APHEIT-EDU 2022

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" explores how task-based translation methods can be incorporated into classroom practice in translation training. It has been found that task-based education can successfully help students develop their translation skills. Lastly, Ramachandran (2014) investigated the effect of translation on students' vocabulary enhancement. According to their research, to achieve an effective vocabulary learning process, explicit learning should complement implicit learning. With this in mind, researchers conducted a study to investigate the effectiveness of translation methods in learning vocabulary to secondary four elementary ESL learners. The translation method was used in the study because it uses the learner's L1 as the medium of instruction and because it involves explicit learning. The findings suggest that translation methods have a positive effect on learners' recall and retention of the meaning of learned words. In conclusion, most of the above literature review studies used quantitative research, and a few used qualitative or both quantitative and qualitative research methods. However, none of them focused on task-based translation learning for bilingual students in school classrooms. Therefore, this study fills this gap, combining task-based translation learning with Chinese vocabulary learning. RESEARCH METHODOLOGY This study would adopt one group experimental design. Tests were employed to answer the first research question while questionnaires and semi-structured interviews were used to answer the second research question. POPULATION AND SAMPLE The total number of 127 grade 10 students enrolled in a private bilingual school in Thailand. However, Chinese students were excluded for the purpose of this study. Therefore, the population was 30 bilingual education students (n=30). SAMPLES FOR QUANTUTATUVE AND QUALITATIVE Thirty students (n=30) completed the tests, questionnaire, and it was an adequate and appropriate sample size as Delice (2010) pointed out that the 30-500 range, at a 5% confidence level, was usually sufficient for most survey studies. The purposive sampling would be used to choose the qualitative participants. 30 or fewer students that qualitative studies have recommended that qualitative studies require a minimum sample size of at least five to reach data saturation (Vasileiou, 2018). Therefore, a sample of five was deemed sufficient for the qualitative analysis study. RESEARCH INSTRUMENT Three research instruments in this study included pre-test and post-test, a questionnaire and interview questions and one intervention instrument are lesson plans. The quantitative questionnaire is based on Five Likert scales ranging from “strongly disagree” to “strongly agree” used to collect quantitative data. The five choices of Likert Scale are:1 strongly disagree, and 2 disagree, 3 moderately agree, 4 agree, and 5 strongly agree, which showed bilingual education students’ whether satisfaction towards task-based translation learning or not. The first research instrument was a pre-test and post-test of Chinese vocabulary, containing Chinese vocabulary from 180 texts, with question types including matching and reading comprehension. The second and third research instruments were designed to study student satisfaction interviews and questionnaires. First, the questionnaire was adapted from Jeon & Hahn's (2016) Teacher Questionnaire and from Deci & Ryan's (2018) 45

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" Intrinsic Motivation Questionnaire. The questionnaire contained a total of 30 questions divided into three sections, the first of which was learners' understanding of task-based translation learning. The second section was learners' perceptions of implementing task-based translation learning. The third part was learners' intrinsic motivation in task-based translation learning. DATA COLLECTION Data collection began in July 2021 and lasted two months. The target group (n=30) was invited to complete the quiz. The questionnaire was administered after completing the quiz with the participants. The semi-structured interviews lasted 30 minutes each, depending on the performance of the participants. English was the medium through which this interview was conducted by the participants, and all participants agreed to be recorded during the interview. DATA ANALYSIS Mean Std. Table 1 Pre-test and post-test (SPSS) (X̄) Deviation Variance N Range Minimum Maximum (SD) Item Statistic Statistic Statistic Statistic Statistic Std. Statistic Statistic Error Pre-test A 30 57.00 32.00 89.00 64.6333 2.47910 13.57859 184.378 Post-test 30 16.00 80.00 96.00 84.5667 .82446 4.51575 20.392 A Table 1 showed the data analysis results of the pre-test and the post-test. The average score (X̄) of the pre-test of Class A was 64.6333 (SD=13.57859), and the average score (X̄) of the post-test of Class A was 84.5667 (SD=4.51575). Table 2 Pre-test and post-test (Levene's Test) T-test for Equality of Means Levene's Test for Equality of df Sig. Mean Std. Error Variances (2-tailed) Difference Difference Item Mpt Pre-test 64.6333 0.461 -7.630 58 0.0005 -19.93333 2.61260 Post-test 84.5667 0.461 -7.630 35.337 0.0005 19.93333 2.61260 Table 2 showed p- value for the pre- test and post- test was 0. 461. A p- value greater than 0.05 indicates equal variance, a p-value indicates significance, and a p-value greater than 0.05 indicates a significant effect (p>0.05). The p-value for the pre-test and post-test was 0.461. 0. 461 is greater than 0. 05. These mean values have equal variance and represent significant effects. Sig of the pre-test and the post-test was 0.0005. Sig represents difference, Sig less than 0.05 indicates difference, and Sig greater than 0.05 indicates no difference (Sig<0.05). 0.0005 is lower than 0.05. It is proved that there is difference in this experiment. 46

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" Table 3 Questionnaire Topic NO. Statement Mean SD Level 4.00 .455 Very high 1. I am trained to assess my 3.53 .571 High 3.80 .551 High own performance in Task- 4.07 .640 Very high based translation learning. 4.97 .183 Very high 2. High school students are 4.97 .183 Very high used to Task- based 4.90 .305 Very high translation learning. 4.93 .254 Very high 4.49 .553 High 3. Task- based translation 5.00 .000 Very high 4.67 .661 Very high Learners’ learning is easy to 5.00 .000 Very high implement in group 4.97 .183 Very high 5.00 .000 Very high understanding learning. of task and 4. The exercises in textbooks Task- based 5. are easy to use as Task- translation based translation learning. learning Task- based translation learning materials should be taken from meaningful real-world contexts. 6. When the teacher asked me to pair up/ study with my classmates during Task- based translation learning, I felt very close to them. 7. When the teacher conducts Task- based translation learning, I can express my thoughts. 8. I can participate in Task- based translation learning well. Overall 9. I am interested in Task- based translation learning in the classroom. 10. Task- based translation learning is suitable for high school classes. 11. I like to participate in Task- Learners’ views based translation learning. of 12. Task- based translation implementing learning was fun to do. Task- based translation Task- based 13. learning is helpful. 47

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" Topic NO. Statement Mean SD Level translation 14. Task- based translation 4.94 .254 Very high learning 4.93 .254 Very high learning caught my 4.93 .254 Very high Learners’ attention. 4.53 .819 Very high intrinsic 15. I felt relaxed in learning 4.97 .183 Very high motivation in Task- based translation Task- based learning. 4.93 .254 Very high translation 16. I was pleased to 4.94 .181 Very high learning experience Task- based 4.87 .346 Very high translation learning. 17. I felt pressured while doing 4.87 .346 Very high Task- based translation learning. 4.90 .305 Very high 18. Task- based translation learning provides a 4.97 .183 Very high collaborative learning environment. 4.93 .254 Very high 19. I could learn all Task-based 4.97 .183 Very high translation learning well. 4.93 .254 Very high Overall 20. Task- based translation learning makes me feel more confident whenever I speak or write Chinese. 21. Task- based translation learning meets my learning needs and makes me more interested in learning vocabulary. 22. Task- based translation learning is suitable for learning activities in the classroom. 23. Task- based translation learning helps me get higher scores in Chinese vocabulary tests. 24. Task- based translation learning helps me with interaction skills. 25. Task- based translation learning motivates me to learn Chinese. 26. I study easy to complete Task- based translation learning. 48

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" Topic NO. Statement Mean SD Level .254 Very high 27. I like to do more Task- 4.93 .305 Very high based translation learning .000 Very high .183 Very high because they are useful. 28. Task- based translation 4.90 learning helped me learn vocabulary more effectively. 29. I am satisfied with my 5.00 performance in Task- based translation learning. 30. I want to learn more with 4.97 my classmates when the teacher is doing Task- based translation learning. Overall 4.92 .185 Very high Table 3 shows the means, standard deviations and levels for each item. It can be seen that the items with the highest means are numbers 9, 11, 13 and 29, mean: 5.00; standard deviation: 0.000; level: very high. This means that these items are the ones with the highest and most satisfactory level of student perception. The lowest is item 2 mean: 3.53; standard deviation: 0.571; grade: high. The teacher also needs more time for students to better understand task-based translation learning. RESULT FROM THE INTERVIEWS Semi-Interview is comprised of 5 questions. Some examples of the interview questions are in the following: 1: Are you satisfied with this task-based translation learning on Chinese vocabulary learning? 2. Do you think task-based translation learning is helpful for Chinese vocabulary learning? 3. Are you satisfied with the results of your learning in the end? 4. Do you think you have gained the ability to improve Chinese vocabulary through this task- based translation learning? 5. In addition to Chinese vocabulary, in what other part have you improved your skills? The results of the interviews found that all five bilingual students were satisfied with the task-based translation learning. As they said \"Yes, I feel satisfied.\" All bilingual students found the task-based translation learning helpful for Chinese vocabulary learning. For example, one student said, \"Yes, I think this is more of a team approach than the old flashcard comparison. When we don't know a question, we ask it in a group and the students who know the question help solve it.\" For example, \"Yes, I used to recite Chinese vocabulary alone, and I found it boring. Now I can translate the text in a group, which is very helpful for me\". All bilingual students were satisfied with the final test results. These students said, \"Yes, my score improved by 11 points from the last test. For example, \"Yes, not only did my score improve, but my use of Chinese vocabulary was much better than before. All five bilingual students agreed that they had gained the ability to improve their Chinese vocabulary. As one student said, \"Yes, I am more confident in learning Chinese vocabulary now. I used to have a hard time remembering the meaning of Chinese words, and we usually use 49

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" Chinese less often, so the various translation activities really help to improve Chinese vocabulary.\" All five bilingual students felt that they had gained other skills. For example, \" I think I can now translate Chinese sentences that I could not imagine before.\" and \" I think I have improved in speaking; I need to continue to work on my pronunciation and fluency before presenting group translations to the teacher and other students.\" The students perceive towards task-based translation learning was positive, they were satisfied with task-based translation learning, and believed that this teaching method improved their Chinese test scores and helped their Chinese vocabulary learning. The students have gained something other than Chinese vocabulary, such as: translation skill, Oral expression, teamwork, ability to learn independently. RESEARCH SUMMARY This study investigated whether task-based translation learning could improve the Chinese vocabulary performance of 10th grade students in a bilingual school in Bangkok, Thailand, and how they perceived and were satisfied with this teaching method. Both quantitative and qualitative results showed that the students believed that task-based translation learning could improve their Chinese vocabulary performance. the mean score (X̄) on the pre-test for Class A was 64.6333 (SD=13.57859) and the mean score (X̄) on the post-test for Class A was 84.5667 (SD=4.51575). The students were satisfied with this teaching method. The students gained an understanding of task-based translation learning. The qualitative study results also found that their attitudes toward task-based translation learning were positive and they realized that it was different from the previous Chinese teaching method. DISCUSSION 1 Task- based translation learning could enhance Chinese vocabulary learning achievement of a private bilingual school grade 10 students According to the findings of the pre-test and post-test, the post-test scores of students are significantly higher than the pre-test scores of students. This demonstrates that task-based translation learning is significantly beneficial to students' comprehension of Chinese vocabulary and memory in Chinese. Given the importance of high frequency and exposure to vocabulary, the use of task- based translation learning and guided exploration would enhance more vocabulary. Because students are aware that active learning may have an impact on their own lives, task-based translation learning encourages learners to study vocabulary more actively (McAllister, 2012). According to Amirian (2013), task-based translation learning allows students to discover new ways to investigate their own learning strategies and increase their grasp and retention of language through autonomous learning and cooperation. 2 Task-based translation learning could promote teamwork ability of a private bilingual school grade 10 students Students were placed into six groups to accomplish the activities in this study's, which effectively tested students' team collaboration abilities. According to Wang (2012), students in cooperative learning settings outperform those in individualistic or competitive learning settings in terms of achievement, reasoning ability, self-esteem, liking peers and learning activities, and perceived social support. According to Kirgoz and Agcam (2015), because task- 50

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" based translation learning settings are goal-directed, the emphasis would be on communication and cooperation. When students collaborate in groups to write, rewrite, and revise their texts in task-based translation learning, they are establishing chances for collaborative learning (Stark Pullin, 2015). 3 Students are satisfied with the improvement of Chinese vocabulary in task- based translation learning. In this study, a questionnaire and an interview were used to assess students' satisfaction with Task- based translation learning. Students were satisfied with the results of Task- based translation learning, as well as with the group work and their improved self-learning skills. After the students translated the articles or sentences, their Chinese vocabulary translation improved. The students claimed that they are now confident in learning Chinese vocabulary. 4 Task- based translation learning as a student- centered learning strategy could enhance the development of students' own abilities According to Swan ( 2015) , learner- centeredness rather than instructor control is at the heart of task-based translation learning. Uhl (2017) stated that student-centered learning had the power to transform classrooms from tedious, lifeless places to alive, authentic, relationship- rich environments while Davies ( 2014) emphasized that student- centered classrooms will benefit from interaction and, as a result, will provide the groundwork for learner autonomy. In contrast, by fostering a pleasant and engaging working environment, the teacher can assist the silent student in becoming an active participant in courses and participating in pair and group work (Zairu, 2018). SUGGESTIONS FOR THE USE OF THIS STUDY RESULTS IN SCHOOLS The study suggested that introducing task- based translation learning into Chinese language courses in Thai bilingual schools may be feasible. Before acceptance, certain changes to educational materials and classroom practice may be necessary. Before they may be implemented, these proposals need to be evaluated and developed. FOR FUTURE RESEARCH It is suggested that future studies use task- based translation learning to investigate other aspects of Chinese learning such as reading and writing, speaking, and listening. In terms of data collection time, future researchers should expand task- based translation learning to investigate for a longer period. REFERENCES Albir, A. H. (2015). Competence-based curriculum design for training translators. The interpreter and translator trainer, 1(2), 163-195. Alenezi, A. M. (2020). Task-Based Approach in Teaching Translation: A Case Study in Jouf University. Higher Education Studies, 10(2), 189-196. Amirian, S. M. R., & Heshmatifar, Z. (2013). A survey on vocabulary learning strategies: A case of Iranian EFL university students. Journal of Language Teaching and Research, 4(3), 636. Chen, Q., & Wright, C. (2017). Contextualization and authenticity in TBLT: Voices from Chinese classrooms. Language Teaching Research, 21(4), 517-538. 51

