journal of green learning journal of green learning, e-issn 2807-890x vol. 1, no. 2, december 2021, pp. 49-51. doi: 10.53889/jgl.v1i2.44 ------------------------------------------------------- satisfaction of students toward using test retest method in reading and writing skills for thai word nattharacha chomphara1, siriphon srichantha2, atikhun sintanapanya3 & supachai srichantha4 1 department of thai language, faculty of education, loei rajabhat university, thailand 2 independent scholar, thailand 3 senior professional level teachers. bangkhen (wai sali anuson) school, thailand 4 kalasin hospital, thailand article info abstract article history: received october 12, 2021 revised november 30, 2021 accepted december 14, 2021 this research study was aimed at the satisfaction of students toward using the test retest method in course reading and writing skills for thai word. the research samples consisted of 44 students who were students at loei rajabhat university. the research instrument was a questionnaire. data were analyzed with percentage, mean, and standard deviation. the result showed that the satisfaction level of students toward using the test-retest method in reading and writing skills for thai word in overall aspects were at high level. they are ready to improve their learning achievement and language skills. the program or workshop for continuing in such knowledge and language skills need to be prepared in the appropriate contexts. this is an open access article under the cc by-sa license. keywords: reading skills satisfaction thai words test retest method writing skills corresponding author: nattharacha chomphara deaperment of thai language faculty of education loei rajabhat university thailand email: nattarop2875@gmail.com 1. introduction language has been designed by humans to communicate with each other. people must learn their own language to use it to communicate with maximum efficiency and effectiveness. this is achieved through the language learning process, in addition to learning through the process of imitation from people in society. language is also learned through the education system., it is acknowledged that each country promotes and encourages its citizens to learn their own language as a compulsory subject from the beginning of their schooling (poonsrichote, 2012). at present, the reading and writing of thai words is standardized based on the thai dictionary which has been compiled by the royal institute. the government has notified wider general government agencies that from 1982 onwards, language learning should be of the same standard throughout the country, and that schools must adhere to the writing of words according to the thai dictionary. this will be the case in teaching at all levels. thus, the reading and writing of the words that have been distilled from the past will disappear.words are a fundamental element of communication skill, be it listening, speaking, reading or writing, because they are the smallest level of meaning before they are combined into a sentence, a paragraph and, finally, a complete, detailed narrative. therefore, the skill of mastering words is essential, a skill that neither teachers nor learners can avoid (poonsrichote, 2012). when considering the use of words by the thai people today, there are several problems concerning reading and writing.. people may be influenced by others. one influential group is the mass media, based on its ability to reach people. there are many problems with the way the media use words, the unnecessary use of english words and sentences distort consonant pronunciation, for example, the incorrect pronunciation of the consonants ‘r’ and ‘l’, and diphthongs, etc. https://creativecommons.org/licenses/by-sa/4.0/ 50 the thai language for communication course focuses on enabling learners to use their thai language skills to communicate with others correctly and appropriately. it is expected that teachers will find ways to develop the language skills of their learners to the maximum. if there is a problem with the use of words as a basic element of communication, it will lead to ineffective communication. there are many methods of teaching and learning that are student-centred. they all share one common idea, which is that learners must practice or apply what they are learning to acquire knowledge that will be durable. application of the concept of the pratise od the used and the precise of the disused is required to create precise skills and more fluent (guthrie, 1952; mazur, 2006). learning by repetition, or practise by repetition, is a learning approach with an emphasis on learners that aims to develop their skills (thorndike, 1920). this approach assumes that the learners want to respond to any stimuli, allowing them to practise repetition following the process set by their teachers. this will allow the learners to learn and develop durable skills. they can practice until it becomes a practical skill (politano, 2000). as shown in language teaching guidelines that require learners to repeat, such as learning by the tpr (total physical response) model, we want to achieve learning that is durable and accurate. the language must be practised repeatedly until it becomes a skill. based on the foregoing, the researcher studied the satisfaction of loei rajabhat university students when using the test-retest method in reading and writing skills for thai to improve and develop the teaching and learning to be more efficient and effective. 2. method 2.1 population scope this research used a test group consisting of students enrolled in the thai language for communication course. the group was taught by the researcher in semester 1 of the academic year 2020, lg 11 study groups, with a total of 44 students. 2.2 content scope the research focuses on the study satisfaction of loie rajabhat university students when using the testretest method in reading and writing skills for thai. a total of six aspects, which included content , instruction, teaching and learning activities, teaching evaluation , the learning environment, and the development of student characteristics. 2.3 procedure the researcher sent a questionnaire to the sample group of 44 students enrolled in the thai language course. the sample group was willing to fill out the questionnaire and were prepared to submit it within the specified period. 3. result this research study was aimed at the satisfaction of loei rajabhat university students toward using the test retest method in reading and writing skills for thai word can be shown in table 1. table 1 satisfaction level of students aspect satisfaction level �̅� s.d meaning course content 4.01 0.68 high 1. consistent with the aim of the course 2. modern course content that meets the needs 3. important and interesting 4. can be applied in life 5. can be integrated with various subjects 4.02 4.01 4.04 4.00 3.97 0.55 0.59 0.65 0.87 0.73 high high high high high teachers evaluation 4.11 0.56 high 1. qualifications and experience suitable for the course taught 2. ability to transfer knowledge 3. specialized in the subjects taught 4. enthusiasm for teaching 5. behaves appropriately and sets a good example 6. has professional ethics 4.24 3.95 4.36 4.29 4.34 4.32 0.70 0.64 0.59 0.57 0.60 0.63 high high high high high high teaching activity 4.12 0.61 high 1. uses teaching materials that are suitable for the course being taught. 