APHEIT-EDU 2022

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" effectiveness (Maharaj, 2014; Min & Wen, 2021). Systematic, it can be improved such as the continuous review and updating of performance appraisal requirements by academic year (Flaniken, 2009). Therefore, it recommends that all instructors follow up more regularly, regardless of their current performance, to ensure that they take measures to improve their teaching practices in line with their last performance appraisal recommendations. This regular follow-up will ensure that instructors improve their performance (Maharaj, 2014). One example can be class observations, some of which are unannounced; this will enable administrators to understand instructors' practices better and thus provide more meaningful assessments and feedback (Weiying & Rui, 2006). Thirdly, the departments in charge of performance appraisal management must not excuse that the assessment requires too much time and effort or interferes with the mentoring relationship between supervisors and their staff (Maharaj, 2014). Universities can reduce the impact of potential bias in the appraisal process by providing regular and comprehensive training to their supervisors in charge of performance appraisal (Flaniken, 2009). Namely, standards and ratings vary widely, and sometimes different people come to assess the results that may lead to inequity (Weiying & Rui, 2006). Leadership, therefore, needs strong support for the evaluation process to help make the evaluation process helpful and fair (Sudin, 2011). For the long-term implications, from an educational perspective, the pandemic caused by the COVID-19 has devastating consequences for society. Different education administrations have shifted the education system from face-to-face to online instruction at a truly urgent pace, and the corresponding management should be changed (Espino-Díaz et al., 2020). Therefore, schools that do not have a performance appraisal system should devote the necessary resources to implement this system for the long-term development program (Maharaj, 2014). Secondly, schools can increase the relevance, usefulness, and importance of performance appraisal as a determinant of pay and job changes to enhance the effectiveness and reputation of performance appraisal (Weiying & Rui, 2006; Kan, 2021). It links performance appraisals to staff promotions, redundancies, and job transfer (Idowu, 2017). In addition, since agencies tend to link annual salary evaluations to performance appraisal results, this suggests that both intrinsic and extrinsic motivation can enhance staff's job performance (Guo, 2021). The purpose of performance appraisal is to improve employees' performance and make them more productive, efficient, and satisfied with their work in the future (Min & Wen, 2021). It covers job skills, career planning, employee motivation, and effective mentoring between managers and subordinates. Any effort to improve an employee's attitude, experience, and abilities will improve their productivity (Flaniken, 2009). Thirdly, through the application of science and technology and computer system software, the management mode of the assessment process is realized, which is data-based and file-based. Especially in the case of the COVID-19 pandemic, the application of electronic records management in the performance appraisal system can effectively improve appraisal efficiency and fairness with the openness of the process (Na, 2020). The possible argument and objections from university leaders' point of view from the increased workload of leaders as the results used to specify funding and budget parameters. At the same time, because of the need to increase the training of performance appraisal managers, leaders need to develop new training plans and financial expenditures. Thus, leaders need to improve their work and attention. On the contrary, the improvement of instructors' job performance, as well as the improvement of the overall quality of teaching and the improvement of instructor's job satisfaction brought about by the progress of the school performance appraisal system, will be the reasons for school leaders to support the suggestions put forward in this article (Kan, 2021). 95

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" The possible argument from instructors may be that they need to provide more personal information about their work because of a more detailed and specific performance appraisal management process. Moreover, due to the strict implementation of the appraisal process, the retention, promotion, development, and salary of instructors will be linked to their performance appraisal results (Kan, 2021). Some instructors need to step out of the comfort zone of slack work to meet the appraisal requirements (Sepulveda-Escobar & Morrison, 2020). At the same time, instructors will improve their job performance through a more fair and open performance appraisal system, increasing motivation and the sense of honor that comes with the rewards of completing the performance appraisal (Kan, 2021). REFERENCES Al-Jedaia, Y., & Mehrez, A. (2020). The effect of performance appraisal on job performance in governmental sector: The mediating role of motivation. Management Science Letters, 10(9), 2077-2088. Bone, A. A., Rachman, A., & Mashudi, I. (2021). The Teacher Performance Appraisal System in Improving Teachers Performance in Limboto District. Governance: Jurnal Ilmu Administrasi Publik, 4(1), 30-40. Cao, S., X, Wei R., M. (2020). Set up the university performance management with KPI as the core. Economist, 4(09): 228-229. Espino-Díaz, L., Fernandez-Caminero, G., Hernandez-Lloret, C. M., Gonzalez-Gonzalez, H., & Alvarez-Castillo, J. L. (2020). Analyzing the impact of COVID-19 on education professionals. toward a paradigm shift: ICT and neuroeducation as a binomial of action. Sustainability, 12(14), 5646. Retrieved from https://www.mdpi.com/2071- 1050/12/14/5646 Flaniken, F. W. (2009). Performance appraisal systems in higher education: An exploration of Christian institutions. (Doctoral Dissertation, University of Central Florida). Retrieved from https://stars.library.ucf.edu/cgi/viewcontent.cgi?article=4857&context=etd Gözükara, İ. (2017). The Impact of Perceived Leadership Style on Performance Appraisal Satisfaction and Organizational Diagnosis in terms of Turnover. International Journal of Business and Management, 12(9), 104-116. Retrieved from https://pdfs.semanticscholar.org/1b1f/46e888f4f84cb3c616c8fc2992f04c783a02.pdf Guo, T. (2021). A probe into the problems existing in the performance appraisal of university instructors. Journal of the National Institute of Educational Administration, 10(2), 59- 61. Idowu, A. (2017). Effectiveness of performance appraisal system and its effect on employee motivation. Nile Journal of Business and Economics, 3(5), 15-39. Islami, X., Mulolli, E., & Mustafa, N. (2018). Using Management by Objectives as a performance appraisal tool for employee satisfaction. Future Business Journal, 4(1), 94-108. Karimi, R., Malik, M. I., & Hussain, S. (2011). Examining the relationship of performance appraisal system and employee satisfaction. International Journal of Business and Social Science, 2(22), 243-247. Kan, Z, M. (2021). Research on the optimization of University instructors ‘performance management under the influence of epidemic situation (Master Thesis, Changjiang University). Retrieved from https://kns.cnki.net/kcms/detail/detail.aspx?dbname=cmfdtemp&filename=1022003 733.nh 96

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" Maharaj, S. (2014). Administrators' Views on Teacher Evaluation: Examining Ontario's Teacher Performance Appraisal. Canadian Journal of Educational Administration and Policy. Retrieved from https://files.eric.ed.gov/fulltext/EJ1021929.pdf Min, W. & Wen, W. (2021). The countermeasures to improve the performance appraisal of university instructors. Journal of the Anhui University of Technology: Social Sciences 14(6), 148-149. Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, 100012. Retrieved from https://www.sciencedirect.com/science/article/pii/S2666374020300121 Mukhtar, K., Javed, K., Arooj, M., & Sethi, A. (2020). Advantages, Limitations and Recommendations for online learning during COVID-19 pandemic era. Pakistan journal of medical sciences, 36(COVID19-S4), S27. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7306967/ Na, L. (2020). Probe into the problems existing in the performance appraisal of teachers in higher vocational colleges. Science, technology and economy of Inner Mongolia 8(15), 43-45. Ping, Z., Fudong, L., & Zheng, S. (2020). Thinking and practice of online teaching under COVID- 19 pandemic. In 2020 IEEE 2nd International Conference on Computer Science and Educational Informatization (CSEI), 165-167. doi:10.1109/csei50228.2020.9142533 Purwanto, A., Asbari, M., Fahlevi, M., Mufid, A., Agistiawati, E., Cahyono, Y., & Suryani, P. (2020). Impact of work from home (WFH) on Indonesian teachers performance during the Covid-19 pandemic: An exploratory study. International Journal of Advanced Science and Technology, 29(5), 6235-6244. Sepulveda-Escobar, P., & Morrison, A. (2020). Online teaching placement during the COVID- 19 pandemic in Chile: challenges and opportunities. European Journal of Teacher Education, 43(4), 587-607. Sudin, S. (2011). Fairness of and satisfaction with performance appraisal process. Journal of Global Management, 2(1), 66-83. Tuytens, M., & Devos, G. (2012). Importance of system and leadership in performance appraisal. Personnel Review.41(6), 1-34. Retrieved from https://biblio.ugent.be/publication/2138405/file/6772350 Tziner, A., & Rabenu, E. (2021). The COVID-19 pandemic: A challenge to performance appraisal. Industrial and Organizational Psychology, 14(1-2), 173-177. Retrieved from https://sci-hub.se//https://www.cambridge.org/core/journals/industrial-and- organizational-psychology/article/covid19-pandemic-a-challenge-to-performance- appraisal/B5DDFF54EBA73C461FF8E5A356F0C880 Weiying, Y. & Rui, S. (2006). On the transformation from performance appraisal to performance management of teachers in colleges and universities. Research in techno-economics and management, 6(1), 56-57. Yao, J., Rao, J., Jiang, T., & Xiong, C. (2020). What role should teachers play in online teaching during the COVID-19 pandemic? Evidence from China. Sci Insigt Edu Front, 5(2), 517- 524. 97

