curriculum with Employment. The 27th International Conference on Information Systems Development (ISD). Meister, J. . (2012). Job hopping is the new normal for Millennials: Three ways to prevent a human resource nightmare. American School Counselor Association. 2014. Mindsets and Behaviors for Student Success: K– 12 College-and Career-Readiness Standards for Every Student.Alexandria, VA: American School Counselor Association. Buchmann, Claudia, and Ben Dalton. 2002. “Interpersonal Influences and Educational Aspirations in 12Countries: The Importance of Institutional Context.” Sociology of Education 75(2):99–122. Hughes, Katherine L., and Melinda Mechur Karp. 2004. School-Based Career Development: A Synthesis of the Literature. New York: Institute on Education and the Economy, instructors College, Columbia University. https://academiccommons.columbia.edu/doi/10.7916/D8SX6B8G. Domina, Thurston, Annemarie Conley, and George Farkas. 2011. “The Link between Educational Expectations and Effort in the College-for-All Era.” Sociology of Education 84(2):93–112. Avery, Christopher, and Thomas J. Kane. 2004. “Student Perceptions of College Opportunities: The Boston COACH Program.” Pp. 355–94 in College Choices: The Economics of Where to Go, When to Go, and How to Pay For It, edited by C. M. Hoxby.Chicago: University of Chicago Press. Sewell, William H., and Robert M. Hauser. 1972. “Causes and Consequences of Higher Education:Models of the Status Attainment Process.” American Journal of Agricultural Economics 54(5):851–61. Welch, Matthew, Amy Feygin, and David English.2018. Iowa College and Career Readiness Indicators Literature Review. Chicago: Midwest Comprehensive Center and College and Career Readiness Center. 20

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THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" A Study on College Students' Learning Satisfaction in a Blended Learning Process Under the COVID-19 Pandemic Senhao Wang Department of Ideological and Political Education, Taiyuan Institute of Technology, China AEB-SmTaRilA: [email protected] This study aimed to investigate college students' learning satisfaction in a blended learning process academic under the COVID-19 pandemic. The study used convenient sampling where college lecturers and students were interviewed using an online questionnaire method. The sample includes 381 students from 3 applied undergraduate colleges in Shanxi Province, China. This study employed a cross-sectional, online questionnaire-based research design that utescehdniqquuaelsitaantidveCdoecrsorceursTipppelotceinhvddneionwdlgoaitgtahayu,wtCehhhxopeirn;reaeEr-immmaeeianl:stus reasndof interviews. The study used investigative central tendency were used. The measures of central tendency [email protected] mean mode and median, which helped analyze the scale responses. The study results revealed that students were satisfied when blended learning wEa-ms aciol Cmlibckinheedrewtoitehntoenrltinexet. education and face-to-face learning. Educators and academic experts had to integrate online and face-to-face learning to stop the virus from fast-spreading, popularly known as blended learning. Even most teachers had little knowledge, and they had to grasp the basics of online learning as this was the new normal. Many governments have been at the forefront to ensure the blended method of education goes on well to help students during the pandemic period. However, the lack of resources and online learning materials has thwarted the efforts. KEYWORDS: Blended learning, Covid 19 period, Satisfaction, China. Introduction COVID- 19, which the World Health Organization designated a pandemic in 2020, has completely disrupted educational activity, forcing most colleges to close, affecting tens of millions of learners and lecturers worldwide ( Shahzad et al. , 2021) . With its accessibility, flexibility, and convenience, online education ( synchronous or asynchronous) usually corresponds to endorse the progression of education in the presence of a pandemic when traditional teaching and learning are no option ( Adedoyin and Soykan, 2020) . To avoid the transmission of the coronavirus and enable the continuation of education during the challenging periods of seclusion among educators and students, most higher education institutions moved from face- to- face learning to emergency remote teaching in January 2020 (Bayham and Fenichel, 2020; Wang et al., 2020). Traditional distance learning has been advanced to a kind of learning that uses high - level technological advancement that includes uploading materials in the websites, virtual learning, use of E materials, among others. It has become very significant in the education sector. It has prompted the urge to understand how college students have perc eived and whether they have been satisfied with the new system. Before the COVID-19 pandemic, however, students ranked online education as the second- best option after traditional higher education because of its high attrition rates (Hassan et al., 2021). There have been so many attempts to ensure equity and adequate resources for online learning to support the online 22

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" learning method, but this has not been widely available. The research paper will focus on the Learner's perception and Satisfaction with the online education criterion integrated with the traditional face-to-face. Methodology Purpose Most scholars have used qualitative and exploratory research methods to help ensure accuracy. In this study, the process includes both the qualitative and quantitative coupled with experimental and interview designs. The topic of the survey has orchestrated the choice of these methods. The thought of students, the environment of learning, student-student and teacher-teacher relationship have prompted their use as these parameters need to be explored. Study Design The study is explanatory as it aims to explore the extent to which students were satisfied with the new learning methods during the coronavirus pandemic. It investigated the relationship of interaction using an online questionnaire-based research design, online learning satisfaction, student thoughts, Learner satisfaction, blended model understanding and Learner Satisfaction, and environment and the Learner on Learning satisfaction among Chinese college students. The data involves college students from different significant universities across China. The research aims to determine the level of Satisfaction where the students are involved. Nonetheless, more extensive data of the students would be sampled, prompting the use of Quantitative analysis (Almendingen, Molin, & Benth, 2021). It tries to interpret the correlations of some aspects of blended learning such as perception, environment, interactions, and others to understand students' Satisfaction with the type of learning (Turner, 2010). The study uses an interview-based design as the students will be interviewed to get their perspective of learning methods. The lectures will be interviewed to understand the learning environment, the student interaction, and students understanding of the blended learning method (Cahapay, Anoba, & Anoba, 2020). The design is good because it is essential in collecting the information from the students and the lectures on the blended type of learning to measure the success level and student satisfaction. Study Design Diagram Interaction Online Learning Satisfaction Student Engagement Learning Satisfaction Blended Model Understanding and Learner Satisfaction Environment and learner satisfaction 23

