THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021)

EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021(APHEIT-EDU 2021) The Association of Private Higher Education Institutions of Thailand under the Patronage of Her Royal Highness Maha Chakri Sirindhorn (APHEIT)

THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" Directives Sub-Committee of Education of the Association of Private Higher Education Institutions of Thailand under the Patronage of Her Royal Highness Maha Chakri Sirindhorn (APHEIT) No. 005/2020 Subject: Appointment of an editorial committee for an academic conference and dissemination of selected research results of the 1st International APHEIT-Edu 2021 Conference \"Innovation in education management for the transition to a new normal\" 27 February 2021 Online Conference In order to successfully organize an academic conference and disseminate selected research and academic papers, under the theme of \" Educational Management Innovation for Transition to the New Normal\", scheduled to be on February 27, 2021 (Online), organized by the Sub-Committee of Education under the Association of Private Higher Education Institutions of Thailand (APHEIT-Education), under the patronage of HRH Princess Maha Chakri Sirindhorn Siam Boromrajakumari (FTI), the Association of Private Higher Education Institutions of Thailand, therefore, has appointed the following individuals as the academic and editorial committee: Editor Assistant Professor Dr. Saruda Chaisuwan, Panyapiwat Institute of Management Assistant Editors Assistant Professor Dr. Waraporn Thaima, Sripatum University Dr.Pongpinyo Mankosol, Dhurakij Pundit University Assistant Professor Dr. Nattaya Boonkongsaen, Wongchavalitkul University i

THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" Assistant Professor Dr. Wasana Wisaruetapa, Dhurakij Pundit University Editorial Team 1. Prof. Dr. Peter Charles Taylor, School of Education, Murdoch University, Australia 2. Dr. George M. Jacobs, International Association for the Study of Cooperation in Education, Singapore 3. Dr Caleon Imelda Santos, National Institute of Education (NIE) , Singapore 4. Dr.Yan Xu, Yunnan Open University, China 5. Professor Dr. Teeraroon Charoen, Independent Academic 6. Emeritus Professor Dr. Paitoon Sinlarat Dhurakij Pundit University 7. Emeritus Professor Dr.Chanita Rukspollmuang, Siam University 8. Associate Professor Dr. Jomphong Mongkhonwanich, Siam University 9. Associate Professor Dr.Laddawan Petroj, Rajapruk University 10. Associate Professor Dr. Chumsak Inarak Christian University 11. Assistant Professor Dr. Saruda Chaisuwan, Panyapiwat Institute of Management 12. Assistant Professor Dr. Wattana Winitwattanakun, Assumption University 13. Assistant Professor Dr. Anchalee Chayanuwat, Rangsit University 14. Assistant Professor Dr. Waraporn Thaima, Sripatum University 15. Assistant Professor Dr. Janpha Thadphoothon, Dhurakij Pundit University 16. Assistant Professor Dr. Rosukon Sawetwechakul, Assumption University 17. Dr. Pongpinyo Mankosol, Dhurakij Pundit University 18. Dr. Tinnakorn Poolphut, Chaopraya University 19. Assistant Professor Dr. Wasana Wisaruetapa, Dhurakij Pundit University Issued on December 6, 2020 (Assistant Professor Dr. Saruda Chaisuwan) Chairperson of the Subcommittee of Education Association of Private Higher Education Institutions of Thailand under the Royal Patronage of Her Royal Highness Princess Maha Chakri Sirindhorn Siam Boromrajakumari ii

THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" Message for the Academic Conference and the Dissemination of Selected Researchand Academic Work At the 1st International Conference on Education 2021 (APHEIT-EDU 2021) \" Education Management Innovation for Transition to the New Normal\" 27 February 2021 Online Organized by the Sub-Committee of Education Division Association of Private Higher Education Institutions of Thailand under the Royal Patronage Her Royal Highness Princess Maha Chakri Sirindhorn Siam Boromrajakumari Assistant Professor Dr. Saruda Chaisuwan Chairperson of the Subcommittee of Education, Association of Private Higher Education Institutions of Thailand under the Royal Patronage of Her Royal Highness Princess Maha Chakri Sirindhorn Siam Boromrajakumari New normal education management took place during the global COVID-19 epidemic. Teachers, faculty and school administrators play an important role in facilitating learning management methods and the provision of quality education. We have witnessed a greater roles of technology in the support of teaching and learning. So, how should an educational institution design an effective learning management? In the future, what will the global curriculum and management of education look like? Education management under the new normal will affect the development of the citizens in terms of the need to develop their high potential and skills for the development of the country. Research works in creating or developing educational management innovations for the transition to new normalcy are a way to find answers to the new challenge. The sub- committee of the education division of the Association of Private Higher Education Institutions of Thailand under the Royal Patronage Her Royal Highness Princess Maha Chakri Sirindhorn Siam Boromrajakumari, whose roles and duties include academic work development in the field of education of the member institutions of the APHEIT, conducting academic activities in the field of education and the development of personnel as well as students in the field of education. The APHEIT-Education also has other important duties: to be a center for academics, scholars, researchers, and students to meet and exchange new ideas which will lead to academic benefits and professional development in education. The subcomiitee supports and disseminates research work in education of faculty, students, educational professionals, and iii

THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" those interested in education, both at home and abroad. This includes the development of national education at both the national level and at the subcommittee level. Under the situation of the epidemic caused by the COVID-19 virus, it is appropriate to hold an academic conference and disseminate selected research results, aka the 5th National and the 1st International Conference on Education 2021 (APHEIT-EDU 2021), under the theme \"Educational Management Innovation for Transition to the New Normal\" on February 27, 2021. Hence, this time a conference in an online format. It is a platform for researchers, teachers and students to participate in disseminating academic works, with the following purposes: 1. To organize academic conferences and disseminate selected research results at the national level; 2. To exchange academic opinions and perspectives about education in the age of digital disruption; 3. To disseminate research results and findings in the field of education with the quality at the national level. 4. to exchange expertise and build a network of researchers in the field of education at the national level. The organizing committee would like to thank Associate Professor Dr. Jomphong Mongkhonwanich for his kindness in being the chairperson of the opening ceremony of the international conference. I also would like to thank all the guests and honorable persons who have contributed to the success of this event. I would like to thank all the experts and scholars for being part of the academic committee; my special thanks go to the members of the subcommittee of education division under the Association of Private Higher Education Institutions of Thailand Under the Royal Patronage of Her Royal Highness Princess Maha Chakri Sirindhorn Siam Boromrajakumari, for their cooperative efforts and their time organizing this conference. Thank you to all the participants. The organizers expected that the academic works in this conference will be of great benefit to researchers, administrators, faculty members, students and the general public. iv

THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" Content Directives ....................................................................................................................................................i Message for the Academic Conference and the Dissemination of Selected Research and Academic Work...................................................................................................................................................iii ➢ The Impacts of Popularity of Chinese Modern Theme TV Series and Chinese Speaking Celebrities on Thai University Business Chinese Speaking & Listening Courses with Application of Audio-visual Teaching Method.................................................................................................... 1 ➢ Sharing A Virtual Classroom Learning: A Case Study of Teaching Presentation Skills Online to a Group of Multicultural University Students during COVID19 ...................................................... 12 ➢ Strategid and Enterprenerial Mangement in THAILAND in the New Normal Era ...................... 18 ➢ Enhancing Multicultural Understanding in Thai Higher Education Institutions ......................... 27 ➢ A Framework for Socially Responsible Leadership in Chinese Undergraduates ........................ 41 ➢ Strengthening Strategic Enrolment Management Integration Through Effective Organizational Change Management ..................................................................................................................... 53 ➢ Blended Learning: An Educational Approach in the New Normal Covid-19 Era ...................... 67 ➢ Promoting Connected Speech Awareness through Social Media Use and Learner Autonomy 75 ➢ Sources of Self-Efficacy of Low Proficiency EFL Learners ............................................................ 83 ➢ Professor Emeritus Dr. Paitoon Sinlarat and the Creative and Productive Education Philosophy .......................................................................................................................................................... 92 ➢ What CSR Activities Have Been Performed By the Casino Operators – A Case in Macau....... 100 ➢ The Effectiveness and Future Trends of Distance Learning in Thailand ................................... 110 ➢ A Study of Thai University Students’ Attitudes towards Social Media Discourse Analysis Project ........................................................................................................................................................ 120 e

THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" The Impacts of Popularity of Chinese Modern Theme TV Seriesand Chinese Speaking Celebrities on Thai UniversityBusiness Chinese Speaking &Listening Courseswith Application of Audio-visual Teaching Method Kexin Ren Business Chinese, Faculty of Arts, Dhurakij Pundit University, Thailand Email: [email protected] Abstract Guided by the educational concept of combining Pop culture with Audio-visual teaching methods in language classes, this academic paper analyzes the history and popularity of Mandarin speaking TV dramas and explores the impact of current ‘Chinese modern series and Chinese influencers fever’ in Thailand and the applications of that on Business Chinese education, specifically on oral communication tutorial session. Impacts discussed in this paper are sorted into three aspects including study motivation, cultural immersion and creative teaching materials inside class activities. Meanwhile, this study probes potential flaws or problems of Pop culture into business Chinese listening and speaking classes on aspects of cultural values, linguistic difficulties and students’ concentration. Accordingly, the author also provides suggestions and solutions on relevant coaching dilemmas. Practically, to improve communicative Business Chinese learning efficiency, several appropriate modern and business-themed Chinese TV series and innovative class activities are recommended at the last part of this article. Key Words: Audio-Visual Teaching Methods，Business Chinese Communication，Chinese TV Series 1. Introduction 1. 1 Language education and TV series of Pop culture Language deprived from and represents the relevant culture. Likewise, culture can promote language learning and attract potential learners. Popular culture is particularly obvious in this regard. Not only as interesting educational materials are TV series also important representative of region’s Pop culture. Popular culture consists of popular music, film, TV series and novels. It has penetrated into everywhere and become an indispensable component of our lives. The solidest example is the success of Korean soap opera and K-pop leading to greatly increasing attention to Korean celebrities or idols, traditional Korean culture, Korean Modern life and causing Korean language learning phenomenon in Southeast Asia countries since the early stage of 21st century. People between15-29 is considered the main target audience of Pop culture. (Xiao Y. , 2012)Thus, apart from helping to promote regional culture exchanges, introducing pop culture, particularly TV works is necessary for encouraging language learning among the youth. 1.2 Development and trends of Chinese TV dramas imported in Thailand TV dramas and compositions occupy an essential session of cultural exchange and communication between China and Thailand. According to China National Bureau of Statistics, the gross values of 1

THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" Chinese TV dramas export in Asia in 2015 were 377.04 million Yuan. Southeast Asia, the traditionally its best-selling region, accounts for around a quarter of the total. According to the statistics of Thailand Art Tripod Media Company, there were 145 Chinese TV dramas purchased and broadcast in Thailand in 2015, accounting for 38% of the TV dramas annual output. (Tan, 2017).However, in approximately three decades, the import of Chinese dramas to Thailand mainly was costume series which demonstrated traditional Chinese culture and Chinese ancestors’ life and languages. Mandarin speaking costume dramas like ‘Justice Bao’（’’เปาบนุ ้ จนิ้ ”）, ‘Return of the Pearl Princess’(“องคห์ ญงิ กามะลอ”)and ‘Journey to the West(“ ไซอว๋ิ ”） (Chu, 2018)were introduced in Thai market, attracted large amount of senior audiences. Continuous replay on Thai cable TV channel during 30 years proved the success and popularity of those series (Ling, 2018) Following ‘One Belt, One Road’ Initiative, modern Chinese culture export and propaganda is on demand to countries along the Silk Road. Moreover, costume dramas programs publishing are restrained due to domestic tendency and policies. Television series regarding modern life in China has been composed and promoted in post 2010s. (Nan & Shan, 2017) The establishment of Chinese drama export alliance, consisting of ‘Huace TV&Film’ ‘H.Brothers’ and IQiyi.com and other 50 entertainment companies simplified Chinese modern dramas’ outbound distribution. Different from the past, modern TV dramas show the latest Chinese ‘daily life has enjoyed its growing popularity not only in Thai-Chinese community but also nationwide. Meanwhile, target audience trends to be young age compared with early 2010s. (Marketthink, 2019) There are five modern theme dramas played by Chinese young casts (“lookism”, “Super Star Academy and “All I want for love is you” .etc) on the list of Top 7 Thai audience favorite Chinese series in 2019. Cooperation between China (Tencent WeTV) and Thailand entertainment institution such as, TV Channel3 facilitate Chinese modern drama getting into Thai youth audiences’ sight. Modern-themed dramas enable the audience learn more about current scenery of China society and life styles of Chinese people from different background, generation and social status visually. (Chu, 2018) 1.3 Chinese series fever and arising attractiveness of Chinese actors to Thai fans Foreign celebrity adoration phenomenon is a derivative of exotic Pop culture epidemic. As a consequence of TV works’ popularity, casts who played in the scenes gain plenty of admire and support from local fans. Chinese actors and actress from aforementioned famous dramas successfully attract Thai youth, especially teenagers’ concern and attentions. Fan club member of Chinese young actor young actor Yang Yang has reach over 300,000 in Thailand. News related to his fan meeting event in Bangkok has hit local twitter trends three times in one day. (Websiteadmin, 2019) A Thai subtitled YouTube video of introducing Chinese raising stars—Wang Yibo and Xiao Zhan from ปรมาจารยล์ ัทธมิ าร, the most appealing Chinese TV show in 2019 ,gained 4.1 million views in merely 4 months. Facebook Thai fans ‘page of Chinese young actress Dilirebahas ha more than 170,000 followers, proving the attractiveness of Chinese series and young female idols. 1.4 Modern themed TV shows and audio-visual method in conversational skills training The audio-visual method was originated and developed in France in the 1950s. It is a teaching method which is formed by the combination of audio-visual media for language listening and speaking courses. With the help of this method, students could practice the target language in the actual visual scene and establish a direct connection between foreign language and objectives things in real life. Thanks to the 2

THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" rapid development of mass communication subject, tools and materials which combine language and image, visual and audio perception, like broadcasting, slideshows, TV series and movies have been widely adapted in foreign language teaching field. (Xiao, 2006). From physical prospective, Liu Hong claimed that due to functionally differences of cerebral hemispheres, using audiovisual resources is getting important for Mandarin teaching to Chinese Minority students. He also suggested that in order to help student fully understand the content, there are three processes required, video clips selecting and editing, proper explanation of context during clips playing and linguist assignments relevant to the video context after students’ watching. (Liu, 2008). Lu and Zhou agreed that to demonstrate actual language using scenarios and environments, lectures could provide Korean language learners with text, pictures, videos through multimedia and other teaching aids. Audiovisual method helps to increase students' interest in learning, improve of Korean teaching quality and optimize learning atmosphere in classrooms. (Lu Guangwei, 2010)By comparing two experimental groups of EFL students, Karim Shabani stated that English TV drama video clips with subtitles provide a multisensory channel for foreign students’ vocabulary learning and developing process. (Shabani, The Impact of Watching Captioned TV Series on, 2015; Shabani & Zanussi, 2015).The research conducted by Veronica Bosignori revealed clips from TV series and films provide multimodal corpus for ESP (English for specific purposes) teaching in Italy, domains like politics, law and tourism in particular. She also concluded that watching English series is beneficial to develop ESP students listening and speaking skills in terms of diversity of topic genre, authenticity of context and spontaneity of conversational circumstance. (Bonsignori, 2018). Theories of applying audio-visual teaching method in language teaching provide foundation and solid support for introducing TV drama parts to Mandarin major university students. Business Chinese listening and speaking courses could be inspired by correlations among Pop culture, foreign idol adoration and language study. The long history of Chinese TV series imports in Thailand provides abundant and appropriate linguistic materials to select. Tendency on modern theme dramas and popularity of latest Chinese idols in Thailand make it possible for learners to acquire more knowledge of modern Chinese life and social boutiques, increasing their intention on improving Mandarin communication skills. 2. Chinese TV Dramas Impact on Learning of Business Chinese Verbal Communication Skills 2.1 New Learning Motivation for Chinese major Students. A research from Qiu, hihua Huang&Hongzhong (Qiu, 2006) found out that pop culture celebrity effects on their young fans learn motivation. Teenagers including University students are very easily influenced by Pop culture and media celebrities due to their strong curiosities, conformity, open mind and advanced internet surfing skills. With the increasing interaction desires with Chinese series casts, Chinese language major students are more likely to study harder with no spare effort. Getting into Chinese TV dramas, they are eager to understand the TV work’s content in detail and keep pace with episode updates synchronously, rather than waiting for subtitles which may not available some times. These desires can be accomplished by mastering Chinese language particularly listening skills. Meanwhile, they are able to understand the content from own perspective, not being misled or confused in case of mistake or error of secondary translation. Among contemporary college students, idolatry is common phenomenon reflecting their needs of psychological dependence and emotional sustenance. Idol worship also triggers students’ vision of better speaking skills as they may prefer face 3

THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" to face communication or at least do a small talk with Chinese celebrities at fan meetings or on social media live streams. On the other hand, the growing popularity of Chinese TV series provide business Chinese major students new career plan and job hunting ideas. Furthermore, to obtain a favorable job position after graduated, students intend to study harder and be districted on business Chinese learning program. Nowadays, shows produce cooperation becomes noticeable between Thailand and China in entertainment industry. For instance, business Chinese major students could find job occupations as drama transcripts or novels translators, celebrities ‘oversea propaganda liaisons and cross boarder cultures event overall planner. Passion and enthusiasm on Chinese series and mandarin speaking superstars is possible to broaden their career horizon. 2.2 An Approachable channel to acquire knowledge of current and actual life in modern Chinese Modern theme Chinese videos are more pertinent to university students’ life. Those videos are showcases to advocate China up-to-date social skills, demonstrate the real office working environment or businesses world, expose life styles of Chinese different generations and reflect hot spots of Chinese society life conditions and concerns of their Chinese peer. Provide new idea for cross border trades between China and Thailand. For example, by watching Chinese commercial TV shows, audiences could learn more about mobile payment and how it proceeds. They may get insight into Chinese skyrocketed real estate prices in 30 years which explained why a growing number of Chinese citizens come to Thailand to purchase condominiums. It may make them more shocked or empathized when watching their peers, new graduated, with high tense work schedule from 9am to 9pm, 6 days in a week from different videos. Those given series clips are windows allow Thai university students understand profoundly about China’s rapid economy development, intensive workplace competition. Moreover, Chinese peoples’ philosophy, customs and taboos as clients, colleagues and business partners. 2.3 Novel Materials and Tools for Mandarin Speaking and Listening Classes. Movies and TV shows are intuitive, vivid and interesting as a learning material. It is a common feeling that linguistic learning sometimes contains some boring content etc. (Bonsignori V. , 2018), such as repeatedly pronunciation practicing, new words memorizing, Chinese characters writing, Modern TV dramas in Mandarin provide a large amount of updated linguist information and have increased language teaching materials. Video clips from TV dramas reform the traditional learning mission content into a rich and novel content and attract student to use learned knowledge in real life, which overcomes the shortcomings of tedious content in traditional textbooks. The film and television compositions mostly have emotions and scenes involved. Through the perfect combination of pictures and sounds, learners could understand clearly the linguist information and conditions and absorb key knowledge based on their understanding from those audio-visual inputs. The purpose of language learning is to communicate, that is, students have the ability to understand and express by another language. Learning materials like television dramas can create rich scenes, natural language environment and countless practical examples and simulations of real language communication. On one hand, suitable TV series help student memorize new vocabularies, acquire 4

THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" grammar patterns and develop second language intuition. On the other hand, students could immerse into given situation and understand language rules, communication norms, as a result, cultivating their communicative competence. (Shabani & Zanussi, 2015) Different characters in TV series have distinctive language features. The dialogues of the characters are usually vivid, flexible, rich and concise. It is easier for audience to understand the oral expression of characters from various backgrounds, occupations and social status by observing their body language, tones, and intonations. The topics discussed in TV dramas, especially on professional filed contain common or fixed vocabulary and sentence patterns, which provide resources for students to summarize, imitate and practice language key points under given situations TV dramas with consistent context help learners to understand the hidden meanings from different speaking speeds, pauses and modal. (Fanghua, 2018) When it comes to certain conditions, they are able to use the most accurate words or idiom, fully understand the real ideas and feelings of others then give proper reactions. 3. Suggestions on optimizing Business Chinese learning results by using TV drama clips as teaching material. 3.1 Observe students’ reaction and follow up on leaning feedbacks. Dramas or soap operas are traditional media which have strong entertaining characteristics and functions. Young audience, including university students are easily to be distracted by the plots or casts and neglect the language knowledge involved in. If not properly controlled, the class could become an entertainment lesson. (Chen, 2012) Lecturers have to play a leading role in classes that using TV dramas as one of teaching material. During the series clips playing, teachers need to grasp students’ real time learning feedback by observing their facial expression, actions and activities. It requires lecturers to combine Audio-Video Teaching with Task-based Language Teaching. That means oral or writing quiz related to watched contented have to conduct in classes which provide students entrainment resources like TV shows or drama clips. The whole teaching would be meaningless and less efficacy if students are spoiled with full-time watching but no contemplation or discussion on language key points. When it comes to important language patterns or knowledge difficulties, several times of pause or play backs are essential and necessary allowing teachers to explain explicitly in details. Students, meanwhile, are able to analyze and absorb these key language sections. If in situations pauses may weaken video content consistency or educational effects, students could be asked to retell the stories showed on screens by using Mandarin after watched the full clips. 3.2 Choose the most proper video materials from TV series. In order to match with language teaching goals, students ‘abilities and personality cultivation, lecturers are required to filtrate and select carefully on corpus used in classes. a. Avoid TV shows with strong accent or contain dialects. Scenes of television dramas are continuous and usually switch swiftly. Although there are subtitles, listening remains the main way for students to receive information and catch up with 5

THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" plots. Therefore, when teachers searching for materials, they need to choose the ones can demonstrate the official standard Mandarin (a standard form based on the Beijing dialect). (Zhao, 2018)There is a large number of classic Chinese modern dramas contain several dialects and accents. If taking those ones as learning references, students may have a wrong first impression on words pronunciation and grammar patterns. It is difficult to correct once the wrong information instilled. They will encounter obstacles or cause misunderstanding when trying to communicate with majority of Chinese native speakers. b. Sort video materials with consideration of targeted students’ language levels. The actual level of viewers’ Mandarin using abilities and skills should be considered. TV dramas clip with high speaking speed, elision or deletion in pronunciation and plentiful of slangs or idioms are not suitable for freshmen and sophomore students. Textbooks and teaching syllabuses are good references to help teachers match selected video materials with university students’ real language use levels. To make it more accurate, pre-course listening tests could be conducted in each grade to identify students’ ability to receive Chinese audio information. The test result is a reliable resource when teachers make decision on selections of series or episode, video clip duration and video play times or speed. (Hua, 2015) Teachers should also take into account the students’ cultural background in advance and choose materials that students can accept to avoid increasing the difficulty of understanding. c. Incline on business or workplace related content over family daily life one. The learning goals and demands of business Chinese are different from normal Chinese language and literature. Business Chinese learning is commercial and mainly aimed at facilitating business activities, such as trademark registration, patent application, merge and acquisitions as well as internal management, taxation. It involves more completed terminology and a wide range of content. As a result, class designer need to give proprieties to video clips which have contents like foreign trade, overseas investment and business negotiations. Use of language often affects the results of business interactions. Chinese is communicative, broad and profound. The same vocabulary in different scenes will have very different consequences when different tones are used. Business Chinese requires learners to have a high level of understanding on Chinese language context, vocabularies and tone of voice. Selected TV series materials are required to guide student to choose the best expression in any given commercial communication scenarios and avoid embarrassment and misunderstanding caused by unfamiliar language and culture. 3.3 Help students in different levels fully understand the context of video material and learning content. Due to differences in students’ language mastering levels, teachers may not expect everyone can understand the same TV plot simultaneously. Even though teaching students in same 6

THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" grade, lecturers also need to make adjustments on material content, in class activities and after class follow ups according to the students ’understanding. (Xiao Y. , 2012) For instance, students who already mastered advanced business vocabularies are more suitable for a normal speed video longer than 15 minutes in case to get insight the conversational content in a wider horizon. In order to train communicational skills and check on their understanding of context, tasks like independent linguist knowledge summary and retell story in their own words could be arranged. The others with weaker business Chinese use abilities require pre-class preparation on related vocabularies and grammars. Long duration TV show clips are probably too complicated for them to learn. Short video clips with similar business background but has slow and clear pronunciation could be provided additionally. Those tactics help students in different levels benefit from Audio-visual Teaching Methods optimally. 4. Favorable Chinese modern theme TV show clips recommendation and class activities designs There are six popular Mandarin speaking TV soap operas are listed in chart as below which involve communicational and industrial Chinese contents in industries of civil aviation, real estate ,hospitality and so on in latest two decades. Matching with those operas, three innovative in-class activities are recommended including transcript composing, drama clips dubbing and Scenario role-playing. 4.1 Scripts composing This activity could be implemented into two ways. One is playing Thai dubbed version of Chinese modern themed TV series first and asking students to interpret conversations orally and record their interpretations in audio format. Then the teacher plays the original Chinese speaking version and guide students to compare their works with it. As a consequence, translation differences or errors are able to be highlighted. And teachers could rely on that to help students analyze the root causes of their misunderstandings and misuses. They would have a clearer clue or direction about further learning goals, for example, whether to know more about business related news or to memorize new terminologies. The other way is student only watch the answer or the question part of conversations from series or Chinese celebrities interviews and then guess the rest part make conversations completed rationally. 4.2 Drama clips dubbing In drama clips dubbing section, students are required to do shadow speaking several times first when the clips are playing. Teachers could suggest students to note down words or expressions which confuse them and help them to tackle during practices. The learners are able to imitate actors’ pronunciation, tones and intonation as their Chinese native speakers and then think about why specific words are applied in given circumstances. After practices, they could dub the old scenes in Chinese lines again but with their own voice. (Fanghua, 2018) 7

THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" 4.3 Scenario role-playing. This social skill related activity request student to make conversations or give responses in important business and workplace contacts, such as international trade communications, sale performance verbal reports and department briefings. Before carrying out this activity in class, teachers should summarize the most used and accurate vocabularies, terminologies or professional expression together with students. (Xiao Y. , 2012) Meanwhile, the application of these important expressions has to be one of mandatory requirements and appraisal criteria during and after students’ drama scene play. These three activities allow students immerse with given linguistic situation, develop their empathy to speakers and enhance Business Chinese communicational skills. Conclusion Culture communication between Thailand and China has a long history and is getting closer nowadays thanks to imports and exports of cultural compositions. Chinese modern themed TV series and celebrities who cast in are receiving concerns and adorations from a growing number of Thai youth, including Thai university students major in Business Chinese. Combining with the concept of Audio-visual teaching methods，this could be a perfect timing or opportunity to introduce TV shows clips into listening and speaking course of practical Chinese in commercial field. Carefully selected business related TV drama clips could trigger students’ learning interests, facilitate Mandarin study process and extend students’ cognition about Modern China. In order to achieve higher teaching efficacy and outcome, in-class activities, like Drama clips dubbing and scenarios role-play, are also critical sessions matching with Audio-visual teaching methods. References： 1. Xiao, Yuan. (2012). Teaching Chinese as Foreign Language to introduce the practice of the elements. (Unpublished Master dissertation). GuangXi Normal University,China. 2. Wenbo, Tan. Three major problems China's TV series facing exports to Thailand. Retrieved from https://www.imsilkroad.com/news/p/15877.html 3. Daye, Chu. Why is it difficult for Chinese film and television exports to Thailand? Retrieved from http://ent.chinadaily.com.cn/2018-08/08/content_36727168.html 4. Yao, Ling. After 25 years, this Chinese TV series has become popular in Thailand again. Retrieved from https://m.haiwainet.cn/middle/3542184/2019/0701/content_31584779_1.html 5. Nan,Liu.,&Shan, Liu. Research on the External Transmission of China's Film and Television Works under the Background of \"One Belt and One Road\" Retrieved from theory.people.com.cn/n1/2017/0314/c83848-29143947.html 6.Webadmin. Yang-yang warmly welcomed by fans in first Thailand fan meeting Retrieved from https://38jiejie.com/2019/06/14.html 8

THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" 7. Xiao, Lijin.(2006).The method of English teaching (1st ed.). Beijing: Foreign Language Teaching and Research Press. 8.Hong,Liu.(2008).TV Dramas,Movies and Chinese Teaching. Journal of Education&Teaching Research, 90-91. 9. Shabani, K.,& Marjan,P.(2015).The Impact of Watching Captioned TV Series on Vocabulary Development of EFL Students. Journal for the Study of English Linguistics,123-127. 10. Bonsignori, V. Using films and TV series for ESP teaching: A multimodal perspective. Retrieved from https://doi.org/10.1016/j.system.2018.01.005 11. Qiu, H., &Hong,Z.(2006). The idol model worship of college students and the motivation of professional learning. Social Psychological Science,51-53. 12.Fanghua,Zhao.(2018).The Application of Chinese Film and Television Works in Listening and Speaking Course of Chinese. (Unpublished Doctoral dissertation). Northwest University,China. 13.Xi,Chen.(2012).The usage and integration of film and television resources in the Chinese teaching of middle school. (Unpublished Master dissertation). Henan Normal University,China. 14. Hua,Li.(2015).Films and TV series recommendation list for Chinese teaching overseas. Retrieved from https://www.zhihu.com/question/30679964/answer/49108829 9

THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" Appendix: Chart of recommended Chinese TV series clips matching with teaching plans TV opera Introduction Textbook Students’ Level Relevant Subject Class Activities name in Matched and Learning Chinese Content 《我要当 This series tells the life and ‘Civil Intermediate Jargon in Chinese Scenario Role- 空姐》 emotional experiences of Or Sophomore for airport ground Playing. several young people who Aviation Above handling and cabin 《酒店实 dream of flight attendants. It Chinese’ services 习生》 -- Intermediate was filmed with the Or Sophomore 1.Internship Related Scenario Role- 《亲爱的 assistance of the Civil Aviation By Beijing Above Playing. 翻译官》 Administration of China, Language and Career Plan showing many real scenes of and Culture 2. Hospitality Drama Clips 《平凡的 career life in aviation. University Dubbing 荣耀》 Press Chinese 《平凡的 It tells the story of several ‘Easy applications, such Scripts 荣耀》 hotel management graduates as using Chinese to Composing who were confused and Tourism help guests check & Scenario perplexed because of their Chinese’— in, check out and Role-Playing work and ideals, but did not handle complaints, Scripts give up the struggle. There By Shanghai etc. Composing were laughs and tears. University 1. The current & Scenario Press Role-Playing situation of Chinese It tells the story that Qiao Fei, ‘Winning in Advanced Or translators. a master of French language, China’ Junior Above 2.Influences of grew into a senior translator --- under the guidance of Chinese culture on translation genius Cheng By Beijing foreign language Jiayang, and the two also Language translation to turned from happy friends to and Culture Chinese and close lovers. University cultural differences Press in translation work Job opportunities in It tells the career stories Sun ‘A Business Advanced Or Chinese enterprise Yiqiu, a new rookie who has Junior Above and company just entered the workplace, in Trip to structure. the field of financial China- II’— Advanced Or investment. Junior Above Job opportunities in By Chinese enterprise It tells the career stories Sun Beijing and company Yiqiu, a new rookie who has Language structure. just entered the workplace, in and Culture the field of financial University investment. Press 10

THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" 《温州一 The whole drama is based on ‘Foreign Intermediate 1.Termnology of Scripts 家人》 the fate of Wenzhou citizen Or Sophomore Composing Zhou Wanshun's family, Affairs and Above Foreign trade 《创业时 condenses entrepreneurial 500 Phrases process 代》 struggles of Wenzhou natives for Business Advanced 2.Chinese overseas and reflects the Chinese’ Or Businessmen’s changes of the times over 30 --- Junior Above years of China reform and characteristics and opening up. By traits Sinolingua It tells the story of Guo Press 1. China's venture Drama Clips Xinnian, a software engineer New Silk Dubbing who developed mobile phone Road capital environment software Magic Crystal and Business for startups and embarked on the road of Chinese professional terms entrepreneurship. Level III-2 2.Entrepreneurship --By Beijing process University Press 11

THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" Sharing A Virtual Classroom Learning:A Case Study of Teaching Presentation Skills Online to a Group of Multicultural University Students during COVID19 Dr. Boonsri Cheevakumjorn Rangsit University E-mail [email protected] ABSTRACT A study and explanation of the teaching methods used during the Covid outbreak. English language acquisition methods and processes were discussed. The distance learning of English by EFL students under Covid provides numerous challenges. The goal should be nurturing effective student engagement by activities that will stimulate, motivate, or arouse their interests. Suggestions included structure of the online class experience, choice of delivery, and choice of topic. KEYWORDS: EFL, English Classrooms, Teacher classroom strategies, Language acquisition, Student-centered, Integrated Skills Introduction This study has suggested that one efficient way of making EFL learners learn to use English language ( especially oral skills) more efficiently is that instructors should provide learners with speaking acquisition opportunities. Learners should be provided with a Student- centered Learning atmosphere, namely, having freedom and choices, and having some control over their own learning. In this study the instructor made use of a presentation class, to enhance the learners’ oral communication skills, by inviting learners to choose the content area of the assignment given. As they had their selected content, that they had confidence and were proud to share or present to the classmates or the audience. The study found that when learners were provided with such flexibility, they were highly motivated and provided good quality work. They were found to be co- operative and had high class attendance record. After attending four or five classes (3 hours per session), learners were also found to be more interactive in class; they would respond to questions, and made conversation with the instructor with more confidence than at the beginning of the course. Discussion When teaching any second language to any international learners, it is known and accepted, and thus become the common practice that the process of learning has to go through all four skills of the language (listening speaking, reading, and writing). All these four skills are intertwining with one another. Learners cannot read well if they do not have enough 12

THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" vocabularies; they cannot write well if they do not have grammatical structure; they might not understand the spoken message or if they do not have the vocabularies nor know how to pronounce the words. All four skills have to be mastered before the learners acquire the language. However, though we teachers of language all appreciate the fact that mastering the four skills are fundamental to the learning of a new language, through the years, we have witnessed a large number of the second language learners’ unsuccessful stories. English language learning in Thailand is one good example. English language learning is compulsory in the nation’s Basic Education Core Curriculum (from grade 1-12). All four skills are implemented along each grade of the schooling. According to Dr. Weerapong Ramangoor (2019), the most recent outcome of the average scores of English performances (of all four skills), among countries that treat English as a foreign language, places the Thai nation at the ranking of 53 out of 80 countries. Even among Asian countries, Thailand also ranks number 15 out of 20. Countries like China, Malaysia, Singapore, or even Vietnam frequently out-perform Thailand. Many Thai educators have tried to identify the causes that lead to such a low performance of the acquisition of the English language by Thai students. Some believe that it is due to the big class size; some others blame it onto the low qualifications of teachers. The learning attitudes (not interested in English) have also been taken into account. One inevitable fact is that when there is not enough supervision or time for each individual student, it will indirectly lead to the limitation of the vocabularies, the problems of grammar and usage, and no interaction between the teacher and the students, which is crucial for language learning. All these thus cause trouble in reading and writing, not to mention speaking and listening. In 1999, Assistant Prof Boonlerd Wongprom, in his study “The underachievement of English among Thai students: Who is to blame?” showed his high concern. Despite the present advancement of new communication technology (the internet, smartphones, iPad), the no- boundary opportunities of learning (language included, of course) lying out there for these new Thai generations, it seems like Thai students have not made use of the opportunities at all. Is it a lack of motivation, or just plain ignorance? The national O-NET scores from the testing of The National Institute of Educational Testing Service, shows the latest performance of English is as low as 23.98. Could it be that though English is compulsory in Thai schooling, the class time is not enough? General Daopong Ratanasuwan, the previous Minister of Education (2019), has suggested an increase of class time from 40 to 200 hours per year, hoping that the more exposure to the language will bring out better results. Furthermore, he suggested that more time should be dedicated to listening and speaking skills instead of just focusing on reading and writing skills. Will these concerns be implemented by the Thai Ministry of Education? In addition, from language acquisition studies, recent researchers, for example Zhang (2009) quoting Ur (1996), had suggested that \"of all the four skills (listening, speaking, reading and writing), speaking seems intuitively the most important\". This stems from the fact that the 13

THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" most essential goal for studying a second language is “to be able to converse with speakers of that language”. Or in other words, being able to communicate orally with others is the most important motivation of studying a second language. We have learned that speaking is crucial as an instant and effective communicative tool. But despite its importance, it has always been undervalued. And English language teachers have continued to teach speaking just as a repetition of drills or memorization of dialogues. As a result, most students find it difficult to speak English in EFL classes and some of them are reluctant to participate in speaking activities. In the research article Why Teaching Speaking Is A Challenge And How To Overcome It ?, it has been suggested that teachers should “encouraging students to utilize structures in real- life situations”, and “teach speaking providing a rich environment where meaningful communication takes place”. It is agreed that learning language requires an interactive or communicative process. What is meaningful is something that is real to life learning tasks or activities and brings positive results. However, comments from Roby Marlyna (Feb 2018), who suggested that when English language is accept as an “international language” , and is “used predominantly by multilingual speakers of English”, the teaching of listening and speaking skills should go beyond listening to and emulating how native-speakers speak English. Learners should be exposed to different styles of World English, and learn to develop intercultural pragmatic skills. He further suggested that teachers should incorporate students’ own social, cultural values and encouraged students to engage their learners in learning to read “against the grain”, fostering critical readers as opposed to learning to be assimilated into what is written in the texts”. But how to implement the theories and suggestions into practice? As known, due to the pandemic COVID 19 situation, all classroom teaching and learning has been transformed into the online classroom learning all over the world, from primary schools to colleges. Rangsit University, located in Thailand, is no exemption. Following are some experiences of teaching and learning of an EFL online class, which is one of the General Education courses that the author is responsible for, named ILE128 Presentation in English. It is a content course, teaching students skills of doing presentation. It, inevitably, has to be conducted under this online learning format. Since we are an International College, the body of the students is therefore very multinational: Europe, America, Asia, and including Africa. However, because of COVID19, at present, we have a limited number of Europeans and Africans. The biggest numbers are from our own continent, Asia. And the majority of the class participants are Chinese. A few others are Japanese, Cambodians, Myanmar, Nepalese, Bangladeshi, Singaporean, and Thai. The number of students in the class is 36. The students’ English language proficiency according to the CEFR standard is B1-B2, or an Intermediate level. With this pandemic situation, all students in this class are still living in their home countries while “attending (virtual) college” here in Thailand. Therefore, it can be assumed that the majority of the students in this class have not been exposed to other cultures except their own. Furthermore, they have not yet had opportunities of meeting people speaking English in multi-accents. In the normal situation, students will be exposed to the real life, unstructured 14

THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" multicultural environment only when they are on campus. But with the current situation, students do not have a choice. However, this oral presentation course is utilized to fulfill the gap. By careful planning and design of this course, students are also being exposed to the multicultural atmosphere through the interactive learning process. Apart from cultural aspects, students can improve their oral communication as well as the other skills, namely, reading, writing and listening. Since the course aims at teaching the students to do presentations efficiently, and the class in on an online framework, oral communication is definitely the main channel to interaction. Therefore, apart from learning how to make use of the tools like video clips, charts, power point slides, etc. in preparing their presentation, they also have to learn to structure their presentation (like in writing: introduction, body, and conclusion). At the beginning, some students may be a bit slow to follow the lessons because of their listening skills, but there are always a power point slides accompanying the lecture of each lesson. This is to make sure students can both listen and read the content of the lesson, for greater understanding. Based on classroom experience, at the beginning of the class, most students, especially Chinese students are very timid. They are very aware of their speaking ability. Their fluency is limited by their vocabularies, their pronunciation of words, and most importantly, their accent. They will never volunteer to talk in class. They only respond when their names are called. For other nationalities, though with stronger personalities and a bit stronger English speaking skill, the English accents are of a wide variety. The researcher Roby Marlyna’s “Different World Englishes” also mirrors this class room experience. These attributes of the class atmosphere was brought to the awareness of the class members, emphasizing that accents do not matter as long as you get the message across. Relatively quickly the Chinese students started to open up, voluntarily respond more, can comfortably talk in class, and can work cooperatively and comfortably with other international students if small group work is assigned. Presentation is a skill that needs practice. Students need to implement the theories or guidelines into actual performance. Therefore, students are assigned works for presentation constantly, under different topics or themes. But the challenge is how do we make the topic become “not like homework”? The class is lucky to have such a multicultural atmosphere. Therefore, topics like “New Year Celebration”, “The Tourists Attractions in my Country”, “Teach Your friend How to..” become challenges for them. They are free to choose the aspects that they would like to share or discuss under each topic or theme. And most importantly, they are comfortable and confident to talk about it because they have familiarity or certain knowledge about the topic already. What they have to do is to do some more research (reading) to enrich their presentation. For example, when they are requested to do “The New Year Celebration”, since, it was Chinese New Year season, Chinese students were so excited, and more than willing to share their culture and especially the fun atmosphere. The additional request for the assignment was that students have to put in some in depth knowledge of, for example, whether there are any differences in celebrating the occasion in each region in China? Or what are the differences between the mainland way and the overseas’ Chinese? This kind of questions will make them go to do some research, collect and select more data, arrange the data and the presentation content. Then finish the process by creating slides in power point, with interesting 15

THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" layouts of pictures, if available. After that, they have to practice speaking it out, in order to make a presentation in class for their friends of different cultures. When students are doing their presentation, the author never expect perfect work, as long as their oral speech can communicate understandable ideas. The main expectation is their spontaneous speech (though it might not be grammatically correct), as long as they can communicate and make the audience understand what he or she is trying to explain. The author never corrects their pronunciation or grammar structure during their presentation. Only when they paused when they could not find proper words to use or to explain, the author would drop in and suggested a few words for them to choose; and so that the talk could go on. Or in some occasion, the class might occasionally do some casual chit-chatting or discussing some issues, some vocabularies that students are not familiar with might pop up, (in the normal classroom, white board and the marker pen can help solve the problem), the “chat” feature offered on the online platform will be used to write down the words for them. So new vocabularies are learned this way. Consider the amount of work demanded in each piece of the assignment, it requires making use of almost all language skills by the student without them even realizing it. The most important point is that students all seem to be very enthusiastic in accomplishing the tasks since they feel they have a control over it. We can see they are comfortable and have confidence to handle the challenge. All these themes or topics arise along occasions (like we happen to run into the Chinese New Year season) or students’ own initiation (like “My Favorite…..” or “My Talent”). The theme “My Talent” lets the class learn that they have a lot talented friends like a skier, a rapper, a baker, a pianist, or a horse rider. All of the works were presented in a fun atmosphere because the presenter tried to “talk” or “explain”, not “read” to their classmates. They did it in a confident tone of voice. And the big benefit is that members of this class understand, love, and care for one another. It is a nice learning atmosphere. Therefore, with COVID, life can also be beautiful as well if only we know how to manipulate it. Conclusion To sum up, the author hopes this small research article could become an inspiration for English teachers who have to work so hard to motivate students to learn or to acquire skills to master their English language so that they can survive well in this English dominant era. Such responsibility is even harder when we got stuck with this pandemic COVID19. It is true that students who are not motivated, or bored, or irresponsible do take advantage of the online learning format. They can be on or off line at their own will because they are out of the teachers’ direct sight. We might be able to use some impromptu quizzes here and there to prevent these behaviors. However, it will be much better if the students are enthusiastic, or self-motivated to learn. They will push themselves through the hardships willingly, which is what a teacher is always hoping to see. Therefore, it is also up to we as teachers to make the learning meaningful, related to, and fun for them. Then, learning is a bliss for both teachers and students. Comments and Suggestions When the most important criteria of language learning, the “face to face” interaction, has been put to a halt, it seems like the only substitution for this present situation is the online 16

THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" platform. However, even though this platform has been widely accepted and put into practice, it has been commented by a great number of teachers of its short-comings as well. The most frequent complaints from teachers are such as they feel like they are back to the old teacher- centered teaching style; or they are practicing the one-way communication style all through the class time. It has become a common phenomenon that teachers found it difficult to get in class students to participate or respond voluntarily. Furthermore, it has been not easy to evaluate or to monitor students’ progress by the distance. Even worse, quite often, students are found attending classes when they are outside running some chores with or for their family. On the other hand, how about the students themselves? We teachers seem to forget to find out whether the students like to attend our class or not; or how they manage to make themselves “survive” in class through the sessions? These are the new dilemma that the modern phase of classroom teaching and learning bring to our education field. Further studies are needed to help look into the matter of classroom management, as well as well as the impacts onto the students and the quality of their learning. Though the whole world is looking forward to have this Pandemic over and so that we can go back to have our normal life, who can be certain that this “New Normal” lifestyle will not become our “Normal” for our future generation? Same as education, more solutions and suggestions should be more seriously looked into so that when we do have to adopt this platform as our normal schooling, we will be ready to handle it. References Kayi, H. (2006). “Teaching Speaking: Activities to Promote Speaking in a Second Language”. Internet TESL Journal Article (iteslj). Retrieved on February 11, 2021 from http://unr.edu/homepage/hayriyek Marlyna, R. (Feb 2018). “Teaching Language Skills”. Retrieve on February 12, 2021 from https://www.researchgate.net/publication/322976448_Teaching_Language_Skills Ramadan, M. (2019) “Why Teaching Speaking Is a Challenge and How to Overcome It”. Elttguide.com. Retrieved on February 14, 2021, from https://elttguide.com/why- teaching-speaking-is-a-challenge-and-how-to-overcome-it/ Stevens, A. “Strategies and Tools for the Dreaded Oral Presentation!”. Profweb. Retrieve on February 10, 2021 from https://www.profweb.ca/en/publications/articles/strategies- and-tools-for-the-dreaded-oral-presentation/ Zhang, Y. (2009). Reading to Speak: Integrating Oral Communication Skills. Retrieved on February 10, 2021 from https://www.researchgate.net/ publication/ 326215496 _Oral_Communication_Skills_and_Pedagogy/link/5b3ee1a2aca27207851be21d/download Boonlert Wongprom (2019). Thai children's English is not advanced. Who is the problem? Bangkok Business. Retrieved on February 10, 2021 from https://www.bangkokbiznews.com/blog/detail/63742 Weerapong Ramangkura (2019). Thai people and English. Alley people, business people Retrieved on February 10, 2021 from https://www.prachachat.net/opinion-column/news-190406 17

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" STRATEGIC AND ENTREPRENEURIAL MANAGEMENTIN THAILAND IN THE NEW NORMAL ERA SIRILAK KHETSOONGNOEN Modern Administration and Management in Sripatum University, Chonburi Campus E-mail: [email protected] ABSTRACT The severe COVID-19 outbreak has globally affected lifestyle, societies, hospitalization, education system and entrepreneurship. It causes economy recession worldwide in the era of a new way of living, uncertainty, rapid changing and high job loss called a new normal. (Ucakturk, Bekmezci, & Ucakturk, 2012) defined New Normal as “a term which is used to define and name the new form and shape that has come into existence due to the fact that the ways of doing business has radically changed as a result of globalization’s forming its own organizations in the development process of technology by keeping away from the crises”. Unlike other economy crises in the past decades, the Asian financial Tom Yum Kung started in Thailand in 1997 and Hamburger crisis was in 2008. They were the Thai currency (Baht) floating according to lack of foreign currencies and the United States real estate bubble exploding respectively. The COVID-19 impact is much more severe and negative as it unpleasantly affects the entire globe. The pandemic is likely to still continue onwards for years. Referring to the citation of World Bank, it drowned the global economy and it appeared the deepest recession since World War II with the most massive fraction of economies (Bank, 2020). Entrepreneurs need to sharpen weapons and present great strategies and effective management in order to make their business and employees survive. This article is to have deep understanding of strategic and entrepreneurial management perspectives and present the current samples of businesses in Thailand using the literature reviews and content analysis in order to apply to any other similar businesses in the new normal period. The result of this research showed that in the new normal era entrepreneurs need to bring up effective strategies and use entrepreneurial management to satisfy consumers’ needs. KEYWORDS: strategic, entrepreneurial management, entrepreneurship, new normal 18

