









































731

Active Learning Management Using Soft Power as a Medium to Develop 

English-Speaking Skills for Foreigners: A Case Study of English Major at 

Mahachulalongkronrajavidyalaya University, Chiang Mai Campus

    
Phra Chanchai Thatinjan, Wisuttichai Chaiyasit

Mahachulalongkronrajavidyalaya University, Chiang Mai Campus

Email: wisuttichai.chai@mcu.ac.th

Abstract

The objectives of this research were: 1) to study active learning man-

agement using soft power as a medium to develop English-speaking skills for 

foreigners: a case study of an English major at Mahachulalongkronrajavidyalaya 

University, Chiang Mai Campus; and 2) to propose guidelines for active learning 

management using soft power as a medium to develop English-speaking skills 

for foreigners, based on the same case study. The findings revealed that 1) 

constructivist theory and Bloom’s Taxonomy were used to enhance effective 

learning outcomes for the students. These theories were integrated with active 

learning strategies to engage students, including study-trip projects with relat-

ed lesson plans and the Monk Chat MCU project. Soft power, such as culture, 

was utilized as educational material to create a lively, participatory learning 

atmosphere where students actively engaged in their education, resulting in 

increased comprehension and retention of the material. 2) The effectiveness of 

active learning and teaching using soft power, specifically culture, for develop-

ing English-speaking skills among foreigners was demonstrated. This case study 

highlighted the following key components for success: readiness, skills, foun-

dation, and active learning strategies. The new theoretical knowledge of active 

learning management using soft power as a medium to develop English-speaking 

skills for foreigners can be summarized as follows: 1) Readiness: Readiness: The 

readiness of the Soft Power Institute, using culture as a base for active learning. 

2) Skills: Effective teaching skills of instructors. 3). Foundation: The variety of 



732

students’ learning goals and prior knowledge impacts the effectiveness of learn-

ing outcomes. 4) Active Learning Strategy: Hands-on practice by learners, after 

being taught and trained in the classroom, involves regularly using those skills 

in real-life interactions with native speakers. Therefore, the success of active 

teaching and learning can be successfully supported by the fully integrated four 

elements: the effectiveness of Active learning management using soft power as 

a medium to develop English-speaking skills.     

Keywords: Active Learning; Soft Power; English-Speaking Skills; English Major; 

                Mahachulalongkronrajavidyalaya University, Chiang Mai Campus

Introduction 
Active learning is an educational approach that emphasizes student 

engagement and participation in the learning process through activities that 

promote critical thinking and problem-solving. This method contrasts with 

traditional passive learning, where students primarily receive information from 

instructors. Strategies such as think-pair-share, case-based learning, and inter-

active simulations are commonly used to facilitate active learning (Grabinger 

& Dunlap, 1995: 10-12). Research has shown that active learning improves 

retention, understanding, and motivation among students. Soft power is the 

ability of a country to influence others through cultural appeal, political values, 

and diplomacy rather than coercion or military force. Coined by Joseph Nye, it 

emphasizes attraction and persuasion over compulsion. Soft power includes 

cultural exports, international broadcasting, and educational exchanges, which 

help shape global perceptions and build positive relationships (Pál, n.d.: Online). 

Utilizing soft power in education helps build strong, positive connections that 

facilitate deeper and more effective learning. This approach includes fostering 

a supportive and inclusive classroom environment, encouraging collaborative 

learning, and integrating culturally relevant materials. Therefore, soft power in 

supporting learning involves using influence through positive relationships, cul-



733

tural engagement, and intellectual appeal to enhance educational experiences.

 Buddha’s teachings are currently attracting attention from all 

around the world, and as English is the official language, better communica-

tion is required. Due to their limited experience and linguistic skills, meditation 

masters may find it difficult to communicate with outsiders, which makes it 

challenging for foreigners to completely comprehend the Buddha’s teachings. 

Many foreigners have been unable to fully comprehend the teachings of the 

Buddha because of this limitation (Kittitaro (Jungwatt), Phra Naraset, 2018: 1-2). 

English major students at MCU Chiang Mai campus face four medium-level (3.13) 

English skill problems: listening (3.19), speaking (3.16), writing (3.10), and reading 

(3.09). Some struggle with understanding and interacting with foreign visitors due 

to their quick English language and limited vocabulary. Some students claim 

that their limited vocabulary prevents them from speaking in full, lengthy, or 

complex phrases, making it difficult for them to converse effectively (Wisutti-

chai Chaiyasit, 2018:49-50).   Therefore, this article aims to study and suggest 

the guidelines of active learning management using soft power as a medium to 

develop English-speaking skills for foreigners: a case study of an English major at 

Mahachulalongkronrajavidyalaya University, Chiang Mai Campus.