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" From December 2020 to January 2021, an online poll was conducted among Chinese college students using So jump, an online questionnaire platform. The link to the online poll and a summary of the study's goal was disseminated via the Chinese WeChat social media app. Participants could use their smartphones, laptop or tablet to reply. The following were the respondents' criteria for inclusion: (1) Chinese college students who had attended online classes after the COVID-19 outbreak and (2) those who volunteered to engage in this study. To determine the minimal sample size required, we used a prior estimate. Previous sample size estimation was used (She et al., 2021). 381 college students from 3 applied undergraduate colleges in Shanxi Province met the inclusion requirements of the study using convenient sampling techniques. The participants in this study were210 females (55%) and 171 males (45%) with an average age of 19.89 years. Furthermore, the vast majority of the participants (97.7%) were undergraduate students, and the majority of them claimed to have taken at least six online classes every week during the pandemic (61.4 percent). Population and Sample The study will use convenient sampling where a population of students and lecturers across colleges in China will be used. The population consists of lecturers and students above 18years and with no specific age range. The sample consists of 1,000 students from different universities. The researchers will apply the stratified sampling method in defining the sample of the research study, in which the population will be divided into three subgroups according t o t h e i r s e c t i o n . When a researcher wants to find out about traits, frequency, trends, correlations, and classifications in this research study, they utilize a descriptive study approach. When the researcher has little information on the study problem, they can use it ( T u r n e r , 2010). The study sample is obtained by taking equal sample sizes of subdivided strata (Lo, Marti & Bottela-Carrubi, 2020). Furthermore, due to the study's needs, the overall sample size of universities students and lecturers would represent the entire population. The researcher uses computational methods to assess the sample size. Investigative Techniques The study used the standard investigative research methods, including electronic mail surveys, mail surveys, and internet surveys. The population is massive, and therefore, it would be easier to get accurate questionnaire answers from the respondents online. This will be important as it will enable the respondents to give genuine answers. Inaccurate answers are eliminated when this method is used (Gilham, 2008). The independent variables include students' thoughts, environment, student and teacher interaction, student understanding. In comparison, the dependent variable is student satisfaction. The measure for these variables would be nominal as it would sort out the data collected from the responses. Instrumentation The study uses the standardized data instrument, a standardized closed online questionnaire. A cross-sectional, online questionnaire-based research approach was used in this study. Between December 2020 and January 2021, 381 Chinese college students (Mage=19.89 years, SDage=1.93) from diverse areas completed an online survey questionnaire to answer questions about demographic features and elements to quantify the problem in the research model. The questionnaire type used is a secure questionnaire which influences reliability and validity. The questions used are direct and secure; hence, many respondents are comfortable responding as they do not explain. Participants were asked to react on a five-point scale ranging from 1 (strongly disagree) to 5 (strongly agree). Therefore 24

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" the results indicated good convergent validity. A closed questionnaire also creates consistency and makes the data collected reliable (Pensen, 2003). The bias that may arise comes from various factors such as misunderstanding the responses, not using the convenient samples, using the wrong questions. These biases would interfere with the general study as poor responses would be gathered from the sample size. It will be scored by analyzing the rating scale such as agree and disagree. Give values for the scale elements and sum them at the end of the question. Data Collection The questionnaires were posted to the selected universities' websites and electronic mails through online surveys with the help of relevant information from officials and tutors. The research sample consists of students from three applied undergraduate colleges in Shanxi Province, China, affecting the findings' generalizability. According to the researchers, more representative samples should be obtained in future studies. This would give a chance to every individual to answer the questionnaires rated as agree, disagree, strongly disagree, among others. Tutors are essential in reminding the students to respond to the questionnaires via online surveys faster to enable early achievement of the desired results. Data Analysis Plan The study uses descriptive data where the use of central tendency is used. The elements of central tendency used are mode and mean to help analyze the scale of responses. The scale of responses given is shown below. The respondents were asked to rate each assertion on a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). The responses will be analyzed using the available statistical software such as spss. This is a very accurate software that is reliable and important for central tendency analysis. Results/Findings. The study gathered responses from questionnaires administered only using the scale of assigned numbers for scoring. The students from major universities across China that are over 10,000, the study had 100 of the population responded, and the 0.2% sample size was used for analysis. The findings revealed a link between learning satisfaction and online learning satisfaction (Q1). According to the study, Chinese students who participated more regularly throughout online learning showed higher levels of learning satisfaction. According to the data, there was also a link between interaction and learning satisfaction. (Q2), prior corroborating research found that students who have more experience interacting with their peers, teachers, and content are more likely to be satisfied with their learning. Furthermore, this study (Q3) validated the positive relationship between learning satisfaction and student environment, consistent with previous research demonstrating that learning pleasure is the most crucial motivating component in improving students' environment. Furthermore, this research found that student thoughts positively impact online learning pleasure (Q4). Finally, the partial mediation role of learners with Blended Model Understanding and educational Satisfaction was validated in this study (Q5). The findings revealed the mechanism underlying this association, implying that learners with Blended Model Understanding justify why they have a favorable impact on learning satisfaction. 25

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" As per the results, understanding the blended mode of learning attracted a strong sense of Satisfaction when both mean and moderates were considered. Discussions The results indicated that the students who had blended model understanding, had improved interaction, proper student thoughts, good environment and learned online had increased learning Satisfaction. They also reveal that if the students understand the mode used, a blended way of learning where face-to-face is integrated with physical understanding, they tend to get more satisfied than any other parameter used. This was highest at the mean of 4.5, and the mode shows that many respondents strongly agreed with the fact. Therefore is the factor that mainly influences the college student's Satisfaction with blended learning. According to (Shantakumari & Sajithi, 2015), when the students understand the learning methods, they get a positive mind towards such learning criteria, in this case, the blended mode of learning. The second variable that positively influences college students' Satisfaction with learning is the student's positive thoughts on the method. The mean is second at 4.1. During this time, the students were engulfed with frustrations such that they had so much to have negative thinking. Otherwise, when they have positive thinking towards blending learning, it becomes helpful as they positively get involved in this kind of learning. The mode also shows that many who responded strongly agree that when the students view it as the best way to go during the pandemic, its chances of success increase and, consequently, students' Satisfaction. The coronavirus pandemic engulfed the world, and therefore there has been a great need to curb it, and this shows that the idea has been solved if this variable is considered. This analysis supports other kinds of literature (Ardin, Arifin, & Aji, 2020). Ardin et al. l argue that if the students have a positive thought on the same, they have a chance of embracing it, thus increasing their Satisfaction. Others such as (Sahin & Shelley, 2008) have written as per this in their literature, and the results here conform to their literature. Students thought, and acceptance of the methods is essential. The other important variable that has been found to influence Satisfaction is students teacher interaction. How far is the influencing the mode of study? How do they integrate web-based methods and physical classroom interactions? These factors can also influence Satisfaction when well-executed, as seen in the results. It comes third in the pecking order as most respondents, both tutors and students, agree that when they interact well in virtual and physical learning, it influences incredibly the idea of blended learning. Students get more interested in the method when they interact more with their teachers and get motivated. If the teachers deliver well in this arrangement, the students tend to trust the technique, thereby considering it. In the previous literature, (Picciano 2002) posits that better interactions between lecturers and students provide them with a sense of trust on the subject, hence giving all the reasons to accept the methods, increasing students' Satisfaction. This, together with the results, confirm that the idea of student interaction is a very valuable variable. The final variable that had been measured in the environment. The learning environment involves where the students are undertaking their studies at a particular time. This would involve the classroom or at home but through a web-based platform. Many respondents have shown that the environment in which blended learning takes place would influence Satisfaction positively, though not as much as the other variables would affect it in the long run. For instance, the students would interact with the teacher and fellow students in the classroom and learn more from the same. From web-based platforms, 26