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" Davies, A., & Kelly, A. (2014). Talking the talk: Developing a student-centered approach for teaching communication skills for operational policing. Salus Journal, 2(3), 1-16. Deci & Ryan. (2018). Unschooling: A direct educational application of Deci and Ryan’s self- determination theory and cognitive evaluation theory. European Journal of Alternative Education Studies. Ellis, R., & Loewen, S. (2017). Confirming the operational definitions of explicit and implicit knowledge in Ellis (2005): Responding to Isemonger. Studies in Second Language Acquisition, 29(1), 119-126. González-Davies, M. (2014). The use of translation in an integrated plurilingual approach to language learning: Teacher strategies and best practices. Journal of Spanish Language Teaching, 4(2), 124-135. Islam, M. S., & Stapa, M. B. (2021). Students’ low proficiency in spoken English in private universities in Bangladesh: reasons and remedies. Language Testing in Asia, 11(1), 1- 31. Jeon, I. J., & Hahn, J. W. (2016). Exploring EFL teachers’ perceptions of task-based language teaching: A case study of Korean secondary school classroom practice. Asian EFL journal, 8(1), 123-143. Kirgoz, Y., & Agcam, R. (2015). Teachers’ perceptions on corrective feedback in Turkish primary schools. Procedia-Social and Behavioral Sciences, 192, 574-581. Li, D. (2013). Teaching business translation: A task-based approach. The Interpreter and Translator Trainer, 7(1), 1-26. Li, D. (2014). Tailoring translation programs to social needs: a survey of professional translators. Target. International Journal of Translation Studies, 12(1), 127-149. McAllister, S. M. (2012). How the world's top universities provide dialogic forums for marginalized voices. Public relations review, 38(2), 319-327. Nguyen, H. B., & Nguyen, A. H. (2018). TASK-BASED TRANSLATION LEARNING AT A VIETNAMESE HIGH SCHOOL: STUDENTS’PERCEPTIONS. European Journal of English Language Teaching. Nunan, D. (2012). Learner-centered English language education: The selected works of David Nunan. Routledge. Ramachandran, S. D., & Rahim, H. A. (2014). Meaning recall and retention: The impact of the translation method on elementary level learners’ vocabulary learning. RELC journal, 35(2), 161-178. Rezvani, S., Dehkordi, G. J., Rahman, M. S., Fouladivanda, F., Habibi, M., & Eghtebasi, S. (2012). A conceptual study on the country of origin effect on consumer purchase intention. Asian Social Science, 8(12), 205-215. Richards, J. C., & Rodgers, T. (2016). Method: Approach, design, and procedure. Tesol Quarterly, 16(2), 153-168. Skehan, P. (2013). Modelling second language performance: Integrating complexity, accuracy, fluency, and lexis. Applied linguistics, 30(4), 510-532. Stark, P. P. (2015). Integrating task-based learning into a business English programme. In Teachers exploring tasks in English language teaching (pp. 40-49). Palgrave Macmillan, London. Swan, M. (2015). Legislation by hypothesis: The case of task-based instruction. Applied linguistics, 26(3), 376-401. Teng, F. (2017). Emotional development and construction of teacher identity: Narrative interactions about the pre-service teachers' practicum experiences. Australian Journal of Teacher Education (Online), 42(11), 117-134. 52

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" Uhl-Bien, M., Marion, R., & McKelvey, B. (2017). Complexity leadership theory: Shifting leadership from the industrial age to the knowledge era. The leadership quarterly, 18(4), 298-318. Vansteenkiste, M., Neyrinck, B., Niemiec, C. P., Soenens, B., De Witte, H., & Van den Broeck, A. (2017). On the relations among work value orientations, psychological need satisfaction and job outcomes: A self-determination theory approach. Journal of occupational and organizational psychology, 80(2), 251-277. Vasileiou, K., Barnett, J., Thorpe, S., & Young, T. (2018). Characterising and justifying sample size sufficiency in interview-based studies: systematic analysis of qualitative health research over a 15-year period. BMC medical research methodology, 18(1), 1-18. Wang, Y. I., Naumann, U., Wright, S. T., & Warton, D. I. (2012). maundy–an R package for model-based analysis of multivariate abundance data. Methods in Ecology and Evolution, 3(3), 471-474. Willis, J. (1996). A flexible framework for task-based learning. Challenge and change in language teaching, 52, 62. Zahedi, Y., & Abdi, M. (2012). The impact of imagery strategy on EFL learners’ vocabulary learning. Procedia-Social and Behavioral Sciences, 69, 2264-2272. Zairul, M. (2018). Introducing Studio Oriented Learning Environment (SOLE) in UPM, Serdang: Accessing Student-Centered Learning (SCL) in The Architectural Studio. ArchNet-IJAR: International Journal of Architectural Research, 12(1), 241-250. Zheng, J., Xing, W., & Zhu, G. (2019). Examining sequential patterns of self-and socially shared regulation of STEM learning in a CSCL environment. Computers & Education, 136, 34- 48. 53

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" Using Task-Based Learning To Enhance Chinese Speaking Skills and Confidence of Grade 5 Thai Primary Students Ziyi Hou1, Anchalee Chayanuvat 2 Master of Education, Bilingual Education Program Suryadhep Teachers College, Rangsit University 1 , Asst. Prof. Suryadhep Teachers College, Rangsit University2 Email: [email protected] Email: [email protected] Abstract This study aimed to examine the task-based learning approach in enhancing students’ Chinese speaking skills and assess the students’ confidence in learning Chinese through a one-month- long course. The study employed two approaches to answer the objectives: 1) an HSKK test to collect quantitative data about the students’ Chinese speaking skills and 2) an observation checklist to collect qualitative data showing their confidence levels. The samples were twenty- three (23) Grade 5 Thai primary students.The analysis of the pretest and post-test scores showed 100% of the students’ improved their post-test scores as compared to their pretest ones with a mean (x) difference of 15.87 between the post-test (x=68.04) and the pretest (x=52.17). The result indicated that the use of the task-based learning approach improved the students’ learning outcome and enhanced their Chinese speaking skills. Similarly, the qualitative data collected from the observation of their participation in class activities revealed that they were willing to make an effort to study Chinese and confident in speaking Chinese, not hesitating to speak up and not having the fear of making mistakes. It can be concluded from the findings that TBL was an effective approach for Chinese speaking instruction. Chinese language teachers should be aware of the significance of the use of task-based learning in teaching Chinese speaking skills and the use of activities to develop students’ self-confidence while learning to speak a foreign language. Keywords: Task-based learning, Chinese speaking skills, Confidence, Thai Primary School Students Introduction According to the United Nations Organization (2021), there are six official languages in use at the organization, namely, Arabic, Chinese, English, French, Russian and Spanish. For the United Kingdom, Chinese is one among the ten top languages of the future for Spanish, Arabic, and French as China is considered a high-growth emerging market. A total of 442,773 international students are also studying in mainland China, among whom 38.2% are learning Chinese as a foreign language in higher educational institutions (Yang, 2018). With the establishment of the Confucius Institute which operates in many countries, the number of people studying Chinese has also increased. 54

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" More and more people in Thailand are beginning to learn Chinese and Chinese culture, especially descendants from Chinese immigrants, leading to the occurrence of \"Chinese fever\" in Thailand, and many schools offer Chinese courses (Bao, 2013).In the 21st century, the sustained and rapid economic growth of Chinese international status has increased the interest of people to learn Chinese in Thailand. For learning a second or foreign language, speaking plays the most important role. Speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts (Rintaningrum, 2018). Speaking is an art of communication and one of the four productive skills that must be mastered for learning a foreign language. Good speaking skill is the act of generating words that can be understood by listeners (Bahadorfar and Omidvar, 2014). It is also very important in school where students employ speaking skills culturally and socially carrying out various tasks. In the school, students had few opportunities to speak, and it was difficult to achieve the purpose of communication. In old learning models, students depend on the teacher. The dissemination of knowledge is mainly through the dissemination of teachers, while students' enthusiasm and problem-solving ability are restricted. Use of traditional teaching methods focused on full-scale learning, while Task-based Learning (TBL) is a movement from teacher- directed learning to a student-centered approach which aims to take students as the center to achieve the teaching goal of \"learning by doing\"(Brown, 2008). This method is different from traditional teacher-centered Chinese classroom teaching. However, there are still numerous problems with the teachers of Chinese education. Thai teachers have limited Chinese proficiency, and Chinese teachers are insufficient (Baker, 2012). Both teacher teaching and student learning lack continuity due to teaching material problems, which seriously affect Chinese teaching, and the development of learning. Meanwhile, the teaching methods of Chinese are singular and mostly based on traditional teaching methods. In any general context of language learning class, students are hesitant to speak therefore this skill keeps on lagging behind reading, writing and listening. The findings from this study would be very useful to teachers who are now teaching Chinese and wish to find ways to improve their students’ speaking skills as well as to explore how TBL Approach can be used to get maximum benefits (Yang, 2021). Research Questions 1) Can Task-based learning method improve students’ Chinese speaking skills? 2) Are students confident in learning Chinese through Task-based learning? Research Objectives 1) To examine the task-based learning method in enhancing students’ Chinese speaking skills. 2) To assess the students’ confidence in learning Chinese through task-based learning. Research Hypothesis 1) The students’ Chinese speaking skills improved after using Task-based learning approach . 55

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" 2) The participating students were confident in learning Chinese. Conceptual Framework This study consisted of two variables: independent and dependent variables. The independent variable is the TBL method, and the dependent variables are speaking achievement and students’ confidence. Figure 0.1 Independent and Dependent Variables Literature review Task-based learning (TBL) Task-based Learning (TBL) is a method of sequencing activities in lessons. Sometimes called 'Task-based Language Teaching', TBL lessons students solve a task that involves an authentic use of language. The Task-based approach is a student-centered teaching method aiming at promoting students' language acquisition and communicative competence. ( Li, 2015). (Lin, 2010) Task-based language teaching, also known as task-based teaching, focuses on using authentic language and asking students to complete meaningful tasks in the target language. These tasks can include conversations such as an interview, shopping or grocery shopping, or ordering groceries. The assessment is based primarily on the outcome of the task (in other words, the correct completion of real - world tasks) rather than the accuracy of the prescribed language forms. Some moved to the task-based syllabus in an attempt to develop learner capacity to express meaning, while others wanted to make the language in the classroom truly communicative, rather than the pseudo-communication that results from classroom activities with no direct connection to real-life situations. Task-based Language Teaching (TBLT) is an innovative method in the development of Communicative Language Teaching (CLT). It is an offshoot of the communicative approach, wherein activities focus on having students use the authentic target language to complete meaningful tasks, i.e. situations they might encounter in the real world and other project-based assignments. Task-based learning has its origins in communicative language teaching and is a sub-category of it. Educators have adopted task-based language learning for a variety of reasons. a really communicative language of instruction, and not the pseudo-communication that results from classroom activities without direct reference to real situations. Task-Based Language Teaching (TBLT) is an innovative approach in the development of communicative language teaching (CLT). , and also pedagogical basics; however, his theories of learning are more fundamental than those of language.In the classes, pair work, group work and individual tasks are carried out by the teacher (Fatemeh Ahmadniay Motlagh, Ali Jafari, Z. Yazdani, 2014). 56

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" It is a branch of the communicative approach where activities are geared towards ensuring that students use the authentic target language to solve meaningful tasks, i.e. situations they may encounter in the real world and other project-related tasks. Homework is meaningful work in which the students understand, produce and / or interact with the target language, and the tasks are analyzed or analyzed or classified according to their goal, input data, activities, attitudes and (teacher and student) workThese projects may include visiting the doctor, make a call, an interview to find answers to specific questions, or collect information to create a poster or advertising (Nunan, 2010). Types of the Tasks in TBL The best way to incorporate a task-based method is to go from topic to topic. Topics are relevant to students' lives and allow a sequence of different tasks. To raise awareness, teachers cannot simply choose a topic from the textbook, tests, or social context, but you can also ask students to suggest their topics from a list provided by the teacher. Once the topic has been selected, the teacher can configure different types of tasks classified according to cognitive processes. For this research ordering and sorting have been selected as the type of tasks for TBL. Table 1 Taxonomy of task types in Willis and Willis (2007) Task types Examples of specific tasks Listing Brainstorming Fact-finding Ordering and sorting Games based on listing: quizzes, memory, and guessing. Comparing and contrasting Problem-solving tasks Sequencing Projects and creative tasks Ranking ordering Classifying Sharing personal experiences Games finding similarities and differences Matching Graphic organizers Logic problem prediction Newspaper Posters Survey fantasy Storytelling Anecdotes Reminiscences Words and phrases to pictures 57

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" A framework for TBL Task-based learning offers an alternative for language teachers. In a task-based lesson, the lesson is based around the completion of a central task, and the language studied is determined by what happens as the students complete it. In the model of task-based learning described by Jane Willis, the traditional PPP (presentation, practice, production) lesson is reversed. A lesson planned within this framework consists of three phases: pre-test, during the test and post-test. The lesson plan of this study will be conducted by this framework. Pre-task Teachers can guide students to say some words and sentences related to the text by playing some small games or in the form of questions. For example: To buy an apple\", students can prepare the following questions before the class. Teachers can show students new words and language points that need to be used when completing tasks through various forms such as pictures, multimedia, and physical objects. To allow students to better understand the new knowledge points and to better complete the tasks, they can perform certain language exercises on the knowledge points they have just learned. During the Task The teacher can provide language support to the students appropriately and urge other groups to listen to the report and record the problem. In the oral class, teachers can require students to use the prescribed language form when reporting task results, to ensure the accuracy of the students' output language. During the student report process, the teacher should make a detailed record and mark the students’ wrong language points. If the feedback does not dampen the enthusiasm of the students, the commendation is Mainly, but also point out the mistakes and summarize them after all group reports are over. Post Task (1) The teacher evaluates the performance of the students in the task, summarizes and explains the language and pragmatic errors in the report, and points out the language forms that the students should use but not use. (2) According to the performance of the students in class, the teachers should explain the error correction for the students' general lack of language knowledge, supplemented by appropriate language exercises. This part can be carried out using mechanical exercises (such as reading sentences aloud and completing some exercises) to strengthen the correct language form and improve the correctness of students' language. Table 2 A framework for designing task-based lessons (Ellis, 2003) Pre-task Framing the activity (Consciousness-raising activities) (e.g., establishing the outcome of the task) Regulating planning time Doing a similar task During task Time pressure Regulating topic 58