Objectives
1. To study active learning management using soft power as a medium 

to develop English-speaking skills for foreigners: a case study of an English major 

at Mahachulalongkronrajavidyalaya University, Chiang Mai Campus.

2. To propose the guidelines of active learning management using 

soft power as a medium to develop English-speaking skills for foreigners: a case 

study of an English major at Mahachulalongkronrajavidyalaya University, Chiang 

Mai Campus.



734

Literature Review
1. Active Learning Management

1.1 Definition of Active Learning 

Active learning centers around student engagement and empha-

sizes the process of learning over the content learned. It encourages students to 

actively think and engage with the material rather than just passively receiving 

information from the teacher. Research indicates that understanding cannot be 

effectively conveyed merely through direct instruction; instead, teachers need 

to challenge students’ thinking. In active learning, students play a crucial role in 

their learning journey by building knowledge through opportunities created by 

their teachers (Cambridge Assessment International Education, [n.d.]: Online). 

Active Learning is a 21st-century teaching approach that shifts 

the focus from teachers to students, promoting greater student engagement. It 

involves students actively practicing and thinking through various activities to 

shape their learning experiences. Through interactions with peers and teachers, 

students build knowledge by engaging in activities such as listening, talking, 

reading, writing, and discussing. The approach follows five instructional steps: 1) 

spark interest, 2) present challenges, 3) facilitate reflective discussions, 4) build 

knowledge, and 5) encourage collaboration, using methods like role-playing, dra-

ma, simulations, case studies, and group work (Phoyen Kamon, 2021: 11). 

Active Learning is a contemporary teaching method designed for 

the 21st century that empowers students to engage actively in their education. 

It involves organizing activities where students read, write, interact, and analyze 

issues, fostering advanced thinking skills such as analysis, synthesis, and eval-

uation. This approach enables learners to generate knowledge and structure 

their own learning processes, preparing them to be effective participants in the 

modern world (Kuha, A., & Puti S., & Nochi, H., 2019: 2).

Active Learning is the learning that promotes participating in 

learning which will occur when learners’ thoughts or behaviors have been 

changed through direct experiences from interactions and the environment (Phra 



735

Chatsaphon Surapanyo, 2021:7).  

In conclusion, active Learning emphasizes active student engage-

ment and the learning process itself rather than just the content. It encourages 

students to actively think, interact, and practice through various activities, en-

hancing their learning experiences. This approach incorporates advanced thinking 

skills and a structured process involving sparking interest, presenting challenges, 

and fostering collaboration. By enabling students to generate and organize their 

own knowledge, Active Learning prepares them to effectively participate in the 

modern world and adapt to their environments.

1.2 Active Learning Management  

1.2.1 Six Levels of Learning to Structure the Learning Outcomes

McGrae (2019: online) Bloom’s taxonomy (1956) of different ob-

jectives and capacities has six learning levels that promote learning outcomes; 

1) Remembering: such as pulling up relevant data 2) Understanding: this includes 

understanding and making meaning of things. 3) Applying: using what one has 

learnt 4) Analysing: splitting data into its elements 5) Evaluating: such as forming 

conclusions on data or concepts 6) Making: this includes brainstorming. Addition-

ally, Shabatura (2022: n.d.) clarified that these six levels can be used to organize 

the lessons, exams, and learning objectives for your course.  

1.2.2 Key Elements of Active Learning

Key Elements of Active Learning at UC Santa Barbara Instruction 

Development were divided into five topics; 1) Creating a welcoming culture will 

help pupils feel valued and accepted. 2) Encourage participation from the class 

by using the subject that was discussed. 3) Request and incorporate student 

material contributions: Conduct a brainstorming session and survey the students. 

4) Encourage students to consider their learning process 5) Classroom logistics: 

Consider everyone and everything in terms of time and space (Barbara, n.d.: 

online). Constructivism and constructive alignment connect students as active 

learners and emphasize the teacher’s role as an organizer of learning activities 

that push students’ boundaries intellectually (Bosanquet, n.d.: online).



736

In summary, Bloom’s taxonomy outlines six levels of learning—

Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating—

that guide the structuring of lessons, exams, and learning objectives. Active learn-

ing at UC Santa Barbara emphasizes creating a supportive environment, fostering 

class participation, incorporating student contributions, reflecting on learning, 

and managing classroom logistics. This approach connects with constructivism 

and constructive alignment, highlighting the teacher’s role in facilitating intellec-

tual growth and active engagement.