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" the students would learn more from a lot of resources uploaded by the best scholars of their specific subjects of interest. (Wei & Chen, 2008) says that the students will be influenced by the climate in which the learning occurs, which is in line with results. As much as this variable has come last in descriptive analysis, it is also imperative to measure Satisfaction towards blended learning, especially during the pandemic where the physical environment was treated as the disease's hotspots. Summary/Conclusion During the coronavirus pandemic, there were a lot of problems and hindrances to the academic sector. This is one of the first studies to show that learning satisfaction and student thoughts play serial mediating roles in the relationship between online learning satisfaction and interaction. This research also provides a new foundation for future studies to get a complete picture of online learning satisfaction. The variables revealed that the students are satisfied when blended learning combines online education and face-to-face learning. It is important to note that the pandemic came when technological advancement was rapidly moving towards online platforms to decongest classrooms. However, some problems resulted from inadequate resources that would support this, generally intelligent electronics. Environment, students' understanding, thoughts, and interactions with their tutors are variables used to conduct the study. Most students would get satisfied with the method of learning. This exploration would be vital for future research. This study, however, has several limitations. The research sample only includes college students representing three application-oriented colleges and universities in one province in China, but it did not reflect the whole population of Chinese college students, reducing the generalizability of the findings. Future studies should gather more representative samples, according to the researchers. Recommendations From the study, I recommend that more research be done on the validity of web- based learning on students' performance in their careers. Minor studies have been conducted, but they have not been comprehensive enough to convince that the blended learning method would be more satisfactory than independently using each learning mode. For instance, during the coronavirus pandemic, one approach could have been used online so that the students could refrain from contesting public places. If the study finds online or blended successful, both can be used permanently. Otherwise, the method is widespread, and I recommend further research. References Adedoyin, O. B., and Soykan, E. (2020). Covid-19 pandemic and online learning: the challenges and opportunities. Interact. Learn. Environ., 1–13. Alqurashi, E. (2019). Predicting student satisfaction and perceived learning within online learning environments. Distance Educ. 40, 133–148. Ardin, H., Arifin, M. A., & Aji, W. K. (2020). Blended Learning During Pandemic Corona Virus: Teachers' and Students' Perceptions. DEAS Journal on English Language Teaching and Learning Linguistics and Literature. 27

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" Baber, H. (2020). Determinants of students' perceived learning outcome and Satisfaction in online learning during the pandemic of COVID-19. J. Educ. E-Learn. Res. 7, 285–292. Baber, H. (2021). Social interaction and effectiveness of the online learning – A moderating role of maintaining social distance during the pandemic COVID-19. Asian Educ. Dev. Stud. [Ahead of print]. Bali, S., and Liu, M. C. (2018). Students' perceptions toward online learning and face-to-face learning courses. J. Phys. Conf. Ser. 1108:012094. Bayham, J., and Fenichel, E. P. (2020). Impact of school closures for COVID-19 on the US health-care workforce and net mortality: a modelling study. Lancet Public Health 5, e271–e278. Cahapay, M. B., & Anoba, J. L. D. (2020). The readiness of teachers on blended learning transition for post COVID-19 period: An assessment using parallel mixed method. PUPIL: International Journal of Teaching, Education and Learning, 4(2), 295- 316. Chen, W. S., & Yao, A. Y. (2016). An empirical evaluation of critical factors influencing learner satisfaction in blended learning :A pilot study. Universal journal of Educational Reseach. Gilham, B. (2008). Developing questionnare. A & C black . Hassan, S. U., Algahtani, F. D., Zrieq, R., Aldhmadi, B. K., Atta, A., Obeidat, R. M., et al. (2021). Academic Self-perception and course satisfaction among college students taking virtual classes during the COVID-19 pandemic in the kingdom of Saudi-Arabia (KSA). Educ. Sci. 11:134. Hew, K. F., Hu, X., Qiao, C., and Tang, Y. (2020). What predicts student satisfaction with MOOCs: A gradient boosting trees supervised machine learning and sentiment analysis approach. Comput. Educ. 145:103724. Hrastinski, S. (2019). What do we mean by blended learning? Tech Trends. Jan, A. (2020). A phenomenological study of synchronous teaching during COVID-19: A case of an international school in Malaysia. Soc. Sci. Human. open 2:100084. Jiang, H., Islam, A. Y. M. A., Gu, X., and Spector, J. M. (2021). Online learning satisfaction in higher education during the COVID-19 pandemic: A regional comparison between eastern and Western Chinese universities. Educ. Inf. Technol., 1–23. Kim, S., and Kim, D.-J. (2021). Structural relationship of key factors for student satisfaction and achievement in asynchronous online learning. Sustainability 13:6734. Kumar, P., Saxena, C., and Baber, H. (2021). Learner-content interaction in e-learning- the moderating role of perceived harm of COVID-19 in assessing the Satisfaction of learners. Smart Learn. Environ. 8, 1–15. Li, N., Marsh, V., & Rienties, B. (2016). Modelling and managing learner satisfaction:Use of learner feedback to enhance online learning experience. Decision sciences Journal of Innovative Education , 150-216. Lo, F.-Y., -Marti, A. R., & Bottela-Carrubi, D. (2020). Research methods in business:Qualitative ,quantitative analysis. Journal of Business Research. Martin, F., Wang, C., and Sadaf, A. (2018). Student perception of helpfulness of facilitation strategies that enhance instructor presence, connectedness, engagement and learning in online courses. Internet High. Educ. 37, 52–65. N, S., laghos, A., & savva, S. (2020). From face to face to online:Assessing the effectiveness of the rapid transition of higher education due the corona virus outbreak. Parahoo, S. K., Santally, M. I., Rajabalee, Y., and Harvey, H. L. (2016). Designing a predictive model of student satisfaction in online learning. J. Mark. High. Educ. 26, 1–19. 28

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" Shantakumari, N., & Sajithi, P. (2015). Blended Learning: The student viewpoint. Annals of medical and health sciences research. Shahzad, A., Hassan, R., Aremu, A. Y., Hussain, A., and Lodhi, R. N. (2021). Effects of COVID-19 in E-learning on higher education institution students: the group comparison between male and female. Qual. Quant. 55, 805–826. doi: 10.1007/s11135-020-01028-z She, L., Rasiah, R., Waheed, H., and Pahlevan Sharif, S. (2021). Excessive use of social networking sites and financial well-being among young adults: the mediating role of online compulsive buying. Young Consum. 22, 272–289. Wu, J.-H., Tennyson, R. D., and Hsia, T.-L. (2010). A study of student satisfaction in a blended e-learning system environment. Comput. Educ. 55, 155–164. 29

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" Developing the Pronunciation Package in Use of Suffixes –S, -ES and - ED for the Second Year Undergraduates Supanita Phongsuwan Faculty of Business Administration and Liberal Arts, Rajamangala University of Technology Lanna Tak E-mail [email protected]., [email protected] ABSTRACT The purposes of this research were 1) to develop the English pronunciation of the plural words or in the 3rd person singular and regular past tense suffixes by developing an effective pronunciation learning package according to 75/ 75 criteria, and 2) to investigate the pronunciation problems of suffixes in sound groups ( - s, - es and – ed) . The samples in this research were 26 of 2nd year undergraduates, English for International Communication Program, Rajamangala University of Technology Lanna Tak. The research instruments were a pronunciation learning package and an achievement pre- test and posttest related about suffixes in plural words or third person singular and regular past tense pronunciation, which were a 12-item reading aloud test of English pronunciation suffixes in -s,-es and -ed, and a 30- item multiple choice test of English pronunciation suffixes in -s,-es and –ed. The statistics used in the analysis were percentage, mean and standard deviation. The results showed that 1) the phonetic learning package has an efficiency value of 77.5/76.2, which meets the 75/75 criteria, 2) the achievement score mean of after using a pronunciation package was 39. 92, which was higher than that of the achievement score mean before using a pronunciation package at 21.53, and 3) the English suffix in the plural words or 3rd person singular is /iz/ sound, and /d/ sound in the regular past tense is the most problematic. KEYWORDS: pronunciation package, suffixes, second year undergraduates, phonemic awareness INTRODUCTION English as a foreign language (EFL) learners as Thai students have been learning English since kindergarten up to the university level, students still have problems in listening and speaking skills which is the key foundation of the success of listening and speaking are related to “ pronunciation” directly. Due to mother tongue influence, learners are unable to improve their listening and speaking skill. This happens in the case of certain sounds in a second and a foreign language, there are some phonemes that do not exist in the mother tongue. Speakers are more likely to use phonemes that are similar in their mother tongue. Therefore, mother tongue interference affects the use of phonological level rather than the word level or the sentence level ( Ur, 1 9 9 9 ) . As a result, learners are unable to distinguish between sound recognition and correct pronunciation. Thai students tend to pronounce phonemes available in Thai instead of pronunciation in English. Thai learners confront the difficulty of improving phonemic awareness, especially in English due to the phonological differences of the Thai and English language. These differences cause Thai learners confusion in learning and developing 30