2. activities to encourage students to learn language for practical/professional purposes 3. activities to promote students’ ability to think critically and creatively 3.99 3.95 4.02 0.66 0.64 0.65 high high high 51 4. activities to encourage students to learn to integrate knowledge with life 5. opportunities for students to exchange knowledge with teachers 3.96 4.11 0.65 0.69 high high teaching evaluation 4.13 0.54 high 1. measurement and evaluation are appropriate 2. clarity of evaluation criteria 3. has informed the learners of the pre-assessment criteria 4. there are channels and procedures for reviewing assessments 5. measurements and assessments are efficient and fair 4.07 4.15 4.25 4.11 4.10 0.60 0.66 0.68 0.66 0.67 high high high high high factors of learning environment 4.11 0.56 high 1. audio-visual equipment is appropriate 2. instructional media are appropriate 3. the laboratory equipment is modern and suitable to facilitate learning 4. classroom environment is appropriate 5. there is a modern, appropriate and adequate information system 6. there are modern, appropriate and sufficient learning resources (libraries, computers, etc.) 3.88 3.83 3.67 3.72 3.78 3.74 0.80 0.84 0.87 0.80 0.80 0.78 high high high high high high development of student characteristics 4.11 0.56 high 1. moral and ethics 2. knowledge 3. problem-solving skills 4. interpersonal relations and responsibilities 5. numerical analysis, communication, and information technology 6. learning management 3.74 4.01 4.11 4.12 4.11 4.11 0.78 0.68 0.61 0.61 0.54 0.56 high high high high high high overall 4.09 0.56 high it was found that the satisfaction level overall, it is at a high level. when considering each aspect, it was found that all aspects were satisfied. overall, it's at a very high level as well, can be sorted as follows: teaching evaluation, teaching activity, teachers evaluation, factors of learning environment, student characteristics of development, and course content. 4. conclusion the results of the study can be discussed as follows. it was found that the overall satisfaction levels of the loei rajabhat university students lg 11 study group was at a high level. when considering each aspect separately, it was found that each aspect had a high level of satisfaction. the aspects considered were as follows: teaching evaluation, teaching activities, teacher evaluation, factors of learning environment, the development of student characteristics, and course content. it can be seen that the students' overall satisfaction in teaching and learning was at a high level. this is because the teaching took place at the higher education level. most of the teaching aspects met the students' expectations. based on this, we can say that the curriculum includes teaching and learning to suit the needs of students who have the main aim of applying their knowledge to their careers or in higher education. 5. acknowledgement this research was sponsored by faculty of education, loei rajabhat university. references guthrie, e. r. (1952). the psychology of learning. new york: harper & brothers. mazur, j. e. (2006). learning and behavior. 6th ed. n.j. : pearson education. politano, c. (2000). brain-based learning with class. canada : portage & main press. poonsrichote, p. (2012). thai language used with the tv programs for youth on the channels 3, 5, 7, and 9. thesis, chiang mai rajabhat university. (unpublished document) thorndike, e. l. (1920). education : a first book. new york : macmillan. journal of green learning journal of green learning, e-issn 2807-890x vol. 1, no. 1, september 2021, pp. 7-11. doi: 10.53889/jgl.v1i1.27 ------------------------------------------------------- 7 policy proposal on development of research topics of graduate students at the faculty of education, naresuan university thirasak uppamaiathichai1, passkornr roueangrong2 1 department of administration and development, faculty of education, naresuan university, thailand 2 department of technology and communications, faculty of education, naresuan university, thailand article info abstract article history: received june 12, 2021 revised september 1, 2021 accepted september 9, 2021 this research paper is a policy summary for developing af research topics of graduate students. the selection of 12 proposals were sampled by purposive sampling. the framework in policy proposal on development consisted of 1) department of education, 2) department of education administration and development, 3) department of educational technology and communications, and 4) department of physical education and exercise science. the results showed that the plicy proposal is an appropriate and feasibilily. this is an open access article under the cc by-sa license. keywords: graduate students policy proposal research corresponding author: thirasak uppamaiathichai department of administration and development faculty of education , naresuan university, thailand email: thirasaku@nu.ac.th 1. introduction from the study of the strategic plan to drive the vision, mission, strategy of the faculty of education. during the academic year 2020-2023 (prachanban, 2020). it was found that strategies under strategy 1 were to produce quality graduates. having the ability to be professional and competitive have set a strategy in item 1. 1 develop modern curricula and curriculum management system and teaching and learning management. the strategic plan needs of the community, society and countryitem 2.1 to develop and drive a progressive research system and work proactively.2.2 to develop faculty, staff and students to create research and development innovations in education that are actually useful. in line with the cabinet's policy statement, in general (chanocha, 2019), prime minister's statement to the national assembly thursday, july 25, 2019. main policy number 8 in 12 areas, namely reforming the learning process and developing the potential of thai people of all ages. innovative research and development issues that respond to the country's development, it is also in line with the strategy in the phitsanulok provincial education office. in item 2. development of educational quality and standards; 5. promotion of manpower production in research and innovation to build competitiveness; and 6. development of the efficiency of education and management systems. with a purpose, creation of an effective and integrated administrative and management system that drives education management by partners cooperation networkand to create a link between all sectors in the development of research topics to be