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" INTRODUCTION In the end of the year 2019 on December 31st, a pneumonia of unknown cause was detected in Wuhan city in Hubei province, China. Some Chinese patient were vendors in the Huanan Seafood market. On January 30th, 2020 Director-General Dr Tedros Adhanom Ghebreyesus of World Health Organization (WHO) declared the 2019-nCoV outbreak a Public Health Emergency of International Concern or PHEIC (Organization, 2020). Coronavirus disease 2019 (COVID-19) is defined as illness caused by a novel coronavirus now called severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2; formerly called 2019-nCoV), which was first identified amid an outbreak of respiratory illness cases in Wuhan City, Hubei Province, China (Cennimo & Bergman, 2021). The virus spreads through droplets of nasal discharge and saliva from sneezing and coughing of an infected person. In addition, respiratory droplets of infected people from talking, singing and breathing cause infection as well. According to spreading of this virus, it easily transmits from person to person. It is more efficiently than influenza. These change lifestyle, interaction and a way to have communication to have a far space from each other. It is called social distancing. The most common symptoms are high fever, dry cough, loss of taste and smell and tiredness. People who have medical problems such as diabetes, cancer, chronic respiratory disease and cardiovascular disease are more likely to strengthen severe illness. For serious symptoms, patients are hard to breathe or have short breathing including chest pain and loss of movement and speech. When people get infected by this virus, it takes 5-6 days or up to 14 or 21 days to show the symptoms. Some other symptoms can be found, for instance sore throat, diarrhea, body pains, headache, some rash on skin and discoloration of fingers or toes. Therefore, people do not know themselves if they get infected as the symptoms do not show sooner. They need to quarantine themselves at home away from a family by avoiding touching anybody. This disaster can turn to be a good opportunity for business owners when their sights and ideas with effective strategies reveal. There are ways to slow transmission of COVID-19 and slightly protect from infection; keep physical and social distancing at least 6 feet or about 1.8 meters, wear a hygiene mask to cover a mouth and a nose, wash hands frequently and properly by using soap (not just water) or clean them with alcohol-oriented products. Moreover, staying at home is highly recommended. Therefore, there are numerous new businesses to suit consumers during this time. World Health Organization reported on January 10th, 2021 at 3:42 pm. Central European Time that there have been 88,383,771 confirmed COVID-19 cumulative total cases including 1,919,126 deaths globally (Organization, 2021). The data of this cited source is being updated; therefore, the number of cases can be changed. However, 10,298 cumulative confirmed cases 19

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" including 67 deaths, 3,803 hospitalized and 6,428 recovered people in Thailand reported by World Health Organization Thailand updated on January 10th, 2021 (Thailand, 2021). Table 1: Data table by World Health Organization updated on January 10th 2021 at 3:42 pm. CET (Organization, 2021) Country Confirmed cumulative total cases United States of America 21,761,186 India 10, 450,284 Brazil 8,013,708 Russian Federation 3,401,954 The United Kingdom 3,017,413 Table 2: Data table by World Health Organization Thailand updated on January 10th 2021 (Thailand, 2021). Country Confirmed Death Hospitalized Recovered cumulative total cases Thailand 10,298 67 3,803 6,428 The outbreak of novel coronavirus (COVID-19) not only seriously affect to people but also to a business sector worldwide. Human beings need adaptation related to lifestyle, social interaction, entrepreneurship, education, workplaces and more. Entrepreneurs need to bring up with extremely effective strategies and management to make companies and employees survive. RESEARCH OBJECTIVES The aim of this paper is to enrich knowledge and have better understanding of strategic and entrepreneurial management in Thailand in the new normal period. The business owners and leaders have been adapting their organizations for survival during the active pandemic of coronavirus disease 2019 (COVID-19). New normal is defined by “an extended period of slow economic growth, tight resources, intense global competition, exaggerated high unemployment, rapid technological change, uncertainty, shortened product life cycles, higher inflation, etc.\" (O'Neill, 2011; Euchner, 2011; Falkenberg & Ashurst, 2010). There are numerous companies shut down and closed permanently. Therefore, enormous rethinking and adjustment need to be enhanced dramatically. The Regulation issued under Section 9 of the Emergency Decree on Public Administration in Emergency Situations B.E. 2548 (2005) (No.1) - pursuant to the Declaration of an Emergency Situation in all areas of the Kingdom of Thailand as from 26 March B.E. 2563 (2020), the Thai Prime Minister issued regulations (State, 2020). Importantly, prohibition to enter to risky zones, closure of points of entry into the Kingdom of Thailand and risky places nationwide, refraining from traveling outside a province and more were declared in order to 20

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" prevent transmission of COVID-19. On January 5th, 2021 the period of the enforcement of the Declaration of an Emergency Situation in all areas of the Kingdom was extended from January 16th to February 28th, 2021 by the Cabinet (Department, 2021). On the same day the Center for COVID-19 Situation Administration (CCSA) reported that there were cumulative 8,966 coronavirus cases; 4,397 recoveries, 4,504 in hospitals and 65 deaths (Department, 2021). Thailand is one of the few countries in the world where has had less than 100 deaths from COVID-19 infection. This pandemic crisis is still increasing the number of infected people. For any places with the crowded, it is necessary to avoid going there, for example shopping malls, markets, exhibitions, schools/universities, meetings or even wedding receptions. The stringent measures appear a direct impact on the business sector in Thailand and overseas. Related to an entrepreneurial section, executives and workers are required to work from home to stay safe and keep social distancing from colleagues. Working schedule has been rearranged. A number of establishments have been permanently out of business. In 2020 Thailand’s economy has shrunk at least 5 percent due to inbound and outbound tourism (worth about 15% Thailand’s GDP), less global demand, decreasing sales and consumption (Bank W. , 2020). These factors cause the increasing unemployment rate and households earning less income or having no gain financially. The companies usually create a reachable vision and a mission. Stakeholders need good cooperation to successfully attain the objectives. Strategic managers must keep up both a vision of the companies for the future and concentration of its current operating needs. Nevertheless, all leaders of the organization must maintain a strategic management perspective and assess how their performance affects overall attainment of organizational objectives (Taneja, Pryor, Humphreys, & Singleton, 2013). The strategies are comparable to gears and mechanism to drive the firms move forward and achieve the goals. STRATEGIC MANAGEMENT The definition of strategic management is “the direct organizational application of the concepts of business strategy that have been developed in the academic realm. That is, strategic management entails the analysis of internal and external environments of a firm to maximize the utilization of resources in relation to objectives.This statement can be considered as a macro definition of the concept of business strategy, or strategic management” (Bracker, 1980). Strategy is from the Greek word strategos which are from roots meaning “army” and “lead” while the Greek verb stratego defining as “to plan the destruction of one’s enemies through effective use of resources” is the meaning. The concept is more likely used in a military or political field which has shown throughout the history (Bracker, 1980). Nowadays this word has been widely used in business sector. Strategic management is one of business weapons to win against competitors. When the firms have deep understanding of their business internal (strengths and weaknesses) and 21

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" external (opportunities and threats) factors or SWOT, they are likely to have one more step forward to reach a finish line. In the meanwhile, the competitors are still following. To stay competitive, the companies must concentrate on their own strengths, competencies and core business (Melville & Reese, 2009). On the other hand, if the enterprises realize that their strengths become weak and their competencies become useless, it is time to change. One of the critical components of the new normal is change. An improvement of competencies for success with change is a critical objective for leaders and firms. The company leaders need to adapt and understand the new normal (O'Neill, 2011). Having flexibility and some optional plans to compete over the new globe dynamics is good performance of the company leaders (Omur, Tunc, & Duren, 2012). Tom Peters who was a management guru mentioned that “nothing is the same as in your father’s world anymore” (Peters, 1994). Another quote is similar to Tom Peters’ word is “you cannot find the new place by using old maps” (Hamel & Prahalad, 1996). The focal point of strategic management is to give the firms or the organizations a framework for ability development for anticipating and dealing with change. It enables to improve the ability to manage with uncertain futures by explaining a procedure of achieving goals (Bracker, 1980). In addition, updating information and upgrading strategic management are a must. THE OUTSTANDING SAMPLES OF STRATEGIC MANAGEMENT People are living in the world of internet, smart phones, smart televisions, social media, online, speed, new creation, innovation, deliveries and more convenience. Currently, eating habit is changed from eating out or going to a market to buy fresh vegetables, meat, and rice and cook at home to call a delivery food service to drop off food. Besides paying by credit card or debit card, making an online payment can be alternative such as online banking from different banks, PromptPay and e-Wallet. The e-Wallet is operated from various companies such as TrueMoney Wallet and Rabbit LINE Pay. They are very easy, fast and convenient. For an outbound Thai travelers and inbound foreign tourists with arrival in Thailand with a negative COVID-19 result, both Thais and foreigners need to keep themselves in a room but not in their own accommodation. For the Thais, state quarantine or alternative state quarantine can be chosen while the foreigners cannot. They have little difference. The first one – the Thais are waived from the state quarantine fee. The other one – the foreigners choose to stay at least 14 days (depending on their symptoms) in any government-accredited hotels with their own expenses from Baht 28,000 (about USD 933) to Baht hundreds of thousands. There are many hotels which have been closed since there are no tourists going to Thailand. Some are 5-star chained hotels with a lot of financial backup, but the coronavirus disease 2019 (COVID-19) has poisoned the Kingdom and the globe until tourism industry is almost out of breath. Now an alternative state quarantine is an option for hotel owners to bring strategic management to present a worth package to the Ministry of Public Health and the Ministry of Defense. 22

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" Besides using Market Mix (4Ps) strategy focusing on product, price, place, and promotion and SWOT (Strengths, Weaknesses, Opportunities and Threats), 7-ELEVEN has managed other strategies, for example Five Forces, PEST and internal and external environment analysis. Five Forces consists of Peer Enterprise Competition, Entry of Potential Competitors, Bargaining Power of Suppliers, Bargaining Power of Purchasers and Development of Potential Alternatives. PEST is combined with Political, Environment, Economic, Social+Cultural+Demographic and Technological+Science (Yifang, 2018). Undoubtedly, they understand and satisfy consumers’ need and provide convenience to the customers more than ten thousand stores all over Thailand. Furthermore, at present they offer a delivery service to nearby accommodation, making a payment by e-Wallet through TrueMoney Wallet instead of cash, e-coupons, a lot of privilege and e-advertisement via LINE @ application and a counter service. Not only private organizations have adjusted for survival but also State Enterprises have a strategy for paying a bill through 7-ELEVEN, a counter service, for example Metropolitan Electric Authority and Provincial Waterworks Authority. ENTREPRENEURIAL MANAGEMENT There are many researchers citing Peter Drucker’s sentences relevant to entrepreneurial management. Peter Drucker who remarked that for a company to exist and thrive, the word that should be emphasized in the phrase “entrepreneurial management” is “entrepreneurial.” In any new business venture,the emphasized word is “management.” Therefore,management is seen as a discipline where entrepreneurs can practice their vision and expand their knowledge. Entrepreneurship has significant importance on entrepreneurial management. It does not relate to only private companies but also public sector organization. In a comparison, the entrepreneur is like arms and legs of the organization. Every morning they prepare delicious breakfast to feed workers with effective strategies and creation, do a research to develop the organization, monitor internal and external company’s environment The characteristics of entrepreneurs are to be strong, up to date, creative, leader-like, fighter-like, risk taking and responsible. During this COVID-19 pandemic situation, there are numerous business owners committed suicide to escape from high debt, heavy responsibility and business failure or bankrupt. Gurbuz and Sinem Aykol discussed that the Entrepreneurial Management (EM) include management structure, strategic orientation, growth orientation, commitment to opportunity and resources, control of resources, reward philosophy, and entrepreneurial culture (Gurbuz & Aykol, 2009). According to Entrepreneurial Management, firms have two alternatives in strategy creation: they can either create their strategies by the resources they have or by the opportunities (Gurbuz & Aykol, 2009). In addition, rewarding for effective and loyal workers is necessary and beneficial to a firm. This can encourage employees’ working spirits to have more productivity and creation of new ideas. Furthermore, in an entrepreneurial culture, ideas are much more important than the resources and those companies usually have much more ideas 23

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" than the resources (Brown, Davidsson, & Wiklund, 2001). Entrepreneurship is absolutely necessary for both employees and sales growth (Gurbuz & Aykol, 2009). In the small companies, CEOs or managers needs to develop entrepreneurial spirit to run their organizations productively even though the world economy is synchronized slowdown related to COVID-19 pandemic in the new normal period. THE OUTSTANDING SAMPLES OF ENTREPRENEURIAL MANAGEMENT Siam Commercial Bank has launched the SCB Easy application to join CP All for digital cash deposits and withdrawals with QR code at more than ten thousand 7-ELEVEN stores nationwide. The customers do not need to deposit or withdraw money with a teller at a bank counter, it is suitable for this new normal era to keep distancing and avoid the crowded. Food/product/service venders use offline and online way to sell their goods or service via social media such as Live on Facebook, YouTube, Tik Tok, Instagram, Grab, Food Panda, LINE MAN, Lazada and Shopee. The government supports economy growth by launching projects; Half Half (50/50) and We Travel Together. The first project can stimulate grassroot people to buy food and consumer goods with half price (maximum is Baht 150 per day). The latter one can stimulate tourism sector such as accommodation and restaurants and airlines. These two projects are useful for entrepreneurs to run their businesses. After high rate of job loss in Thailand, the unemployed people turn themselves to be YouTubers or Tik Tokers to do attractive contents. They enable to earn some income from the YouTube. For interesting videos on Tik Tok, they have a high chance to have a lot of followers, so advertising workers probably contact to promote their products through these Tik Tokers. Thailand grows a variety of banana kinds all over the country. After the entrepreneurs get a lot of productive bananas, they can process from fresh bananas to many processed ones; for example, deep fried banana, sun-dried banana with honey, banana in coconut milk, banana cake, banana candy, steamed banana pudding, banana ice cream and soft grilled banana wrapped with sweet sticky rice. Instead of selling big piece of food or a large amount of food, the shop owners or the entrepreneurs produce it in less amount of food with a lower rate as the consumers try to save money. The self-owned business people have survival or failure depending on entrepreneurs to have adjustment in the fast-changing period. CONCLUSION This paper makes some valuable contributions to the study of Strategic and Entrepreneurial Management in Thailand in the New Normal Era. During this novel coronavirus (COVID-19) pandemic in the 21st century, entrepreneurs must devise effective strategies and productive management to deal with intense uncertainty, significant global competition and 24