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" their phonemic awareness. Experts have claimed that the differences of consonant phonemes between Thai and English affect Thai learners in recognizing and discriminating English consonant sounds. Therefore this awareness is necessary and needed for all learners in learning a language. (Niramol Thajakan, 2014) Simultaneously, it is very imperative that instructors understand the problems and are able to analyze students' pronunciation problems clearly for effective improvement. From the above theory, it can clearly reflect the process of unnatural learning in English as a Foreign Language context in Thailand that pedagogy is undertaken in environments where English is not spoken. Consequently, EFL learners confront the communicative and pronunciation problem likewise. EFL teachers have also the difficult task of finding access to and providing English models for their students. For example, in the regular past tense ‘ed’ ending verbs with /t/, /d/ and /id/ phonemes, and learners may pronounce /t/ at the end of a word to express all regular past tense. Which, if explained according to the principle of the phonological process is considered a wrong pronunciation. This is because the pronunciation of past tense suffixes in some groups of words is not always pronounced with / t/ sound due to the phonological regulation and the presence of the surrounding consonants. The alternative to help both ELF teachers and learners enhance pronunciation skill is interactive multimedia program, which improve phonemic and phonological skills and attract the students to learn by themselves. (Niramol Thajakan, 2014). Avoiding the traditional teaching methods that the teachers impart knowledge to students, and the classroom is the sole source of learning, currently, leaners need to always acquire knowledge and how to use information technology and communication to encourage continuous development of their own and society. ( Chanwit Hanrin, 2 0 1 2 ) . Moreover, to develop students to be the lifelong learners is one of the important roles of higher education institutions. The learning package is an innovation in the production and use of teaching materials that has begun to play a significant role in teaching and learning at all levels. ( Jin et al. , 2015) . This is because the learning package is a system of planning a lesson that is consistent with the aims of the subject content. It is, therefore, especially useful and valuable in teaching and learning from the following reasons, 1 ) it allows learners to do self- learning activities and doing group activities together with content and experiences that the teaching materials are complete that the learners learn by themselves, 2 ) it is a combination of media that is consistent and relevant to the aims, subject content, and experience of a particular unit, 3 ) it can manage to create many simultaneous learning, 4 ) it is a method of teaching and learning that focuses on the learner, this will allow learners to learn from actions, learning by doing, which will give students direct experience. ( Daniel & Stephen, 2013) , ( Hameed et al. , 2009). Due to the global COVID-19 pandemic, educational systems, including teaching a foreign language, have been interrupted and classroom-based teaching paradigms have rapidly shifted to online platforms. Online education using a program such as a zoom, Google classroom, Microsoft Teams or freely available software has shown the potential efficacy of remote learning within Thailand education. Similarly, Thai tertiary educators are now in urgent adaptation of identifying the best pedagogical approaches to foster this abrupt change in teaching platform. From the study of various related researches and the researcher's own instruction experience, it was found that most of the learners have difficulties in pronunciation, and some learners may not understand the basic pronunciation of English words in the past or plural form causing them to mispronounce. For these reasons, the researcher is interested in developing an innovative learning package to develop the lessons appropriately so that learners can improve their suffix pronunciation and make less errors in suffixes. Meanwhile, it may also lead to the development 31

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" of learners' speaking skill as well. Therefore, this research is to develop the English pronunciation in the plural words or the 3 rd person plural and regular past tense suffixes by developing an effective pronunciation learning package according to 7 5 / 7 5 criteria, and to investigate the pronunciation problems on suffixes in sound groups -s, -es and –ed of second- year undergraduates, English for International Communication Program, Rajamangala University of Technology Lanna Tak, during first semester of 2021 academic year. Researcher expects that the results of this research will be useful to EFL learners who wish to improve the suffix pronunciation in the plural words or the 3rd person plural and regular past tense, besides to English language instructors in educational institutions or teachers who teach English phonetics and phonology for communication subject can apply the results of this research to pedagogy and curriculum development. RESEARCH OBJECTIVES This research has the following objectives: 1) To develop the English pronunciation of the plural words or in the 3rd person singular and regular past tense suffixes by developing an effective pronunciation learning package according to 75/75 criteria. 2) To investigate the pronunciation problems of suffixes in sound groups - s, - es and – ed of second- year undergraduates, English for International Communication Program, Rajamangala University of Technology Lanna Tak. RESEARCH METHODOLOGY Participants in this research are 26 from 34 of 2nd year undergraduates who enrolled and passed with pronunciation scores and grades from the Essential English Phonetics and Phonology for Communication course in first semester, 2020 academic year, and currently are in first semester, 2021 academic year, from Rajamangala University of Technology Lanna Tak in English for International Communication Program. The permission is approved by the informed consent form from the 26 samples before conducting this research, the researcher explained the purposes of the research, the research method including the benefits that will arise from the research. This research is a quantitative and experimental research with a specific random sampling method. The content used in this research is about the pronunciation of final sounds in plural words or third person singular verb ( - s and – es) and in regular past verbs ( - ed) . The researcher has studied and applied relevant content in the learning package as follows: 1) The pronunciation of the final S in plural words and verbs in the third person singular depends on the final consonant sound before that S. 1.1) The /s/ sound: If the last consonant of the word is voiceless, then the S is pronounced as /s/. NOTE: The consonants c, s, sh, ch and x are voiceless though they use the sibilants ending seen above. Examples of words ending in the /s/ sound: • -P/ PE : cups, stops, sleeps, landscapes, types, telescopes • -T/ TE: hats, students, hits, writes, graduates, institutes • -K/ KE: cooks, books, drinks, walks, likes, snakes • -F: cliffs, sniffs, beliefs, laughs, graphs, apostrophes (the -gh and -ph here are pronounced like a F) 32

