The Development of Area-based Multicultural Learning for Achievement, Creative writing, and Cultural conservation Awareness Grade 7 Ethnic Groups Students in Thai language

DOI

10.2991/978-2-38476-166-1_9How to use a DOI?

Keywords

Area-based Learning; multicultural learning; learning achievement; creative writing; cultural conservation awareness; ethnic groups; Thai language

Abstract

The purposes of this research were: a) to explore the current state, problems, and needs of Thai language teaching for ethnic groups students; b) create an Area-based Multicultural Learning (AML) model; and c) to examine the effects of AML on Grade 7 ethnic groups students’ learning achievement, creative writing, and cultural conservation in Thai language. The researchers analyzed the literature on multicultural learning for ethnic groups and synthesized AML teaching steps as follows: Step 1: Identify areas for learning, focusing on local connection; Step 2: Determine learning objectives; Step 3: Integrated learning through hands-on practice; Step 4: Build knowledge and language skills; Step 5: Apply language in real cultural context; Step 6: exchanging knowledge and building friendship, and Step 7: Summarize and reflect on local awareness. The research methodology was Research and Development (R&D). The samples consisted of nine Thai language teachers teaching ethnic groups students and 30 Grade 7 ethnic groups students. The data collection tools used were: a) the current state, problems, and needs of Thai language teaching for ethnic groups student’s questionnaire; b) AML evaluation form; c) Learning achievement test; d) Creative writing assessment; and e) the student cultural conservation awareness questionnaire. The researchers analyzed the quantitative data for average, standard deviation (SD) and t-test. The results showed as follows. 1) Regarding the current state, problems, and needs of Thai language teaching for ethnic groups students in Chiang Rai Primary Educational Service Area Office 1, the teachers expressed a high level of current state (µ = 4.28, σ =0.661), a high level of problems (µ = 4.26, σ =0.747), and a high level of needs (µ = 4.39, σ =0.658). In addition, the students expressed a high level of current state (µ = 4.33, σ =0.693), a high level of problems (µ = 4.32, σ =0.725) and a high level of needs (µ = 4.49, σ =0.524). 2) The AML model had a qualified Index of Item-Objective Congruence (IOC) in terms of correspondence, suitability, feasibility and usefulness. 3) The AML had the E1/E2 efficiency at 82.85/86.41, which was higher than the 80/80 threshold. 4) The AML could develop Grade 7 ethnic groups students’ creative writing skills statistically significance at the 0.05 level in all lesson plans and overall and promoted students’ cultural conservation awareness statistically significant at the 0.05 level.

Copyright

© 2023 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Yupin Tamiya
AU  - Khajornsak Buaraphan
PY  - 2023
DA  - 2023/12/30
TI  - The Development of Area-based Multicultural Learning for Achievement, Creative writing, and Cultural conservation Awareness Grade 7 Ethnic Groups Students in Thai language
BT  - Proceedings of the International Conference on English Language and Teaching (ICOELT 2022)
PB  - Atlantis Press
SP  - 62
EP  - 78
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-166-1_9
DO  - 10.2991/978-2-38476-166-1_9
ID  - Tamiya2023
ER  -