1.3 Benefits and Challenges of Active Learning in Language Acquisition

1.3.1 The Benefits of Active Learning in Language Acquisition

Based on Squidll Language Learning (2023), active learning has 

the following advantages: 1) it boosts your motivation and engagement in the 

learning process. 2) Communication skills are also enhanced by active learning. 

3) Additionally, you can practice your language skills in a supportive and safe set-

ting, which gives you a boost in confidence. 4) It also contributes to the long-term 

maintenance of language abilities. Moreover, Natthakit Nata & Ketvirun Tungsiri-

vat (2017) stated that the four fundamental components of active learning are 

speaking, listening, writing, reading, and additionally thinking and reflection.

Therefore, active learning aids language acquisition by involving 

students in educational activities that enhance their communication skills. Con-

sistent practice helps maintain language proficiency and boosts confidence. The 

four language development skills are speaking, listening, writing, and reading. 

Active learning allows learners to apply knowledge gained through experiences 

and active engagement in the learning process.

1.3.2 The Challenges of Active Learning in Language Acquisi-

tion 

According to Atwood (2022) in environments that promote active 

learning, educators create and support educational opportunities. However, 

the breakdown of barriers to active learning is as follows: 1 Student-cantered 

challenge: instructor’s lack of requisite abilities 2) Difficulties with Instructors 



737

and Institutions: Providing assistance and getting past early opposition 3) Over-

all Difficulties: Students are working more. Moreover, Rodriguez (2023) negative 

aspects of active learning 1) Being adaptable and spontaneous is crucial: Most 

of the time, traditional lesson plans cannot handle last-minute questions from 

students. 2) It might be challenging for children to understand knowledge if 

they are presented with too much of it at once. 3) Distraction control: Younger 

students in particular require a teacher’s constant attention since they become 

easily sidetracked from their work.

To sum up, active learning in language acquisition presents chal-

lenges such as managing distractions, being flexible, and dealing with information 

overload. These issues can be challenging for educators and educational insti-

tutions without the necessary experience, making it crucial to explore solutions 

to these challenges.

2. Soft Power

2.1 The Definition of Soft Power 

According to Tunyaluk, the term “soft power” refers to the use 

of the authority that permits others to carry out the will of the power user with-

out the need for coercion (Tunyaluk Roongsangjun, 2023: 89). Furthermore, Piti 

Sriseangnam described how Joseph Nye, a Scholar of Political Science, devel-

oped the concept of soft power, classifying the three sources of soft power into 

the following categories: 1) Culture: A nation’s culture has a greater potential 

of becoming a soft power of other nations if it is in line with their interests and 

values. 2) Political ideals: A nation’s soft power in other countries is likely to 

grow if its political ideals coincide with those of those other nations. 3) Foreign 

Policy: There will be few opportunities to develop soft power if a nation adopts 

an aggressive, insincere, ineffective, and unresponsive foreign policy (Piti Srise-

angnam, 2022: online).

In conclusion, soft power refers to the ability to persuade others 

to accept and want what you want, without appearing under pressure. Joseph 

Nye, a scholar of Political Science, coined the term to describe the use of per-



738

suasion rather than coercion to achieve desired outcomes. He identified three 

sources of soft power: foreign policy, political values, and culture. The power 

user attracts attention and wins favor, allowing them to do as they please.

2.2 Explanation of Soft Power and Its Role in Educational 

Contexts

Soft power is the ability to draw attention to innovations in 

learning management and encourage engagement to bring about changes in 

practice and thought (Wichai Wongyai & Marut Patpho 2020:3) Panus Junsrithong 

(2022:34) states that values and cultures can be extended, and spread, and 

preserved through the use of soft power in education by imparting knowledge 

using a systematic approach to teaching. It’s arguably one of the most significant 

worldwide instruments for influencing others’ actions or defining one’s goals.

Soft power in educational settings is an effective tool that pro-

motes learning advancements, cultural exchange, and language acquisition. 

Studying abroad exposes students to diverse cultures, ideologies, and perspec-

tives, fostering understanding and empathy. Mastering a second language also 

removes barriers to cooperation and communication between cultures, making 

it an essential resource in education.