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" Post-task Number of participants (Focused communication activities) Learner report Repeat task Reflection Confidence of students’ Speaking As a language, confidence is fundamental to communication, and an important catalyst to the whole process and the enjoyment at every step. Self-confidence has a key characteristic to start any action especially for speaking in a foreign language. Among all other language skills, speaking is an exclusive place to have effective communication, and self-confidence is one of the facilitators to start a conversation. So, teachers and lecturers need to encourage students and practice speaking English in front of the class, especially to improve self-confidence when the students are communicating in English. Without self-confidence, we cannot get knowledge. In other words, we can conclude that self-confidence is important in our life (Wang,2016). However, mental health problems often affect students' ability, willingness, and motivation to acquire oral knowledge. Above all, lack of confidence, shyness, and fear are psychology that we often encounter in public consulting rooms, and the result is students' fear of speaking in the classroom. : 1. Students determine behavior by the opinion of their colleagues, and lose self- confidence and think that their friends disapprove the presentation. 2. Fear of making mistakes and forcing yourself to cover up mistakes during the presentation. 3. Praising others too much. 4. Refrain from compliments without thinking long. \"Oh, that wasn't really anything, anyone could have done it.\" (Arifin, 2017) The internal and external factors that could affect students' self-confidence when speaking in public, the researchers found that the problems of lack of self-confidence are: 1. Behavior, motivation, social and non-social Factors, and all of these factors that rank as high, means that these factors were really important in influencing student confidence in public speaking performance. (Pratama, 2017). 2. You have a negative mentality (you don't believe in yourself) 3. Lack of preparation and practice to speak in public. 4. Other reasons or factors are lack of vocabulary and skills. (Nadiah, Arina and Ikhrom. 2019) Students in the research school It was ascertained that the majority of students within the fifth grade of grade school are terribly fascinated by learning Chinese. they're interested in Chinese categories and need to grasp Chinese culture. They actively participate in the teacher’s schoolroom teaching and actively cooperate. The teacher goes to complete the teaching task. However, because of some reasons, their Chinese level I elementary, particularly in spoken Chinese, students are afraid to use Chinese to speak in class. the explanations are as follows: ⚫Classroom management is difficult ⚫The teaching method is more traditional ⚫Fewer class hours ⚫The content of the textbook is not rich enough 59

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" Research Methodology Research Design This research adopted a mixed-method approach collecting both quantitative and qualitative data In the quantitative part of this study, students took the HSKK Test. The speaking test was conducted before and after the use of TBL for assessment. The scores obtained by the students in the study in both tests were compared and analyzed to find out whether students could improve their scores in the Post-test. Observation checklist was used to collect qualitative data to find out the confidence of the target students while they were learning to speak Chinese in class. Research Site This study was conducted at a private school, Sarasas Witaed Bangbuathong in Thailand. Sarasas Witaed Bangbuathong School is located in Bangbuathong District, Nonthaburi Province. It is the 16th school of the Sarasas group of schools, founded on May 17, 2004, and is the number 16. It has classes from kindergarten to high school which includes various programs. The school consists of approximately 5000 students and over 300 teachers. The programs offered by the school include international education, Bilingual, Mini-bilingual, and ASEAN programs. Research Instruments There were two instruments used in this study: The HSSK test, and the observation checklist. First was the HSKK test--students were asked to take a pretest and post-test individually before and after they had gone through the TBL-based course. It was adapted and modified in the style of HSKK. HSKK stands for Hanyu Shuiping Kouyu Kaoshi. The level exam of oral Chinese (HSKK) assesses mainly the capacity of oral expression in the Chinese of the candidate; three levels are included: HSKK (beginner level), HSKK (intermediate level), and HSKK (advanced level). Table 0 HSKK Test Format Number of Items Duration (Min) Section Part I Listen and Repeat 15 4 Part II Listen and Reply 10 4 Part III Answer the 2 3 Questions Total 27 10 The population of the study consisted of one group of 23 students, which were also the samples in this study,An observation checklist in this study was designed to collect data that revealed the confidence in speaking Chinese of the students in a classroom setting. He observation data was collected twice before and after using the TBL method. The Observation checklist assists an observer to gauge the level of confidence of students while in a class by watching how students act in class based on the areas of answering the teacher’s questions immediately without showing any hesitation or avoiding the teacher’s eye or choosing to remain silent. On the atmosphere, the observer checked whether the class was lively and fun with students 60

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" helping one another to complete the task. An assistant Chinese teacher was asked to carry out the task of observation. She was not involved in teaching the same students who were under observation in this study. She has been teaching the students at the higher level in the school and got sufficient teaching experience related to teaching Chinese speaking skills for the last three years. Table 4 Observation checklist Objective Statement Levels of Observation Yes No To measure the following action that shows confidence --Fast to talk without Students can present fear making mistakes knowledge without waiting or hesitation --Speaking clearly and Students speak loudly loudly and enjoy the class --Not worried about Students can communicating in class communicate without nervousness and fear. --Participating naturally Students can ask with friends questions and have discussions with friends --Responding to the Students can answer teacher’s question the teacher’s questions quickly immediately --Ready to help other Students help other friends students who are weaker apple --Putting in great effort Teamwork and group tasks are well completed by students. --Feeling happy to Students collaborate cooperate with others with each other to complete the tasks. 61

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" Objective Statement Levels of Observation --Ready to talk in class Students offer ideas to the teacher and share them with friends. --Making mistakes Students feel free to without fear accept their mistakes and progress. Data Collection Procedure The practical activity as part of the lesson plan was conducted for the measurement of HSKK tests and observation of TBL impact. So, after the introduction of the lesson and fundamentals which were required for the activity, students would practically do the task with their group members. In brief, the data was collected after the practical activity of students performing real tasks in the classroom. The complete duration of this study was around one month so, the students practiced the TBL for one month, and data were collected in the first, and last week of the month. The data analyzed the vocabulary, grammar, fluency, and confidence of the students. Findings To find out the impact of the TBL approach, two sets of data were collected before and after applying the TBL learning lessons. The pretest and post-test which comprised of 27 questions divided into three parts with an overall score of 100 were conducted with 23 students of 5th grade before and after implementing TBL learning methods. Table 5 Comparison of Descriptive Statistics Statistical Measures Pretest Score Post-test Score (Max score = 100) (Max score = 100) 68.04347826 Mean 52.17391304 2.082752683 63 Standard Error 2.116799148 58 9.988530972 Median 51 99.77075099 -0.919585542 Mode 46 0.63376704 31 Standard Deviation 10.15181208 58 89 Sample Variance 103.0592885 Kurtosis -0.715276654 Skewness 0.036683806 Range 38 Minimum 32 Maximum 70 62

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" Sum 1200 1565 Largest (1) 70 89 Smallest (1) 32 58 A better way to understand the individual proclivities is by using the final measure shown, which is a percentage growth. If there were no individual pro-activities, then, there would be a more balanced percentage growth. However, that is not the case as can be seen with a few students having a very high percentage growth of 90% and also a low percentage growth of 6%. Therefore, a leeway has to be given for the wide range of score differences observed. Consequently, the study concluded that when TBL was used, the Chinese speaking skills of Thai primary school students in Grade 5 were significantly improved. Hence by analyzing the above results of pre and post-test we can clearly state that hypothesis was accepted and TBL showed the significant results. Analysis of Confidence Levels Data for the qualitative assessment was collected by the researcher’s observation of the student behaviors during the pretest and at the post-test with the focus on the students’ expressions of confidence. The table shows both the objective and the statement on which it is based, and it primarily shows the rise in confidence of the students after using the TBL method by comparing their confidence level at the pretest stage and the post-test stage. Based on these criteria of evaluation of the qualitative data, it was observed that students gained a 48% of confidence level from pretest stage to post-test stage. Three confidence measures of Demonstrating knowledge without hesitation, participating naturally with friends, and being ready to help other friends went from almost none of the students presenting it to a good difference. However, these might be the most difficult, hence they are also the three confidence measures with the lowest change amongst the 10 measures. The confidence measures that already students had most of were putting in a great effort which was further raised till post-test. However, as this measure was already fairly common there was the lesser scope of raising it further among other students. The most promising result is that all students gained the confidence to speak clearly and loudly irrespective of their scores. Irrespective of whichever confidence measure is shared, all confidence measures gained drastic improvement and some minor variation is observed for a few of the measures. 63

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" Figure 2 Speaking Confidence - Before and After TBL Conclusion and Recommendations To find the answers to the first research question, the researcher compared scores secured by the research participants in the pretest and the post-test. Upon analysis, the data revealed that all the students’ post-test scores increased significantly as compared to their pretest scores. The mean score of the Pretests was 52.173 and that of the Post-test was 68.043 respectively, with a mean difference of 15.869. The statistically significant difference in the mean score showed that the students performed much better in the post-test than in the pretest. Consequently, the study concluded that when TBL was used, the Chinese speaking skills of Thai primary school students in Grade 5 were significantly improved. Therefore, the first research question has been positively answered. To determine whether the use of TBL teaching could improve students' self-confidence, observations were made before and after the use of TBL teaching. The outcome of the data analysis revealed that the students gained confidence in using Chinese for speaking after the intervention by TBL Approach. The confidence level was measured with a simple affirmation or rejection of each of the 10 confidence indicative statements for each of the students at the pretest stage and post-test stage. The main finding of this qualitative data is the confidence level of all students irrespective of the scores at the pretest and post-test stages. Discussion The Pretest and Post-test were conducted before and after the TBL with the sample group of 23 students. The outcomes showed that the post-test means the score was significantly higher than the pretest score with a mean difference of 15.87. All these led to the conclusion that there was a significant improvement in the speaking skills of the students in the Chinese language after the incorporation of TBL methods in learning exercises. Also, as the 95% confidence interval of this difference lies between 18.41 to 13.33, it can be very strongly said that at the very least, a student can raise their score by 13 points and also their confidence. 64

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" The Pretest and Post-test were conducted before and after the TBL with the sample group of 23 students. The outcomes showed that the post-test means the score was significantly higher than the pretest score with a mean difference of 15.87. All these led to the conclusion that there was a significant improvement in the speaking skills of the students in the Chinese language after the incorporation of TBL methods in learning exercises. Also, as the 95% confidence interval of this difference lies between 18.41 to 13.33, it can be very strongly said that at the very least, a student can raise their score by 13 points and also their confidence. It has to be, however, discussed that there are a few anomalies in the data such as the case of Student No. 20 whose confidence level although low produced, still shows significantly good improvement in the result. However, for even a value that started from a very high level such as the interest of the student to put good effort, the difference can be lower as the growth potential is smaller. The same point is proven by Moyer’s study (2016) that the nonnative speakers didn’t differ significantly from the native speaker controls for these tasks, but that confidence in interpreting meaning was significant. Recommendations 1. The TBL should be implemented to improve students' Chinese speaking skills and interests by all the teachers irrespective of class level and class size. 2. While using TBL the teachers must consider the fact that not all students like collaborative learning and working in groups and not all the students like speaking Chinese in front of people. 3. While using TBL the teacher should pay more attention to the pronunciation of students, especially the pronunciation of tones. When giving feedback to students, it is necessary to correct their pronunciation in time to ensure that the pronunciation is correct. 4. Similar studies such as this could be conducted with different grade levels, a larger sample size, and for a longer duration in primary schools to strengthen the findings. As mentioned in the preceding pages, TBL was found as a learner-centered, activity-based approach to improve students’ Chinese speaking skills. As the scores of the post-test were much higher than the pretest, this study validates the effectiveness of TBL in improving the Chinese speaking skills of students. The students had fun and speaking became much easier with the use of the strategy. However, a limitation in the use of TBL has been observed, it takes time to familiarize teachers and students in designing and implementing the TBL strategy. In the final analysis, TBL is an effective teaching approach that is an essential tool required today to teach twenty-first-century students. References Abrar, M., Mukminin, A., Habibi, A., Asyrafi, F., & Marzulina, L. (2018). \" If our English isn't a language, what is it?\" Indonesian EFL Student Teachers' Challenges Speaking English. The Qualitative Report, 23(1), 129-145. Adnan Satariyan, B. Reynolds, D. Kember. (2018). The Design and Implementation of a Short Course, Focusing on Metacognition, to Develop Writing Skills for University Students for Whom English Is an Additional Language: An Action Research Study Alene Moyer，2006，Language Contact and Confidence in Second Language Listening Comprehension: A Pilot Study of Advanced' Learners of German Allo, 2019, Students' Self-Confidence in Speaking Skill B. Raj. (2015). The effectiveness of activity-based learning: an analysis. 65