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" A STUDY TO IMPROVE STUDENT FEEDBACK LITERACY DURING ONLINE TEACHING UNDER THE COVID-19 PANDEMIC IN CHINA Li Xiaomin Assumption University E-mail: [email protected] ABSTRACT Feedback is the most effective single influence on students' achievement（Hattie et al., 2007), yet its effects are highly diverse, indicating the difficulty of maximizing the benefits of feedback. During the ten years, many papers have focused on the students’ feedback literacy (SFL) and teachers’ feedback literacy (TFL). This article aims to systematize the core research concept of different teams and suggest strategies for training SFL. For the qualitative method, the researchers interviewed 26 instructors from two vocational colleges in china. For the quantitative method, the authors analyzed 523 students’ questionnaires and 26 instructors’ interviews to determine whether there is significant difference between them. Although there is no significant difference the two college between the south and north part of China, using feedback effectively is an important life skill required to function effectively in the workplace and student- teacher relationships. The teacher feedback is considered important than peer feedback in the interview. We summarize crucial ideas about designing effective feedback strategies throughout the paper. With this in mind, we invite readers to consider what small changes you would make to your practice and how you would share your learning with your colleagues and students. KEYWORDS :Feedback Literacy,Student Feedback Literacy, Teacher Feedback Literacy, Peer Feedback, Strategies Introduction With the onset of the information era, significant changes in the connotation, structure, carrier, and communication channel of knowledge occur, necessitating changes in the purpose and method of learning as well. It is critical to break down the barriers of traditional education, and the rise of online education is an unavoidable trend in response to this shift. Future education will take on new forms such as \"online education\" and \"intelligent education.\"But, anyway, the new model, that takes longer propulsion, occurred overnight on a large scale around the world due to the COVID-19.The COVID-19 pandemic ravaged the world in the start of 2020, destabilizing the established political, economic, scientific, and technological order, simultaneously, brought education to the spotlight of world attention.This is a pioneer in the history of human education, as well as a huge wealth in the history of human education, advanced the depth integration process of new technology and education, and had a profound impact on people's mindset to education, talents, and learning. (Gang, 2021;Ning, 2021; Kangning, 2021; Yangfeng, 2021) . After the Ministry of Education, People’s Republic of China (MEPR）issued the policy on the \"suspend schooling but keep learning \" related work arrangement, demanding that higher education school should organize online classes and that the quality should be equal to classroom teaching. February 12th, 2020 is settled as starting point for literature search. On this day, and then an unprecedented large-scale online teaching began in China. Students used various online teaching and social platforms, such as Tencent Classroom, Zoom and Bilibili 98

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" teaching platform.This large-scale online teaching belongs to the abnormal online teaching under the normalization, with sudden, acute and urgency characteristics. It is an important turning point, promote online education to normal.(Changya, 2019; Huijun, Yan & Xizhen, 2019). The keyword \" online teaching\" was searched in the total academic literature of China Knowledge Network (CNKI), and the income are shown in Figure 1. Figure 1 Annual Trends for Publication with Keyword “Online Teaching” Note. The data sources are from（ CNKI） : Total number of documents: 17,804; retrieval conditions: ( Subject% = 'online teaching' or title% = 'online teaching' or title= xls( 'online teaching') or v_subject= xls( 'online teaching') ) ; search scope: total library. In a world where online education is becoming more prevalent under this unprecedented event. Due to the effect of covid- 19, students in china began the online courses learning. As of May 8, 2020, based on data from the Ministry of Education, People’s Republic of China (MEPR): 1454 colleges and universities offer online courses; consisting of 1,030,000 teachers; 1,070,000 online courses; and up to 17. 75 million students ( MEPR,2020) . On March 14th,2020, the \" Future Online Education Cloud Forum\" hosted by Beijing Normal University, Chen Li , the school vice principal mentioned in his speech: more than 200 million students and more than 10 million teachers to carry out online teaching, This is the most significant educational event in human history, with exceptional significance due to its Annual Trends for Paper Publication size and scope; this also provides the possibility to break the educational bottleneck that has been a long- term obsession in China. ( Li, 2020) . China’ s education turned into a post- epidemic time. The large- scale online teaching caused by the epidemic has also attracted the attention and research of many scholars. However, scholars have put more research focus on issues such as network,teaching platform, teaching effect, student self-control, students 'independent learning ability, teacher information literacy, family education, teaching resources, teaching evaluation and students' vision. ( Zhiqiang, Musong & Xiujun, 2020) . Relatively little research on feedback from teachers and students of online teaching.Feedback is the critical element to improve students’ learning quality,especailly online learning feedback. Professor Carless joined hands with a research team from the University of Surrey in the United Kingdom to explore the interaction mechanism of feedback literacy between teachers and students, Teacher Feedback Literacy ( TFL) concepts was proposed for the first time in their book. ( Carless & Winstone,2020) . This paper focuses on the students’ feedback literacy (Sutton,2012) and teachers’ feedback literacy and aims to figure out how to train the SFL based on the online teaching. Online Teaching Affects Different Education Stakeholders-- SFL Improvement In the past, the relationship between teaching management subjects for offline classroom was \" person and person\" , but the relationship between online teaching management subjects was \" person and network\" . The COVID- 19 epidemic has triggered our 99

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" thinking on the current information education featuring online teaching. The situation make us believe that we need both think about how online education should be conducted under the COVID-19 epidemic, and also think about how online education will be sustainable in the future after the end of the COVID-19 epidemic. The different between online and offline teaching are shown in Table 1. Table 1 All Elements of Comparison between Online Teaching and Offline Teaching Elements Pattern Offline Teaching Online Teaching Stakeholder Matter School administrators, School administrators, Object teachers, and students teachers,students and Time Face-to-face teaching parents Fixed classrooms, tables and Back-to-back teaching chairs, blackboard, Multimedia, books Internet, teaching platform, equipment Fixed time terminal, network resources Flexible time Space Entity space Virtual space School Administrators-side Situation Online education is by no means a direct relocation of traditional school teaching content and management processes online. It is a supporting systematic project. For online teaching to continue, School administrators must transform from a single online teaching to online education. Teacher-side Situation Due to the relatively unified teaching content, elementary education can concentrate the high-quality teachers in all provinces and cities to uniformly record and broadcast the same courses. Therefore, primary and secondary schools across the country are basically concentrated high-quality teachers to record each course into the form of quality class video programs, for primary and middle school students to learn. Due to the diversity and differences of majors in higher education, its foundation courses can be uniformly recorded by high-quality teachers. However, most professional courses mainly rely on teachers to complete online teaching independently, and teachers generally choose recording or live broadcasting for class online teaching. At present, the overall online teaching of teachers runs well, but there are also some problems such as the poor application ability of information technology. In online teaching, teachers and students can not make face to face communication, supervise their learning status, or get their feedback in time. 100

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" Student-side Situation Primary and middle school students now generally conduct online learning through cable TV, official website teaching on-demand and live broadcast platforms, learning terminal includes mobile devices such as a TV, computer, or mobile phone. In order to protect students' eyes, parents with good economic conditions will buy projectors and use screen projection imaging technology for remote online learning. However, there are also some remote places that cannot conduct remote online learning due to the lack of network, poor ability to use information technology, and the lack of computers, smart phones and other mobile terminal devices. The online learning situation of college students generally runs well, and they can basically complete the online learning tasks by being successfully connected through mobile terminals such as notebooks or smart phones in the school or the relevant online teaching platforms designated by the teachers. Parent-side Situation Parents are busying overwhelmingly for supporting work of the online class supporting work, the use of new technical. who is in class? Parents or children? Online learning: before class, the parents are kindly and peaceful, after class tutoring work make them restless due to deep worry. Parents are worried about online class equipment channels, cared on children's physical and mental health: including the impact of visual protection of physical development and exercise, the concern also including the effect of online learning from home, education fairness, etc. Five Steps to Improving SFL Feedback is one of the most compelling influences on students’ learning (Hattie & Timperley, 2007). Feedback is considered a process through which students can use the information from the various learning material and magnify learning strategies. The agency, faculty, and principal spend time in curriculum and teaching to train SFL’s highly complex inter- person relations. In higher education, it is relatively common to develop students’ creative thinking and essay writing. Still, it is rare to train the capability of the student to utilize the feedback information to direct their studies. Using feedback effectively is an important life skill required to function effectively in the workplace and relationships. In contrast, giving feedback may be a sub-component of the broader concept of ability to assess. Step 1: Participating in the Feedback Process In a recent comprehensive therapy (Carless, & Boud, 2018), feedback literacy is defined as “the understanding, ability, and inclination required to understand information and use it to enhance work or learning strategies.” Feedback is not the synonym of telling; that is single- way information transmission from the faculty to learners, like the students need not take part in the learning process, but they still can decide to do what they should do. The hypothesis lies, they can improve their learning performance if the students do what they were told. This hypothesis developed in a group with bolder assumptions; the telling message can make some change occur specifically. One hypothesis accumulates on another that has been the base from generation after generation of teachers. Let the students join in the learning dialogue, no longer a listener, to acknowledge the learning quality. Step 2: Appreciation the Feedback Information Teachers and students may not have a common understanding of the purpose of feedback. Students may not be aware of the many ways in which they receive and generate 101