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" • -TH: myths, tablecloths, months (voiceless th /ɵ/), baths, earths 1.2) The /z/ sound: If the last letter of the words ends in a voiced consonant ( or sound) , then the S is pronounced like a Z /z/ (without creating another syllable). This Z sound is similar to the sound a bee makes zzzz. We also use this ending when the word ends in a vowel sound (e.g. bees, flies etc.) Examples of words ending in the /z/ sound: • -B/ BE : crabs, rubs, describes, tubes • -D/ DE : cards, words, rides, ends • -G: rugs, bags, begs • -L/ LE: deals calls, falls, hills, crocodiles, styles, • -M/ ME: plums, dreams, times, comes • -N/ NE: fans, drains, runs, pens, hormones, stones • -NG: kings, belongs, sings, meanings, things • -R/ RE: wears, cures, fires, signatures, figures • -VE: gloves, wives, shelves, drives • -Y: plays, cries, buys, boys, factories, says • -THE: clothes, bathes, breathes • -VOWEL SOUNDS: sees, seas, toes, photos 1.3) The /ɪz/ sound: If the last consonant sound of the word is a sibilant sound, the final S is pronounced as /ɪz/. This /ɪz/ sound is pronounced like an extra syllable. Examples of words ending in the /ɪz/ sound: • -CE: races (sounds like \"race-iz\"), embraces, places, convinces • -S / SE: buses, gases, rises, pauses, nurses • -X: fixes, mixes, boxes, taxes • -ZE: amazes, freezes, prizes, quizzes, seizes • -SS: kisses, misses, passes, bosses, glasses, dresses • -CH: churches, sandwiches, witches, teaches, watches, reaches • -SH: dishes, eyelashes, hairbrushes, wishes, pushes, crashes, • -GE: garages, wages, changes, ages, judges, arranges, challenges Remember: after verbs ending in -sh, -ch, -s, -ss and -x, we add the -es to the end of the verb (in third person) and the pronunciation is /iz/ as an extra syllable. 2) The past simple tense and past participle of all regular verbs end in -ed. They are pronounced in three different ways: 2.1) The /t/ sound: In case that – ed followed voiced consonants / b/ , / g/ , / v/ , / m/ , / n/ , r/ , / l/ such as planned, called, climbed, waved, etc., we pronounce /pland/, /ka:ld/, etc. 2.2) The /d/ sound: In case that – ed followed voiceless consonants / p/ , / k/ , / f/ , / s/ , / sh/ , / ch/ such as stopped, laughed, wished, touched, etc., we pronounce /stopt/, /la:ft/, etc. 2.3) The /id/ sound: 33

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" In case that – ed followed / t/ , / d/ such as presented, recorded, suggested contacted, etc. , we pronounce/ pre(e)ntId/, /rekc:did/, etc. Instruments used in this research are 2 tests and pronunciation learning package as follows. 1. The 12-item online reading aloud test, 2.5 points each, 30 scores in total 2. The 30-item online multiple choice test, 1 points each, 30 scores in total 3. The online phonetic learning package, 6 lessons, 2-hour each, 12-hour long The research procedure has been done as the following steps: 1. For both 12-item reading aloud test and 30-item multiple choice test, the researcher studied the pronunciation principles of verbs that add – s, - es and – ed and collected a vocabulary group of 100 wording verbs used in daily life from the English by Chris website www.englishbychris.com (www.englishbychris.com). To determine the content validity of the tests, 3 phonetics experts evaluate the quality of the tests. The index of item- objective congruence ( IOC) developed by Rovinelli and Hambleton ( 1977) is a procedure used in test development for evaluating content validity. 2. This experimental research was administered by the researcher when the students gave their self-study periods and free time to participate in the tests. The researcher conducted a one-on-one pre-test with 26 students by having the learners pronounced aloud 12 different verbs of 6 different final sounds /s, /z, /iz/, /t/, /d/ and /id/, the test comprised 12 verb words, 2.5 points each as 30 scores, which was recorded through Microsoft Teams Program. 3. The self- examination 30- item online multiple choice test was undertaken by the samples as a pretest. The duration of test taking lasts 40 minutes through Microsoft Teams Program, 1 point each as 30 scores. 4. After the samples have completed the pre- tests. The researcher provided the pronunciation lessons using the learning package to improve students' suffix pronunciation with plural words or 3rd person singular and past tense content. There are 6 lessons along with 6 lesson plans, each lasts 120 minutes, which are self- learning with the pronunciation lessons, practices and exercises. The researcher adapted a learning package based on the YouTube content: WONER ACADEMY ( 2020) and KruNidPlerningEnglish ( 2021) . To determine the efficiency of the learning package, 3 experts assess it. The results of the quality assessment of the learning package were ( = 4.61, S.D.= 0.16) by conducting a small group tryout with first- year undergraduates, English for International Communication program, which is not a sample group of 6 people, 3 groups. It has an efficiency value of 77. 25/ 75. 10. Thenceforward, researcher has already improved before being used in the experiment with a sample group. 5. After the students has learnt the suffix pronunciation with the learning package, the researcher then requested the students to take the tests again with the posttests. There are statistics used to analyze basic statistical data: percentage, mean, standard deviation. In addition, there is the efficiency of the learning package by using a formula E1 / E2 according to the 75/75 criterion means. Data Analysis This research was divided into the following chronological analysis: 1. The data were analyzed to find the efficiency of the learning package by using a formula E1 / E2. E1 is an efficiency of process: this can be done by taking all task or activity score of each student calculated altogether from 26 students, then find the mean and percentage. E2 is an 34

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" efficiency of product: this is done by taking the scores from the 26 student's post-test calculated together to find the mean and percentage. (Promwong et al., 2010) 2. The data were analyzed to find percentage of the problematic suffix pronunciation. The record of reading-aloud test was listened by two raters: the researcher and a native speaker of English. The 12 words with /s/, /z/, /iz/, /t/, /d/ and /id/ ending sounds were checked whether each word was pronounced correctly or incorrectly. Two point five score was given to the correct pronunciation, while the zero point was given to the wrong pronunciation. 3. The data were analyzed to compare the scores before and after using the learning package by mean ( ) and standard deviation (S.D.) of the ending verb sounds pronunciation. RESEARCH RESULTS The results revealed as the four following parts. Part 1. The results of the pronunciation learning package development are on the following table 1. Table 1. The results of the developmental testing of pronunciation learning package Effectiveness Total Scores N X S.D. Percentage Process (E1) 120 26 93.00 09.18 77.50 Product (E2) 60 26 45.73 04.28 76.21 The efficiency of the pronunciation learning package (E1/E2) equals 77.5/76.2 From Table 1, it was found that 26 students had a total score of 77. 5% during their studies, indicating that the learning package was effective in the process ( E1) at 77. 5, and posttest scores from a full score of 60 represent 76. 2% , showing that the product efficiency ( E2) was 76. 2. Therefore, the pronunciation learning package had the efficiency ( E1/ E2) at 77. 5/ 76. 2, which was higher than the criterion means of 75/75. Part 2. The achievement pretest was done with 26 samples and the results were shown as the percentage of number of samples who did the test correctly and incorrectly on the following table 2. Table 2. The percentage of number of samples who did the test correctly and incorrectly before using the learning package with plural words or 3rd person singular ( - s, - es) and regular past tense verbs of suffix pronunciation (-ed) Correct Pronunciation Incorrect Pronunciation Sound Total no. of samples No. of samples Percentage No. of samples Percentage /s/ 26 19 73.07 7 26.92 /z/ 26 10 38.46 16 61.53 /iz/ 26 16 61.53 10 38.46 /t/ 26 3 11.53 23 88.46 /d/ 26 1 03.84 25 96.15 /id/ 26 10 38.46 16 61.53 Total Average 37.82 62.17 35