related. there are also indicators in various project forms. that have not yet implemented the strategy this causes delays and causes budget outages ( uppamaiathicha & roueangrong, 2021: 14411447) . for the presentation of this research paper, this research paper is presented in the second step in order to present the policy on the development of research topics among graduate students in the faculty of education. naresuan university, thailand is to be concrete and consistent with the current situation, especially the epidemic of covid-19, the faculty of education had to change the strategic plan. we need to adjust teaching and learning management in an online format and greatly improved the communication between learners and graduate teachers.on the topic of research that still needs to be carried out in order to create new knowledge while with data collection or field visits that are difficult to do and may hinder teaching management therefore, the researcher https://creativecommons.org/licenses/by-sa/4.0/ would like to present such a policy form for the benefit of both departments. 4 departments: 1) department of education, 2) department of education administration and development, 3) department of educational technology and communication, and 4) department of physical education and exercise science. this will affect the development of educational management in the next step of development and planning in research of graduate students. 2. method questionnaire is employed for collecting data from each department. the participants were purposive sampling with 12 experts. data were collected and analysed by mean and standard deviation using the following interpretation criteria: mean interpretation 4.51-5.00 means it is appropriate and possible at the highest level 3.51-4.50 means it is appropriate and feasible at a high level 2.51-3.50 means that it is appropriate and feasible at a moderate level 1.51-2.50 means that it is appropriate and possible at a low level 1.00-1.50 means it is appropriate and feasible at the lowest level analyze the data from the questionnaire, the participants in this research can be listed belows. mean, median, and interquartile range were calculated the difference between the quartiles. if the calculated interquartile range of each statement is 1. 50 or less, then the expert opinion on the statement is consistent, and on the other hand, if it is greater than 1. 50, the expert opinion. to the message is inconsistent. the researchers determined the frequency of a score scale of 1 to 5 for each message. the rating scale has the highest frequency is considered a popular base for the message. if any item has the highest frequency of the same score level and the scores are adjacent to each other, for example, level 3 and level 4, the middle value between the two scores is taken as the base of the message. 3. result and discussion policy proposal on research topic development of graduate students in the faculty of education, naresuan university within the framework of the departments are 1) department of education, 2) department of education administration and development, 3) department of educational technology and communication, and 4) department of physical education and exercise science. the results showed that is appropriate and feasible with a median of 3. 50 and above. in this regard, it shows that the teaching and learning management of the faculty of education is well-prepared and up to date. the findings from each department can be shown in table 1-4. as demonstrated by academic works, 1) receiving the award for the thirdhighest research budget in the humanities and social sciences category. at the national academic conference, naresuan research and innovation 17th time, 2) participating in the signing ceremony of the memorandum of understanding for the school development project to enhance the quality of education supported by the jai krating foundation between the faculty of education, naresuan university phichit provincial education office phichit primary educational service area district office 2 phichit secondary educational service area office and 4 schools participating in the project, namely bang mun nak school ( rat uthit) wat ban huai yao school ban noi school " pruek uthit" and wang takurat uthit school at the office meeting room, 2nd floor, phichit provincial education office, 3) on the development of innovative education in civic and cultural functions with the concept of communitybased phenomenal learning consistent with naresuan university education development plan no. 12 ( 20172021) , revised edition b. e. 25632021, higher education act b. e. 2562 ( 2019) , 20year national strategy ( 20182037) , the 12th national economic and social development plan ( 20172021) , the 20year longterm higher education plan 2018-2037, the national education plan 2017-2036, policies and strategies for higher education, science, research and innovation b.e. 2020 2027, etc. 9 table 1 department of education item mean s.d. median mode inter quartile 1 article 1.3 there is an integration of life experience in occupation 4.73 0.47 5.00 5 1 2 item 1.1 should be presented in the form of curricular management that diversifies the teaching and learning process in accordance with 21st century skills. 4.64 0.50 5.00 5 1 3 article 1.5 able to achieve cross-discipline integration and curriculum to support the production of manpower and the national strategy to compete with other countries 4.64 0.50 5.00 5 1 4 article 1.4 can be used for real benefits to extend the body of knowledge in a holistic manner 4.45 0.52 4.00 4 1 5 article 1.2 can change the behavior of learners concretely 4.45 0.69 5.00 5 1 table 2. department of educational administration and development item x s.d. median mode inter quartile 1 article 1.3 regional policy proposals including local governments, city councils, city councils, sub-district municipalities, and schools in the wilderness 4.82 0.40 5.00 5 1 2 article 1.5 integration includes having a job during study and after graduation 4.73 0.47 5.00 5 1 3 article 1.4 research proposing multicultural differences social angularity integrated research with various ministries such as the ministry of interior ministry of welfare and human security ministry of labor ministry of agriculture and cooperative 4.55 0.69 5.00 5 1 4 article 1.1 should be presented in the form of policy-based management to drive impacts on education at a broader national level and local level 4.45 0.52 4.00 4 1 5 article 1.2 create can enable government agencies in the form of the ministry of education to actually implement research results 4.45 0.52 4.00 5 1 table 3. department of educational technology and communication item x s.d. median mode inter quartile 1 article 1.4 reduction of procedures for documents, supplies, services, public relations platform onnecting online teaching and learning management between institutions this includes the introduction of innovative productive research