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" feedback - promoting the feedback process, monitoring, and evaluating their learning ability through overstimulating feedback. The educators’ challenge is to systematically construct the learners’ self-analysis abilities of their expectations into the curriculum. In the epistemological dimension of feedback literacy, students need to see feedback as a source of learning. It shows them how their understanding has developed (feedback about performance) and shows them how to develop further their skills and knowledge (feedback about understanding; Sutton, 2012). An important finding is that giving peer feedback is often more beneficial than receiving comments because it is more cognitively engaging and involves higher-order processes such as applying criteria, diagnosing problems, and proposing solutions (Nicol, Thomson, & Breslin, 2014). Peer feedback opens our vision to different ways of doing things, which allows us to compare our methods with others and sensitizes us to critical areas for improvement. Even if top students do not get much insight from their peers, they can still learn by explaining to their peers and saying, “teaching is learning twice.” Step 3: Emotion Management Emotion hinders the cognitive processing of feedback exchange (Boud & Falchikov, 2007). To improve students’ lifelong learning by supporting students in learning about development goals and planning their learning skills. Students with a feedback culture can maintain emotional balance when receiving critical feedback, avoid defensive psychology, and develop the habit of continuous improvement based on internal and external feedback (Ajjawi, 2017). The ability of students to manage emotions in the feedback situation does not mean that students do not experience negative emotions; instead, they recognize the importance of going beyond these feelings to apply guidance to their work. The learners should consider the following: 1. What has happened? --description 2.How did I feel? --feeling 3. Is it a positive or negative experience? --assessment 4.What meaning do I get out of this experience? -- Conclusion 5.“What else can I do?” --an action plan 6. What would I do now if I were in a similar situation? --plan Few of us would say that we enjoy receiving critical feedback. We often feel defensive in response to criticism from others, so we usually try to protect our self-esteem. Emotions in the feedback process also dominate our students. In most cases, they are proud of the work they submit, so critical evaluations from teachers are often unexpected and make students anxious, even angry. As part of a new paradigm feedback approach, we want to provide an environment that encourages students to absorb feedback, so we cannot ignore the feedback culture’s motivational, emotional, and interpersonal dimensions. Teachers occupy a position of power among students: they control students’ academic performance and progress. Perhaps more importantly, students can internalize the teacher’s evaluation and often see the assessment of their work to evaluate themselves as learners. However, the core of the new feedback paradigm is to promote student progress. Therefore, sometimes feedback needs to be candid, critical, and sensitive to the students’ possible emotional reactions. Attempts to avoid overly critical feedback communication through the use of language are sometimes referred to as “hedging.” (Ginsberg et al. 2016) Step 4: Taking Learning Action The positive role of learners is recognized; the concept of feedback needs to shift from 102

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" mechanical to responsive, which is the role of learners as constructors of their understanding that needs to be accepted. And then, feedback is not a control mechanism designed by other stakeholders to attract learners, although desirably, the process used to promote their learning. Instead, there is an assessment of educational purposes to inform learners of their practices to produce work that meets the standards of others. Still, they also informed the work’s production process and took advantage of all the resources they needed to get. Step 5: Adjusting Motivation When higher education practitioners see that students are not taking full advantage of opportunities for feedback, some teachers may perceive students as lacking motivation and commitment. Rather than just assuming that students are not interested in receiving feedback, it is essential to understand what is behind this apparent lack of engagement. Jonsson (2013). The first barrier identified by Winstone et al. (2017) is awareness, indicating difficulty for students to decipher the language used in feedback, understand the purpose of the feedback, and identify the source of the feedback. It is closely consistent with Jonsson’s discussion of students’ difficulty understanding the commonly used feedback on academic terms. The next barrier identified by Winstone et al. A second potential reason for the vast difference in how teachers and students view participation feedback is that teachers and students may conceptualize participation in different ways. For example, in the study of Mulliner and Tucker (2017), when responding to the statement “the student/I always act on feedback,” the student may think that they are taking action. Still, this action may be more superficial than what the teacher expects of the student (Burke, 2009). There may also be different interpretations of what “taking action” means; Some might say that just reading reviews is an act. One of the main goals of higher education is to foster student autonomy. In this case, it may be argued that once the teacher has provided feedback on the student’s work, the onus will be passed on to the student to accept the suggestion and take action. However, it is essential to recognize that critical environmental facilitators need to be in place to provide feedback to support student participation (Price et al., 2011). Nicol (2010) talks about “burden- sharing” between teachers and students in the feedback process. Make it clear that “student participation in assessment feedback is not entirely the student’s responsibility.” Therefore, it is also necessary to consider the roles and responsibilities of teachers and students in overcoming some of the common barriers to participation in feedback (Nicol, 2010). Reasons of the Difficulties to Get Feedback Feedback is the core of cybernetics, most scholars agree that feedback is a circuit information transmission process: the information of the control system on the results (real information) back after the accused system, the control system adjusts their activities according to this information, so as to play better function and affect the re-output of information; the mechanism is a \"relationship\" characteristic reflecting the movement of the key elements of things, reflecting the mutual relationship between various parts of things and their operation mode.The relevant research part of feedback mechanism are: college students, teachers, and teaching management departments, the parents, employers and government management departments. The main path to understand the problems of students' feedback are: questions rising in classroom teaching, students submit homework correction, extracurricular communication, etc.It is relatively difficult to get feedback, there are many reasons: 1. The urgency of students to give timely feedback to teachers is far less than strong to professional teachers, insufficient understanding of the importance of class courses ; 2. Although teachers have gradually paid 103

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" attention to the feedback problems of students, the degree of understanding is still not enough, basically in oral or simple written form communication; 3. Schools pay insufficient attention to the feedback system construction, lack of the corresponding incentive system, and teachers' enthusiasm is not high enough. Three Evidence-Based Reasons Support the Effective of Training for SFL Based on this interpretation of the learning occurrence mechanism, the constructivism education theory emphasizes the active construction of knowledge and meaning by the learning subjects, rather than the passive acceptance.Constructivism education theory advocates that the teaching process should be centered on students and learning, emphasizes the subjectivity of students' independent discovery, exploration and construction in the learning process, and advocates for the combination of the autonomy of such learning with problem-based research learning and situation-based cooperative learning. Price et al. (2012), in their comprehensive book about assessment literacy, recommended that student feedback literacy subsumed: an appreciation of the relationship between assessment and learning; a conceptual understanding of assessment; understanding of the nature and meaning of assessment criteria and standards; skills in self-and peer- assessment; familiarity with assessment techniques; and the ability to select and apply appropriate approaches to assessment tasks. Moreover, the scholars like Garino, Carless, Molly, Dongyan gave different models by summarizing the structural feedback element (Garino, 2019). The interactive hypothesis refers to the way language is used between speakers, who in the classroom can refer both between teachers or students. Interactive theory was first introduced into the field of pedagogy by Long in 1981, and since, the interactive hypothesis is widely applied in classroom research by educational scholars. Meanwhile, Long proposed two forms, one is focus on Form, another is focus in FormS. The language adjustment has modified input and modification of the interaction, a dialogue between non-native speakers and native speakers sufficient and necessary conditions for acquisition of two in communication (Long, 1996). Through the meaning of interaction, can solve the problem that teachers and students in classroom teaching is too complex to smoothly make understandable input, and to promote the internalization and absorption of the language. Method According to the use of online classroom teachers and students feedback investigation information, first through the statistical analysis of classroom student feedback, compare the teacher and student interaction effect, find out the classrooms whose atmosphere is active , combine with the quantitative statistical analysis of teachers teaching feedback and quanlitative analysis of interview, intuitive access to the basic characteristics of online classroom teaching feedback, find out the online classroom teaching effect obvious teaching feedback. Observation Method The research of this study was inspired by real life.Due to the influence of COVID-19, and blocking the school opening pace of teachers and students across the country, all kinds of schools in China instantly opened the unprecedented practice of online teaching.During this period,the author and her family isolation at home, accidentally observed the online learning scene of her son in the fifth grade.In the state of emergency, the country carried out large-scale online teaching practice, during the period.There are many problems.What teaching management problems were all involved? What is the reason behind the problems? What do 104

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" these questions shed light on future educational changes? The methodology of choice for this case was based on the questionnaire, which provides an opportunity to take a snapshot of current practice, either at the level of an individual unit/module, a program, or within the context of an individual’s practice. Beihai Vocational College(BVC) in Guangxi, China, and Shandong Transport Vocational College(STVC) in Shandong, China. Both schools are vocational colleges, and in the seaside city, one is in the south part of China, the other is in the north part of China. This paper aimed to collect 500 students (SFL) between freshman and sophomore and 20 teaches (TFL) mainly on English and PE courses in the both colleges , so the author designed a online questionnaire （Wechat mini program）and sent to the students randomly in the both colleges. The collect number of pupils in both colleges was 523 students between 18-21 years old as of May 2021,the teachers number is 26 . With the preliminary research issues out of the way, the author turned her attention online learning environment. First, create an observation record table and use her own senses and mobile camera equipment to study her son's online learning. Second, while observing, fill out the observation record form and take notes on the significant photographs. Finally, for further study, organize the observed factual situation in a methodical manner. The overall management of class and online instruction in his school were then seen through the network's window. Questionnaire Method The preparation of the questionnaire focused on the core research issues of this study and combined with the reality.Through the early observation of online teaching and access to relevant literature, there are many SFL of online teaching problems, so what aspects are the specific problems involved?The purpose of the questionnaire survey is to understand the basic situation SFL of online teaching in China, perspective the teaching management through online teachers during the epidemic, classify and summarize the found problems, and then further analyze the difficulties behind the problems through the data of investigation. Interview Method The interviewees in this study involved of 26 school instructors.Among them, school teachers who had conducted online teaching during the epidemic period were selected as teacher interview samples in the collection of teaching.After the consent of the teachers, the teachers were interviewed at the agreed time.A semi-structured interview approach was conducted, prepare the interview outline before the interview to ensure that the interview is not off-topic, in the actual process The interviewees were left much more time for expression to obtain more adequate, systematic interview information.For students’ interviews,which were mainly conducted through unstructured interviews. In the scene of daily life, the students talked freely about online learning situation, and timely recorded the collected content. Findings This paper predominately took place in the vocational colleges, and pupils were selected for this study as a basis for discussion, to identify priorities for development, or to track change in beliefs and practices over time. In brief, there were 275 male students and 248 female students, mainly between freshman and sophomore, of which 415 were freshman, and 108 were sophomore. Thus, the following pupils with anonymous names participated in the study. 105