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" Part 3. The achievement posttest was done with 26 samples and the results were shown as the percentage of number of samples who did the test correctly and incorrectly on the following table 3. Table 3. The percentage of number of samples who did the test correctly and incorrectly after using the learning package with plural words or 3rd person singular ( - s, - es) and regular past tense verbs of suffix pronunciation (-ed) Correct Pronunciation Incorrect Pronunciation Sounds Total no. of samples No. of samples Percentage No. of samples Percentage /s/ 26 26 100.00 0 00.00 /z/ 26 22 84.61 4 15.38 /iz/ 26 21 80.76 5 19.23 /t/ 26 16 61.53 10 38.46 /d/ 26 10 38.46 16 61.53 /id/ 26 24 92.30 2 07.70 Total Average 76.27 23.71 From table 2 and 3 show that the pronunciation difficulties with ending verbs in plural words or third- person plural ( - s, - es) of 26 samples from second year students, English for International Communication Program, Rajamangala University of Technology Lanna Tak are /d/ sound (61.53%) from –ed group and /iz/ sound (19.23%) from –s, –es group. Part 4. The comparison of average and standard deviation of achievement scores before and after using learning package are shown on the following table 4. Table 4. The comparison of average and standard deviation of achievement score before and after using learning package Sounds Before using the learning package After using the learning package (60 points total) X S.D. X S.D. /s/ (10 points) 5.19 2.58 7.35 1.65 /z/ (10 points) 2.92 2.98 6.23 2.30 /iz/ (10 points) 5.19 2.98 7.46 1.86 /t/ (10 points) 2.42 1.68 5.85 3.33 /d/ (10 points) 1.96 1.28 5.04 2.58 /id/ (10 points) 3.85 3.17 8.00 1.81 Total Average 21.53 2.81 39.92 2.51 Table 4 shows the comparison of average and standard deviation of achievement scores before and after using learning package. More importantly, the achievement score mean of after using a phonetic learning package was 39. 92, which was higher than that of the achievement score mean before using a phonetic learning package at 21.53 significantly. RESEARCH SUMMARY The research summary was represented as the three following aspects 1) the effective pronunciation learning package was developed at 77. 5/ 76. 2 according to 75/ 75 criterion. 2) The 26 samples of 2nd year undergraduates, English for International Communication Program, 36

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" Rajamangala University of Technology Lanna Tak, had better suffixes pronunciation in - s, - es and –ed sound. 3) The pronunciation problems of suffixes in -s, -es and –ed sound of 2nd year undergraduates, English for International Communication Program, Rajamangala University of Technology Lanna Tak were /iz/ sound (19.23%) from –s, –es group and /d/ sound (61.53%) from –ed group. DISCUSSION In conclusion, the pronunciation package consists of manuals, objectives, media, content, activities and measurements, which are elements taken from the package development concept. Learners are able to learn, practice and repeat many times and whenever they prefer. There are 6 aspects of suffix pronunciation lessons. Overall, the students can pronounce every ending sound /s/, /z/, /iz/, /t/, /d/ and /id/ more correctly. The comparison results of the learning achievement before and after learning of 2nd year English for International Communication Program students using pronunciation package in use of suffixes showed that the achievement score mean of after using the pronunciation package was 39.92, which was higher than that of the achievement score mean before using the pronunciation package at 21. 53 significantly. It means that the students have overall better performance. Arranging a proper classroom environment can also evoke students’ enthusiasm in learning, it leads to the higher learning achievement after study. This is consistent with the conception of Chaiyong Promwong et al. (2010), providing self-study media to students promotes the learning environment and the opportunity to participate in self-study activities. They can learn step by step according to their own interests and abilities, and be informed the results of the activities immediately. As for the design of the media that students can practice often. This will enable learners to become proficient and develop them into skills and to learning persistence. The result of learning is the ability to apply what is learned, or the ability to transfer learning will bring more value. In addition, the effectiveness of the learning management plan for the pronunciation learning package (E1/E2) is 77.5/76.2, which is higher than the criterion of 75/75 and corresponds with the research results of Chanwit Hanrin ( 2012) . It studied the learning activities organizing plan by CIPPA model. The sample consists of 33 third-year students of the Bachelor of Education Program, Faculty of Liberal Arts and Science, Nakhon Phanom University in 2012. The objectives are 1) to develop the learning management plan for the Innovation and Information Technology in Education by using CIPPA, which has effectiveness based on the criterion of 75/75 and 2) to compare the learning achievement before and after learning. As a result, the CIPPA program model was developed effectively at 89. 02/ 83. 63, the students learning progress is higher to 0. 7391 or 73. 91 percentage, and the learning achievement of post-test higher than the pre-test at 0. 5 level of statistical significance. So, using an effective innovative teaching material is a way to help learners learn better, improve their skills, and practice themselves in addition to supplementing from the textbook. They learn how to connect their prior knowledge to the new experience which results in the meaningful learning and the students can better understand the lesson. Overall, the pronunciation problems of suffixes in - s, - es and – ed of 2nd year undergraduates, English for International Communication Program, Rajamangala University of Technology Lanna Tak are / iz/ phoneme ( 19. 23% ) from – s, – es group and / d/ phoneme ( 61. 53% ) from – ed group. The results show that the students have the most difficulty in / iz/ sound, which they still incorrectly pronounce at 19. 23 percentage, followed by the sound of /z/, students still pronounce /z/ phoneme wrongly at 15.38 percentage, and the /s/ phoneme (0%) is the easiest to pronounce correctly. It can be explained that the /s/ and /z/ are alveolar 37