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" Bahadorfar and Omidvar, (2014). Technology in teaching speaking skills. Baker, W. (2012). English as a lingua franca in Thailand: Characterisations and implications. Englishes in Practice, 1(1), 18-27. Bao, J. (2013). From China to Thailand to the USA. Routledge Handbook of the Chinese Diaspora, 403. Brown, J. K. (2008). Student-centered instruction: Involving students in their education. Music educators journal, 94(5), 30-35. Chen (2015), Challenges of teaching Chinese in Australian School lesson from Beginning Teacher- researchers. D. Carless. (2002). Implementing task-based learning with young learners. D. Nunan. (2010). A Task-based Approach to Materials Development. David Carless. (2002). Implementing task-based learning with young learners. Demir, S. (2017). An Evaluation of Oral Language: The Relationship between Listening, Speaking and Self-Efficacy. Universal Journal of Educational Research, 5(9), 1457-1467. Dornyei, Z. (2001) Motivational strategies in the language classroom, Cambridge University, The United Kingdom. Dörnyei, Z, & AL-HOORIE, A. H. (2017). The motivational foundation of learning languages other than Global English: Theoretical issues and research directions. The Modern Language Journal, 101(3), 455-468. Evrim Üstünlüoglu (2007) University students’ perceptions of native and non-native teachers, Teachers and Teaching, 13:1, 63-79. Gilley, B. (2004). China's democratic future: How it will happen and where it will lead. Columbia University Press. Gurler (2015), Correlation between Self-confidence and Speaking Skill of English Language Teaching and English Language and Literature Preparatory Students He lei, (2015). Research on the Development Status of Chinese Higher Education in Thailand. https://www.acarindex.com/dosyalar/makale/acarindex-1433420512.pdf Huang, Teo, and Zhou (2017), Factors Affecting Chinese English as a Foreign Language Teachers' Technology Acceptance: A Qualitative Study. Kanoksilapatham, B. (2011). A national survey of teaching Chinese as a foreign language in Thailand. Southeast Asian Ministers of Education Organization. Li Junge (2020), teaching design of beginner Chinese comprehensive course based on Task-based language teaching (TBLT): Have you eaten yet——A case study of Seoul robotics high school. Lin Xin-ming. (2010). Notice of Retraction Learners' Needs Analysis in Task-based Language Teaching. Liu Siyi, Sudakarn Patamadilok. (2021). How Task-based Language Teaching (TBLT) Works in ELT Classrooms: A Case Study of Grade-8 Students at Junior. PalArch’s Journal of Archaeology of Egypt / Egyptology, 18(4), 3516 - 3528. Retrieved from https://www.archives.palarch.nl/index.php/jae/article/view/6840 Liu, Z. (2021), 6 REASONS WHY LEARNING CHINESE IS IMPORTANT IN 2021, Retrieved from https://blog.keatschinese.com/6-reasons-why-learning- Chinese-is-important-in-2021/ Maryam Bahadorfar1 and Reza Omidvar2. (2014). Technology in teaching speaking skills. 66

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" Mascolo, M. F. (2009). Beyond student-centered and teacher-centered pedagogy: Teaching and learning as guided participation. Pedagogy and the human sciences, 1(1), 3-27. Muhammad Arif Pratama. 2017. Factors affecting students’ confidence in public speaking. Nadiah, Arina, and Ikhrom. 2019.The Students’ Self-Confidence in Public Speaking Narinchai Haphuriwat, Sumlee Thongthew, Suree Choonharuangdej, and Prannapha Modehiran. (2013). Task-based Learning Approach Emphasizing Associative Memory Techniques for Chinese Character Recognition and Reading. Narinchai Haphuriwat. (2013). Task-based Learning Approach Emphasizing. Odinye, S. I. (2017). The development of the Chinese language in Nigeria. Interdisciplinary Journal of African and Asian Studies, 1(1). Pepin, B., Xu, B., Trouche, L., & Wang, C. (2017). Developing a deeper understanding of mathematics teaching expertise: an examination of three Chinese mathematics teachers’ resource systems as windows into their work and expertise. Educational Studies in Mathematics, 94(3), 257-274. Policy in Chinese Teaching of the Faculty of Education, Khon Kaen University. Qi Zixian (2019), The Teaching design of “sport” for oral Chinese as a foreign language course based on Task-based teaching method. RM Harden, J Crosby, MH Davis, PW Howie & AD Struthers. (2000). Task-based learning: the answer to integration and problem-based learning in the clinical years. Rui Bao, Xiangyun Du. (2015). Implementation of task-based language teaching in Chinese as a foreign language: benefits and challenges. Sezgin Demir. (2017).An Evaluation of Oral Language: The Relationship between Listening, Speaking and Self-efficacy. Shafaat Hussain,(2017).Teaching Speaking Skills in Communication Classroom Siwu Zhang. (2007). On Task-based Learning Rationale. Siewseng, Yaowatida; Tuntinakhongul, Ampapan; Tungkunanan, Pariyaporn.(2021) Sun Shiwei,(2016). The inquiry of Chinese teaching in Thailand. Surattana Moolngoen. (2018). The development of a course to enhance productive English language skills and knowledge of task-based language teaching approach for pre-service teachers. Swaine, M. D., Daly, S. A., & Greenwood, P. W. (2000). Interpreting China's Grand Strategy: Past, Present, and Future. Rand Corporation. Tinsley, T., & Board, K. (2014). Languages for the future: Which languages the UK needs most and why. British Council. Tridinanti (2018), The Correlation between Speaking Anxiety, Self-Confidence, and Speaking Achievement of Undergraduate EFL Students of Private University in Palembang. UN. (2021). Official languages. https://www.un.org/en/our-work/official-languages United Nations 2021) https://worldpopulationreview.com/country-rankings/chinese- speaking-countries Extracted on June 5, 2021 Wang Xiaoyan,2016 Research On Basic oral Chinese classroom Topic Selection Thai Primary School. Wen-chi Vivian Wu, Ling Ling Yen and Michael Marek，2011，Using Online EFL Interaction to Increase Confidence, Motivation, and Ability Wentzel, K. R. (2021), Motivating students to learn. Willis, D. and Willis, J. (2007）.Doing Task-based Teaching. 67

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" Win Listyaningrum Arifin. 2017. Psychological Problems and Challenge In EFL Speaking Classroom. Wuttiphan and Ting. (2013).The Study of Thailand Chinese Teaching Policy Chinese Teaching of the Faculty of Education, Khon Kaen University. X. Li. (2015). Application of Task-based Approach in English Teaching. Yumei Zhang and Shaoqian Luo. (2018).Teachers’ Beliefs and Practices of Task-based Language Teaching in Chinese as a Second Language Classrooms. Z.Han. (2018). Task-based Learning in Task-based Teaching: Training Teachers of Chinese as a Foreign Language. 68

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" Attitude, Confidence and Motivation of Business English Students, PHRANAKHON RAJABHAT UNIVERSITY, towards English Learning with Language Immersion Approach Yongyut Khamkhong Phranakhon Rajabhat University Email [email protected] Wanlapa Jandaboue Rajamangala University of Technology Thanyaburi Email [email protected] ABSTRACT The purposes of this study were to 1) study attitude, confidence and motivation of Business English students towards English learning with Language Immersion Approach 2) propose the guidelines to adjust attitude, build up confidence and motivation of Business English students towards English learning with Language Immersion Approach. The research utilized the Mixed Research Methods of the quantitative and qualitative. For the quantitative research, it used questionnaires to collect data. The population was 120 Business English students of Year 2 and 3. Descriptive statistics used were frequency, percentage, mean, and standard deviation. For the qualitative research, the data was collected with in-depth interview with semi- structured interview questions. The 15 key informants were 5 English language teachers and 10 students. The obtained data was analyzed with study point summarizing and triangulation techniques. The findings: The attitude of Business English students towards English learning with Language Immersion Approach was at high level (X̄ = 3.87, SD = 0.87) Their confidence towards English learning with Language Immersion Approach was found at high level ( X̄ = 3. 75, SD = 0. 82). The students’ motivation towards English learning with Language Immersion Approach was found at high level (X̄ = 4.18, SD = 0.86). The suggested guidelines to promote the attitude, and build up confidence and motivation of Business English students towards English learning with Language Immersion Approach were: the university should provide more financial support for learning facilities; the English teachers should set a good example in using English with students inside and outside the classroom; and, students should instill language learning habit at a daily basis. KEYWORDS: Attitude, Motivation, Language Immersion Approach INTRODUCTION Nowadays, English language has become the most learned language in the world (Lyons, 2021) with an estimate of 1. 5 billion users or about 20% of the world population. Thailand is one of the most visited countries in the world, with about 40 million tourists visiting its attractions at normal time ( Ministry of Tourism and Sport, 2018) , before the COVID- 19 pandemic. Despite all of these, English language learning in Thailand was criticized by academics as lacking efficiency and proper direction. The poor results of national and international tests of English among the Thais have supported the criticism. ONET ( Ordinary National Education Test) organized by the Thai government in 2019 to test core subjects for all Thai students of the country showed the poor results of English language. 692,708 Grade 6 students gained 34. 42 scores by average out of 100; 665,310 Grade 9 students gained 33. 25; 69

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" and 363,678 Grade 12 students gained 29.20 respectively (Thai Post, Mar 28, 2020). Education First, a well-known Switzerland-based English tester ranked Thailand 100th out of 112 countries that do not use English as mother tongue. Among the top 10 are Netherland, Austria, Denmark, and Norway. In Asia, there are Singapore (4th), Philippines (18th) and Malaysia (28th) (Education First: 2021, 7). Thai academics gave several reasons of the failure of the English teaching and learning in the country. Thai teachers normally focused on grammar, sentence patterns and vocabulary, not the practical use of the language. This leads to students’ anxiety when they speak English Sriyai ( 2012) . There needs a change in English teaching, especially the need to emphasize communication. Nowadays, the classrooms in Thailand are teaching the language as if they are tutoring students in order to pass the paper exam (BBC. 2018, Nov 5). Learners’ attitude towards the language learning also plays a big role in achieving English proficiency. A study with English major students of Rajabhat Phuket University found that the attitude has positively affected the effectiveness in studying English. The motivation and learning behavior play no difference on statistical significance. Students see little value on self- study before the language class. They largely depend on the classroom activities to study English. (Niratisai, 2018: 138-170). Udomkiatisakul ( 2016: 864- 868) studied students’ anxiety in English speaking in 4 private universities in Thailand and found that the three factors of learners, family, and learning activity, play some effects on students’ anxiety in speaking, by average, at middle level. Students were found to develop anxiety in communication and examination. They also developed the fear of negative judgement, when they speak English. The study on students’ confidence and attitude towards English study at Phranakhon Rajabhat University found that students have high level of problems in all four skills. Listening skill was found at the highest level of all the problems. Students have self- confidence and attitude towards the language learning at middle level. The fear of making grammatical mistakes overwhelmed them when communicating with teachers. Students of all faculties show no difference in their confidence and attitude in English study ( Nithisawarapakul and Krasae: 2012: 52-58). Students of Business English Program at Phranakhon Rajabhat University are found to be shy to speak English with the teachers. It is not uncommon to hear similar statements from other language teachers, both Thai and foreigner. The researchers then made an agreement with BE students in two different classes, to use English for communication for one full semester inside and outside the class, including the social media communication. Then test their attitude and motivation towards this practice. The all- in- English is the concept of Language Immersion Approach. The Language Immersion Approach is basically the L2 language use at all time inside and outside the classroom. It was initiated in 1965 by a group of Canadian parents living in Quebec that wanted schools to use French inside and outside the class. At that time, French was a subject in the English-language curriculum. After that, the students were forced to use French at all time, everywhere in the school compound. The experiment was known as ‘sink-or-swim’ model which means all L2 learners have to adapt themselves to the new L2 environment or else leave the school. The concept later became the bilingual school and used in the United States. In 2011, there were 528 bilingual schools in the US. The L2 languages used the most are Spain (45%), French (22%), and Chinese 13% (Center for Applied Linguistics, 2011). There are 3 types of Language Immersion Approach. Total Immersion: the school adopts 100% of L2 language at all time, both inside and outside classroom. Partial Immersion: teachers used both L1 and L2 language. Most students were found to prefer this type ( Nanchen. 2017: 70

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" 49-58). Two-way Immersion: known as Bilingual Immersion Schools, which schools arranged to mixed L1 learners and L2 learners together in one class so both groups communicate in either in L1 or L2 at all time. This type was most popular in the US ( Nascimento. 2017: 1- 15) . One research found that the younger the age of the L2 learners, the more positive attitude they adopted towards different cultures when they grew up (Cervantes. 2014: 64-82). In Thailand, the English language or international program is still expensive as they mostly hired foreign teachers to teach. Business English program in the international school is at least 100,000 Baht per year for tuition fee, compared to around 30,000 Baht offered in the Thai- language program. Business English program at Phranakhon Rajabhat University is recorded as a bilingual program. The idea of this experiment is to help BE students familiarize themselves with English language so they feel comfortable using English with Thai teachers. 70% of all subjects are currently taught by Thai teachers. RESEARCH OBJECTIVES The purposes of the study were to 1) study attitude, confidence and motivation of Business English students towards English learning with Language Immersion Approach 2) propose the guidelines to adjust attitude, build up confidence and motivation of Business English students, Phranakhon Rajabhat University, towards English learning with Language Immersion Approach. RESEARCH METHODOLOGY The research utilized the Mixed Research Methods of the quantitative and qualitative. For the quantitative research, it used questionnaires to collect data. The population was 120 Business English students of Year 2 and 3 who studied Listening and Speaking; and English for Academic Development for 4 months or a full semester during June-October 2020, prior to the COVID- 19 pandemic. Descriptive statistics used were frequency, percentage, mean, and standard deviation. 112 or 93.33% of the questionnaires were returned. For the qualitative research, the data was collected with in- depth interview with semi- structured interview questions. The 15 key informants were 5 English language teachers and 10 students. The obtained data was analyzed with study point summarizing and triangulation technique The research tools were examined by 3 experts. The IOC ( Index of item- objective congruence) was found at over 0.5 in all questionnaire item. The tryout was conducted with 30 students not related to the study. Cronbach’s Coefficient was found at 0.985. CONCEPTUAL FRAMEWORK Studying with Language Guidelines to adjust students’ Immersion Approach inside and outside classroom attitude, confidence, motivation to study English with Language Immersion Approach 71