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" Table 2 provides an opportunity to take a snapshot of current practice, either at the level of an individual unit/module, a program, or within the context of an individual’s practice. Table 2 ꭓ2/t P Phase I- The Questionnaire of How student value Feedback Literacy BVC(N=206) STVC(N=317) Gender 310. <0.00 495 1 Male Female 10 (4.85) 265 (83.60) 196 (95.15) 52 (16.40) Grade 42.4 <0.00 22 1 Freshman Sophomore 134 (65.05) 281 (88.64) 72 (34.95) 36 (11.36) Age - 0.008 Below 18 5 (2.43) 2 (0.63) - 122 (59.22) 227 (71.61) 18-19 75 (36.41) 86 (27.13) 0.68 0.493 20-21 4 (1.94) 2 (0.63) 6 3.60±0.73 3.65±0.81 Above 21 - 3.64±0.66 3.72±0.74 1.Feedback is a powerfull influence on 1.18 0.238 learning. 3.70±0.66 3.76±0.73 3.64±0.64 3.61±0.77 3 2.Feedback is designed to convey to the 3.72±0.66 3.80±0.72 student their level of performance - 3.65±0.64 3.77±0.75 3.Feedback is important in conveying to 1.02 0.306 students how much their effort is valued 4.Feedback is important in justifying the 5 grade that has been awarded 5.Feedback helps students to judge their 0.48 0.626 own performance 8 6.Feedback is important in demonstrating that assess- ment procedures are - transparent 1.20 0.230 1 - 1.99 0.047 5 106

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" 7.Feedback is important in meeting quality - assurance requirements 3.75±0.63 3.77±0.73 0.28 0.775 3.78±0.73 6 3.76±0.73 8.Fedback is important in helping students 3.82±0.74 - to manage their own learning 3.74±0.67 0.65 0.514 9.Feedback from peers is effective in 3.77±0.64 developing students’ learning 3.83±0.63 3 10.Effective feedback is important in ensuring high levels of student satisfaction 0.24 0.808 3 0.24 0.807 4 First, this study used random sampling to selects students who had conducted online teaching during the epidemic period as the research subjects to issue questionnaires.Secondly, the interview outline was drawn up according to the results of the questionnaire survey to further understand the problems of online teaching during the epidemic period.The interviews were mainly teachers who had conducted online teaching during the epidemic.The first step is to contact as many teachers who have taught online during the outbreak to communicate briefly; then identify from these teachers those samples that can provide rich information closely related to the research questions and are the best answer to the research questions. In the research literature and some good practices, we see the beginning of a paradigm transfer from a feedback approach characterized by comments from experts to novices to a learning-centered model characterized by student participation and action. We encourage you to strengthen the feedback process as a joint responsibility between you and your students in the partnership. The strength and authenticity of the relationship between teacher and student are vital facilitators of learning through feedback. we encourage teachers to re-examine feedback methods in the courses they teach. The influence of feedback on students’ learning is rarely accidental; Students’ understanding is based on meaningful feedback design. Conclusion Dissatisfaction with feedback processes among students and teachers suggests the need for new ways of thinking and a qualitative shift in the types of interventions employed. The thesis of this research is that through developing feedback literacy, students will be better able to use information to evaluate their own work and improve their learning. Appreciating feedback processes, building capacities in forming judgments, controlling emotion, and taking action to use feedback are four elements of student feedback literacy that have been studied. These four components can be utilized to frame student feedback responses and promote feedback research and practice. The improvement of feedback processes and broader efforts to improve student learning outcomes hinge on the development of student feedback literacy. Feedback literacy is a key talent for the workplace and lifetime learning, not only a tool for doing well in university courses. The development of student feedback literacy requires more attention and discussion than it has received thus far, given its relevance and complexity. Feedback literacy at postgraduate levels or in the workplace should be investigated further. References Ajjawi, R., & Boud, D. (2017). Researching feedback dialogue: An interactional analysis approach. Assessment & Evaluation in Higher Education, 42(2), 252-265. 107

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" Boud, D., & Falchikov, N. (2007). Developing assessment for informing judgment. Rethinking assessment in higher education: Learning for the longer term, 181-197. Burke, D. (2009). Strategies for using feedback students bring to higher education. Assessment & Evaluation in Higher Education, 34(1), 41-50. Carless, D., & Boud, D. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315-1325. Carless, D., & Winstone, N.(2020). Teacher feedback literacy and its interplay with student feedback literacy. Teaching in Higher Education, 1–14. doi:10.1080/13562517.2020.1782372 Changya, L. (2019). Accelerating the Modernization of Education and Embarking on a New Journey to Build a Strong Country for Education-An Interpretation of China's Modernization of Education 2035. Educational Research, 478(11), 4-16. Gang, Liu.(2021). Information construction of continuing education in colleges and universities in the post epdemic era. Journal of Continuing Higher Education, 34(6), 21-24. Garino, A. (2019). Ready, willing, and able: a model to explain successful use of feedback. Advances in Health Sciences Education, 1-25. Ginsburg, S., Van der Vleuten, C., Eva, K. W., & Lingard, L. (2016). Hedging to save face: a linguistic analysis of written comments on in-training evaluation reports. Advances in Health Sciences Education, 21(1), 175-188. Gregg, K. R. (1986). [Review of The Input Hypothesis: Issues and Implications, by S. D. Krashen]. TESOL Quarterly, 20(1), 116–122. https://doi.org/10.2307/3586393 Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112. Holmberg.Guided didactic conversation in distance education [A]. Stewart,Keegan,et al.Distance Education: International Perspectives [C].London:Routledge,1983.114-22. Huijun, Z., Yan, L. & Xizhen, L. (2019). The Influence of Adult Online Learning Motivation on Learning Transfer:The Moderating Effect of Knowledge Inertia. Network Education, 316(8), 37-44. Ion R, Craswell A, Hughes L, et al. International nurse education leaders’ experiences of responding to the COVID-19 pandemic: A qualitative study. J Adv Nurs. 2021;00:1–9. https://doi.org/10.1111/jan.14892 Kangning,W. (2021). Examination and Avoidance of Misunderstandings of Education Informatization in Post-epidemic Era. China Academic Journal Electronic Pubilish House,337(5), 40-46. Li, C.(2020). Future Online teaching Cloud Forum. Retrieved from : https://cloud.tencent.com/edu/learning/live-2044?ADTAG=mar Long, M. The role of the linguistic environment in second language acquisition[A]. In Ritchie,W.and Bhatia,T.(Eds.), Handbook of second language acquisition. 1996:413- 468 Ministry of Education, People’s Republic of China.[MEPR].( 2020,Feb).Notice of arrangement for “suspending schooling, keeping learning online” during the postponement for the opening of primary and secondary schools. Feb 12, 2020. http://www. moe.gov.cn/srcsite/A06/s3321/202002/t20200212_420435.html MEPR. ( 2020,Feb). National elementary and middle school network cloud platform opens for free use today. Retrieved from: http://www.chinanews.com/sh/2020/02-17/9094648.shtml 108

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" MEPR.(2020, May). MEPR: 17.75 million college students participated in online learning during the epidemic.Retrieved from: http://www.moe.gov.cn/fbh/live/ 2020/51987/mtbd/ 202005/t20200518_455661.html Nicol, D. (2010). From monologue to dialogue: improving written feedback processes in mass higher education. Assessment & Evaluation in Higher Education, 35(5), 501-517. Nicol, D., Thomson, A., & Breslin, C. (2014). Rethinking feedback practices in higher education: a peer review perspective. Assessment & Evaluation in Higher Education, 39(1), 102- 122. Price, M., Handley, K., & Millar, J. (2011). Feedback: Focusing attention on engagement. Studies in higher education, 36(8), 879-896. Price, M., Rust, C., O’Donovan, B., Handley, K., & Bryant, R. (2012). Assessment literacy: The foundation for improving student learning. Oxford Centre for Staff and Learning Development, Oxford Brookes University. Sutton, P. (2012). Conceptualizing feedback literacy: Knowing, being, and acting.Innovations in Education and Teaching International, 49(1), 31-40. Winstone, N., & Carless, D. (2019). Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach (1st ed.). Routledge. https://doi.org/10.4324/9781351115940 Yanfeng, W. (2021). Online High-Quality Class Construction: the way to Intensively Develop Adult Continuing Education in the Post-Epidemic Ara. Journal of Continuing Higher Education, 33(4), 22-27. Zhiqiang, Z., Musong, G. & Xiujun., Z. (2020). Teaching System Reform of Theory Course in the Universities during the Epidemic. Journal of Fujian Computer ,37(5),137-140. 109

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management after the Covid-19 Crisis \" Middle school music classroom management presents situation investigation Take Luzong District Middle School as an example Sha Liu School of Literature and Journalism Christian University Thailand ABSTRACT This paper studies music classroom management in Luzong District middle school. Since the Ministry of Education promulgated the outline of curriculum reform of basic education (Trial Implementation), a new wave of basic education reform has swept the country. With the continuous progress of the new curriculum reform, the curriculum objectives, structure, content, implementation, evaluation, and management means of middle school are also undergoing profound changes. The changes brought by the new curriculum reform inevitably bring new requirements and challenges to classroom management. Through the investigation of the current situation, the paper analyzes the problems existing in music classroom management in middle school: through interviews, literature, and relevant theories, the factors influencing music classroom management in middle school are analyzed. Then, according to the factors that affect the music classroom management in middle school, the paper puts forward concrete improvement measures. KEYWORDS : Middle school, music education, basic education, management present situation investigation Introduction The influence factors of middle school music classroom management are very complex, including the level of students' music literacy, development needs, specialities, and hobbies, which brings great difficulties for middle school teachers' music classroom management. To better provide a scientific and effective reference for middle school music teachers' classroom management, this paper takes the middle school music classroom management as the starting point, and mainly discusses the development status of music teaching in middle school teaching in Luzong District of Hunan Province, and summarizes several major drawbacks in the development of school music teaching, to grasp the middle school music. The main source of the problem of happy teaching is to actively find out the corresponding improvement measures. Content Due to the different majors and hobbies of different students, teachers should pay attention to special students in time, teach students according to their aptitude and optimize classroom management. The factors that affect middle school music classroom management are very complex, including students' music literacy level, development needs, majors, and hobbies, which bring great difficulties to middle school teachers' music classroom management. To better provide a scientific and effective reference for middle school music 110