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" economy in recession. Even though high unemployment rate in Thailand and people trying to not spend any money for unnecessary goods or even high-price food, the companies are able to run their business to survive by adapting their strategic and entrepreneurial management. REFERENCES Bank, T. W. (2020, June 8). COVID-19 to Plunge Global Economy into Worst Recession since World War II. Retrieved from Worldbank: https://www.worldbank.org/en/news/press- release/2020/06/08/covid-19-to-plunge-global-economy-into-worst-recession-since- world-war-ii Bank, W. (2020, August 25). COVID19: The Impact on Thailand's People and Economy. Retrieved from World Bank: https://www.worldbank.org/en/news/infographic/2020/08/25/covid19- the-impact-on-thailands-people-and-economy Bracker, J. (1980, April). The Historical Development of the Strategic Management Concept. The Academy of Management Review, 5 No.2, 219-224. Retrieved May 31, 2016, from http://www.jstor.org/stable/257431 Brown, T. E., Davidsson, P., & Wiklund, J. (2001). An Operationalization of Stevenson's Conceptualization of Entrepreneurship as Oppotunity based Behavior. Strategic Management Journal, 22 No. 10, 953-968. Cennimo, D. J., & Bergman, S. J. (2021, January 9). What is COVID-19? Retrieved from Medscape: https://www.medscape.com/answers/2500114-197401/what-is-covid-19 Department, T. G. (2021, January 5). Emergency Situation Declaration to Be Extended Until the End of February. Retrieved from The Government Public Relations Department: https://thailand.prd.go.th/ewt_news.php?nid=10593&filename=index Euchner, J. A. (2011, November-December). Innovation in the \"New Normal\". Research Technology Management, 9. Falkenberg, J., & Ashurst, C. (2010, June). Guest Editorial: The New Normal - Implications for Change. Journal of Change Management, 10 No.2, 131-133. Gurbuz, G., & Aykol, S. (2009). Entrepreneurial management, entrepreneurial orientation and Turkish small firm growth. Management Research News, 32 No.4, 321-336. Retrieved from www.emerald.com/insight/publication/issn/0140-9174 Hamel, G., & Prahalad, C. (1996). Competing For The Future, Harvard Business Review Press, ISBN: 978-0875847160. Melville, P., & Reese, S. (2009, July-August). Restructing for the New Normal. Financial Executive, 26-29. Omur, G. A., Tunc, A. O., & Duren, A. Z. (2012). Patterns of Mergers and Acquisitions in Turkey in the Era of \"New Normal\". Procedia - Social and Behavioral Sciences 58, 1611-1617. O'Neill, B. (2011, November). Helping Grieving Clients Navigate the Postfinancial Crisis \"New Normal\". Journal of Financial Service Professionals, 40-49. 25

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" Organization, W. H. (2020, July 31). Rolling updates on coronavirus disease (COVID-19). Retrieved from World Health Organization: https://www.who.int/emergencies/diseases/novel- coronavirus-2019/events-as-they-happen Organization, W. H. (2021, January 10). WHO Coronavirus Disease (COVID-19) Dashboard. Retrieved from World Health Organization: https://covid19.who.int/table Peters, T. (1994). Liberation Management, Ballantine Books, ISBN: 978-0449908884. State, O. o. (2020, March 25). RegulationEN. Retrieved from Office of the Council of State: http://web.krisdika.go.th/data/slideshow/File/RegulationEN.pdf Taneja, S., Pryor, M. G., Humphreys, J. H., & Singleton, L. P. (2013, March). Strategic Management in an Era of Paradigmatic Chaos: Lessons for Managers. International Journal of Management, 30 No. 1. Thailand, W. H. (2021, January 10). Coronavirus disease 2019 (COVID-19). Retrieved from World Health Organization: https://www.who.int/docs/default- source/searo/thailand/2021_01_10_tha-sitrep-120-covid19.pdf?sfvrsn=f4ffc9e4_14 Ucakturk, A., Bekmezci, M., & Ucakturk, T. (2012). The Elements That Determine The Success Of The Strategic Allies In \"New Normal\". Procedia - Social and Behavioral Sciences 58, 1618-1627. Yifang, L. (2018, June 20). Research on Business Strategy of 7-ELEVEN in Thailand. Bangkok. 26

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" Enhancing Multicultural Understanding inThai Higher Education Institutions Mark Kohlenberg¹ and Poonpilas Asavisanu² ¹²Graduate School of Human Science, Assumption University, Bangkok, Thailand ABSTRACT This article discusses the importance of multicultural understanding given the current environment of globalization, increased diversity of students on campus, and increasing internationalization of higher education around the world and in Thailand. The concept of multicultural education is presented including the components of culturally relevant education and related theories. It puts forth the argument that higher education institutions who serve diverse student bodies need to pay attention to these components to ensure that the teaching and learning are relevant, equitable and successful for all students. The importance of multicultural education and the relevance of this perspective is discussed with regard to the Thai university context and includes a focus on the importance of faculty and their potential impact and contributions to multicultural education. The argument is that there is a need for increased research related to multicultural understanding and teaching and learning approaches in light of the increased number of students from different cultures who have come to study in Thailand. If Thai higher education institutions are to fulfil their promise of providing quality education for all students, special attention to multicultural education has potential benefits for both students, faculty and the institution. . KEYWORDS: Multicultural education, Thai higher education institutions Introduction Globalization has led to a world with no boundaries, whereby countries have become more interdependent on one another and movement among people has increased, leading to a global society that is increasingly diverse. Multiculturalism is a global phenomenon that is affected by the growth and movement of people from diverse cultures over the past decades and has been spurred on by technological development. As people are able to travel more easily, a globalized world has emerged where national boundaries have become irrelevant (Hinshaw & Stearns, 2014). The shift from a monocultural society to multicultural one is a modern significant change. In the past, it was not unusual for people to be born, live and die within their own environment without ever leaving their country and there were few chances to interact and learn from different cultures. However, since the industrial revolution, people have had the possibility to discover other countries and cultures and learn other languages. This is what is known as multiculturalism (Moghaddam, 2008). Changes arising from the change from a monocultural society to a multicultural society is evident in the education field. These changes have led to educational systems adapting their instruction to be more diverse by incorporating 27

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" multicultural education techniques and methods in schools and higher education institutions (Suleiman, 2013). The fundamental duties of educational institutions are to provide education for learners to understand these fundamental values. Cultural knowledge requires a certain level of understanding about diverse cultures, ethnicities, religions, languages and ethnic groups with different customs, values and convictions. Within these groups, a diversity of sexual orientations, learning preferences, socio- economical levels and physical appearances exist and should be appreciated, respected, and paid attention to (Meier & Marais, 2012). Educational leaders realize that education systems cannot isolate themselves from the changes of the world. For this reason, multicultural education has been suggested to be implemented as an open system that can embody complex social contexts (Adams & Copeland, 2005). Multicultural education enhances the changes in the social systems and structures by enhancing relationships and attitudes between learners from different social groups. Multicultural Education refers to any form of education and learning that incorporates perspectives of students from different cultural, religious, historical and language backgrounds. Proponents of multicultural education assume a pluralistic society that has developed with the rapid demographic changes influenced by globalization and migration. According to the National Association for Multicultural Education (2021), it is a process that should permeate all aspects of educational practice and policy, including curriculum and pedagogy. Educators should also be culturally competent in order to ensure that all students receive equitable education opportunities. Nonetheless, not all members in the educational institution have similar views regarding multiculturalism, as not all members prefer a multicultural education approach and more importantly, not all instructors are trained or have experience in handling learners’ diverse cultural backgrounds (Plessis & Marais, 2015). An additional reason that multicultural education may not seem to be well adapted in all education institutions is the difference between the instructors’ culture and the students’ culture. The differences in culture can also bring about problems including misunderstandings that have the potential to lead to serious conflicts (Hofstede, 2005). These challenges are complex for instructors as it demands that they develop communication skills, acquire respect for others and have a deep knowledge of and be accepting of diversity (Pont, 2014). It is therefore useful, from an educational standpoint, to provide instructors and staff with additional tools, approaches, and skills in order for them to develop instruction with a better understanding of the learners’ different needs, cultural origins and backgrounds (Grogan, 2013). Components of Multicultural Education Effective culturally relevant education should contain aspects of content, teaching and a perspective of relevance that takes account of differences or the diversity of students. Culturally relevant education (CRE) is a framework that represents the pedagogies and teachings for social justice. It is 28

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" distinct from multicultural education in that if focuses on teacher practice and strongly embraces social justice as the undermining value and uses the classroom as a site for social change (Aronson & Laughter, 2016). Table 1: Markers of Culturally Relevant Education Culturally Responsive Teaching Culturally Responsive Culturally Relevant Education Pedagogy Academic skills and Social and academic empowerment Academic Multidimensionality achievement concepts (AS & C) Cultural validation Cultural competence Critical reflection (CR) Social, emotional and political Cultural competence (CC) Sociopolitical comprehensiveness consciousness Critique discourses of power School and social transformation Emancipation or liberation from (CDP) oppressive educational practices and ideologies Source: Teaching to and through cultural diversity. Curriculum Inquiry, 43, pp. 48–70 and Ladson-Billings (2014) culturally relevant pedagogy 2.0. Harvard Educational Review, 74–84. Culturally Relevant Education Research suggests that culturally relevant education is the foundation of the education reform to effectively teach culturally diverse groups of students (Gorski & Zenkow, 2014; Milner, 2013). Ladson-Billings (1992) stated that it empowers students to maintain their cultural integrity while, at the same time, allows them to succeed academically. Culturally relevant education emphasizes that multicultural education is associated with culturally responsive teaching and culturally responsive pedagogy and both strongly embrace social justice and the classroom as a site to social change. Culturally Responsive Teaching The traditional model of teaching undermines the significance of the cultural, social, and ethnic context in teaching and learning. Culturally responsive teaching is needed to help reduce the educational inequities that exist for culturally and linguistically diverse students, as it should prepare all students in a pluralistic society by being awareness of one’s racial, cultural identity and the social norms and structures that contribute to sociopolitical inequities within a pluralistic society (Ladson-Billings, 2009). Instructional strategies should bridge the gap between home and school by using multicultural curriculum and instruction to develop learners who can change society though social, emotional and political comprehensiveness. Culturally responsive teaching challenges the present oppressive education practices and ideologies that focus on test scores which limit critical thinking and does not include all groups of people in society. Social inequality has created classrooms where some groups of students feel left out. This needs to be changed (Gay, 2013). Culturally Responsive Pedagogies Multicultural education is commitment to fairness, equity, social justice, activism and critical consciousness (Irvine, 2012). Instruction needs to be student centered, focusing on the 29