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" fricatives, produced by the same way, however, they are totally different. That is, the / s/ phoneme is voiceless while the /z/ phoneme is voiced. Thai learners do not have any difficulty with the /s/ sound, they still have a problem with the /z/ sound of English since it does not exist in Thai. (Niramol Thajakan, 2014). For –ed sound group, the students have the most difficulty in / d/ phoneme, which they still incorrectly pronounce at 61. 53 percentage, followed by the sound of /t/, students still pronounce /z/ phoneme wrongly at 38.46 percentage, and the /id/ phoneme (07.70%) is the easiest to pronounce correctly. This explains that most learners have difficulties pronouncing the suffixes of – s, - es and – ed due to the lack of knowledge of pronunciation and influences from mother tongue. The pronunciation in Thai has no clear pronunciation at the end of the word. Most Thai people are not familiar with the pronunciation of these suffixes that add –s, -es and –ed, or even the pronunciation of /z/ that must be echoed which is difficult for Thai people. Corresponding with Ur ( 1999) , he mentioned that learner’ s mispronunciation is caused by the absence of that sound in the mother tongue. Instead, learners use sounds that are close in their mother tongue, for example, using /d/ or /z/ instead of /ð/, and sometimes even with that sound in their mother tongue. The learners cannot even differentiate from the wrong phonemes when they pronounce, that causes the different meanings, for example, / i/ and / I/ in ship and sheep. When they are used in context, these words will be accompanied by other words. This can say that if learners never hear it, they will not be able to pronounce it correctly no matter how hard they try. This is consistent with the research on a study of English Pronunciation Problems of Words Ending in -ed by Thai Students, the bachelor's degree level, Arpaphan Ruangkul ( 2019) the results showed that the students had the most difficulty in suffix pronunciation, /t/ sound at 49.38 percentage, followed by the sound of / d/ , students were able to pronounce / d/ sound at 63. 63 percentage, and the / id/ sound is the easiest to pronounce because 70. 90 percentage of the students were able to pronounce /id/ sound correctly. Also, the research shows that English pronunciation problems of words ending in - ed are caused by a lack of knowledge of the pronunciation of - ed suffixes, and inadequate understanding to the target language. This is likewise consistent with the research on a study of the development of English final consonant pronunciation according to phonetics, Rungratchanee Promprieng ( 2018) . The objectives of this research were 1) to determine whether the pronunciation of English final consonants is problematic, 2) to develop the pronunciation of English final consonants using phonetic learning methods. The results showed that fricatives were the most problematic phonemes in English, with a percentage of 100. The final consonant sound that was less difficult was the lateral with a percentage of 93.33 and the final consonant with the least pronunciation problem was the tap or flap with the percentage of 86. 67. After the development process of using the pronunciation packages, targeted students could pronounce the given sounds correctly with the average percentage of 44. 77. Post- test scores were significantly higher than pretest scores, indicating some improvement in pronunciation through learning activities. Besides, it was stated that most learners had trouble in pronouncing consonants at the end of syllables that did not exist in Thai language. So teaching the English language to learners with whole word approach, the traditional teaching method that the teachers impart knowledge to students, and the sole source of learning at classroom is not solely enough for Thai ( EFL) learners. The emphasis on teaching phonemic and phonological awareness is, thus, essential for the enhancement of Thai learners’ phonemic and phonological awareness in order to build the strong foundations for avoiding language learning difficulties. 38

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" SUGGESTIONS 1. To develop pronunciation skills, instructors should understand the pedagogical activity process. They should organize classroom with educational and fun activities for students to participate in learning or doing activities, for example, using interactive multimedia learning package instead of traditional textbooks. This will allow students to have more learning attention and participation. Moreover, instructors should continually develop their pronunciation skills and be aware of the correct pronunciation themselves so that learners will receive the correct and effective pronunciation. 2. For further study, it should be studied other forms of instructional methods in addition to producing learning kits in different interactive multimedia program. 3. For further study, the statistics use should additionally be parametric t- test for more confidence and accuracy confirmation. REFERENCES Arpaphan, R. ( 2019) . The pronunciation problems of the English – ed ending sounds of Thai undergraduate students. Faculty of Humanities, Srinakharinwirot University, Thailand. Chaiyong, P. et al. ( 2010) . A systems approach for instructional media designs. Nonthaburi: Chulalongkorn University. Chanwit, H. ( 2012) . Development of the learning result of innovation and information technology in education using CIPPA, for third year students in the bachelor of Education Program, Naknon Phanom University. Daniel T.L. S., Stephen C.F. C. (2013). Development of an e-learning package on Service- Learning for university teachers: experience from Hong Kong. International Journal of Adolescent Medicine and Health, Vol.25, no.4, 441-448. https://doi.org/10.1515/ijamh-2013- 0042 English by Chris. (2015). 100 verbs used in everyday life. Retrieved from https://www.englishbychris.com/portfolio-item/100 verbs/?fbclid=IwAR2I7ZXNli_4T0msF9ZYOiKMWmOeokwvo2mDZVeSukmVKbN9XbeQVn93Is. Hameed et al. ( 2009) . IMPACT OF THE E- LEARNING PACKAGE ON THE QUALITY OF STUDENT LEARNING EXPERIENCE. European and Mediterranean Conference on Information Systems 2009. July 13-14 2009, Izmir, Turkey. Hewings, M. (2004). Pronunciation Practice Activities. Cambridge: Cambridge University Press. Jin, Y. , Chripa, S. , & Stephen, R. , ( 2015) . Role of Higher Education in Promoting Lifelong Learning. UIL Publication, Germany. Krashen, S. D. (1988). Second Language Acquisition and Second Language Learning. Prentice- Hall International. KruNidPlerningEnglish. ( 2021) . How to pronounce s, es in English. Retrieved from https://www.youtube.com/watch?v=gRx8YvQsXWk. Niramol, T. (2014). Enhancing Phonemic awareness of Thai Elementary School Students through Multimedia Computer-Assisted Language Learning Program. Srinakharinwirot University. Rovinelli, R. J., & Hambleton, R. K. (1977). On the use of content specialists in the assessment of criterion-referenced test item validity. Dutch Journal of Educational Research, 2, 49-60. Rungratchanee Promprieng. (2018). The development of English final consonant pronunciation according to phonetics. Language and Linguistics 36, (2018), Special Issue. Ur, P. ( 1999) . A course in Language Teaching: Practice and Theory. Cambridge: Cambridge University Pres. 39

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" Ur, P. ( 2000) . A course in Language Teaching: Practice and Theory. Cambridge: Cambridge University Pres. Wonder Academy. ( 2020) . English words that end in - ed are easier to pronounce than you think. Retrieved From https://www.youtube.com/watch?v=ywAFNMqQFC8. 40

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" Task-Based Translation Learning in Chinese Vocabulary Learning: Academic Performance of Bilingual Students Chen Chen Bilingual Education Program, Rangsit University, Thailand [email protected] Suryadhep Teachers College, Rangsit University, Thailand [email protected] ABSTRACT The purpose of this study was to investigate whether task-based translation learning could improve the Chinese vocabulary learning performance of 10th-grade students in a private bilingual school and to explore their perceptions and satisfaction with task-based translation learning. Thirty students were the participants of this experimental study. Data were collected through pre-tests and post-tests, questionnaires, and interviews. The experiment was conducted over a five-week period. Mean standard deviation and Levene's test were the statistics used for data analysis. The study of the test results showed a significant difference between the means of the pre- test (x̄ = 64.63) and the post-test (x̄ = 84.56). The significant p-value was 0.461, which is greater than 0.05, indicating that the difference between the pre and post-test A experiments was significant. The findings suggest that task-based translation learning can improve Chinese vocabulary learning performance and can be effective in obtaining high scores. The results of the questionnaire survey showed that learning Chinese vocabulary through task-based translation learning improved students' understanding of the tasks in task-based translation learning, their views of implementing task-based translation learning, and their intrinsic motivation. The results of the semi-structured interviews showed that the satisfied students improved their required competencies, such as teamwork and self-directed learning, as well as their translation skills. More research on task-based translation learning for different groups of Chinese students is encouraged. KEYWORDS: Task-based translation learning, Chinese Vocabulary Learning, Private bilingual school grade 10 students INTRODUCTION Vocabulary is an essential element of language and is important to all language learners. If a person lacks sufficient vocabulary, he cannot communicate effectively and cannot explain his ideas orally and in writing (Zahedi, 2012). However, students feel monotonous and boring to the traditional Chinese vocabulary teaching, which poses a new challenge to teachers' teaching requirements ( Teng, 2017) . Task- based learning is considered an alternative to standard language teaching methods because it promotes a methodology in which the use of functional communicative language is targeted and desired ( Islam, 2 0 21) . Translation is also unavoidable in language teaching, the use of translation is of course a natural and obvious means of teaching someone to learn a new language, and under no circumstances should 41