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management after the Covid-19 Crisis \" teachers' classroom management, this paper mainly discusses the development status of middle school music teaching in the Luzong district of Hunan Province, and summarizes several main drawbacks in the development of middle school music teaching, to grasp music in middle school music teaching. The main source of the problem of happy teaching lies in actively looking for corresponding improvement measures. In this study, 25 music teachers and 350 students of middle school in Luzong District of Hunan Province were selected as the research samples. Using the methods of literature, questionnaire, and interview, teachers and students were independent variables, and school environment, and national policy were dependent variables. 1.0 Review of the Literature 1.1 Summary of domestic research Local In the 1980s, Chinese scholars began to study classroom management. In the past 10 years, more and more domestic scholars began to pay attention to the field of classroom management, such as Tian Huisheng's \"teaching theory\", Chen Qi's \"contemporary every educational psychology\" and other works, that analyzed the improvement of classroom management from different angles. With the deepening of educational reform-related concepts, classroom management teaching has been further improved and developed. Liu Jiahui made a detailed study on the definition, characteristics, and effective behaviour of classroom management in 2003. These studies greatly enrich the theoretical content of classroom management and provide a guarantee for future practice. In the past two years, there have been some empirical studies on classroom management. In 2002, Zhang Yuqing put forward the important problems existing in the current classroom management of senior high school teachers in the \"analysis and Research on the current situation of classroom management concept and management mode of senior high school teachers\". After examination from various aspects, Zhang Yuqing has made clear how to correctly analyze the causes of these classroom management problems and how to start by enriching the theory of classroom management, how to improve classroom management is discussed. In addition, Zhang Yuqing also analyzes the importance of classroom management practice in detail, so as to enhance teachers' understanding of classroom management learning. In 2005, Cai Qingchun discussed the effective behaviour of primary school teaching classroom management in detail in the research of primary school teachers' classroom management behaviour and discussed how to standardize and improve the management behaviour in detail, which is of great significance to correctly deal with the mischievous behaviour of primary school students and improve the teaching quality and teaching effectiveness of primary school classroom. In 2005, Jia Xinping put forward the important guiding role of interest as a guide to students' learning in \"effectively stimulating interest and making students really like music class\". Starting from different teaching methods, we should increase the sense of humour in classroom teaching, comply with students' inner needs, cultivate students' specialities and hobbies, guide students to like music class from the heart, and then continuously improve the results of classroom management. Ineffective classroom management: methods and strategies, Du Ping discussed in detail many factors influencing classroom management in 2008, including the different factors involved by students and teachers. To effectively carry out classroom management and develop classroom management methods and strategies, we need to start from the above-mentioned influencing factors and discuss the methods and Strategies of effective classroom management in detail, Complete the set classroom management objectives. In 2006, LV Zhihong made a detailed discussion on the development of classroom management in American primary and secondary 111

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management after the Covid-19 Crisis \" schools and put forward the concept of dynamic changes in classroom manage it. Among them, classroom teaching content, teaching direction, classroom management methods, and methods are always in constant change, and China is keeping a dynamic balance in the constant changes. In 2009, Gou Tingqin mentioned the problems existing in the current primary school music class management in his \"Research on the problems and countermeasures of middle school music class management\". Middle school music classroom management plays an important role in achieving classroom teaching objectives and developing music teaching. Therefore, effective middle school music classroom management requires teachers to reasonably design the classroom environment. According to the different reflections of students, we can solve the problems existing in the current classroom management. In response to emergencies, including disputes between students, emergency safety incidents, and other coping methods. The fifth is the management of classroom content, teachers should do a good job in teaching preparation, clear teaching objectives and phased classroom objectives, classroom materials, teaching time, and methods of management. In 2011, Wang Deqing made clear the importance of teaching quality for teaching development and school progress in school management and thought that teaching management is compulsory content for every school and teacher, and it is the concentrated expression of teachers' classroom teaching and students' learning situation, which also represents the teaching quality and teaching level of the school. He divided teaching management into content management, time management, schedule management, atmosphere management, discipline management, difficulty management and so on. These research results provide great help for us to broaden our horizons and enrich the theoretical basis. However, the research on classroom management in China is still in its infancy, and there are still some drawbacks to its development. Due to the lack of theoretical foundation following China's educational situation, the lack of practice and research experience in classroom management, the theoretical system of classroom management in China needs to be improved, Special areas of various disciplines are not yet covered. In 2004, Zhang Wenjie discussed in detail the application of modern information communication technology to develop and innovate the current classroom management. Teachers should pay attention to the application of information science and technology, constantly enrich classroom teaching methods and methods, stimulate students' love for learning, and effectively improve the effectiveness of classroom management. A scientific and comprehensive evaluation system of classroom management is an important link in correcting music classroom management. While paying attention to the development and perfection of classroom management, teachers should also study the evaluation system of classroom management and conduct a comprehensive evaluation of students' classroom learning behaviour and performance. Hou xueci in 2013 \"classroom management problems and countermeasures research literature review\" clearly improve the traditional classroom teaching system, and from the innovative teaching concept, the attention to classroom management was discussed in detail. She believes that teachers should take the improvement of self-classroom management literacy as the starting point, constantly improve self-learning and self-cultivation of classroom management, and then fully respect students' self-development awareness in classroom management, guide students to be strict with themselves and treat others with leniency, to truly stimulate students' learning enthusiasm and improve teaching quality. After grasping the current situation of classroom management research in China, the author finds that the development of classroom management research in China has been completed, and different researchers have made sufficient elaboration on the relevant theories involved in classroom management, which is of 112

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management after the Covid-19 Crisis \" great significance for the enrichment of classroom management theory. The practice of classroom management research, but also is extremely unfavourable for the development of classroom management. Searching for \"classroom management\" in CNKI and searching \"music\" in the full text can find 66 relevant pieces of literature. In the same way, we took \"music education\" as the \"title\" on the Chinese Journal website and searched \"classroom management\" in the \"full text\" to find 24 related literature. Of the literature found, only two are directly related to the music management master's thesis, and most of the other literary journals are a summary of music teachers' work experience. Through the study of the existing literature, it is found that there is still a lot of research on classroom management in China, and the research direction is also relatively diversified, but there are few monographs and Monographs on the implementation of classroom management research on music. In terms of effective methods of music classroom management, music teachers make empirical summaries based on their own experience and a single problem, It is fragmentary and not systematic. Through the literature review of the current middle school music teachers' classroom management methods, it is found that most of the practical knowledge of music teachers' classroom management comes from their minds or various magazines. The final result is that the concept and method of classroom management still stay in the initial stage of understanding, the corresponding theoretical basis needs to be improved, coupled with the lack of practical teaching, classroom management is only staying in the theoretical research stage, it is difficult to guide practical teaching and become the teacher's oral teaching method. Therefore, it is of great significance to enrich the existing classroom management theory and carry out the teaching practice of classroom management continuously. 1.2 Summary of Foreign Studies In the 1960s, foreign countries began systematic research on classroom management, which has a history of half a century. With the continuous development of education, the theory of classroom management has also been a great development, people began to enrich the theoretical system of classroom management, which is to be introducing the theory of classroom management into teaching practice. American scholar Jones, V.E. & Jones, l.s. mentioned how to realize all-around classroom management, which is of great significance to the development of classroom management and the improvement of the theoretical system of classroom management. In the book health classroom management written by American scholar Nakamura, an important way to carry out classroom management teaching provides a scientific and effective reference for teachers of various disciplines to carry out classroom management. In these works, the classroom is regarded as the main stage of education and teaching. It is considered that the development of classroom management is an important way to create a healthy and relaxed learning atmosphere, which will directly affect the success or failure of teaching. Teachers and managers who have not yet worked in the front line of teaching provide very important guidance and explanation. According to Goode, \"classroom management involves many factors such as discipline, method, environment, student distribution, teachers' professional quality, etc., and its ultimate goal is to achieve teaching objectives and improve the quality and effectiveness of classroom teaching.\" McCullin and others believe that \"the subject of classroom management is not only for students but also for teachers. In classroom management, teachers can not always hold a strict attitude but should guide students to master and measure themselves in a friendly way, and then improve the deficiencies in the growth of self-learning According to Emer, \"the goal of classroom management is to enhance the communication between students and teachers. Through the maintenance and management of low-class discipline, the understanding of students' interests and hobbies, the 113