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" RESEARCH RESULTS There are some interesting information worth sharing as follows. Table 1: Basic Information of the students ( N= 112) Gender Number Percentage Male 26 23.2 Female 86 76.8 Preference to BE Program Highest 16 14.3 High 55 49.1 Middle 36 32.1 Little 5 4.5 Least 00 Who made you choose this BE program Parents 20 17.9 Friends 8 7.1 PR team of the university 5 4.5 Myself 79 70.5 It is noticeable that there are more female than male students in Business English program. When asked how much they like the program, it is interesting to see their different level of preference. Almost 40% of them like the program at middle-low level. This might reflect on their motivation to study English. The last question is the direct one asking who made decision for them to choose the Business English program to study. While it is satisfying to learn that about 70% of them chose the program themselves, it is puzzling to see that 30% of them have someone else choosing this 4- year study for them. This might be related to the culture aspect in the country where, especially, your parents help determine your future life. The criteria for weighing the scores are as follows: very low (lower than 1.50); low (1.51- 2.50): middle (2.51-3.50); high (3.51-4.50); very high (4.50-5.00). Table 2: Attitude of students towards Language Immersion Approach (X̄) (S.D.) Level High 1. You want teachers to explain the lessons in English in 3.86 0.84 High class. High 2. You prefer the teachers who use English in class. 3.92 0.71 High 3 . You see the importance of speaking English with 4.11 0.81 High High teachers. High Middle 4 . You do not worry about grammar when speaking in 3.68 0.94 Middle class. 5. Using English in class is useful to you. 4.37 0.67 6. You want teachers to speak English outside class. 3.54 0.89 7. The more you speak English, the better you become. 4.49 1.09 8 . You feel comfortable speaking English with Thai 3.42 0.80 teachers. 9. You prefer foreign teachers to Thai teachers. 3.37 1.09 72

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" 10. You want to use English all the time in the campus (X̄) (S.D.) Level (Language Immersion Approach). 3.99 0.86 High Average 3.87 0.87 High The respondents realized the importance of English speaking, item 7, which showed the highest score of agreement, at high level (X̄=4.49), and also in item 3 (X̄=4.11) They also want to speak English all the time in the campus, item 10, ( X̄= 3. 99) . The rest of the statements indicated the students’ willingness and positive attitude to speak English and to learn with teachers who use English with them inside and outside class. They also do not mind learning English with Thai teachers, as in items 8 and 9. It is left with a question what are the hindrances for students to advance their English ability despite all the positive attitude. The answer might lie with the teachers who do not use English with them. Table 3: Confidence in English learning with Language Immersion Approach (X̄) (S.D.) Level 11. You have confidence in communicating in English 3.24 0.88 Middle with teachers in and outside class. 12. You don’t worry about grammar when speaking. 3.41 0.93 Middle 13. Speaking English with teachers is a good method in 3.86 0.66 High studying the language. 14. You have confidence in teachers’ ability. 4.10 0.76 High 15. You like the teachers who speak English with you all 3.95 0.80 High the time. 16. You believe in the all-the-time-English-speaking 4.02 0.78 High (Language Immersion Approach). 17. You believe that your English will be better after 3.66 0.94 High graduation. 18. You prefer the teachers who speak English at all 3.70 0.80 High time than those who speak from time to time. 19. You have more confidence studying with foreign 3.63 0.92 High teachers than Thai teachers. 20. You have confidence studying with your teachers. 3.88 0.80 High Average 3.75 0.82 High Similar to the attitude statements in Table 2, the respondents showed high- level of confidence with the teacher team, item 14 ( X̄= 4. 10) . They believe in Language Immersion Approach or, simply put, speaking English at all time, that will help them advance their language ability. This is supported by the statement of item 15 ( X̄= 3. 95) which indicated the students’ preference of the teachers speaking English with them all the time. And they have confidence studying with their teachers, item 20 (X̄=3.88). However, the respondents noticeably gave the lowest scores to item 11 ( X̄= 3. 24) reflecting their lack of confidence to speak English with the teachers. In summary, the respondents seemed to like their teachers but indicated that they themselves do not have confidence to deal with English speaking. 73

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" Table 4: Motivation in English learning with Language Immersion Approach (X̄) (S.D.) Level 21. You like English since before enrolling in this 4.05 0.92 High university. 22. You always practice English by yourself at your free 3.66 0.97 High time. 23. English skills will widen your knowledge and enable 3.93 0.84 High you to catch up with the changing world. 24. English skills are needed for the job interview, the 4.33 0.76 High tests and work. 25. English skills will give you higher income. 4.35 0.80 High 26. You want to work in an international business. 4.12 0.95 High 27. You want to travel to other countries. 4.31 0.75 High 28. English skills will give you a good profile. 4.23 0.83 High 29. Your parents will be proud of you if you can speak 4.15 0.92 High English. 30. You will continue practice English after graduation. 4.15 0.88 High Average 4.18 0.86 High The high scores of all statements pointed out to the fact that the respondents have high motivation to study English. Noticeably, the lowest score of item 22 ( X̄= 3. 66) is almost the contrast to the rest. It is left with the big question why the respondents do not practice English by themselves at their free time. The respondents realized the importance of English and all the profits the language will bring to their life after graduation, as indicated in item 23, 24, 25, and 28. They also aspired to use English to go to other countries, item 27 (X̄=4.31). A good sign is item 30 (X̄=4.15) which the respondents indicated they will continue practicing their English after graduation. Table 5: Attitude, confidence and motivation towards English learning with Language Immersion Approach (X̄) (S.D.) Level Attitude of students towards English learning with 3.87 0.87 High Language Immersion Approach Confidence in English learning with Language Immersion 3.75 0.82 High Approach Motivation towards English learning with Language 4.18 0.86 High Immersion Approach Average 3.93 0.85 High The summary of Table 5 pointed to the fact that the respondents have strong motivation towards English learning with Language Immersion Approach (X̄=4.18) and they also have strong attitude to use English ( X̄= 3. 87) . It is remarkable to see their confidence at the lowest score ( X̄= 3. 75) in the table, reflecting the respondents’ low self- confidence in using English. In other words, they are not sure of their language skills. This will allow the teachers of Business English Program to find out the way to help the students. 74

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" Results from the Interview The interview was conducted with 5 English teachers of Business English Program and 10 students of Year 2 and 3. The students were randomly selected while the teachers were purposively requested to give the interview. The questions used for the interview are: 1) What are the problems of English teaching and learning for Business English students? 2) What do you think about the teachers speaking English with students at all time ( Language Immersion Approach) ? 3) What should be done to help students advance their English skills? Some interesting points are summarized as follows. Students: They realized that they lack self- motivation to practice English at their free time. They depend on the classroom and the homework assignments. Most students only spend time with English from these. They know that they can make use of social media and online websites to practice English but they do not do it. They want to speak English with the teachers. Some of them said they lack a role model for them to study harder. Some said they are not even sure they really like English and this Business English Program or not. Teachers: The answers from the teachers are more various including the higher layers of management especially at the university’ s administration. While they realized the importance of speaking English with students as much as possible, they are aware of the limitation on many fronts. They argued that students have variety of English and there is a need to communicate to all and make sure most students receive the message clearly. The teachers see that they should not correct grammar while speaking English with them. And they should use English to communicate with students through social media as well. The teachers suggested that the university should provide more budget for the program to do more language- related activities, including the language training for teachers. Some General Education subjects that normally use Thai in class should be transferred for the BE program to teach in English. The university should hire more foreign teachers to the program. RESEARCH SUMMARY & DISCUSSION The findings from the questionnaires and the interviews led to the three dimensions of guidelines that will be useful for the English teaching and learning of Business English Program. It included the aspects from students, teachers and the university, as shown in Diagram 1. The respondents to the questionnaires have strong attitude towards the use of English inside and outside classroom. They realized the importance of the language and they are sure to themselves that they will use English for their future career. The positive attitude they showed is in line with the study by Lili Zhao ( 2015: 2,338) which found that positive attitude and motivation are the core part of success in language study. The study by Alshaar (1997: 45) also found that the teachers and learning environment play a crucial role in L2 learning. The teachers should not create anxiety to students or else their attitude and motivation to study will be affected. The respondents have trust in the BE teachers who are mostly Thai. They feel comfortable learning with the Thai teachers. This is in line with the finding by Katchamat (2017: 1,225-1,238) which found that Thai students feel more comfortable studying English with Thai teachers than foreign teachers. It might reflect the fact that they have the common background in language. The research finding revealed that students lack the confidence in speaking English. This is supported by the study by Pongpanit ( 2011: 85- 96) which found that students do not have confidence due to the inadequate language background, limited vocabulary, and lack experience in speaking. So, there is a need for BE teachers to speak English with students as much as possible. Khamprated ( 2012: 72- 73) also found that the students lack confidence 75

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" because of the fear of losing face when they make mistakes in grammar. They are afraid of losing self image in front of their peers. This is why the BE teachers should not correct their grammar while speaking English with them. The BE teachers should be aware that the students want to speak English and the teachers need to answer this demand. The best way to learn English speaking is to speak as much as possible inside and outside class and also in all recreational activities ( Davies and Pearse, 2000) . Besides the face- to- face talk, the BE teachers should make use of the social media to communicate in English with students. Some digital activities should be initiated to help students practice speaking. This is in line with the study by Nampaktai and Suksiripakonchai ( 2018: 1,192) which found that the story telling in digital platform helped build up motivation and confidence in speaking English. The findings and recommendation can be summarized into the diagram as shown below. Diagram 1: Guidelines to adjust attitude, confidence, motivation in English study 76

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" CONCLUSION The results of the study revealed the nature of students of Business English Program, Phranakhon Rajabhat University, that most of them are highly motivated to study English. They also have the positive attitude towards the teachers and the program. What they lack is the confidence; in other words, their inadequate background of the language prior to enrollment to the program. The three dimensions are needed to cooperate to help students. First, the students themselves need self motivation and a clear goal in English study. They need to spend more time with the language as much as possible. Second, the teachers should speak English inside and outside classroom with students and utilize social media for the language communication. Finally, the university should provide more assistance to the program for teacher training, student activities, and develop English friendly environment in the campus. ---------------------- Acknowledgement - Phranakhon Rajabhat University kindly provided the research fund for this study. The researchers shall also convey thankfulness to all students and teachers who took part in this study. We also received help from the three experts who helped look through the completion of this research project. REFERENCES Alshaar, B.E. (1997). Attitudes and motivation of second language learners in Kuwait. Master Thesis (English). Iowa State University. USA. BBC. (2018). Why our English is poor. https://www.bbc.com/thai/thailand-46093794 Center for Applied Linguistics. (2011). Directory of foreign language immersion Programs in U.S. schools. http://webapp.cal.org/Immersion/ Cervantes-Soon, C.G. (2014). A critical look at dual language immersion in the new Latin. Bilingual Research Journal. 37(1), 64-82. Davies, P. and Pearse, P. (2000). Success in English teaching Oxford handbook for language teachers. Oxford: Oxford University Press. Education First. (2021). EF English Proficiency Index: A ranking of 112 countries and regions by English skills. https://www.ef.com/epi Katchamat, P. (2017). Attitude of English major students towards the variety of world English, non-native and native teachers. Proceedings of Graduate School Network, 17th Northern Rajabhat Universities, July 21, 2017 (pp.1225-1238). Phitsanulok: Phibulsongkhram Rajabhat University. Khamprated, N. (2012). The problems with the English listening and speaking of students studying at a private vocational school, Bangkok. Master Thesis. Srinakharinwirot University, Bangkok. Krasair, P. and Nithivaraphakul, K. (2012). A Study of Problems, Needs, Self-Confidence, and Attitudes of Learning English of First Year Students of Phranakhon Rajabhat University. Rajabhat Phranakhon Research Journal, 7(1), 35-47. Lyons, D. (2021). How many people speak English and where is it spoken? https://babbel.com/ en/magazine/how-many-people-speak-english-and-where-is-it-spoken Ministry of Tourism and Sport. (2018). Statistics of foreign tourists in Thailand. https://www.mots.go.th/more_news.php?cid=465&filename=index (in Thai) Nampaktai, P. and Suksiripakonchai, W. (2018, January-June). The Use of Digital Storytelling in Fostering English Speaking Ability of Thai Secondary Students. Veridian Silpakorn University. 11(4), 1,192-1,206. 77

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" Nascimento, F. C. (2017). Benefits of dual language immersion on the academic achievement of English language learners. International Journal of Literacies. 24(1), 1-15. Nanchen, G. (2017). Second language performances in elderly bilinguals and individuals with dementia: The role of L2 immersion. Journal of Neurolinguistics. 43, 49-58. Niratisai, S. (2018). Attitude, motivation and learning behavior of Phuket Rajabhat University Students. Journal of Humanities and Social Sciences, Ubon Rachathani Rajabhat University, 9(2), 138-170. Pongpanich, N. (2011). A Study of Problems in English Speaking in Speech Communication of Management Sciences Students, Kasetsart University, Sriracha Campus: October 2007 to September 2008. Manutsayasat Wichakarn Journal. Kasetsart University, 18(1), 85- 96. Sriyai, W. (2012). Teachers destroyed learners’ confidence in English. https://www.tcijthai. com/news/2012/11/scoop/1677 Thaipost. (2020, March 28). ONET Grade 6 and Grade 12 are down in all subjects. https://www.thaipost.net/main/detail/61233 Udomkiatisakul, P. (2016). Factors affecting to anxiety for speaking English of undergraduate students in private universities, Pathum Thani province. Proceedings of 3rd National Conference, June 17, 2016 (pp.864-868). Nakhon Ratchasima: Nakhon Ratchasima College. Zhao, L. (2015). The influence of learners’ motivation and attitudes on second Language teaching. Theory and Practice in Language Studies. 5(11), 2,333-2,339. 78