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" needs of all students, avoid deficit thinking and stereotyping. An instructor’s capability to understand the needs of all students, while avoid deficit thinking and stereotyping does not come from experience alone, as even experienced instructors have difficulties with the new curriculum development, classroom management, student motivation and teaching strategies. This suggests that instructors need better preparation to teach culturally diverse students and provide culturally appropriate pedagogy. They may feel inadequate as teacher education and training programs have not focused much on issues of culture and how culture affects the teaching and learning process. However, students bring their culturally influenced cognition, behaviors, dispositions and cultural repertoires with them to school. Consequently, the inclusion of culturally responsive teaching practices prepares all instructors to avoid misdiagnoses and connect between the content they teach and their students’ mental schemes, prior knowledge, learning preferences and cultural perspectives (Artiles, Trent & Palmer, 2004). Aronson and Laughter (2016) describe culturally responsive pedagogies as that which empowers students intellectually, socially, emotionally and politically using cultural references to impart knowledge, skills and attitudes. Culturally responsive pedagogies focus on long-term academic achievement of students, not just passing tests and getting a degree but on what is actually learned and useful in real life. Culturally responsive pedagogies focus on cultural competence, as it helps students recognize and honor their own and others’ cultural beliefs and practices, which likely will improve their socioeconomic status and lives. Some studies suggest that a positive classroom environment can be built though culturally responsive pedagogies and that instructors’ multicultural awareness can contribute towards all students’ academic success (Davis & Jordan 1994; Jennings & Greenberg 2009). Culturally responsive teaching creates a classroom experience that increases individuals’ sensitivity and responsiveness to cultural differences by fostering critical awareness. Teacher preparation programs need to equip all teachers with the essential knowledge and skills to focus on factors that contributes to increase learning in multicultural environments, as it is the crucial element for to reduce achievement gaps between students. Theories of Multicultural Education The following section discusses some theories related to multicultural education. Culturally Relevant Pedagogy Theory The concept of culturally relevant pedagogy was developed by Ladson-Billings (1995), as the fundamental element for cultural relevant teachers to help their students to be academically successful, culturally competent and socio-politically critical. Culturally relevant pedagogy is using teaching strategies that support culturally relevant teaching. There are three broad propositions related to culturally relevant pedagogy: they are conceptions of self and others held by culturally relevant teachers, the manner in which social relations are structured by culturally relevant teachers and the conceptions of knowledge held by relevant teachers. They are discussed below: 30

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" 1) Conception of Self and Others. Culturally relevant teachers need to believe that all their students are capable of academic success (no stereotyping, non-prejudicial attitudes, bias and other disrespectful behaviors for example they are African or Latina so they cannot learn), see their pedagogy as an art, always adjust, adapt and create relevance (there is no one type of cultural relevant pedagogy as we need to adjust and implement teaching strategies and learning strategies to suit different cultures or equitable pedagogy), culturally relevant teachers see themselves serving as members of a community (build relationships between home and school), see teaching as a way to link community closer to each other (a way to give back to community and society as a whole) and committed to provide promote atmosphere of respect and sharing of multicultural knowledge and issues in the classroom (Strike, 1993). 2) Social Relations. Culturally relevant pedagogy is used in the classroom to create social interactions between students to improve achievement. Culturally relevant teachers consciously create social interactions to help students’ academic success, cultural competence and critical consciousness. To build strong social relations culturally relevant teachers maintain a strong student-teacher relationship, demonstrate a connectedness with all students, develop a community of learning, encourages students to learn collaboratively and be responsible to one another (Cohan & Benton, 1988). 3) Conceptions of Knowledge. The knowledge of teachers related to multicultural issues is very important, as is the diversity of the content taught and the assessment of that knowledge is critical for multicultural education classroom learning. The conceptions of knowledge for teaching culturally relevant pedagogy is not a constructed knowledge but a shared knowledge were culturally relevant instructors collaborate in their teaching with other instructors and share knowledge and experience (Ladson-Billings, 1995). Knowledge is viewed as critical, teachers must be passionate to learn and enhance learning activities that improve multicultural understanding, to build bridges between students, themselves and the community. Incorporating knowledge to suit the different learning styles of students is critical for an effective culturally relevant pedagogy. Teachers must be able to use their knowledge to listen to students and understand what they are truly expressing. Culturally relevant pedagogy is designed to incorporate teaching strategies and learning strategies to suit different cultures, to use diversity in content and strategy in teaching and learning, to create course design that includes discussions of multicultural issues that affect modern day society and encourage teachers to ask about the nature of the student – teachers relationship (build strong personal relationships with each individual student), the curriculum (create valuable, inclusive and relevant content in the curriculum), schooling (develop school and classroom environments that promote awareness, acceptance of multiculturalism and diversity) and society (collaborations between school, home and community) (Zeichner, 1992). Culturally relevant pedagogy includes students’ culture into the classroom learning. Culturally relevant teachers encourage community knowledge sharing and enhance learning of diverse culture, as the willingness to share personal beliefs, values and background helps students to be 31

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" awareness, reduce injustice or bias behavior and crate appreciate and better understand among classmates. Multiculturalism Theory The concept of multiculturalism was first introduced by Banks and focuses on diversity and multicultural education which pays primary attention to the issues of curriculum and pedagogy as significant areas of reform in the multicultural education discourse so that students from diverse racial, ethnic and social class groups can experience education equality (Banks, 1995). Banks (2013) Multiculturalism Theory discusses cultural diversity including people, race, ethnic groups within a community, society or country. It describes how people around the world are working together with people from different backgrounds. However, the broader meaning of Multiculturalism Theory is the focus on multiculturalism as a political strategy for world peace and social cooperation though education (Malik, 2013). Multiculturalism has contributed to the transformation of the curriculum, including emphasis on justice, equity, and sensitivity to cultural differences in the classroom by emphasizing provision of equal chances to experience educational success and mobility for all students. When multiculturalism is implemented in education it is called multicultural education. Multicultural education is an educational reform and process, that incorporates the idea that all students regardless of their gender, social class, ethnic, race or cultural characteristics should have equal opportunity to lean in higher education (Banks, 2013). Multicultural education increases interactions of race, class and gender in education by making changes in the curriculum, the teaching materials, teaching and learning styles, the attitudes, perceptions, and behaviors of administrators’ and instructors, the goal, norms, and the culture of the higher education institutions. The goal of multicultural education is to give people from all backgrounds an equal chance to experience success in education. Another important goal of multicultural education is to increase the interactions of race, class, and gender influences education. However, many universities have a limited conception of multicultural education and view it primarily as curriculum reform (Banks, 2014). For multicultural education to be implemented effectively in a university, it is important that it is understood well. Multicultural education is a field that consists five dimensions. Please see Figure 1. These five dimensions include: the content integration; the knowledge construction process; prejudice reduction; an equity pedagogy; and an empowering school culture and social structure (Banks, 1992). All five dimensions of multicultural education are significant. Nonetheless, the fundamental dimension is the knowledge construction process, as it influences the teaching methods created, the interpretation of school knowledge, and how to use students’ cultural knowledge. The knowledge construction process has implications for each of the other four dimensions. The five dimensions are helpful tools because they provide a way to organize and make sense of complex and disparate data and observation although they are not without limitations. Figure 1: Five Dimensions of Multicultural Education 32

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" Source: Banks (1992). Multicultural Education: Approaches, Developments and Dimensions. In J. Lynch, C. Modgil, and S. Modgil (Eds.), Education for Cultural Diversity: Convergence and Divergence. P. 83-94, London: Falmer Press. Intercultural Communication Competence Theory Intercultural Communication Competence Theory (Chen & Starosta, 2000) posits that intercultural communication competence is the focus international education as successful intercultural interaction is what international education is all about. This kind of competence is a general concept which includes cognitive, affective, and behavioral capabilities of instructors. The competences have three specifications as follows: 1) Cognitive capability is described as intercultural awareness that refers to an awareness about cultural conventions which might affect our thinking and behavior. 2) Affective capability is described as intercultural sensitivity in which a person has a drive to motivate himself or herself to appreciate the cultural differences after being aware of them. 3) Behavioral capability is also known as intercultural cultural adroitness which refers to the ability to get the job done in order to achieve communication goals while two cultures interact. The ability to implement all three aspects of intercultural communication competence is useful for an individual who wishes to be successful in interactions with those of different 33

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" cultures. In the conceptualization of intercultural sensitivity, there are six specific elements that can be cited for intercultural sensitivity as follows: 1) Self-esteem which refers to the person’s ability to recognize and respect cultural differences. 2) Self-monitoring which refers to the person’s ability to adjust their behavior within new surroundings. 3) Open-mindedness which refers to the person’s willingness to recognize, accept and appreciate diverse views. 4) Empathy which refers to the person’s ability to step into different counterparts’ mind and feel or react as they do. 5) Interaction involvement which refers to the person’s ability to be responsive, attentive and perceptively sensitive towards other cultures. 6) Non-judgmental which refers to the person’s ability to sincerely listen to one’s cultural differences. The Thai University Context On an international level, globalization has an inescapable impact on the global environment in and through higher education systems and institutions by demanding that universities need to be internationalized at all levels. Consequently, faculty members should develop personally and professionally to be able to work in multicultural environments with the knowledge and skills to positively impact all learners. Internationalization is the key challenge for academic life in higher education, as faculty members at different levels are affected ranging from immediate direct personal involvement in the institutional context to global developments with indirect impact (Bedenlier, 2015). On a regional level, the impact of internationalization in Southeast Asia can be seen in countries such as Singapore, Malaysia, Vietnam, and Thailand. As a response to internationalization, Thailand has intended to become an educational hub as indicated by the Office of Higher Education Commission (OHEC), similar to Singapore and Malaysia (Mazzarol et al., 2003). Whether or not it has reached that goal is a matter of debate. Certainly, in the past decade or so, we have seen a proliferation of international programs, MOU’s, dual degree programs and other collaborative effort. Thai universities have set their sights on particular markets, especially China, to offset the decreased local demand for higher education and the oversupply of Thai private higher education institutions. In addition to private universities, state universities are also creating programs to attract Chinese students as they are able to charge at least twice the amount in tuition fees. Notwithstanding, in comparison to western countries, Chinese students still see Thailand as a better prospect due to lower tuition and friendlier visa rules. Increased discrimination, restrictions and other concerns have also made studying in the west, particularly in the US, less attractive to many Chinese students. In 2017, there were over 34

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" 8,000 Chinese students enrolled in Thai universities in Bangkok and according to research, more than 30,000 in the whole country (Wongcha-um, 2019). There is a paucity of research done in regard to multicultural education at the higher education level although there are studies that have been done at the school level (Arphattananon, 2017). Arphattananon’s study looked at the wider perspective of how multicultural education policy was integrated into primary schools in the south of Thailand and focused primarily on the cultural and religious variations of migrant students from those areas such as Muslims, Buddhists and Thai, Burmese and Cambodian students. Results of the study indicated that although there were inclusions of diversity in the curriculum materials and some attempts at bilingual programs, the majority of school practices still reflected the majority culture (Thai) and inequality was still evident in the educational system studied. Research done on multicultural education at the school level has focused on government policy and national image. As a nation, Thailand is seen as a homogenized country in comparison to its neighbors, where diverse religions and cultures apparently live in unity. This image is promoted by the government where efforts to construct and implement policy that focuses on cohesiveness is much touted. Nonetheless, under the surface there are still disparities and inequalities faced by certain groups in relation to equitable education (Lo Bianco & Slaughter, 2016). Notwithstanding, a study related to educational management based on multicultural perspectives was conducted with ethnic students in higher education institutions in northern Thailand (Wannapaisan, Prachayapruit & Pongwat, 2016). Findings showed the need to enhance the efficiency of education management through use of multicultural education to increase learning achievement in ethnic students. The relatively few studies on multicultural education at the higher education level may be due to the relative independence of policies and strategies espoused by universities in regard the composition of their student bodies and how they address issues related diversity. Seeking to study private universities is a personal choice for many students both local or international and in Thai private international universities like Assumption University, where the medium of instruction is in English, international students come from many countries, but predominantly from other Asian countries. Thus, attention to multicultural education is focused more on improving internal policies and programs in order to attract increased numbers of international students. Thus, it is important to create the learning environment where both culturally diverse instructors and students can coexist and work together in harmony. For this reason, it is important to focus on strengthening the learning and teaching environment for a diverse student population (Pad, 2005). Issues Related to Multiculturalism in Thai HEI’s Increased student diversity and changes in the educational landscape can also be seen in Thailand. The Thai higher education system has adapted to the trends and the educational system has embraced internationalization and globalization as can be seen in changes in administration, curriculum and instruction which has seen a break from traditional education, which was more teacher-centered and focused on values, beliefs and ways of learning that was related to Thai culture and ways of life. Thai higher education has reformed its role an as educational provider by offering more international programs. There are approximately 4,000 35