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management after the Covid-19 Crisis \" cultivation of students' learning consciousness, and the interaction between students, the teaching effect can be continuously improved, and the teaching goal can be finally achieved.\" \"Through classroom management, students' interest in learning can be truly understood, and teachers can make effective teaching plans, which is of great significance for interest cultivation.\" Carol Simon Weinstein mentioned that classroom management is an important way to solve the problem of teaching in middle school classroom management. 2.0 Methodology 2.1Methodology or Study Design Literature method: through the literature review of middle school music classroom management, master the main content of music classroom management, understand the factors affecting middle school music classroom management and lay the corresponding theoretical foundation for the paper research. Questionnaire method: through the production and distribution of questionnaires, it is required to fill in carefully, master and analyze the current situation of music classroom management in middle schools in Luzong District and find out a series of problems and the causes of the problems. Interview method: 25 people were randomly selected from middle school music teachers, middle school education administrators, and 1-3 academic years in Luzong District, and individual interviews were conducted to analyze the constraints of middle school music classroom management in Luzong District, and actively explore management measures and opinions to solve the problems. Statistical method: spss24.0 software and Excel software were used in this questionnaire to summarize and analyze scientifically and objectively. 2.2Population and Sample In this paper, we selected 25 music teachers and 350 students from 11 middle schools in the Luzong district. The 11 middle schools are all public schools, including 5 independent middle schools and 6 nine-year integrated ethnic schools. A total of 375 questionnaires were distributed to teachers and students, and 360 questionnaires were recovered, with a validity rate of 96%. 2.3 Investigative Techniques This study investigates the current situation of music classroom management in middle schools in Luzong District and analyzes the existing problems in music classroom management in Luzong District in middle schools. Analyzed the influencing factors of middle school music classroom management Luzong district. In terms of the questionnaire survey method, this research is explanatory research based on quantitative research. During the research, objective description and macro prediction were realized through literature review, interviews, and data collection of all middle schools in Luzong District. Through careful analysis of the data, some reasonable Suggestions are put forward, which are in line with the current situation of music classroom management and practical Suggestions for future development. The independent variable of this study is all middle school teachers and students in Luzong District, and the school environment and national policy are dependent variables. 2.4 Instrumentation In this survey, combined with the \"middle school music curriculum standards\" and other theoretical knowledge and related research results, a questionnaire was designed, which was composed of five parts: 1-10 questions were about the teaching equipment management, 11- 20 questions were about teaching business management, 21-30 was about course setting 114

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management after the Covid-19 Crisis \" management, 31-40 was about teacher training management 41-50 was about classroom management evaluation, The author uses data and analysis software to sort out and analyze the data. 2.5 Data Collection In this questionnaire survey, Likert's five-point integral method was used to set five grades of the answers from five different levels, the scores were scored. Among them, 1. Stands for \"completely consistent\", 2. Stands for \"comparison\"3. It means \"uncertain\", 4. Means \"relatively inconsistent\", 5. Means \"completely inconsistent\". Part of the questions is reverse scoring. For the reliability analysis of the data, this study mainly adopts the key data analysis of spss24.0, among which, the Cronbach coefficient is 0.966, which shows that the questionnaire has high credibility, and the result is to understand the development status of music classroom management in middle schools in Luzong district. In the test of the maximum variance of the data, Bartlett's sphericity test method, Kaiser-Meyer-01kin measurement value is 0.956, which shows that the validity of the questionnaire is very considerable. Conclusion 1. According to the statistics of questionnaire survey data, the overall level of music education management in middle schools is not high. The mean value of the five dimensions is in descending order: the highest mean value of teaching equipment management is (3.6300 points); The average value, of course, setting management level is (3.3607); The average value of teaching business management is (3.3302 points) the lowest mean value of teacher evaluation management level is 3.1247 points, and the lowest mean value of teacher training management level is 3.0968 points. Therefore, it can be seen that the usage rate of music teaching equipment in school is low and unbalanced. Some leaders do not pay enough attention to teachers' business management; The management model of teacher evaluation is too single; The school pays little attention to the training of music teachers. 2. There are differences in the effects of music teaching among teachers with different professional titles. In the one-way OVA table of education management of music teachers with different professional titles, the mean development level of the total education management level of music teachers with professional titles of senior middle school education is the highest ( 3. 5795 points). Secondly, the mean of overall development level of music education management of music teachers with the professional title of secondary education level (3.3168 points), and the mean of overall development level of music education management of music teachers with the professional title of secondary education level (3.1051 points) is the lowest. Survey findings; Different titles of music teachers lead to different music teaching effects. Title high general can according to the regulations of the school teachers in-depth implementation of all kinds of school management requirements, of the various regulations of the school understanding level and cognitive level is higher than low-level teachers, they can be completed following the school plan formulation, according to the accumulated rich teaching experience for many years to finish school regulations in the target speed, high quality, Get a further sense of achievement in teaching, which leads to stricter implementation of school management regulations, and the cycle repeats. And part of the title of teacher itself is also the school music education management regulations in carrying out makers, supervision, so they sound practice for school education management understanding ability is stronger, the content of the execution must lead by example, play the cutting-edge exemplary role, so middle school most of the effect of music teaching evaluation based on the title of teacher. 3. The main reasons for the low overall level of music education management are: 115

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management after the Covid-19 Crisis \" schools do not pay attention to the cultivation and management of music teachers; Teaching business management is not standardized; In the management of curriculum, music is despised; The utilization rate of basic teaching equipment is not high; The way of evaluating music teachers is too single. Recommendations Given the main reasons leading to the overall level of music, education management is not high, rationalization suggestions are put forward. The main reasons are as follows: the school management level does not form the education concept of cultivating all-round development of people; The curriculum cannot keep up with the development of the form; The lack of communication and learning opportunities among teachers leads to the inability to update music teachers' knowledge; The utilization rate of teaching resources in class is low, and the quality of teaching resource management personnel is not high. The assessment and management mechanism of music teachers is not perfect and the way is too single. Therefore, because of the above problems, the following suggestions are made: 1. Attach importance to the principle of combining teacher training with standard management Attach importance to the teacher training of middle school music teachers, change ideas, improve understanding, take teacher training as the main task, and put the training funds into practice. The training content is close to the actual work of teachers, starting from the actual needs of teachers. Strengthen the leadership of the school departments and mouth joint discipline construction leading group, responsible for the overall implementation of the work. Develop corresponding training plans and assessment management methods according to different types of training objects and be responsible for daily assessment management. Set up high-quality music teaching management team. The quality of management personnel can reflect the quality and level of the teaching department. Music teaching management personnel should not only master the training of music professional skills, and constantly improve their own professional quality, but also strive to learn into education science, science, management science and other knowledge and on this basis exercise their management skills and workability, better qualified for the management of middle school music teaching. Strengthen the construction and management of the teaching staff, and strive to build a stable and energetic teaching staff with both moral integrity and ability and sufficient numbers. 2. Strengthening the management of music Teachers' Teaching business management is one of the school's work, the quality of school music education and teaching depends on the scientific and effective management of teaching business. Carry out \"music teaching and research meeting\", hire music teaching and research staff, and guide the development of music education, teaching, and research activities. Do to determine time, content, personnel, activities planned implementation, inspection activity form diversification, really make the educational research group meaning, concept, explore communication teaching methods, lead teachers improve together, continuously improve the level of teachers' education teaching, updating the education idea, study, research, communication with each other. In this way, teachers' teaching ability can be cultivated. In the teaching process, teachers can strengthen their professional learning according to their characteristics, improve their singing ability, and can accurately si. Improve their theoretical knowledge of music, and help students to solve problems in music. 116

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management after the Covid-19 Crisis \" 3. Implementation of curriculum and Introduction of local characteristic education Curriculum This is the teacher, and the ultimate role of the curriculum is students to serve students is the ultimate guide of curriculum setting. To find out how high the quality of students has reached, and to study students' interests and their favourite musical activities. From local characteristics, the development of school-based curriculum in middle school music, the teacher may according to the color and characteristics of the local music school and reference to traditional cultural resources, appropriate selection of local culture in the music, the preparation of the district or school textbooks and development, to choose a different style, different content of representative excerpts as school-based teaching materials, into the school-based education. We can also invite well-known folk artists in the society to give lectures on music education in our school, form interest groups among students, and integrate excellent folk music culture into music class content. 4. Pay close attention to the management of teaching equipment and the utilization rate of equipment to improve the utilization rate of the equipment, can improve the teaching efficiency of teachers, and can drive the enthusiasm of students to learn. Advanced teaching equipment can make teachers' in-depth content more colourful, but also improve the teaching efficiency of teachers, and optimize the teaching effect, students can understand music culture more intuitively through the teaching equipment in the learning process. Enhance the understanding of music-related knowledge, and cultivate students' interest in learning. 5. Establishing and Improving the Teacher Evaluation Management Mechanism Under the guidance of the new curriculum concept, the implementation, and development of a scientific school evaluation system is the key to achieving results in China's music education curriculum reform. Evaluation standards to the artificial starting point, reflect the school's emphasis on personal value, promoting the school and individual health comprehensive harmonious development, respect for individual differences, achieving diversified evaluation content, evaluation way diversification, focusing on the development of the students and teachers' professional development, promote the effective development of music teaching practice. Given the needs of teacher evaluation management, it is necessary to establish a professional evaluation mechanism, improve the professional evaluation system, scientifically set up teacher evaluation items and standards, regularly inform teachers of assessment information and strengthen the use of evaluation results. We will carry out the evaluation of teaching quality, further improve the supervision and evaluation system for teaching quality, speed up the construction of the evaluation system for teachers, organize regular quality evaluation for teachers, and improve the mechanism for teachers to pursue their responsibilities. The implementation of teacher performance assessment improves the teacher management and evaluation system, strengthens the fine construction of the teacher assessment system, actively promotes the combination of music education management and performance management, and the diversification of music course evaluation methods. To realize the diversification of music course evaluation methods, it is necessary to combine formative evaluation with summative evaluation, qualitative evaluation with quantitative evaluation, and dynamic evaluation with static evaluation. Through the above ways to implement teacher evaluation management, to ensure the sustainable development of the subject. In music teaching activities, teachers on student learning evaluation management need to do for students to learn music interest, emotion, attitude, exchanges and cooperation, knowledge and skills of learning situation, etc., can be used more accurate qualitative evaluation, the image of the text, at the same time also can use observation, conversation, ask questions, discuss evaluation methods such as extrusion line, course record students' growth. 117