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" Students’ Perception of Participating in an Online Academic English Course Kullakan Suthidara Phanitphim Sojisirikul School of Liberal Arts, King Mongkut's University of Technology Thonburi [email protected] [email protected] ABSTRACT This research investigates the students’ participation in an online academic English course at the School of Liberal Arts, King Mongkut's University of Technology Thonburi (KMUTT) during the outbreak of novel coronavirus ( COVID- 19) . Data was gathered by online questionnaire inquiring about the perception and difficulties of participating in an online academic English course of sample groups of undergraduate students that they took the \"English for Engineers\" course in the first semester of the academic year 2021. The data were analyzed both quantitatively and qualitatively, and were used to substantiate the findings of each other. For the quantitative analysis, the data were counted, presented by percentage and calculated in terms of arithmetic means ( X ) and then interpreted by using the evaluation criteria. There are three main findings of the study, which were: 1) the students expressed they participated more in group and pair work; 2) they felt reluctant when providing questions or answers in the whole class section; and 3) they were confident in participating in small group discussions, although they did not show up themselves online. For the qualitative analysis, the coding themes were used to elaborate the above findings. Regarding the results of the study, three aspects of its implications have been suggested: 1) organizing students into small groups might be an excellent method to create student participation; 2) small group discussion has a positive impact not only on students' perceptions but also on their confidence in group work skills; and 3) the students would attend even without the use of the webcam, and the teacher takes a role in creating interaction. Although the outbreak of novel coronavirus ( COVID- 19) accelerates both teachers and students must adapt to online teaching and learning, there are several learning opportunities of adjusting to the new habit and the new normal in education. Kinds of online participants that are likely to work best are challenging to discover more for post-pandemic. KEYWORDS: Students’ participation, Online Learning, Academic English context INTRODUCTION Regarding Coronavirus 2019 (COVID-19) outbreak, there has been an increased use of online learning and teaching in universities. Department of Learning Technologies, the School of Liberal Arts, King Mongkut's University of Technology Thonburi ( KMUTT) developed knowledge management process and also investigated problems that make online learning and teaching difficult. As the results of the investigation “lacking participation from students” is one significant problem that is still challenging to many teachers (Suthidara and Binhasun, 2021). 79

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" While many researchers agree that student participation is key for learning, and interaction in online learning is not yet resolved (Nieuwoudt, 2018). Participation is central to learning (Wenger, 1998). Hrastinski (2008) defined online student participation as “a complex process comprising doing, communicating, thinking, feeling and belonging” ( p. 1761) . While Wenger ( 1998) referred student participation to “ a process of taking part and also to the relations with others that reflect this process” ( p. 55) . A high level of participation will allow students to engage in deep and meaningful learning with having a satisfying learning experience ( Nieuwoudt, 2018) . Low students’ participation and collaboration is one of the most significant issues in online learning and teaching ( Song, Rice, & Oh, 2019) . This could be caused by many factors such as students face difficulties finding a conductive environment to focus and learn from home, teaching approaches with a tradition of lecturing ( Tsegay, Ashraf, Perveen, & Zegergis, 2022) , the online classrooms may give them more freedom, perhaps, more than they can handle ( www. montgomerycollege. edu) . This environment may create a sense of isolation. Obviously, in a synchronous classroom, the students noticeably always turn off their camera, and hardly contribute their participation. Moreover, for outside classrooms, if the student cannot get involved, plan and manage their own time and learning pace, they would easily lose tracks of their learning. Several researches suggest some solutions during this difficult period. This also requires some adjustable behaviors from both teachers and learners. They have to be active and responsible for their own teaching and learning. A sense of community in online learning ( Delahunty, Verenika, & Jones, 2014) should be occurred to decrease feelings of isolation and increase retention rates ( Liu, Magjuka, Bonk & Lee, 2007; Owens, Hardcastle, & Richardson, 2009) . To form online learning communities, teachers and learners from diverse geographical locations and background are comprised and participated that the successful interaction depends on good relationship between teaches and learners ( Goertzen & Kristjansson, 2007) . Merriam, Caffarella, & Baumgartner ( 2007) stated that “ a community of learning is people- centered, and through dialog, discussion, and sharing, learners have opportunity to connect with others” ( p. 193) . The form of participations could be student to student interaction that the learner interacting with another individual student or in small group. Mandernach, Gonzales, and Garrett, 2006 stated that online instructor participation is also vital in the overall success of student learning and development of a learning community which fosters student growth and positive classroom climate (p.250). From the above difficult online environment, it is not, therefore, an easy task for teachers to create classroom settings and activities to increase student participation. For language online classroom, it is inevitable majority of language subjects have transformed themselves for online classrooms through varieties of applications. Conducting online language classrooms provides a great deal of benefits, especially extending the area of the classroom to reach and meet needs of both teachers and learners. The curriculum could continue, and then feedback could be also provided spontaneously without the limitation of time and space. It is an opportunity to bring the language classrooms to the real world (www.montgomerycollege.edu). In basic or general English classrooms, for example, the students could be engaged through a number of activities and tools such as making a fun presentation by using an avatar with one’ s own recording voices or voices recorded on a text- to- speech. Through an online video conferencing application for an online classroom, the functions that a lively background and one’ s own character could be changed are also preferable. However, it might be challenging for academic English classrooms. Though a number of online collaborative tools are 80

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" prevalent, and functions of the tools help create positive learning atmosphere, it might be difficult to hold the students to stay on tasks regarding the nature of the courses. However, in an academic English course at a public university in Thailand, noticeably, on a synchronous online classroom, majority of students turned off their camera, kept silence and rarely provided contributions. Due to the informal notice, students’ participation, verbal reactions and responses, hardly happened. Even though many attempts; using interactive applications, calling one’ s names, arranging discussion activities, etc. , in creating positive learning atmosphere had been done, the silence remained noticeable. A study (Al-Ghafri, 2018) shows participation reflects the students’ understanding of the lessons, and shows respect for teachers and others. It is significant to promote participation in the online classrooms. This, therefore, brought about the investigation of the study. RESEARCH OBJECTIVES This study aims to investigate the students’ participation in an online academic English course. There might be many factors affecting students’ participation in an online classroom such as motivation, adaptation in a new learning environment, and this needs further investigation. It is expected that the results of the study will suggest some deep insights for language teachers in creating participation affecting better performance of the learners. RESEARCH METHODOLOGY 1. Subjects The subjects of the study were third- year undergraduate students at a public science and engineering university in Thailand. They were the two online classes of ‘ English for Engineers’ course of the first semester of the academic year 2021. Those two classes consisted of 65 students who were selected by the purposive sampling method. They were asked to answer the online questionnaire about the perceptions towards their participation in the online academic English course at the end of the semester. 39 subjects returned the answers, so they were counted as the subjects of the study. The students were mixed- abilities, and their language proficiencies were intermediate. 2. Target course As mentioned above, the target course of the study was an academic English course. It was ‘ English for Engineers’ where the content of the course covered aspects common to all kinds of engineering such as civil, electrical and mechanical ( www. cambridge. es) . Due to the language practice, the course was not only aiming at developing English language knowledge for engineering, but also enabling students to communicate more confidently and effectively with their peers through varieties of language activities related to their specialists. The course was conducted online through a teleconferencing application, Zoom meetings, during the period of the Covid-19 pandemic. The students attended the online class once a week, and the lesson lasted for three hours. The course continued for fifteen weeks a semester. 3. Questionnaire The data were collected through the online questionnaire at the end of the semester. The questionnaire had been adapted ( De Saint Leger, 2009) , and aimed at investigating the subjects’ perceptions towards their participation in the online academic English course. It consisted of two main sections. The data of each individual section had been collected both quantitatively (Likert scale questions) and qualitatively (open-ended) based on the purpose of 81

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" each individual question. Section one had 18 items (3-point rating scale) asking for the subjects’ participation in the online class. Section two involved 3 items ( 5-point rating scale) calling for the subjects’ difficulties in participating class activities. 4. Data analysis The data were analyzed both quantitatively and qualitatively, and were used to substantiate the findings of each other. For the quantitative analysis, the data were counted, presented by percentage and calculated in terms of arithmetic means ( X ) and then interpreted by using the evaluation criteria (Pimentel, 2010) in Table 1 and Table 2 as follows: Table 1: Evaluation Criteria for 3-point Likert scale Evaluation Criteria Score Interval (Mean) No / not yet (N) 1.00 – 1.67 Sometimes (S) 1.68 – 2.33 Yes, definitely (Y) 2.34 – 3.00 Table 2: Evaluation Criteria for 5-point Likert scale Score Interval (Mean) Evaluation Criteria 1.00 – 1.79 very Easy 1.80 – 2.59 Easy 2.60 – 3.39 OK 3.40 – 4.19 Hard 4.20 – 5.00 Very Hard For the qualitative analysis, it included the parts in which the subjects gave any suggestions or comments on their participation. The responses obtained were collected and grouped into main themes. The number of subjects who had the same ideas was also counted. RESEARCH RESULTS Table 3: Coding analysis of students’ participation in the online classroom (open-ended questions) The main themes Details 1. Flexibility of class attendance 1.1 The waiting room might not be necessary. 1.2 The punctuality of class attendance needs to be practical. 2. Calling for students’ talks; questions and 2.1 Students asked questions only when it answers was necessary. 2.2 The students were not confident to talk in class. 2.3 A number of methods in calling for the students’ talks should be considered. - The teacher randomly picked up a student to answer. - The students themselves randomly picked up their friends to answer. 82

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" 2.6 The students provided answers mainly for teacher’s questions. 3. Arrangement of pair and group wok 3.1 The students managed themselves in collaboration the following aspects: - team building e.g., pairing or teaming up with familiar students - time allocation - equal roles - support 4. Arrangement of whole class discussion 4.1 Creating positive discussion atmosphere - Providing help of the teacher - Using L1 - Arranging regular sharing or talks 4.2 Preparing the students - Providing sufficient content or knowledge - Encouraging risk-taking and practice - Using of technological support e.g., sources of information, applications, etc. Table 4: Participation in an English online classroom (3-point rating scale) No. Activities Participation in an English online classroom Averge S.D. Interpretation No / not yet (N) Sometimes (S) Yes, definitely (Y) Total (Full Score = 3) 1 I cooperate with my group members 2 I cooperate with my partner 0.00% 0.00% 100.00% 100.00% 3.00 0.00 Yes, definitely (Y) 3 I communicate in English with my group members 4 I communicate in English with my partner 0.00% 0.00% 100.00% 100.00% 3.00 0.00 Yes, definitely (Y) 5 I offer my opinion 6 I listen actively to the teacher 0.00% 2.56% 97.44% 100.00% 2.97 0.16 Yes, definitely (Y) 7 I listen actively to my classmates 8 I answer questions that the teacher asks 0.00% 2.56% 97.44% 100.00% 2.97 0.16 Yes, definitely (Y) 9 I answer questions 10 I answer questions that my classmates ask 0.00% 5.13% 94.87% 100.00% 2.95 0.22 Yes, definitely (Y) 11 I clarify comments made by someone else 12 I make comments 0.00% 30.77% 69.23% 100.00% 2.69 0.55 Yes, definitely (Y) 13 I respond to other comments made by my classmates 14 I ask my classmates questions 0.00% 38.46% 61.54% 100.00% 2.62 0.47 Yes, definitely (Y) 15 I use new vocabulary and expressions 16 I ask questions 0.00% 43.59% 56.41% 100.00% 2.56 0.50 Yes, definitely (Y) 17 I ask the teacher questions 0.00% 57.89% 42.11% 100.00% 2.42 0.50 Yes, definitely (Y) Do you feel that you have made some progress in 18 relation to your English class participation in the next 5.13% 48.72% 46.15% 100.00% 2.41 0.59 Yes, definitely (Y) semester? 17.95% 48.72% 33.33% 100.00% 2.15 0.49 Sometimes (S) 5.13% 76.92% 17.95% 100.00% 2.13 0.47 Sometimes (S) 20.51% 51.28% 28.21% 100.00% 2.08 0.70 Sometimes (S) 10.26% 71.79% 17.95% 100.00% 2.08 0.53 Sometimes (S) 10.26% 69.23% 20.51% 100.00% 2.10 0.71 Sometimes (S) 17.95% 74.36% 7.69% 100.00% 1.90 0.50 Sometimes (S) 28.21% 71.79% 0.00% 100.00% 1.72 0.46 Sometimes (S) 69.23% 10.26% 20.51% 100.00% 1.51 0.82 No / not yet (N) From Table 4, The study found that the first highest average score is “ I cooperate with my group members and I cooperate with my partner ( 3. 00%)” The second is “ I communicate in English with my group members and I communicate in English with my partner (2.97%)” and the third is “I offer my opinion (2.95%)” and the lowest average score is “Do you feel that you have made some progress in relation to your English class participation in the next semester? ( 1. 51% ) ” the second is “ I ask the teacher questions ( 1. 72% ) ” and the third “ I ask questions (1.90%)” Due to the findings from the open- ended questions, they substantiated the above statistic data. The majority of students stated that they preferred to work in groups, particularly during pair work. They stated that they could work with people they were already acquainted with. It was easy to suggest and discuss ideas, as well as make arguments, in this manner. They'd figured out how to switch roles and take turns in their chat. Furthermore, the data 83

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" demonstrated that students felt at ease making mistakes in front of their peers or even asking for assistance or support, such as the definition of unfamiliar words, grammatical corrections, and so on. This showed that the students were not just at comfortable when working or engaging in small group discussions, but also had faith in their own abilities to learn. Table 5: Difficulties in participating class activities (5-point rating scale) Difficulties in participating class activities Averge (Full Score = 5) No. Activities Very Easy (1) Easy (2) OK (3) Hard (4) Very Hard (5) Total S.D. Interpretation 3.23 1 Whole-class discussion 7.69% 25.64% 56.41% 2.56% 7.70% 100.00% 2.21 0.49 OK (3) 2 Small-group discussion 0.00% 10.26% 28.20% 33.33% 28.21% 100.00% 2.05 0.93 Easy (2) 3 Pair-work discussion 0.00% 7.69% 23.08% 35.90% 33.33% 100.00% 0.98 Very Easy (1) From Table 5, The study found that the lowest average score is “Whole-class discussion (3.23%)” next is “Small-group discussion (2.21%)” and the last is “Pair-work discussion (2.05%)” Regarding the open-ended findings, it has been found that the majority of students are terrified of engaging throughout the entire class section. They cited several explanations for this. Some claimed they lacked sufficient material understanding to contribute or participate in the entire lesson, while others admitted they lacked linguistic skills. Furthermore, a number of students stated that they did not dare to share their opinions throughout the part because they lacked confidence and were afraid of making mistakes. Surprisingly, a few students voiced their dissatisfaction with the visual environment setting. They avoided participating in or joining whole-class activities as a result. RESEARCH SUMMARY This section summarizes the research project in accordance with the research element described in the paper. Title: Students’ perception on their participation in an online academic English course Background information: This research project examines the participation and the difficulties in participating class activities of undergraduate students for online learning at the School of Liberal Arts, King Mongkut's University of Technology Thonburi ( KMUTT) during the Novel Coronavirus 2019 (COVID-19) pandemic. Purpose of the research: The study aims to investigate the students’ participation in an online academic English course. Data collection techniques and analysis: There are three main aspects that show how the research has been conducted systematically. Subjects: The subjects of the study were 39 third- year undergraduate students at a public science and engineering university in Thailand. They took the \"English for Engineers\" course in the first semester of the academic year 2021. The students were mixed- abilities, and their language proficiencies were intermediate. Research instrument: The data was collected through an online questionnaire at the end of the semester. The questionnaire had been adapted from the study of De Saint Leger ( 2009) and was aimed at investigating the students’ perceptions towards their participation in the online academic English course. It consisted of three main parts. Part I consisted of a three-point scale 84