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" international programs in Thailand offered by both private and public universities (Blanchett, 2006). Nonetheless, in regard to multicultural education, there are three potential areas of challenge for Thai universities. The first is related to disproportionate representation. Some studies (Blanchett 2006; Skiba et al. 2008) suggest that disproportionate representation, which is having more students of a particular culture than others on campus and in class, may cause suspicion and mistrust in students towards the imbalance of representation that exists within the university. Consequently, as there are a majority of Thai students in Thai universities this potential area of imbalance may cause feelings of disproportionate representation in smaller cultural groups of students. Similarly, this could also be said the imbalance of the nationality of instructors at a university. A second challenge is due to cultural misunderstanding. Cultural misunderstanding plays a significant role in the teaching and learning process (Williams, 2008). Samovar et al. (2008) suggest that understanding how cultural differences are manifest in the classrooms can influence the teaching and learning process. Understanding what is spoken and left unspoken, whether one should interrupt, defer to others, ask direct or indirect questions, and other non- verbal communications can raise questions about the cultural meaning of interpersonal space, eye contact, body language, touch and gestures. These differences can lead to possible cultural misunderstandings which can affect the teaching and learning process. A third challenge is due to the cultural differences between the student’s home and university. Research suggests that the tensions between home and university affects relationships between students, among instructors and also between students and instructors (Harry, 2008); Obiaker et al., 2010) These tensions occur because students and instructors may have different sets of cultural values, beliefs and norms. The effects of these tensions could lead to negative outcomes, such as miscommunication; confrontation among the students, the instructors and the home; alienation; diminished self-esteem; and possible misclassification in multicultural education programs. Influence of Faculty in Multicultural Education Multicultural education recognizes that high education standards must be created together with an atmosphere and curriculum that works towards all learners achieving their full capacity (Gay, 1995). The instructor or faculty members’ task is to recognize that students come from diverse cultural and linguistic backgrounds and faculty should adjust instructional practices to suit the diverse groups of students. Cultural sensitivity is a key factor in education to avoid any issues of gender, age, race, nationality, social-class, sexual orientation, and physical/mental ability. By respecting all culturally diverse members in the institution, faculty gain the ability to make decisions and a shift in perspective from mind to heart in dealing with cultural challenges (Du Plessis & Marais, 2017). Ethnocentric attitudes are often installed unconsciously into students by their instructors’, as they see the world and themselves through the prism of their own cultural context. Culture unconsciously determines the way we perceive the world and blinds us from knowing how other ways of feeling, thinking and acting could be. Our own culture automatically is seen as the only natural way the world functions, even common sense in our culture is not 36

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" naturally common sense in other cultures. Instructors view the world though their eye lens and evaluated their teaching and understanding according to their own understanding (Gollnick & Chinn, 1988). Ethnocentrism is not necessary a problem until instructors judge their students by their beliefs and standards. Problems occur because they are ignoring and suppressing views that are opposite from their own. The problem of ethnocentrism in education is that the group that is in power forces their perspectives on other groups. This presumed superiority fails to recognize diverse cultural backgrounds, beliefs, race and historical factors that make each individual unique by judging others though their own perspectives without looking at themselves (Applebaum, 1996). As multicultural education is committed to fairness, equity, social justice, activism and critical consciousness, instruction needs to be student centered, focusing on the needs of all students, avoid deficit thinking and stereotyping. Faculty’s capability to understand the needs of all students, while avoiding deficit thinking and stereotyping does not come from experience alone, as even experienced instructors have difficulties with the new curriculum development, classroom management, student motivation and teaching strategies. This suggests that faculty need better preparation to teach culturally diverse students and provide cultural pedagogy. Culturally responsive teachers use cultural knowledge, prior experience and different performance styles of ethnically diverse students to design instructional practices in the classroom that are relevant to all students. Culturally responsive teachers socially and academically empower students to achieve their potential success, by being multidimensional, engaging in diverse cultural knowledge, experience, contributions and perspectives in their teaching practices. Culturally responsive teachers are responsible for the transformation of schools and society by implementation of instruction, assessments and curriculum designed to appreciate and honor all cultural beliefs and practices which benefit all members of society. Conclusion and Recommendation This article has presented a perspective of the importance of multicultural understanding given the current environment of globalization, increased diversity of students on campus, and increasing internationalization of higher education around the world and particularly in Thailand. The concept of multicultural education has been discussed including the components of culturally relevant education and the need for higher education institutions who serve diverse student bodies to pay heed to these components to ensure that the teaching and learning are relevant and equitable. Theories related to multiculturalism have been presented and proposed as potential views or lenses in which to look at cultural differences. The importance of multicultural education and the relevance of this perspective has been discussed with regard to the Thai university context with a focus on the importance of faculty and their potential impact and contribution to multicultural education. Consequently, this article puts forth the need for increased research related to multicultural understanding and teaching and learning approaches in light of the increased number of students from different cultures who have come to study in Thailand, notwithstanding the current deliberate intentions to attract students from China. If Thai higher education institutions are to fulfil their promise of 37

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THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" A Framework forSocially Responsible Leadership in Chinese Undergraduates Zhang Chongyan1 and Poonpilas Asavisanu2 Assumption University ¹²Graduate School of Human Sciences, Assumption University, Bangkok, Thailand Abstract This article discusses the importance of leadership and the development of socially responsible leadership for university students in China. It begins with a definition of socially responsible leadership that is applicable to the area of education and then introduces the Social Change Model, which is a framework for student leadership development that emphasizes social justice, equality, self-knowledge, empowerment, collaboration, citizenship and community service. This framework is suggested as a useful and relevant starting point to frame research and thus encourage leadership development practice in higher education institutions in China, especially for undergraduates. The current situation in the Chinese context is presented, touching on the need for future generations of leaders to be ethically and socially responsible as China takes its place as a world leader in the global community. The article then introduces a comparison of Western and Eastern, particularly Confucianist philosophy, to posit the argument that Confucianist philosophy, while viewed as traditional, is able to and should be used as a guiding philosophy to encourage socially responsible leadership in the Chinese context. Finally, the article discusses the development of leadership in higher education institutions in China, the problems with implementation and the need for further research in order to more fully develop the socially responsible leadership paradigm. Keywords: Socially responsible leadership, Social Change Model, Confucianism Socially Responsible Leadership Leadership has typically been discussed in the context of businesses or organizations and as a general issue, has been widely debated, discussed and researched. Typical definitions of a socially responsible leader have been put forth, mostly in business contexts and in conjunction with corporate social responsibility (Karp, 2003). According to Karp, socially responsible leaders have the ability to engage in systematic communication with key stakeholders; are trustworthy and transparent; are able to integrate social responsibility into their decision making; and look at societal responsibility not as a matter of compliance but as a means to create value and innovation for the organization. Nonetheless, we are seeing an increase in the value placed on the development of future socially responsible leaders in the higher education sector. Higher education institutions have a responsibility and role in the development of future leaders who are able to lead in the current global environment that is complex and ever changing. Although leadership development and the preparation of students to be responsible citizens for the future is not a new idea, research shows that there has been a renewed commitment to the development of undergraduate leadership capabilities and that 41

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" higher education plays a critical role (Dugan, Komives, & Segar, 2008). An example of this is the “De Paul University Website” (n.d.) which emphasizes that the development of socially responsible leaders requires commitment to the overall holistic development of students and the cooperation of faculty and staff and the embodiment of socially responsible leadership by the university as an organization. Five broad categories are set forth as being criteria for socially responsible leadership. They are: self-understanding and personal integrity; taking seriously the perspective of others; contributing to a large community; knowledge and intellectual competence; and striving for excellence. Student Leadership Development and the Social Change Model Various studies have focused on the development of student leadership in relation to the Social Change Model (Buschlen & Dvorak, 2011; Foreman & Retallick, 2016; Mydin & Amran, 2019). The Social Change Model was developed at the Higher Education Research Institute at the University of California Los Angeles (HERI, 1996). The SCM model was provides a framework for the development of student leadership and emphasizes social justice, equality, self-knowledge, empowerment, collaboration, citizenship and community service. The Social Change Model of Leadership Development puts forth three levels of change, which are referred to as the Seven-Cs. Please see Figure 1 for a depiction of the Social Change Model. The first is individual level change, these are affected by values such as consciousness-of-self, congruence, and commitment. The second level of change is group level change, which includes common goals, collaboration, and controversy with civility. The third level is community or society level change which includes citizenship. The Social Change Model is provides the basis of the development of the types of values that an individual must have in order to work with others to make a difference. Figure 1: The Social Change Model Group Values -Collaboration -Common Purpose -Controversy with Civility -Consciousness of CHANGE Self -Congruence Citizenship -Commitment Societal Values Individual Values 42

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" Wagner (2006) states that there are six key assumptions of the Social Change Model: 1. Leadership is collaborative. 2. Leadership is a group process, not the authority of an individual. 3. Leadership is based on values. 4. Leadership can be practiced by anyone, it is not reserved for the select few with titles or positions. 5. Leadership is about change. 6. All students are leaders, not only students who are holding a leadership position, but all students who want to engage in change can participate in leadership. Additionally, the Social Change Model was especially created for undergraduate students; and leadership educators who are from colleges and universities should appropriately adapt corporate leadership models for undergraduate students in a learning environment. The Social Change Model for leadership development has three unique characteristics: (1) it involves non- hierarchical leadership; (2) it is highly participatory; and (3) it leads on three perspectives (leading self, leading others and leading change). Modern China and the Chinese Context According to a report by the National Bureau of Economic Research (2015), China has experienced significant growth since 1978 as the government has instituted reform policies to increase competition and reduce monopolization of the economy. The gradual easing of pricing restrictions to allow companies to retain profits and establish their own wage structures has helped to boost the Gross Domestic Product (GDP) by over 9% annually from 1978 to 2012. Furthermore, market liberalization policies have helped to establish China as a major global exporter and a member of the World Trade Organization. This economic growth has led to China becoming one of the world’s leading economies. As with any economic development, especially that of rapid development, there comes with the development, problems of inequality, uneven economic development in some areas, unemployment as well as corruption. This is not to say that these problems were not evident in China before, but due to economic development, it has become more prominent. Indeed, there have been several studies that have shown the evidence of economic inequality in China (Xu, Zhang & Li, 2013; Yang, 2018). According to Tsinghua China Data Centre (CDC), in 2019 there were basically two types of economic inequality in Chinese society: regional inequality and urban-rural inequality. Regional inequality refers to the different levels of development in various areas. For example, eastern regions of China have shown a higher income than in western regions. In 2017, Chinese eastern regions had an average GDP of 11,530 USD, but its western regions had an average GDP of around $6,503 USD. For urban-rural inequality, the imbalance is typically shown by unequal distribution of income, employment, pension, and infrastructure between urban and rural China. According to a Chinese National Bureau of Statistics report in January 2020, the urban disposable income per resident was around $6,051 USD and rural disposable income of per resident was only $1,517 USD. Therefore, there is a large disparity in different regions and this disparity has led to economic and social problems that need effective leadership to address the 43

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" issues including leadership that addresses social concerns in China that can help it to function efficiently and sustain its long-term development. In 2017, there were a total of 26,958 million undergraduate students in higher education in China (Tan, 2017). In 2018, there were approximately 8.2 million graduated college students and the number of graduated college students is increasing yearly. The high number of college graduates in China are evident of the increased affluency of the future generations and the increased participation in higher education. This also translates to the need for future generations of Chinese to be an effective and quality labor force for Chinese society in the era of globalization (Yang, 2018). Additionally, this also necessitates that Chinese higher education needs to adapt strategies for improving student development and create a suitable models of college student leadership that are appropriate for the unique social change of the Chinese society (Jing & Cai, 2019). Many Chinese universities have already realized that they need to train and equip their students with appropriate leadership skills in order to ensure and prepare them for a good future (Yang, 2018). Consequently, leadership skills are popular with a variety of training programs in China. Leadership skills have been taught in leadership and management majors at university. Furthermore, leadership skills have been taught in academic classes at the school level, for example, teamwork and collaboration (Ning, 2016). However, there is a critical phenomenon that popular leadership skills in China often are based on bureaucratic or business leadership paradigms. For example, some Chinese educational institutions have applied transformational leadership in the training of the students and to enhance the students’ satisfaction (Jun, 2017). Additionally, some Chinese universities have incorporated Confucian leadership to enhance awareness of social responsibilities for students as Chinese universities feel students should realize their social responsibilities within traditional Chinese paradigms or frameworks (Chen, 2019; Jing & Cai, 2019). A critical phenomenon that has occurred is that leadership skills training are akin to a ‘jigsaw puzzle’ as leadership education programs often combine multiple leadership theories and leadership styles for the instruction of students. These programs often select various leadership theories in a haphazard fashion with a lack of systematic implementation (Zhang & Wang, 2017). Thus, it can be said that leadership developed early in China, but it has not been widely taught to students in a uniform or systematic way. Nonetheless, as Chinese society has been developing and Chinese social problems and educational problems are complicated, the use of a single leadership theory and a single leadership style may not resolve such complicated problems (Tan, 2017). Thus, instead of focusing on a type of leadership style, this article purports that the use of the Social Change Model which involves change of the inner makeup of the individual, group and societal perspectives may be a more useful paradigm. Chinese students need to be equipped with leadership skills to explore and participate in different paradigms. Thus, the model affords leadership skills which can guide students to make a better world altogether (Cheng, 2018; Yang, 2016). 44