information, textbooks, books or research articles to support teaching that can be accessed quickly 4.82 0.40 5.00 5 1 2 item 1.1 should be presented in the form of a project or a network of cooperation between educational institutions at the level of basic education and higher education 4.73 0.47 5.00 5 1 3 article 1.2 establishment of a management system based on educational technology as a tool for synthetic analysis of probability. future prediction, including the operation in the form of swot 4.55 0.69 5.00 5 1 4 article 1.3 reduction of procedures for documents, supplies, services, public relations platform 4.45 0.52 4.00 4 1 table 4. department of technology and physical education and exercise science tem x s.d. median mode inter quartile 1 article 4.1 should be presented in an innovative, ergonomic form, and can be transferred into the production technology system 4.73 0.47 5.00 5 1 2 article 4.3 establishment of a system of age ranges affecting physical activity, including food that affects health 4.73 0.47 5.00 5 1 3 article 4.4. using the rhythm of music for movement, therapy, massage, integration with performing arts, music and dance disciplines, reflection of national arts and culture and contemporary traditions 4.73 0.47 5.00 5 1 4 article 4.2 video broadcasting that can be applied to all ages, including exercise in the elderly 4.64 0.67 5.00 5 1 the finding can be summarized that increasing research capabilities, to create innovation for excellence; develop the manufacturing sector and entrepreneur development services and develop economic infrastructure; develop of science, technology, research and innovation; strengthen the core competencies of thai higher education as a source of development for further knowledge use; create research findings to find answers that will be useful in solving problems and developing the economy at both local and national levels; product and develop of manpower, research and innovation to build the country's competitiveness; the level of productivity ( higher productivity) and the ability to compete at the level. the country to be higher (more competitive) with sustainable growth covering all sectors ( more inclusive) focusing on the use of standards and innovations to develop the country's economy (more sustainable), reduce economic inequality; reforming the learning process and developing the potential of thai people of all ages; and prepareg thai people for the 21st century. 4. conclusion it is in accordance with the naresuan university educational development plan, vol. 12 (2017-2021), the revised edition, 2020-2021, on research focusing on research in order to have research results that create and apply the body of research. new knowledge create innovations or intellectual property that are linked to economic, social, artistic, cultural or environmental conditions. and create a network of cooperation between with government and private organizations both domestically and internationally which focuses on research and innovation results in response to the national strategy needs of society, community, public and private sectors and the country and is useful in the development of teaching and learning. quality of life or creating valueadded opportunities and the country's ability to compete internationally. 5. acknowledgement this research was sponsored by faculty of education, naresuan university. references chanocha, p. (2019). policy statement of the council of ministers. bangkok: the secretariat of the cabinet. higher education act. (2019). royal thai government gazette. 136(57), 54-78. ministry of higher education, science, research and innovation. (2020). policy and strategy of minsitry of higher education, science, research and innovation 2020-2027. bangkok: office committee science, research and innovation. naresuan university. ) 2 0 2 0 ( . naresuan university : education development plan no. 12 ( 20172021) revised edition 2020-2021. division of planning, office of the president of naresuan university. national strategy. (2018-2037). (2018, october 13). royal thai government gazette. 135 (82), 1-71. https://www.soc.go.th/wp-content/uploads/2019/08/history_62_eng.pdf 11 office of the education council. (2017). the national scheme of education b.e. 2560-2579 (2017-2036). bangkok: ministry of education. office of the higher education commission. ( 2017) . higher education plan 2018-2037. bangkok: office of the higher education policy and planning. office of the nation economic and social development council. (2017). the twelfth national economic and social development plan (2017-2021). bangkok: the prime minister's office. prachanban, p. (2020). strategic plan academic year 2020-2023. faculty of education, naresuan university. uppamaiathicha, t. , & roueangrong, p. ( 2021) . the development of research topics of graduate students at the faculty of education, naresuan university. conference resilience for never normal era. naresuan university, 1441-1447. journal of green learning journal of green learning, e-issn 2807-890x vol. 2, no. 2, 2022, pp. 86-91. doi: 10.53889/jgl.v2i2.113 ------------------------------------------------------- moon-mung phutai: the process of creating a socio-cultural learning space through ethnic textile wisdom in sakon nakhon basin, thailand nontawan saenprai 1 , charin mangkhang 2 , atchara kerdtep 3 , thongchai phuwanatwichit 3 1 social studies program, faculty of education, chiang mai university, thailand 2 department of curriculum, teaching and learning, faculty of education, chiang mai university, thailand 3 department of human relation, faculty of humanities, chiang mai university, thailand article info abstract article history: received april 9, 2022 revised may 20, 2022 accepted july 15, 2022 the objectives of this article are to (1) study moon-mung phutai in sakon nakhon basin in geographic, economic, social and cultural aspects; (2) study moon-mung of the ethnic textile wisdom of phutai in sakon nakhon basin, thailand, and (3) synthesize the pattern of the process of creating social-cultural space in terms of ethnic textile wisdom of phutai in sakon nakhon basin, thailand. this study uses the qualitative study method and participant observation. the results of the study found that (1) moon-mung phutai in sakon nakhon basin area that is still preserved or inherited include belief in spirits and soul, language, food, weaving wisdom and fabric patterns, although their residence and occupation have changed (2) textile wisdom of phutai ethnicity in sakon nakhon basin area is the ability of phutai women to weave clothes for household use especially the sarong which is called tinto that has a specific aspect and an indigo-dyed three-quarter sleeve shirt, (3) the pattern of the process of creating a social and cultural space in terms of ethnic textile wisdom of phutai in sakon nakhon basin is divided into 2 levels. keywords: ethnic phutai sakon nakhon basin textile wisdom this is an open access article under the cc