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" for examining the students’ reasons for their participation. Part II was designed as a five-point scale to call out their difficulties in participating in an online academic English course. Both parts include an open-ended section that asks for more clarification of a particular reason. Research analysis: The data were analyzed both quantitatively and qualitatively, and were used to substantiate the findings of each other. For the quantitative analysis, the data were presented by percentage and calculated in terms of arithmetic means and then interpreted by using the evaluation criteria. For the qualitative analysis, Theresponses obtained were collected and grouped into main themes. Overview of findings: There are three main findings of the study, which were: 1) the students expressed they participated more in group and pair work; 2) they felt reluctant when providing questions or answers in the whole class section; and 3) they were confident in participating in small group discussions, although they did not show up themselves online. Description and justification: Regarding the results of the study, three aspects of its implications have been suggested: 1) organizing students into small groups might be an excellent method to create student participation; 2) small group discussion has a positive impact not only on students' perceptions but also on their confidence in group work skills; and 3) the students would attend even without the use of the webcam, and the teacher takes a role in creating interaction. DISCUSSION Since the objective of the study was to find out how students perceived their own participation in an online academic English course, according to the data, students engaged in small group conversations, such as group and pair work, more than individual studies. This was done not simply to foster a pleasant collaborative learning environment, but also to boost their self-esteem. The study's conclusions suggest a number of inferences. It is suggested the students participate more when being assigned to collaborate in groups or pair work. A number of studies identified that there was a significant difference in reading and writing achievement through small group discussion methods (Arisman & Haryanti, 2019; Kaweera et al., 2019; Topping, 2017). This shows small group discussions are a practical approach to get students to interact with one another without having to speak in front of a large group. In small group discussions, the students would manage their own roles and turns. They would start the talk, and some of them might take notes on the main aspects of their conversation. They may keep track of not only what they agree on but also what they disagree on. Thus, organizing students into small groups is an excellent method to create student participation. Regarding the students’ behaviors in the academic context mentioned above, it is obvious collaboration in small groups provides the students with the advantages and experience of building on prior knowledge through dynamic interactions with and among other students, the subject matter, and even the teacher. These are essential abilities for them to compete in today's environment. They build skills for real- world cooperation as they work together. According to Lev Vygotsky ( 1978) , social interactions play a role in cognitive development. This will allow the youngster to acquire higher- order thinking skills, which they will be able to use independently. Peer interaction is thought to be a good technique to learn new skills and strategies. 85

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" The next implication the findings of the study suggest is that the students felt confident when working in small groups. According to research, introducing additional speaking activities into the classroom, such as group or pair conversation, and encouraging students to collaborate with their peers, enhanced students' confidence (Doqaruni, 2014). Coers et al. (2010) propose that small group discussion has a positive impact not only on students' perceptions but also on their confidence in group work skills. In a similar vein to Doqaruni's study, the value of group cooperation continues to be reflected in employer demand; as a result, educators have been encouraged to continue to cultivate these transferrable abilities in today's students. Finally, one of the results showed that while learning through the application, students commented that they contributed a large degree of their own participation or involvement in the online academic English course, even though almost all students turned off the camera. In other words, they said they would attend. Many studies have shown that many students do not turn on their cameras during a synchronous reunion for a variety of reasons ( Castelli & Sarvary, 2021; Kozar, 2015) . Common reasons for reducing the use of webcams were the perception that \"webcams\" were a tiring mode, embarrassment, and privacy concerns. The study of Castelli and Sarvary ( 2021) affirmed a few anticipated reasons, including the most often revealed one: being worried about private appearance. Different reasons included being worried about others and the actual area being found behind the scenes and having a powerless web association, all of which the exploratory investigations recommend may excessively impact underrepresented minorities. Furthermore, a few understudies uncovered that normal practices likewise assume a part in camera use. This data was utilized to foster methodologies to energize without requiring camera use while advancing value and incorporation. As is well recognized, there are several reasons that students having cameras on may be beneficial for teaching and learning. Perhaps the most obvious benefit is the ability to communicate with nonverbal cues ( Castelli & Sarvary, 2021) . However, according to a study, the webcam's impact on online pedagogical contact was not as significant as previously thought ( Guichon & Cohen, 2014) . Because there were no graphics to distract students, they were forced to concentrate more on the text and their content. The learner's voice appears to be sufficient in making the interaction's rhythm fluent enough without the need for visual accompaniment. Although users are more likely to prefer higher- bandwidth media for informationally complex conversations, effective and pleasant communication occurs when lower- bandwidth media are used when high- bandwidth alternatives are limited ( Walther & Bazarova, 2008, p. 626.) According to the findings, the teacher is in charge of guiding the interaction, which may bring some relief to the students ( Guichon & Cohen, 2014) . Nevertheless, this is not to state that the webcam image is not useful or that it does not affect the quality of a mediated interaction. If the teacher has a critical role to play in facilitating online interaction and involvement, a brief examination of nonverbal behavior in the videoconferencing setting will reveal when and how the use of the webcam facilitates class interaction and students’ participation. Such a study should allow us to give teachers instructions on how to choose a medium. Although webcams are questioned as pedagogical tools, Pavlov et al. ( 2021) believe that they should be viewed as an important \" proximity tool\" that helps develop collaboration by bringing learners and teachers closer together. Cooperation is considered \" near,\" which echoes \" being with\" in the digital sense and is essential for building a virtual collaboration 86

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" environment. Some of the study's primary findings imply that webcams may be an important part of establishing online collaboration and that while students feel more at ease when all of their peers turn their cameras on, many do not believe that turning a camera on for themselves is vital. More research into how the use of cameras might enhance online collaboration, which promotes participation between teachers and students, is needed. SUGGESTIONS Suggestions for future research: This section describes the conclusions of what have previously been discussed and some suggestions regarding this study. 1. The outcomes of the study suggest three major elements that influence students' willingness to participate in online courses. These include choosing a suitable application to promote engagement, having a valuable and dynamic conversation to facilitate lively learning atmosphere, and having a teacher who engages with students often and constructively to get students’ involvement. Of course, it's not just the virtual environment that needs to be built around a good pedagogical model; it's also the design and structure of the learning tasks that are critical to promoting active or engaged learning. 2. The study was undertaken during the pandemic's outbreak, which is a unique circumstance. Teachers and students are both forced to adhere to the tight conditions under which all classes are converted to be delivered online. This unpleasant circumstance may have an impact on students' learning behavior such as adaptability struggle, avoidance of self- disclosure, self-motivation and so on, which, in turn, may have an impact on the study's results. Future study should focus on real- world scenarios where instructional applications are not a need. 3. The pandemic brought with it an immediately switch to the online delivery of lessons and learning activities. Many educators, however, have found developing online lessons is opportunities that we are transforming to the new habit and the new normal in education. For post- pandemic, the studies of students’ participation to developing effective online teaching and learning in other aspects are still challenging. REFERENCES Al-Ghafri, M.S.R. (2018). Exploring the factors that influence students’ participation in English classrooms at Ibri College of Applied Sciences in Oman. PhD thesis, University of Leeds.Arisman, R., & Haryanti, I. S. (2019). Using Small Group Discussion to Improve Students’ Reading Achievement onn Narrative Text. English Community Journal, 3, 325–334. Ashraf, M.A., Tsegay, S.M., Yang,M. (2021) Blended learning for diverse classroom: Qualitative experimental study with in- service teacher. Sage Open 2021, Retrieve from https://doi.org/10.1177/21582440211030623 Bernard, R. M. Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. R., & Bethel, E. C. ( 2009) . A meta- analysis of three types of interaction treatments in distance education. Review of Educational Research, 79(3), 1243-1289. doi:10.3102/0034654309344 B. Jean Mandernach, R. M. Gonzales, Amanda L. Garrett. (2006). An Examination of Online 87

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" Instructor Presence via Threaded Discussion Participation. MERLOT Journal of Online LearningandTeaching,2006 2(4).Retrievedfrom:https://jolt.merlot.org/vol2no4/mandernach.pdf Castelli, F. R., & Sarvary, M. A. (2021). Why students do not turn on their video cameras during online classes and an equitable and inclusive plan to encourage them to do so. Ecology and Evolution, 11(8), 3565–3576.CrossRefGoogle ScholarPubMed Coers, N., Williams, J., & Duncan, D. (2010). Impact of Group Development Knowledge on Students’ Perceived Importance and Confidence of Group Work Skills. Journal of Leadership Education, 9(2), 101-121 Delahunty, J., Verenika, I., & Jones, P. (2014). Socio- emotional connections: Identity, belonging and learning in online interactions. A literature review Technology, Pedagogy and Education, 23(2), 243-265. Doi: 10.1080/1475939X.2013.813405 De Saint Leger, D. (2009). Self-assessment of speaking skills and participation in a foreign language class. Foreign Language Annals, 42(1), 158-78. Doqaruni, V. R. (2014). A quantitative action research on promoting confidence in a foreign language classroom : Implications for second language teachers quantitative action research on promoting confidence in a foreign language classroom. Inquiry in Education, 5(1). Retrieved from http://digitalcommons.nl.edu/ie/vol5/iss1/3. Donggil, Song., Marilyn, Rice., & Eun Young Oh. (2019). Participation in Online Courses and With a Virtual Agent. International Review of Research in Open and Distributed Learning, 20(1). Retrieved from https://files.eric.ed.gov/fulltext/EJ1207451.pdf Goertzen, P., & Kristjansson, C. (2007). Interpersonal dimensions of community in graduate online learning: Exploring social presence through the lens of Systemic Functional Linguistic. The Internet and Higher Education, 10( 3) , 212- 230. http: / / doi. org/ 10. 1016 /j.iheduc.2007.06.005 Guichon, N. & Cohen, C. (2014). The impact of the webcam on an online L2 interaction. Canadian Modern Language Review, 70(3), pp. 331–354. Hrastinski, S. (2008). What is online learner participation? A literature review. Computer & Education,51, 1755-1765. Doi: 10.1016/j.compedu.2008.05.005 https: / / www. cambridge. es/ en/ catalogue/ business- english/ other- titles/ cambridge- english-for/engineering Kaweera, C., Yawiloeng, R. & Tachom, K. (2019). Individual, pair and group writing activity: A case study of undergraduate EFL student writing. English Language Teaching, 12(10), 1- 13. DOI 10.5539/elt.v12n10p1 Retrieved from https://www.ccsenet.org/journal/index.php/elt/article/view/0/40628 Kozar, O. (2015). Perceptions of Webcam Use by Experienced Online Teachers and Learners: A Seeming Disconnect Between Research and Practice. Computer Assisted Language Learning, 29(4), 779-789. Kullakan Suthidara, & Atitaya Binhasun. (2021). Knowledge Management to Support Online Learning and Teaching for the New Normal. In Reinventing Thailand Higher Education: New Normal Teaching and Learning Practice, 2021. (p. 96-106). Bangkok Professional and Organizational Development Network of Thailand Higher Education, With Ministry of Higher Education, Science, Research and Innovation. Levy, M., & Stockwell, G. (2006). CALL dimensions. Options and issues in Computer Assisted Language learning. New Jersey: Lawrence Erlbaum Associates. Liu,X., Magjuka,R.J., Bonk, C.J., & Lee, S. (2007). Does sense of communication matters? An 88

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" examination of participants’ perceptions of building learning communities in online courses. Quarterly Review of Distance Education, 8( 1) , 9- 24. Retrieved from http://www.infoagepub.com/quarterly-review-of-distence-education.thml Merriam, S.B., Caffarella, R.S., & Baumgartner, L.M. (2007). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass. Montgomery College. (2021, December 16). Advantages and disadvantages of online courses. https://www.montgomerycollege.edu/academics/online- learning/distance/advantages-and-disadvantages-online-courses.html. Johanna Nieuwoudt. (2018). Exploring online interaction and online learner participation in an online science subject through the lens of the interaction equivalence theorem. Student Success, 9(4), 53-62. Retrieved from https://www.researchgate.net/publication/329458553_Exploring_online_interaction_ and_online_learner_participation_in_an_online_science_subject_through_the_lens_o f_the_interaction_equivalence_theorem Owens, J., Hardcastle, L., & Richardson, B. (2009). Learning from a distance: The experience of remote students. Journal of Distance Education,23( 3) , 53- 74. Retrieved from http://www.ijede.ca/index.php/jde/index Pavlov, V., Smirnova, N. V., & Nuzhnaia, E. (2021). Beyond the avatar: Using video cameras to achieve effective collaboration in an online second language classroom. Journal of University Teaching & Learning Practice, 18(7), 228-243. https://doi.org/10.53761/1.18.7.14 Pimentel, J. (2010). A note on the usage of Likert Scaling for research data analysis, Retrieved form https://www.researchgate.net/publication/331231816 Situmorang, M.A. (2021). Students’ Perception of Using Group Work in English Class. Journal of English teaching, 7(1), 81-88. DOI: https://doi.org/10.33541/jet.v7i1.2302 Topping, K. J. (2017). Paired reading and related methods for improving fluency. International Electronic Journal of Elementary Education, 7(1), 57–70. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/64 Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Walther, J. B., & Bazarova, N. N. (2008). Validation and Application of Electronic Propinquity Theory to Computer- Mediated Communication in Groups. Communication Research, 35(5), 622–645. Wenger, E. (1998). Communities of practice. Learning, meaning, and identity. Cambridge, United Kingdom: Cambridge University Press. Yamada, M., & Akahori, K. (2009). Awareness and performance through self- and partner’s image in videoconferencing. CALICO Journal, 27(1), 1–25. 89