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" teachers prevent students from translating, which is the basic foundation of language learning (Li, 2014). Based on the above related research, Gonzalez Davies (2014) proposed task-based translation learning in language learning. Combining translation pedagogy and task- based learning, translation is used within the framework of task- based learning. In her view, task- based learning is particularly suitable for using translation in language learning. Therefore, teachers try to introduce task-based translation learning into Chinese vocabulary teaching. All Chinese vocabulary teaching is done within the framework proposed by Willis ( 1 9 9 6 ) , which consists of three stages, namely pre-task (pre-task preparatory activities to familiarize students with the expected task), task (students the main task completed with the help of the task) and post-task (students report their feedback on the task for the purpose of sharing and developing skills). There are several benefits to using this method, including (a) accurate imitation of real- world activities, and (b) enhanced self-learning and teamwork (Albir, 2015). Although there are some relevant studies in English teaching research, research on task-based translation learning has not been found in Chinese teaching, especially in private bilingual schools in Thailand (Chen, 2017) . Therefore, it is interesting to conduct this study, which would also be beneficial to expand the scope of these fields. RESEARCH OBJECTIVES 1.To study whether task-based translation learning could enhance Chinese vocabulary learning achievement of private bilingual school grade 10 students. 2. To study the perception and satisfaction of grade 10 students in private bilingual school on Chinese vocabulary learning through task-based translation learning. RESEARCH QUESTIONS 1. To what extent could task-based translation learning enhance Chinese vocabulary learning achievement of grade 10, private bilingual school students? 2. How do students in grade 10, private bilingual school perceive Chinese vocabulary learning under task-based translation learning, and are they satisfied? RESEARCH HYPOTHESIS 1. There would be a significant difference in terms of Chinese vocabulary learning achievement after task-based translation learning (p = 0.05). 2. There would be significant differences in perception and satisfaction after learning Chinese vocabulary through task-based translation (M=4.87, SD=0.305). LITERATURE REVIEW Gonzalez Davies (2014) offered a task-based learning combined with a translation. Task- based approach, in her opinion, appears to lend itself particularly well to the use of translation in language learning. Task-based approach focuses on using language for communicative objectives. Similarly, the literature on translation pedagogy emphasizes the need of presenting translation as a communication activity. According to Richards and Rodgers (2016), task-based learning is a technique that focuses on the use of Tasks as the primary unit of planning and instruction in language learning. According to Nunan (2012), the task is an important component of syllabus design, classroom learning, and learner evaluation. Tasks, according to Ellis (2017), are critical in modern second language acquisition research and language 42

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" instruction. According to Rezvani (2012), increased understanding of the language learning process has resulted in the growth of task-based learning. Task-based learning is a technique in which communicative and meaningful Tasks play a significant part in language learning, and the activity of using language in communication is prioritized over the production of exact language forms. Many models for task-based learning have been presented (Skehan, 2013). Willis proposed as the most commonly used framework (1996). Willis' concept has three stages: pre-task, task, and post-task. Each stage sets the framework for activities, which will help students achieve their objectives. Teachers and students participate in pre-task activities before moving on to the task stage. These activities, according to Ellis (2017), might include everything from providing background information and explaining the procedure to introducing and familiarizing students with the topic and work at hand. Vansteenkiste (2017) highlights the importance of framing the task to help students understand what they are expected to do. According to Richards and Rodgers (2016), task-based learning is based on functional, interactional, and structural theories of language. When dealing with task complexity, Skehan (2013) argues that we must also examine the structural model. The conversation is the core focus of language and the cornerstone of language acquisition, and lexical units are essential in language usage and language learning. TASK-BASED TRANSLATION LEARNING TEACHING PROCESSES The pre-task phases At this point, the instructor should give students directions to follow, analyze the terms and circumstances of the job, remind them of translation tactics, methods, and procedures they have studied, and supply them with the materials they require. It is critical that the teacher's engagement be kept to a minimum so that pupils can rely on themselves and develop their abilities independently. Students should research the terms and conditions of translation work (developing translation knowledge competence), consider useful resources (instrumental competence), read extensively in both the TL and SL to gain a thorough understanding of the subject (bilingual competence), identify relevant terminologies (extra- linguistic competence), and decide which strategy and technique to employ (strategic competence). Task Stage The teacher is only a conduit. Students collaborate on assignments in couples or groups (bilingual, strategic, and psycho-physical competencies), search for essential knowledge and resources (instrumental and extra-linguistic competency), and interact with the customer for explanations (competence of translation knowledge). Reporting The teacher arranges the groups and provides comments on their translations and translation procedures. The students reflect on their translation processes, explain their translation challenges and answers, and collaborate with one another to maintain translation consistency (developing strategic competence). Analysis 43

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" The teacher establishes the assignment's intended learning objectives and discusses and analyzes various aspects of the work. Students and teacher conduct a sound study of several translations (developing the competence of translation knowledge). Revision The teacher assists students by revising and editing the task, as well as providing support to improve the quality of the work. The instructor might assist in the final evaluation of the translation. Based on the comments from the analysis, the students rewrite and adjust their translations before assessing, finalizing, and producing the translation. Reflection The researcher comments on the entire translation process from a pedagogical standpoint and makes relevant notes for future instruction. The students remarked on translation plan implementation, quality, as well as translation challenges and the answers and methods they utilized (translation knowledge competence). RELATED RESEARCH Past related studies have shown that researchers from both Western and non-Western countries have been interested in the study of task-based translation learning. For example, according to Huan Buu Nguyen and An Hoai Nguyen (2018), task-based translation learning is gaining popularity in learning English as a foreign language (EFL) in Asian higher education institutions including Vietnam. In high school, however, this style of education is mostly done in a traditional way, which is often seen as limiting students' opportunities to learn, communicate, and engage in English with other classmates. Therefore, this study focuses on students' research on vocabulary training for task-based translation learning in high school settings. Data were collected from two groups of 73 tenth graders at a high school in the Mekong Delta region using tests and questionnaires. The results showed that the students in the experimental group outperformed the students in the control group, suggesting that vocabulary training based on task translation learning is beneficial to tenth graders who use the new textbook. The findings also showed that participants felt that including vocabulary learned from task-based translation not only included in their learning process, but also had a positive impact on language teaching and management. Meanwhile, Alenezi (2020), task-based approaches are widely used in second language education and are also used in translation teaching. This study focuses on the importance of implementing this approach in learning the first practical translation course. It focuses on developing translation skills using a task-based approach. A case study was conducted in the English Language Department at the University of Jouf, where 39 students used this technique in their first practical translation course. Here, Lis (2013)'s improved method, task-based teaching in translation, is used, and challenges are carefully chosen to improve students' overall translation skills, especially their bilingual abilities. The results of this study revealed a significant development of students' translation skills and bilingualism. Simultaneously, Zheng, J. (2019) investigated the application of task-based approaches to vocabulary learning translation within the theoretical framework of social constructivism in response to the recent shift from teacher-centered traditions to student-centered approaches. This suggests that the task cycle in vocabulary translation can be divided into six stages: pre- task, task, review, analysis, editing, and reflection. Taking the undergraduate vocabulary translation course \"English Translation for Electrical Engineering\" as an example, this study 44