by-sa license. corresponding author: nontawan saenprai, social studies program faculty of education chiang mai university thailand email: nontawan_s@cmu.ac.th 1. introduction the historical landscape of sakon nakhon basin consists of 8 provinces namely sakon nakhon, nakhon phanom, mukdahan, nong khai, udon thani, loey, nong bua lamphu and bueng kan. sakon nakhon basin is a place of civilization that has been inhabited by humans since prehistoric times of ban chiang era which came to set up a place of various ethnic https://creativecommons.org/licenses/by-sa/4.0/ 87 groups that leads to the cultural diversity (institute of language, arts and culture, sakon nakhon rajabhat university, n.d.). it has been inherited and passed on until the present, especially in the field of ethnic textile wisdom. culture is a symbolic system in which people of the same ethnic group or people living in the same society share a common culture. it has been passed down from generation to generation like textile culture that it is one of the four essentials for life that can indicate the status of the wearers (fuengfusakul , 2003; ganjanapan, 2008; chudhavipata, 2012). it can also be a social aid and show the status of women because weaving is a duty of women both at the household and community levels (phassadu, 1992). most of the transmission is transmitted to female members (kaewthep, 1998). there is an accumulation of wisdom that has been passed on from generation to generation. phutai people are considered to be one of outstanding ethnicities in textile wisdom that has been recognized and passed down to the present day such as the mekong literature that is entitled “phaya khamkong teaches slaves” wherein excerpts from the poem stated that; lady, you should learn the knowledge khit design, loom weaving learn how to grow the mulberry weaving cloth and silk sewing clothes learning to pick up and embroidering saew dyeing silk, cotton hook learning and adjusting the color, lady the lines of this ancient poem mean that in being a woman one has to learn weaving, doing khit, growing mulberry, silk weaving, sewing, embroidery, dyeing silk threads, cotton threads, and tying because they reflect the role of women. in the past, weaving was a duty of women and to be able to weave leads to being a factor of family clothing (chathiphot, 2010; chathiphot, 2017). therefore, the inheritance of weaving wisdom is important that has been passed on from generation to generation (boonthieng, 2016). “moon-mung” means inheritance so moon-mung phutai in this research means the cultural heritage that is related to the ethnic textile wisdom of phutai which appears in an individual way of life and common identity. it is for the existence of ethnic groups in a multicultural society through the creating process of a social-cultural space in the field of textile wisdom which may have to borrow cultural features from other cultures to mix them together. however, the phutai people were forcibly brought from the left bank of mekong to thailand (komolmal & cadchumsang, 2018). although there were new settlements in new areas but in terms of dress, beliefs, language and food wisdom, there are still the cultural heritages of the group as usual and the cultural inheritance of phutai ethnic group still maintains the identity and the cultural inheritance very well (burrell, 2009; chaiyakhan, 2013). therefore, the researcher is interested in this study, moon-mung phutai: the process of creating a social-cultural learning space through ethnic textile wisdom in sakon nakhon basin, thailand. there were issues in the study of moon-mung phutai in sakon nakhon basin in terms of history, economy, society, and culture aspects (cheesman, 2004). 2. methodology knowledge of ethnic textile wisdom of phutai in sakon nakhon basin, thailand and synthesizing the pattern of the process of creating social-cultural learning space in terms of ethnic textile wisdom of phutai in sakon nakhon basin, thailand. the information was described and the data was compiled and examined by focus group discussion to check the facts. then, the data was synthesized and used the presentation of research results by descriptive analysis. this study has 5 main processes as the following: 88 the first step, the study of documents and the conceptual framework of digital antropology is the study of documents and researches that is related to phutai ethnic group and the study of documents and research papers that is related to the concepts and theories used in this research. to provide information on historical, economic and social contexts, as well as information about the identity of the phutai ethnic group and information related to concepts and theories. there is also a study through the digital antropology framework which is the study of digital space that is now regarded as the world of digitalization (kapilakanchana, 1987). the second step, the multi-method community study is a study of data from 2 parts: data from documents and data from field studies to know the contextual information on the area and the identity of phutai ethnic group in sakon nakhon basin that include information on the creating process of cultural social area of phutai ethnic group in sakon nakhon basin. the third step, the participatory field study is a field visit to study the information on the economic, social, historical context and identity of phutai ethnic group by choosing to study phutai people in nong sung district, mukdahan province, phanna nikhom district and waritchaphum district, sakon nakhon province and renu nakhon district, nakhon phanom province and other areas who have knowledge of textile wisdom. the fourth step, data analysis is a study that analyzes data from documents and field study to suggest guidelines for creating social-cultural areas through the ethnic textile wisdom in sakon nakhon basin. the results were reflected by group discussion to verify the accuracy of information. the fifth step, summarizing and proposing research innovations. it is the use of all information that was obtained to draw conclusions and integrate the learning process of local studies. 3. result and discussion moon-mung phutai in sakon nakhon basin area that are still preserved or inherited includes superstition and soul, language, food, wisdom of weaving and fabric patterns. the things that are changed include residence and occupation. that is, the minorities learn to live with nature in balance by cooperitng with nartual environemnts (lefebvre, 1991; leepreecha, 2004). moon-mung phutai of ethnic textile wisdom in sakon nakhon basin area is the ability of phutai women to weave cloth for household use (ketsingsoi, 2011; boonpila, 2015; changruea, 2016). especially, sarong that has a specific character called tinto and an indigodyed three-quarter sleeve shirt. the weaving pattern is influenced by the buddhist belief and the influenced by the adaption to suvive with natural environments (figure 1). the pattern of the process of creating a social-cultural space in terms of textile wisdom of phutai ethnic group in sakon nakhon basin area is divided into 2 levels: the individual level where the area is created through the belief in buddhism. as a result of tourism, the phutai ethnic group is known. in addition, the area was created through the integration of the consciousness of one ethnic group through the world phutai association. for the common identity level, phutai ethnic group represents as a symbolic interaction that depends on the social structure that is creating an area of textile wisdom through educational institutions and the monarchy (mankhoksoong, 2004; moryadee, 2010; linphosan, 2012). 