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management after the Covid-19 Crisis \" To promote the steady improvement of students' learning. References Lin Meirong. Interest: the driving force of music teaching. Friends of students (primary school edition), 2011 Chen Leying. Thinking and trying of music teaching strategies in the new curriculum [J]. Music world, 2004 Li Jinhua. Student personality and classroom management [J]. Safety education, 2002 Wang Lei. Pay attention to the evaluation of new music curriculum teaching [J]. Music world, 2007 Zhou Yanfang. Improving evaluation methods and implementing quality education -- Discussion on evaluation methods of Music Teaching [J]. Intelligence, 2008 Zhang Dong, Li Sen. innovation of classroom management. Connotation, direction and strategy [JL educational exploration, 2005 Jing Lina. I am the master of my class [J]. Friends of students (primary school edition), 2009 Wu Chunying, he Qiuyu. Building a harmonious and practical \"music education Overpass\" [J]. Music education in primary and secondary schools, 2006 teaching of music classroom [J]. Music world, 2005 Zhang Yubi, Zeng Jiansheng. A study on classroom management strategies [J]. Journal of Jiangxi Normal University, 2004 Jia Xinping. Effectively stimulating interest and making students really like music class [J]. Music education in primary and secondary schools, 2005 Jiang Min, Lu Jianping. Order in chaos, guide according to the situation -- on how to correctly treat \"chaos\" in primary school music class [J]. Popular literature and art, 2009 Guo Hengqin. Using music concept to optimize classroom order [J]. Music education in primary and secondary schools, 2004 Zhang Chunyan. Music teaching strategies based on students' personality development [J]. Primary school teaching reference Zhang Aizhu. Management technology of classroom problem behavior in primary school [J]. Research on primary school teaching, 2005 Liu Miao. Tips for wonderful music lessons [J]. Music education in primary and secondary schools, 2007 118

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management after the Covid-19 Crisis \" What Students Think About their Bot Chatting Experiences Name: Janpha Thadphoothon Affiliation: Dhurakij Pundit University E-mail:[email protected] ABSTRACT The aim of this research paper was to investigate the students’ bot-chatting experience. Twenty-nine first-year university students in Thailand were asked to chat with English-X on the given topics. They were tasked to seek answers from the chatbot They were then asked to complete the Google form asking them about their bot-chatting experiences. The study was conducted in January 2022 in Bangkok, Thailand. Basic data analysis was conducted and the students' written responses underwent content analysis. It was found that the students reported both positive and negative aspects of using chatbots to learn English. Even Though, the AI chatbot was still in its early stage of development, it was found to be high in potential in helping students overcome language barriers such as anxiety and language exposure. The role of language support is also highlighted. KEYWORDS : AI in language education, Chatbots, Conversationst. Introduction Chatbots or conversation agents have been put into use in various sectors, including in foreign language instruction as a conversation partner with varying degrees of success, but the prospect is promising (Fryer et al, 2020). Historically, chatbots were not new. As early as the 1960s, it was first put into use. The earliest known is Eliza, a simple chatbot designed to facilitate counseling activities. The introduction of deep learning AI began in 2016, unofficially, when data scientists gained their confidence with new algorithms enabling automation to be more adaptive. It should be noted here that chatbots have many different names, and one of such is a conversation agent. They can be divided into goal-driven and non-goal-driven chatbots. The goal-driven agents are constructed in vertical domains for specific tasks such as technical support services. The others are called Non-goal-driven systems with an aim to have the abil;ity to hold natural conversations with people on a wide range of topics (Shawar and Atwell 2007). 119

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management after the Covid-19 Crisis \" Figure 1: The Website version of English-X Figure 1 shows the main console of English-X’s website version. Users have two choices - either they speak to the microphone and dictate the commands or type words into the given box. It should be noted that there are several versions of English-X - the web version, smartphone version, and the robotic (static)version. Figure 2: The robotic version of English-X The robotic version is suitable for oral interaction. This is, however, can be presented in various forms and modes. Figure 2 shows English-X in a robotic structure with a smartphone and Line communication. English-X is an AI chatbot powered by Google’s Dialogflow platform, claimed to be an advanced AI platform built on top of the BERT model of machine learning system (Google Cloud, 2022). Google has advertised that: 120

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management after the Covid-19 Crisis \" Improve your call/chat containment rate with the latest BERT-based natural language understanding (NLU) models that are capable of recognizing intent and context accurately and efficiently in more complex use cases. Aim The aim of this study was to look into the students’ overall reactions to their direct experiences with the English-X. Their reactions included their perceived benefits as well as the shortcomings of the agent and their recommendations based on their experiences. Previous Studies A classroom study conducted in 2020 was promising. Twenty-six students participated in this study, aiming to find out about the use of chatbots for English language learning. Ten tasks were given to each student to complete. Each was required to use their smartphone to chat with English-X. Each of them was required to write a report about their chatbot experience. The experiment was conducted in August 2020. It was found that about one-third of the students rated their experiences as ‘satisfactory’ and ‘useful’. Another study was conducted in 2021. Hea-Suk Kim, Na Young Kim, & Yoonjung Cha. (2021) found AI chatbots effective in enhancing students’ oral skills. The two AI groups improved their speaking performance after the experiment. The AI voice-chatting pairs outperformed in terms of their speaking performance task (expressing an opinion) compared with the face-to-face and AI text chatting groups. As chatbots have gained their presence and currency in ELT, teachers begin using them to facilitate their instruction. A survey of142 ESL teachers' opinions on the use of chatbots in Malaysia by Kee-Man Chuah and Muhamad Kamarul Kabilan (2021) found that chatbots were perceived to be effective in providing examples of authentic language use, but they were not equipped to handle unexpected intents and weak in providing language feedback that could serve the individual needs of students. Bailey, Southam, and Costley (2021) reported a study conducted in South Korea on the use of text-based storybots. They found that the bots were useful in providing scaffolds for students to improve their writing. The students in the study (N=27) found the bots to be useful and helpful in their language development. Method The student participants were 29 university students in Thailand. Over the period of two weeks, the students were tasked to try to chat with English-X (an AI chatbot) to elicit five answers. Below were the instructions and tasks: 1. Ask the chatbot about his or her age 2. Ask English-X about his or her hometown 3. Talk to English-X about Christmas 4. Chat with English-X about homework 121

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management after the Covid-19 Crisis \" 5. Converse with English-X about Covid-19. The students were given a week to complete the assigned tasks. Links were provided for them to access the chatbot and the follow-up questionnaires. The data collected were analyzed using basic statistics: frequency, mean, and percentage. Results It was found that the majority of the respondents were female students (78.6%). Only 21.4% of them were male. In terms of chatbot experience, the majority of the students (65.5%) said they had experienced bot-chatting before. About one-third of them (34.5%) said they were new to chatbots. Time Spent Chatting Frequency (N=29) Percent About 5 minutes 1 3.5 About 10 minutes 11 37.9 About 20 minutes 7 24.1 More than 20 minutes 10 34.5 Table 1: Time spent chatting with English-X It was found that eleven of the student respondents (37.9%) spent about 10 minutes in theri chats. Ten of them (34.5%) spent more than 20 minutes completing the assigned task. Only one of the students spent about 5 minutes. On average, the students spent 15 minutes chatting with English-X. Most of them did so using their smartphones. Chatting methods Frequency Percent Hand Typing 12 41.4 Do it orally (Voice Typing Only) 3 10.3 Both methods (Hand & Voice Typing) 14 48.3 Table 2: Methods of Chatting As you can see, in terms of how the students did the chatting with the chatbot, we can see that only 3 of them (10.3% ) did it orally. It was also found that 41.4% all the students said they typed and interacted with the chatbot through reading. 14 of the students (48.3%) used both methods, that is, typing in and saying it out loud. 122

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management after the Covid-19 Crisis \" Figure 3: One of the chat sessions Figure 3 shows one of the chat sessions, showing the speaker and texts generated by both the student user and English-X. Listening practice? Frequency Percent Not, not at all 3 10.3 Sometimes 15 51.7 Almost always 11 37.9 Table 3: Listening practice Listening to the chatbot is optional. However, it was found that eleven of the students (37.9%) almost always listened to the audio responses of the chatbot. As many as 15 of them (51.7%) said they sometimes did it. On;y three students did not do it at all.. Problem-solving methods Frequency Percent Just skipped it 10 34.5 Asking for help from the chatbot 17 58.6 Asking my friends 1 3.5 Open dictionaries or googled 1 3.5 Table 4: Problem-solving methods It was found that the majority of the student users (58.6%) asked for help and support form the chatbot. Ten of them (34.5%) simply ignored it and moved on. They seemed to prefer not to seek help from friends or even dictionaries. 123

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management after the Covid-19 Crisis \" Benefits from chatting with English-X Frequency Percentage Listening skills 2 7.0 Speaking skills 2 7.0 Reading skills 2 7.0 Writing skills 5 17.2 Combination of many skills 18 62.1 Table 5: Benefits cited by students Table 5 shows that 18 or up to 62% of the student respondents said that they developed a combination of many skills at once when they chatted with English-X. Five of them reported that their dominant macro-skill development was in the writing skill. Opinions of the bot-chatting experience Frequency Percentage Interesting 10 34.5 Enjoyable 9 31.0 Useful 8 27.6 Boring 1 3.5 Nor at all useful 1 3.5 Table 6: General Opinions of Students Table 6 shows the students’ overall opinions regarding the use of English-X. It was found that only two of the 29 students (7%) said the chat was not at all useful and boring. The majority of them find it to be interesting, fun, and useful (93%).. Advantages of English-X Below is a list of positive aspects of English-X given by the student participants. - The activity of chatting with English-X encouraged me to use more English. I had to try to come up with a useful question sentence. Besides, I had to listen to the bot's accent and answer the bot's questions. - I have gained knowledge by asking what you want to know with the chatbot. - I have developed English language skills. - I have gained new knowledge that I never knew. 124