3 Overview of MCU Chiang Mai and its English program

(MCU, Chiang Mai Campus (2022) Buddhist Mahachulalongkornra-

javidyalaya University (MCU) was founded by His Majesty King Rama the V of 

Thailand, to provide Buddhist monks and laypeople with access to higher edu-

cation. The four missions of the MCU are as follows: 1) to grow and produce its 

graduates; 2) to conduct research that contributes to the body of knowledge and 

academic Buddhism; 3) to advance scholarly services for society and Buddhism; 

and 4) to support and produce study-appropriate educational materials for the 

preservation of art and culture  Wisuttichi Chaiyasit (2018: 44-45) Both ordinary 

people and monastic English majors at MCU are required to have a solid under-

standing of Buddhism and its culture. When foreign guests arrive at the temples, 

English majors should be great hosts, conveying the main lesson of the Buddha 



739

and/or other important teachings and answering all of their questions. By then, 

tourists can clearly understand Buddhism and culture. This is just another way 

that Buddhism is supported and promoted. English majors can also improve 

their language skills in speaking, listening, reading, and writing to help them 

communicate with people from other countries. Moreover, it contributes to the 

promotion of Thailand’s cultural and Buddhist tourism attributes, which greatly 

attract foreign tourists.

4. Active Learning Management Using Soft Power as a Medium to 

Develop English-Speaking Skills for Foreigners: A Case Study of English Major at 

Mahachulalongkronrajavidyalaya University, Chiang Mai Campus 

4.1 Active Learning Management Techniques 

Oral presentations are essential for students to practice speaking, 

reading, writing, listening, and other language system abilities, such as vocabu-

lary, grammar, discourse, and phonology. They also allow them to share their 

knowledge and thoughts with others, furthering their professional development. 

Practice makes perfect, and group work allows students to learn new things in 

an enjoyable setting. The concept of “unlimited learning” promotes indepen-

dence in studying. To improve oral presentation skills, students should focus 

on several distinct elements and practice giving oral presentations. This practice 

can increase confidence and generate novel concepts, as they gain knowledge 

through reasoning (Phra Natthakit Kittiyano, 2020a:58-59). Bloom’s Taxonomy’s 

six learning levels are used in student-centered active learning strategies, which 

involve students applying and analyzing their learning to assess and produce 

outcomes, with instructors providing opportunities and guidance to facilitate 

these processes.

Active learning, as outlined in 5 Key Elements of Active Learning, 

involves group work to exchange ideas and information, creating an environment 

where students feel free to learn. A friendly and well-organized classroom en-

courages unlimited learning, with the saying “practice makes perfect” describing 

how physical activity can improve content retention. Students should be en-



740

couraged to contribute to the subject matter and reflect on their learning. An 

active learning strategy aims to increase participation, engagement, and motiva-

tion, reducing stress levels for both teachers and students. This approach fosters 

a sense of freedom and openness to learning (Sitompul, D. R P. & Sihombing, 

P., 2018, April) Chitnarong Iamsamang (2015) states that active learning is a stu-

dent-centered approach that involves students in educational activities and uses 

various instructional tactics to help them apply their learning in various contexts. 

Teachers provide feedback and guidance, using Constructivism theory to ensure 

students are well-prepared for the real world. This approach fosters continuous 

learning and development.

4.2 The Sample Project and Related Teaching Plans 

Wisuttichai Chaiyasit’s (2018) research focused on improving the 

English skills of English major students at MCU Chiang Mai to communicate with 

tourists about Buddhism and Culture. The study employed five learning activity 

plans: Fishbone diagram, Rural Appraisal Through Participation, Study vacation, 

Discussions with Monks, and Study trip project. Through motivation, enthusiasm, 

and firsthand experience, students gained self-assurance and competency to 

converse in English about Buddhism and culture, enhancing their ability to share 

their knowledge with tourists. In addition, Wisuttichai Chaiyasit & Phramaha An-

gkan Yanamethi (2019), who studied “A study-trip project on Thai history and 

English instruction for third-year English majors at Mahachulalongkornrajavidya-

laya University, Chiang Mai campus” was highly successful. The Monk Chat MCU 

Project promotes Buddhism through discussion, question-and-answer sessions, 

and presentations, and offers a meditation retreat for monastic students to 

practice English and exchange knowledge about religion, culture, and other 

relevant subjects. (Weerayut Phongsiri, 2017). Therefore, the Monk Chat MCU 

Project aims to spread Buddhism and culture globally, support academic Bud-

dhist service, and enhance students’ English skills while facilitating knowledge 

exchange with foreigners. Therefore, Buddhism and culture have been utilized 

as an educational tool to enhance English skills for English major students, par-



741

ticularly in communication with tourists. The Study-Trip Project and Monk Chat 

MCU Project demonstrate the integration of teaching methods. Dogani, B. (2023) 

highlights the benefits of active learning, including increased student enthusiasm 

and involvement, which leads to greater interest and engagement in the subject 

matter shown in Figure 1 below:

Figure 1: The Processes of Active Learning Management Using Soft 

Power as a Medium to Develop English-Speaking Skills for Foreigners: A Case 

Study of English Major at Mahachulalongkronrajavidyalaya University, Chiang 

Mai Campus

Conclusion

1. Active learning management using soft power as a medium to de-

velop English-speaking skills for foreigners: a case study of an English major at 

Mahachulalongkronrajavidyalaya University, Chiang Mai Campus revealed that 

constructivist theory and Bloom’s Taxonomy were used to enhance effective 

learning outcomes for the students. These theories were integrated with active 



742

learning strategies to engage students in learning, including study-trip projects 

with related lesson plans and the Monk Chat MCU project. Soft power, such as 

culture, was used as an educational material to create a lively, participatory 

learning atmosphere where students actively participate in their education, 

resulting in increased comprehension and retention of the material. Techniques 

such as Interactive Techniques, Problem-Based Learning (PBL), Flipped Class-

room, Immediate Feedback, Technology Integration, Hands-On Activities, Peer 

Teaching, Self-Assessment and Reflection, Case Studies, and Active Listening 

and Questioning were employed to improve their English language skills. Stu-

dents also shared information and cultural practices with foreigners through 

discussions, Q&A sessions, and presentations about monastic life, Buddhism, and 

other related topics. Therefore, to help its English major students improve their 

English-speaking abilities, Mahachulalongkornrajavidyalaya University, Chiang Mai 

Campus utilizes soft power as an effective educational tool, fostering cultural 

exchange and language education.

2. Guidelines of active learning management using soft power as a 

medium to develop English-speaking skills for foreigners: a case study of an En-

glish major at Mahachulalongkronrajavidyalaya University, Chiang Mai Campus 

revealed that the effectiveness of active learning and teaching using soft power, 

specifically culture, for developing English-speaking skills among foreigners. This 

case study highlights the following key components for success: readiness, skills, 

foundation, and active learning strategies.

1) Readiness: The readiness of the Soft Power Institute, using 

culture as a base for active learning, must facilitate the educational process and 

serve as a valuable instrument for active learning.

2) Skills: Effective teaching skills of instructors, their knowledge 

and understanding of the material, the implementation of active learning and 

teaching processes according to plan, and the ability to adapt these processes 

to immediate situations are crucial. Additionally, integrating knowledge with 

active learning processes to accommodate students’ diverse interests and prior 



743

knowledge is essential in a digital world.

3). Foundation: The variety of students’ learning goals and prior 

knowledge impacts the effectiveness of learning outcomes. Organizing learning 

and study by setting clear goals and building on prior knowledge helps students 

achieve successful learning outcomes.

4) Active Learning Strategy: Hands-on practice by learners, after 

being taught and trained in the classroom, involves regularly using those skills in 

real-life interactions with native speakers. Using Monk Chat as a tool for practicing 

English-speaking skills exemplifies the concept that “practice makes perfect” 

through the lens of soft power and active learning. Monk Chat programs, where 

individuals engage in conversations with Buddhist monks, provide a unique and 

culturally rich environment for language practice. This method fosters active 

learning by encouraging real-time, meaningful dialogue and utilizes the soft pow-

er of cultural exchange to make learning more engaging and effective. Learners 

can improve their pronunciation, expand their vocabulary, and enhance their 

overall communication skills in a relaxed and supportive setting. The monks, 

who often speak English as a second language themselves, offer a non-judg-

mental space for learners to practice, make mistakes, and receive constructive 

feedback. This iterative process of speaking, listening, and adjusting based on 

feedback helps solidify language skills, making the learning experience both en-

joyable and impactful. Through Monk Chat, learners benefit from an immersive, 

culturally enriched approach that enhances their English-speaking proficiency 

while fostering greater intercultural understanding.

New Theory Knowledge 
The new theory knowledge of Active learning management using soft 

power as a medium to develop English-speaking skills for foreigners: a case study 

of an English major at Mahachulalongkronrajavidyalaya University, Chiang Mai 

Campus can be shown in Figure 2 below:
 



744

Figure 2: The four elements: effectiveness of active learning and teaching 

using Soft Power: Culture for the development of English-speaking skills of 

foreigners: A Case Study of English Major at Mahachulalongkronrajavidyalaya 

University, Chiang Mai Campus

Suggestions
1. Active learning management using soft power as a medium can be 

applied to other skills or other subjects. 

2. The effectiveness of active learning and soft power strategies at Ma-

hachulalongkronrajavidyalaya University can be compared with other universities 

in different regions or countries.

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