89 figure 1 phutai ethnic group performed dancing to worship phra that choeng chum, sakon nakhon province phutai ethnic group has a symbolic approach to fighting, negotiate and adaptation so that their group can coexist with social structures that rely on new centers of power both in terms of history, economy, society and culture. it is by bringing the matter of religion, spiritual worship and textile wisdom to create a social area (mangkang, 2016; pananankhonsab, 2017). the process of creating a social and cultural area of phutai ethnic group in sakon nakhon basin is a creation of an area through religion (pha-in, 2016). the results showed that it influences to tourism, creating a learning space through the collective consciousness of phutai ethnic group, creating space through educational institutions and creating space through the monarchy (dumrongsakul, 2011; narkurairattana, 2015; nitipaparnan, 2015). 4. conclusion a process of creating a social-cultural learning space in terms of textile wisdom of the phutai ethnic in sakon nakhon basin, thailand. it is the creation of a space through a unique dress that can create acceptance from other ethnic groups in a multicultural society. in the educational model of thailand, there has been a discrepancy in the understanding of phutai ethnic group about textile wisdom. therefore, the curriculum and social studies textbooks need to be reviewed to create the learning process for local studies. 5. acknowledgement i would firstly like to thank all teachers for their advice throughout my dissertation conducting, including professor dr. supachai singyabuth, the committee chairperson for his service and valuable suggestions, and associate professor dr. charin mangkhang, my dissertation advisor, for his encouragement and teaching with his spirituality in teaching as a giver. as well as associate professor dr. atchara kerdtep, associate professor dr. thongchai phuwanatwichit, and associate professor dr. jarunee dibyamandala for their advice and constant encouragement. 90 references boonpila, n. (2015). ways of life, beliefs and wisdom of phutai tribes in northeastern thailand. khong chee moon local journal, 1(1), 111-132. boontiang, s. (2016). pa saew: original of designs on pa prae-wa. international journal of khon kaen university, humanities and social sciences, 6(3), 56-70. burrell, j. (2009). the field site as a network: a strategy for locating ethnographic research. field methods, 21(2), 181-199. chaiyakhan, s. (2013). luk than phutai. tathata. changruea, t. (2016). the interaction process and identity creation through the hijab dress of thai muslim women. journal of communication and innovation, nida, 3(2), 81-100. chathiphot, d. (2010). phutai language: rituals, legends, tales, songs and phaya. languages, art and culture institute. sakon nakhon rajabhat university. chathiphot, p. (2017). the social and cultural dynamics of phu tai katak, ban non hom. somsak press. cheesman, p. (2004). lao-tai textiles: the textiles of xam nuea and muang phuan. studio naenna. chudhavipata, w. (2012). reflection of thai traditions. dhurakij pundit university. damrongsakul, s. (2011). the role of traditional rituals in cultural maintenance and tourism in a phu tai village. journal of mekong societies, 7(1), 73-98. fuengfusakul, a. (2003). identity. tiger printing. ganjanapan, a. (2008). multiculturalism in the context of social and culture transition. faculty of social sciences, chiang mai university. institute of language, arts and culture, sakon nakhon rajabhat university. (n.d.). hug fai kaew phang mai kham. institute of language, arts and culture. sakon nakhon rajabhat university. kaewthep, k. (1998). women and youth studies project. thammasat university press. kapilakanchana, n. (1987). political concepts of field marshal, sarit thanarachata: the impact towards the national development. kasetsart journal (social sciences), 8, 1829. ketsingsoi, t. (2011). analysis of the mother's status and role in the novel “laplae, kaeng khoi”. silpakorn university. komolmal, p., & cadchumsang, j. (2018). phu tai transnational ethnic: characteristics of ethnical network in post-heteroglossia. advanced science letters, 24(1), 461-463. leepreecha, p. (2004). creating and inheriting the identity of hmong ethnic group. identity discourse, 31-72. lefebvre, h. (1991). the production of space. blackwell publishers. linphosan, j. (2012). dress ceremonies in the context of social change culture of phu tai yo, yoi, kalereng, lao ethnic groups. institute of language, arts and culture. sakon nakhon: sakon nakhon rajabhat university. mangkang, c. (2016). futurology: theory and techniques for social studies learning management. diamond graphic group printing house. mankhoksoong, p. (2004). ethnic groups in sakon nakhon province. the center for local wisdom development and dissemination, sakon nakhon rajabhat university. moryadee, p. (2010). the economic, social and cultural change of the phu thai ethnic group, ban sang kho, sakon nakorn province. sukhothai thammathirat university. narkurairattana, p. (2015). doing fieldwork in deadly places: a reflective experience. journal of rights and peace studies, 1(2), 117-134. 91 nitipaparnan, t. (2015). the production of cultural space for tourism: a case study of plernwan, hua-hin district, prachuapkirikhan province. doctor of philosophy in interdisciplinary, thammasat university. pananankhonsab, w. (2017). ethnographic methods in online communities. thammasat journal, 36(2), 58-76. pha-in, s. (2016). economic the social and cultural changes of the phutai ethnic group: a case study of nabua village in the kokhinhak sub-district of the renu nakhon district in nakhon phanom province. journal of graduate studie, 13(63), 119-131. phassadu, r. (1992). the way of life of thai people: study only in the case of nong soong district, mukdahan province. sakon nakhon. journal of green learning journal of green learning, e-issn 2807-890x vol. 1, no. 1, september 2021, pp. 12-16. doi: 10.53889/jgl.v1i1.13 ------------------------------------------------------- the study of millennial’s attitudes towards the content in thai digital tv: case study of bangkok area panapa chintaradeja brand matrix research company, thailand article info abstract article history: received june 8, 2021 revised august 