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management after the Covid-19 Crisis \" - I heard the pronunciation of different words and it was like having a friend talking with me. - I had a chance to practice listening and communication in English - I think if it's free, it's good. If you like it's good. - I could get new answers. - I had opportunities to practiced writing and answering questions in English - I could ask the chatbot about anything. - The advantage of this chatbot is that it can help me practice my English skills. - The bot allows me to practice writing English sentences and practicing listening, too. - It can answer almost any question and even make jokes sometimes. - It was like talking to a native speaker. - It can answer almost every question and even make jokes sometimes. - Practice speaking English with bots. - Fun and useful in reading, writing, speaking and listening. - I had learned speaking skills. - I practice conversation and listening - I developed additional listening and speaking skills. - I have practiced the language and it was fun. - It's like we get Q&A from a chatbot and learn more words that we don't know. - I practiced reading, writing and gain new knowledge. - It was fun. It's like talking to a friend and practicing asking interesting questions and answering. - It gave a quick reply. - Practiced reading aloud and responding In general, advantages include convenience, joy, and their opportunities to practice conversing in English. Many of them noted that chatting with English-X is like having a chat with a human. Disadvantages of English-X One of the questions asked was about the shortcomings of the chatbot. A list of disadvantages is given below. - It still doesn't understand some of the questions and sometimes goes off-topic. - I pronounced the words incorrectly until the bot was confused. Hahaha. - One of the shortcomings is the fact that the chatbots often respond with the same sentences. it does not answer the question. Grammar correction is provided. One student said that “I don't know if what I typed or said was grammatically okay or not.” - I don't really understand how to use it as it should be. - It did not answer my question - Sometimes I don't know what to ask - Sometimes the bot asks the same question over and over and doesn't know the answer. - Sometimes the program can't answer questions. - Some questions chatbots may not understand. - Can't answer everything that I asked - Not answering the right questions, sometimes. 125

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management after the Covid-19 Crisis \" In sum, the two shortcomings of English-X reported by the student users are the inability of the chatbot to answer the questions in coherent manners and the less ability to provide needed feedback during the course of interaction. Suggestions for Improvement from Students Suggestions from students were given as follows: - One student said that “I tried to come up with a useful question and a good sentence. I practiced listening to the bot's accent and answering the bot's questions. It was a real challenge.” - I certainly have gained knowledge by conversing with the chatbot.” - I have developed my English. - I have gained new knowledge that I never knew before. - I listened to the bot’s pronunciation of different words and it was like having a friend talking with you. - I practice listening and communication in English - It's free, it's good. If you like it's good - I could get new answers. - I have practiced writing and answering questions in English. - I had a chance to ask the chatbot about anything. - The advantage of the chatbot is that it can help me to practice my English skills. - It could speak English clearly and precisely. - I can practice writing English sentences and practicing listening skills. - It can answer almost any question and even make jokes sometimes. - I felt like talking to a native speaker. - It is good for practicing speaking English. - It was fun and useful in reading, writing, speaking and listening. - I had learned speaking skills. - I could practice conversation and listening skills. - I learned additional listening and speaking skills. - I have practiced the language and it was fun. - It's like we get Q&A from a chatbot and learn more words that we don't know. - I practiced reading, writing and gained new knowledge. - It was fun like talking to a friend and practicing asking interesting questions and answering. - I got a quick reply, which was good. - I practiced reading aloud and responding to questions. Many students found bot-chatting fun and interesting. They said that the vocabulary level was not too high and they were easy to understand. The bot could communicate well, and they noted that English-X is an AI system that is still smart and has a good foundation. In fact, one of them said that a chatbot like English-X is the most useful and suitable for many people's needs. Yet, some noted the bot’s shortcomings. The chatbot system should be adjusted so that it could answer more relevant questions and provide necessary feedback. Besides, the chatbot system should be adjusted to fix the errors better. Moreover, the system should be designed so as to be able answer the questions very directly to the point. If the problem can be solved in this section, it would be another good system to practice English language. Many of the students wished the chatbot had more functions. Furthermore, the students suggested that the bot 126

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management after the Covid-19 Crisis \" should be available as a smartphone application. It's inconvenient on the web. The chatbot should be able to answer more. Many students suggested that English-X should be further developed. One student said she would like the chatbot to be able to sing a song in English in addition to reading texts to her. The students noted that the chatbot is good but it is yet a system that provides a variety of answers. When talking to this AI, one of them said he felt like talking to Simsimi, but it's good that this AI (English-X) doesn't give responses like Simsimi. Typing chat with this AI is like talking to Simsimi, but the answers from English-X are not at all like Simsimi. One student complained that the chatbot often asked questions back. I want the chatbot to just answer the question. One student expressed her wish that there was a grammar correction function built into the system. This would enable her to remember and apply it later. Wish Chatbot would have a function to read books or add more pictures so that learners can hear the chatbot's accent. I'd like to answer the question more directly. do not have Fixed bot asking repeatedly No I want the chatbot to continue to develop better answering questions. and provide benefits to students for use in their lives There should be more answers. Want to add more features to make it more fun? Discussions This study aimed to look into the reported experiences of 29 Thai undergraduates at a university in Bangkok. The study was conducted in January 2022 at a private university on the outskirts of Bangkok. The students participated in a bot-chatting. After the chat, they were asked to answer the questionnaires regarding their experiences. Support is crucial for language learning. In general, teachers cannot give them a lot of comprehensible input and timely and specific feedback. What the chatbot has done, probably, is providing input and the students learn by interacting with the agent. The feedback on the student’s grammar and word usage is not the main priority of the system. However, with the technology being used is not the cutting edge one, it has limitations. In other words, the algorithms are not there yet. In the near future, chatbots might be able to better function as an AI tutor. The salient feature of chatbots is the companionship. The feeling of being present with someone is reported in the study. One student put it this way: “ I listened to the bot’s pronunciation of different words and it was like having a friend talking with you.” Another student had said this:”It was fun. It's like talking to a friend and practicing asking and answering questions.” Other opinions included: “It (the chatbot) could answer almost every question and it, sometimes, even cracked some jokes.” One student was amazed and said this - “ It was like talking to a native speaker of English.” Moreover, one student in this study actually said that he intentionally teased the chatbot, saying that, “I pronounced the words incorrectly until the bot was confused. Hahaha.” This may show that chatbots provide a relaxed and carefree learning environment. In SLA literature, the lower the anxiety level, the better for language acquisition (Krashen, 1985). 127

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management after the Covid-19 Crisis \" Many students began asking and seeking language help from the chatbot (English-X). They expected the chatbot to help them and explain what they did not understand. In short, they expected the chatbot to function as their teacher or a tutor. It was found that almost 60% of the students asked the chatbot for help when they did not understand the language.In this study, English-X was not designed to handle complex and complicated language. Hence, it was annoying for some students when it was found that the chatbot could not offer them help as requested. A survey conducted by two Malaysian researchers (Kee-Man Chuah and Muhamad Kamarul Kabilan, 2021) found that most teachers in their study would like the chatbot to provide better and more specific feedback. Support should be provided outside of the bot-chatting system. Teachers have a role to play in providing guidance and necessary scaffolding for the students. One student said: “Sometimes I don't know what to ask the bot.” This shows that communication involves two parties, at least. Sometimes, it is not the chatbot’s fault or error. It takes two to tango. Summary and Conclusion The aim of this study was to investigate the students’ experiences regarding their chats with English-X, an AI chatbot, powered by Google’s Dialogflow technology. The students reported both advantages and some problems they experienced. It is clear from this study that the chatting is a new normal in business as well as education, especially in language learning. It is still in its early days, and it is far from perfect, but it certainly has a lot of potential. Based on the data and the analysis reported, it could be concluded that chatbots have the potential to support foreign language learning and they students were receptive of the emerging technology. Recommendations Researchers trying to develop a capable chatbot to support language learning should prepare adequate language support, within the bot-chatting system and some other automated systems. In communication, sometimes, the problem comes from two parties. Language support is crucial, including technical support. It would be helpful to develop Ai chatbots that are capable of handling unexpected questions or intents. It is also desirable to conduct studies on effective ways to provide language feedback in ways that make conversations flow better, References Bailey, D., Southam, A. and Costley, J. (2021). Digital storytelling with chatbots: mapping L2 participation and perception patterns. in Journal of Interactive Technology and Smart Education, 18 (1). Available online at: https://www.researchgate.net/publication/349099946_Digital_storytelling_with_chatbots_M apping_L2_participation_and_perception_patterns Fryer, L. K., Coniam, D., Carpenter, R., & Lăpușneanu, D. (2020). Bots for language learning now: Current and future directions. Language Learning & Technology, 24(2), 8–22. Retrieved from http://hdl.handle.net/10125/44719 128

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management after the Covid-19 Crisis \" Google Cloud (2022). Dialogflow. Available online at: https://cloud.google.com/dialogflow/es/docs Hea-Suk Kim, Na Young Kim, & Yoonjung Cha. (2021). “Is It Beneficial to Use AI Chatbots to Improve Learners’ Speaking Performance?” in THE JOURNAL OF ASIA TEFL, Vol. 18, No. 1, Spring 2021, 161-178 DOI: http://dx.doi.org/10.18823/asiatefl.2021.18.1.10.161 Kee-Man Chuah and Muhamad Kamarul Kabilan (2021). Teachers’ Views on The Use of Chatbots to Support English Language Teaching in a Mobile Environment in International Journal of Emerging Technologies in Learning (iJET) 16(20):223-237 DOI:10.3991/ijet.v16i20.24917 Krashen, S. (1985). Principles and Practice in Second Language Acquisition. Pergamon Press. Shawar, B.A.; Atwell, E. Chatbots: Are they really useful? Ldv Forum 2007,22, 29–49. Thadphoothon, J. “Bot Chatting Experiences and Perceptions of Thai University Students”. Paper presented at the 17th Annual CamTESOL Conference, themed ‘Actions and Innovations in Teaching and Learning’, 5 – 7 February 2021, Phnom Penh, Cambodia 129