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" Performance Appraisal Management in Higher Education under the Changes of COVID-19 Xiaotian Li - Li Assumption University E-mail [email protected] ABSTRACT Since 2019, the COVID-19 pandemic has swept the world. As a result of the outbreak, people were restricted from going out, the city was lockdown, people were working from home, and students were required to participate in online learning. During this period, technological advances have provided significant opportunities for teaching and learning, and many ICT (information and communication technology) tools have been used. It is, therefore, necessary to assess the performance of teachers after using the online course. Firstly, this paper discussed the situation in performance appraisal resulting from the COVID-19 pandemic in China and the performance appraisal system in other countries. Secondly, research has shown that performance appraisal benefits the organization and its employees and increases their work motivation in higher education. Finally, it provided some suggestions to use an appropriate performance appraisal system to improve instructors' job performance and how it affects educational administration and leadership in higher education under the background of the COVID-19 pandemic. KEYWORDS: Performance appraisal system, COVID-19, Higher education. INTRODUCTION In the context of the school closures caused by the COVID-19 pandemic and the shift of most of the curriculum to online instruction (Ping et al., 2020), the researcher collated information about instructors' performance in online education reviewed research findings in the field. First of all, the study found a lack of leadership support in the performance appraisal process at the school, that the criteria for performance appraisal were vague, and that the lack of change in response to online education led to inconsistent standards and confusion (Kan, 2021). Secondly, the people in charge of performance appraisal are not trained for the precise standard of the performance appraisal system (Purwanto, Asbari, Fahlevi, Mufid, Agistiawati, Cahyono, & Suryani, 2020). Finally, ineffective communication with instructors and school administrators in the performance appraisal process led to problems and disputes regarding the end-of-term statistics. After implementing instructors' performance appraisal system, the content of instructors' work has changed. However, the implementation process has not reached the goal of establishing an instructor performance appraisal system (Min & Wen, 2021). Performance management is one of the modules of human resource management, which aims to combine the organization goal and the employee's work plan and make the organization and the employee become the benefits link to accomplish the organization's strategic objective (Islami, Mulolli & Mustafa, 2018). Performance management includes six modules: assessment background, construction of performance model, the establishment of performance target, implementation process supervision, performance assessment, and performance feedback. Performance management is to achieve the organization's objectives 90

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" and its staff to work together, continuous and effective communication. The results of the instructor's point of view on performance appraisal will help identify policies related to improving the quality and performance of instructors. The evaluation of instructors' performance is the reference for determining instructors' career development and promotion (Flaniken, 2009). For instructors, performance evaluation is a kind of guidance; it can help find instructors' strengths and weaknesses, thus improving the quality of instructors' performance (Bone et al., 2021). Based on the result of the study by Kan in 2021, under the premise of online education in particular cases, the instructors' performance appraisal process still adopts the manual evaluation system, which refers to the use of individual staff to fill out the work of the completion of the task and assessment form. The process recorded instructors' weekly work summary, monthly work summary and next month's work plan in the staff appraisal form and based on the evaluation form to link the entire performance appraisal process. However, when looking at the monthly appraisal forms, it is found that there is a significant discrepancy between the monthly completion of the work and the weekly work plan; this is mainly to ignore the impact of working online under the pandemic. While making the monthly assessment a formality, the instructor's evaluation did not effectively carry out (Kan, 2021). This phenomenon led to the relatively long process of instructors' performance appraisal, the confusion of management, and the chaotic standards; this led to the conflict between instructors and administrators, which directly led to the decline of instructors' enthusiasm, thus affecting the quality of teaching. As a result, the call for adequate performance appraisal management in higher education, which can suit online teaching management, is needed. This paper first provided a brief account of the problem of higher education performance appraisal in the context of the COVID-19 pandemic. Specifically, it explains how this problem affects instructors' work and the impact of the university as a whole. Through the literature review, this paper reviewed performance appraisal issues for the short-term and long-term implications of recommendations. At the end of the article, it pointed out three reasons based on the evidence that the suggestions in this paper will be an effective response to the issue of higher education performance appraisal in the context of the COVID-19 pandemic. The article reviewed the development and application of the performance appraisal system in higher education. It analyzed the purposes, benefits, and challenges of performance appraisal under online education in this period. LITERATURE REVIEW The sudden outbreak of the COVID-19 pandemic in late 2019 forced schools to close (Sepulveda-Escobar & Morrison, 2020), and China has launched a massive online education program. In the face of the pandemic, the Chinese government closed schools but provided students with online tutoring at home. Human history's most significant online learning initiative has transformed more than ten million teachers and students from offline to online (Yao, Rao, Jiang & Xiong, 2020). During the particular period of the pandemic, both instructors' and students' roles have changed. Since most courses need to be held online during the lockdown, teaching and learning were different from before (Mukhtar, Javed, Arooj & Sethi, 2020). Mukhtar et al. also pointed out that most of the time, during the online courses, students lack the chance to communicate with instructors; they need to study by themselves at home without the help of instructors in the school. At the same time, based on using a good deal of new ICT tools, instructors need to take time to study how to use that (Espino-Díaz, Fernandez-Caminero, Hernandez-Lloret, Gonzalez-Gonzalez & Alvarez-Castillo, 2020). So, the authors concluded that the roles of 91

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" instructors changed not only from educator to learner but also took on the part of leader and companion through practical guidance and communication under the background of the COVID -19 pandemic (Yao et al., 2020). Teachers play an essential role in the teaching process. Under the change of instructors' and students' roles and the pandemic issues, higher education performance appraisal management should also reconsider improving instructors' job performance. Performance appraisal is considered one of the most critical human resources practices. This trend is evident, where performance appraisal reforms focus on accountability (Na, 2020). Performance appraisal aims to evaluate, manage and ultimately improve employees' job performance. The assessment system is functional because it provides detailed information about employees' performance and develops employee attitudes and skills to improve efficiency (Tziner & Rabenu, 2021). In other words, performance appraisal in the educational field is defined as a school evaluating employees through various activities, developing the employees' capacity to improve performance and the more equitable distribution of rewards (Gözükara, 2017). Teacher performance appraisal as a means of improving the quality of teaching in schools has received renewed attention. However, the practice of teacher performance appraisal is often just a perfunctory exercise, a process that requires much time from school leaders and teachers (Tuytens & Devos, 2012). For example, assessment forms filled out by the instructor to analyze the semester's performance, deficiencies and needs for improvement are often copied from the format online, it does not reflect on its shortcomings, and there are cases of tampering with workload data (Kan, 2021). Under the influence of the pandemic, teaching quality in higher education will surely meet a new round of reform and development opportunities. Based on this issue, instructors as an essential part of human resources in higher education, while performance management as a critical part of e human resources management, will undoubtedly get the corresponding attention and optimization. The traditional performance management model has been unable to adapt to the changes in university teachers' working backgrounds and ways under the pandemic. To avoid the management shortcomings and bring the maximum value of university teachers working online at home is an urgent problem for universities to solve (Kan, 2021). Therefore, strengthening the performance management of university teachers under the epidemic situation also determines the level of running a school, the direction of development and the effectiveness of talent construction. Based on the study by Kan, the paper concluded that the main reasons for the low level of reasonable satisfaction of teachers were the imperfect performance plan, performance appraisal and performance incentive. The school needs to perfect the performance appraisal plan, supplement the performance appraisal, perfect the performance appraisal system, optimize the performance appraisal process management, and improve the performance appraisal feedback (Cao & Wei, 2020). This article provided the train of thought and valuable reference for the performance management of distance teaching and office work for university instructors under the pandemic. Therefore, it is of great practical value to strengthen the performance management of instructors in higher education, avoid the shortage of remote office management, and maximize the value of instructors working from home. Adopting the right leadership style is the key to good performance. From the school and leaders' point of view, it is a way for managers or leaders to handle employees, control the organization's internal resources, and motivate employees to work hard (Al-Jedaia & Mehrez, 2020). Similarly, the results confirmed that leadership style is positively correlated with organizational diagnosis and performance appraisal satisfaction (Gözükara, 2017). When instructors work online and stay away from the university, it is crucial to use a suitable 92

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" performance appraisal system to improve their job performance (Bone, Rachman & Mashudi, 2021). The study of Flaniken in 2009 pointed out that in the target school, there was a lack of leaders' support in the performance appraisal process. Managers did not take teachers' performance management seriously and are lax in direction. For example, they do not reward and punish teachers according to performance appraisal results. Second, supervisors were not responsible for and timely completion of the assessment. The development of performance appraisals should be completed by the end of the semester and delayed until the following semester. Finally, there was a lack of systems for performance appraisal and training for employees who manage performance appraisal. All these lead to performance appraisal problems in higher education, which will affect the management of schools and cause teachers' slackness on work. From the instructors' point of view, for instance, the result showed that teachers consider the role of school leaders to be very important in the teacher performance appraisal system (Tuytens & Devos, 2012). Purwanto, Asbari, Fahlevi, Mufid, Agistiawati, Cahyono, and Suryani, in a study in 2020, found that instructors working online have several advantages and disadvantages. The benefits include that teaching online is more flexible because teachers can complete their work outside of office hours and not spend money on transportation or petrol. It minimizes the stress of traffic jams traveling between home and office. The disadvantage of teaching online is that it can cause a loss of motivation to work (Sepulveda-Escobar & Morrison, 2020). At the same time, the school culture has become weakened due to online teaching. Instructors can not lead students to conduct social practice education and practical exercises in experimental courses, unable to complete face-to-face discussion and communication in class. Because of this, it isn't easy to evaluate the performance from teaching attitude, teachers' morals and ethics (Kan, 2021). Under the COVID-19 pandemic background in China, the scientific performance appraisal is the premise of the effective implementation of the performance wage system for higher education. At present, the following significant problems exist in the performance appraisal of instructors in universities and departments (Kan, 2021). In the first place, from the leader's view, the leaders of some universities and departments lack a scientific understanding of performance appraisal. In the second place, the traditional performance appraisal conflicts with the performance appraisal in the pandemic situation. It should change the conventional performance assessment index and the method of performance management. Last but not least, institutional leaders neglect the training of school administrators who are in charge of performance appraisal management (Guo, 2021). When managers do not see what employees are doing, they tend to underestimate the number of work instructors are doing and are more rigorous in their performance reviews. On the other hand, from the view of instructors, the pressure of university performance appraisal management also stems from the challenge that managers need to achieve their goals through employees' remote control first, from offline evaluation to online evaluation of employees' performance. Instructors are thinking that the stress of working from home is underestimated. In addition, when managers try to evaluate their instructors through electronic monitoring, the very act of tracking through electronic products and the constant monitoring and evaluation can create additional stress for instructors, in addition to causing trust problems (Tziner & Rabenu, 2021). Instructors reported a sense that their online work is being monitored by school administrators and leaders -- A level of supervision that causes stress and hurts employees' job performance. In this regard, there is a need to guide and evaluate the professional performance of instructors as a form of commitment to reform the management model in the context of the pandemic to guarantee the level of quality of education (Tziner & Rabenu, 2021). During the outbreak 93

THE 2nd INTERNATIONAL CONFERENCE ON EDUCATION 2022 (APHEIT-EDU 2022) \" Challenges of New Educational Management After the 2019 Covid-19 Crisis \" lockdown phase, the results of this work are more reflected in online education. In such cases, the quality of the instructors can be seen in the performance of their duties. Therefore, measuring a good instructor's performance needs a good evaluation and appraisal tool for improving the instructor's performance (Bone et al., 2021). CONCLUSION This study is helpful for the university to improve its performance appraisal management under the change of the COVID-19 pandemic. In the first place, based on the author's work experience in the department, which is responsible for performance appraisal management of the target university during the period of COVID-19 pandemic, and an analysis of the phenomenon of the university appraisal problems, the research topic has been selected. The unclear process the target university is evaluating, and the chaotic way the university manages after classes are taught online during the COVID-19 pandemic has led many instructors to question their results during the annual performance appraisal. At the same time, due to the poor communication between some affiliated colleges with the school management, the standard of performance appraisal is confused, which leads to the effectiveness of the university's performance appraisal. The literature review to research questions, as well as the predecessor, already had the massive literature to use these methods to promote performance appraisal management is practical (Weiying & Rui, 2006; Flaniken, 2009; Sudin, 2011; Maharaj, 2014; Idowu, 2017; Purwanto et al., 2020; Espino-Díaz et al., 2020; Na, 2020; Min & Wen, 2021; Guo, 2021; Kan, 2021). Due to the impact of the COVID-19 pandemic on the global education industry and the fact that China was launching online education and school management under the circumstances of the pandemic, many problems related to performance appraisal management emerged first among Chinese universities (Kan, 2021). The current Chinese universities on the pandemic background research are wealthy, for other management issues have a specific reference (Yao et al., 2020). Therefore, the recommendations in this paper can be pandemic in the case of the performance appraisal management of colleges and universities having improved. Moreover, this study's results and suggestions may help improve the performance appraisal management of higher education in another area to promote employees' job performance under the COVID-19 pandemic. RECOMMENDATIONS On account of the issue's conclusion of the previous studies, the author summarized two terms of implications for the university's performance appraisal system under the pandemic background. Firstly, short-term implications can improve instructors' performance effectively if their schools are accountable for their performance (Weiying & Rui, 2006; Kan, 2021). Both instructor and the administrator must learn more about the criteria of the performance appraisal system (Purwanto et al., 2020). The university can provide and refine the resources needed to enhance the perceived value and effectiveness of the performance appraisal (Min & Wen, 2021). In other words, simplify the number of competencies in instructor performance appraisal and meet the requirements, as many competencies are very similar and recurring (Maharaj, 2014). Secondly, effective communication is critical in interpersonal communication and management. The organization should use technology to communicate with employees (Purwanto et al., 2020), especially in the lockdown period. Universities can improve the success rate of their performance appraisal systems by soliciting more input from staff and managers and by periodically reviewing and changing their performance appraisal systems to ensure their 94