16, 2021 accepted september 9, 2021 the research aims to study millennial’s attitudes towards the content in thai digital tv: the case study of bangkok area. the samples are 30 millennial people which are gathered by convenience sampling. the study is used in-depth interview to collect data. the data is analyzed when data is reached the saturation in thematic analysis. the finding is thematized and analyzed into narrative description in terms of the attitudes which includes affect (feeling), behavior (intention), and cognition (believe) towards the content in thai digital tv. this is an open access article under the cc by-sa license. keywords: attitude millennials thai digital tv corresponding author: panapa chintaradeja brand matrix research company thailand e-mail: pppanapa@gmail.com 1. introduction “millennials know everything there is to know about social media because we are living it. we are constantly perusing facebook, twitter, instagram, etc., it’s how we share and get information” ( abbot, 2019) . this utterance is remarkably interesting for this research because it shows the characteristics of millennial generation. thus, they have grown up with digital devices which is comfortable navigating a variety of online tv platforms and devices. smartphone has been taken for granted as a norm for them. to illustrate, nielson company clarifies that millennial are now the largest generational group in the u.s. which have grown alongside advancements in technology and media platforms, placing them in intriguing territory regarding media habits. when it comes to television, their eyes are glued to the screen. with commercials, they are still tuned in but their eyes are on their cell phones ( nielson, 2017) . also, digital resources can deepen millennials’ involvement with a tv show, and lots of millennials follow shows and characters on social media. with this critical characteristic, understanding millennials attitudes are essential to plan every kind of the marketing strategies. millennials have spending power and influence, and marketers are eager to reach them. their particular media habits differ vastly from past generations and have a major impact on the overall media landscape and how content is consumed ( nielson, 2018) . millennials have helped change the way we do somethings, including how we watch tv. their habits like binge watching and viewing on demand have rubbed off on us, although most boomers still sit in front a tv set, not a laptop like their kids ( quigley, 2016) . interestingly, while tv viewing is forecast to drop over the next few years, e-marketer says online video consumption numbers will grow from 64.2 million this year to 64.8 million in 2019 and 65.1 million by 2020. over these three years, about 89% of millennials will watch online video (fitzgerald, 2018). however, the general move from analog anything to digital everything certainly plays a role in traditional tv marketing strategies. also, interactive marketing tactics and quality content in television is needed when dragging digital tv to be strong in media marketing again. however, social media has been the real game-changer, placing the power of relevance distinction in the hands of the consumers. if tv content producer need to win, they need to bring the supply great contents to meet a variety of demand. https://creativecommons.org/licenses/by-sa/4.0/ 13 furthermore, the increasing number of streaming services brings an effect on digital tv channels. millennials people more watch their favorite shows through netflix, amazon prime video, hulu, and other similar services. this is the reason why digital tv networks have also been working double time in strengthening their content marketing. moreover, content becomes easier for everyone to create. everyone can watch, read, or share the content after they are ready to publish it. it creates a far more relaxed atmosphere and allows us to easily focus on quality over quantity. on-demand content strategy makes it far easier and comfortable for everyone to enjoy our content without the added stress. in addition, content is timeless. this is often the case when someone wants to access their favorite content through the smartphone everywhere in the world. in the light of this research, analyzing attitudes towards digital tv viewed through the prisms of generations will shows solid results to tv show owner and producer that ‘what are the millennial’s attitudes towards the content in thai digital tv in disruptive technology era. the study has research questions as follows. 1. what are the millennial’s attitudes towards the content in thai digital tv? 2. how is the intention of millennial people to in relation to watching thai digital tv? 2. liturature review this part states the research, which is conducted regarding the concepts of television watching, generation and consumption practices as followings: firstly,( launglaor & lealaphan, 2017) focuses on channels, types of program and factors influencing television watching thru digital tv of gen m in bangkok metropolitan. findings include that the majority of sample, which was male, aged between 18-21 years with income between 5,001-10,000 baht and are undergraduate and post graduated level, watch channel 3 the most. this is followed by channel 7 and channel one. the type of programs with the highest watching score are thai dramas, variety shows, and music shows, respectively. those viewed the most are at channel 3, channel one, and channel 7. factors influencing tv watch include having tv programs as friend, not lonely or isolated, and they help to release tension from studying and working. the satisfaction they get from watching thai dramas depends mainly on the script and content, actors/ actresses, and professionality of actors/actresses. secondly, ( patch, 2018) studies ‘which factors influence generation z’s content selection in ott tv?’ the purpose of this study is to understand which user interface components generation z takes into consideration when selecting content in ott tv. multiple methodologies were selected to investigate these media habits. think-aloud usability testing and interview determined generation z’s natural media behavior while browsing ott content. online survey data was collected from a broader sample, comparing generation z and generation y. it was discovered that both generations have similar behaviors in which user interface components influence content choice. the research also revealed trends in which components are important to generation z and why. this research is the first step to making informed and data-driven decisions in the design and implementation of ott tv platforms for generation z, thus lessening cognitive overload and creating optimal user experiences. thirdly, ( podara, matsiola, maniou,, & kalliris, 2019) aim to explore and assess the transformations of audiovisual consumption practices within the current digital environment. specifically, the research focuses on examining audiovisual consumption patterns on documentary viewing utilizing focus group method; greece and cyprus were selected as case study locations, due to their interconnected culture and origins. the results are presented in a dual level, initially the ways post-millennials of greece and cyprus consume web & traditional documentaries are examined. moreover, the patterns of audiovisual content consumption, comparing to previous generations, are explored. according to the literature reviews, they show the significances different generations which are related to content selection and television watching behavior. in terms of this study, this research will investigate the differences from those literature reviews by focusing on the study of attitudes towards the content in thai digital tv. 3. method scope of this research 1.content: millennial’s attitudes towards the content in thai digital tv which is framed by abc model of attitudes. 2.population and samplings: millennial people which are recruited by convenience sampling. the researcher collects the data until the description become repeated and then confirm with the previously collected data. then, data collection will be terminated. 3. area: bangkok 4.time period: 3 months definition of terms millennial: the generation of people born between 1980 and 2000 who have lived in bangkok area. attitudes: abc model of attitudes which includes 14 1) affective – feeling 2) behavior-intention 3) cognition-believe thai digital tv: digital tv is an evolution of the utilization of radio frequencies in which efficiency will be way higher than that of the analogue system in thailand. type of research and tool qualitative methods with the phenomenology method which the researcher focuses on individual experience by using the in-depth interview with open-ended questions to be a tool for data gathering and analyze focusing on discern the essence of the lived experiences. data analysis this research takes ‘thematic analysis’ for granted because it allows a closeness to data, unobtrusive means of analyzing interactions and it provides insight into complex models of human thought and language use. 4. result and discussion the data of samples are gathered from 30 millennial participants which are illustrated the general demographics as figure 1. d figure 1 demographic information finding of attitudes towards the content in thai digital which is categorized in themes. affective – feeling regarding content too many advertisings: most of them understand the need for advertising on commercial tv channels, but the recent increase in the number of minutes permitted per hour seems to be just too much. moreover, there are too many ads in tv. when watching the favorite television shows, it seems they stop the show for commercials all the time. there are advertisements everywhere they are on tv nonstop. too many rerun programs: most of them agree that viewers could catch a favorite show on cable instead watching the rerun on tv only. no matter what kind of content they want, they can catch it with smartphone immediately, do not need to wait for rerun anymore. these days, reruns are tucked in just before prime-time lineups and now binge viewers had better catch them online with services such as amazon, hulu and netflix. 33.3% 5.3.3% 13.3% male female queer gender 100% 25-42 year ages 26.7% 46.7% 13.3% 13.3% highschool bachelor master etc. education 33.3% 13.3% 46.7% 6.7% university student public officer private officer freelance occupation 46.7% 26.7% 13.3% 13.3% 0 9,999 10,000 19,999 20,000 29,999 30,000 39,999 income 15 the content is too many singing contests: it is very boring to see everybody sings, sings, sings and sings. the audiences demand to the tv producer that please keep concerning that not everybody in thailand can be a good singer. it is very irritating on tv. news content: the content of the news is not up to dated and on time at all. however, for the news content, facebook is so much better, on time and real in terms of hot issues. behavior-intention watching intention: they still watch but with smartphone to cross-check the news. they do not want to watch the news from digital tv anymore because smart phone is quicker for updating the critical situations. they turn on tv accompany themselves only not paying attention to watch. they watch only morning news while dressing up and can not touch their smart phone. they watch tv only watch sport match because the demanding of big screen tv for maximum fun. they watch because they want to hang out and make good relationships with their families sometimes only. cognition-believe regarding content they believe that the quality program and content must come from tv producer which is responsible for overseeing all aspects of a show and ensuring the cast and crew turn out a quality product to audiences. they believe that youtube tv content offers more a variety of channels many features, and solid performances. it is totally replicated the digital tv program. they believe that the content and style in digital tv is old-fashioned for old people and senior citizen not for new generation anymore in the era of disruptive technology. they believe that the only good thing for digital tv is the audiences do not need an internet connection, while watching shows on tv. on the contrary, digital tv is not portable and compact, the audiences cannot carry them around and entertain themselves everywhere. digital tv cannot communicate and connect with people, find a destination on maps, or do anything useful with them except watching advertising with entertainment. they believe that when watching digital t.v, it seems like forcing to watch the content whatever comes up, with constant and rerun commercials. 5. conclusion in sum, the characteristics and consumption habits of the millennials and future generations is constantly changing. furthermore, the number of digital content subscriptions and the consumption of live programming are steadily rising. accordingly, digital tv need to adapt themselves to the new generation’s lifestyle and create the modern marketing to keep millennial and future generation to interested in the content in digital tv. to support, (schouw, 2018) explains that due to digitalization the television industry has changed rapidly over the last few years. industry disrupters like netflix have changed the way individuals consume television. the consumption of nonlinear television is not restricted by time, place, or content. however, technological innovations have changed viewing modes and allow users to control what, when, where, and how they view programs. further, platform and content choices have been greater than ever before. since it appears that the way millennials consume television has changed. finally, in the era of facebook and youtube rule the roost, digital tv need to change and do huge r&d to progress the content in tv program and stand strongly in competitive marketing because millennials are both skillful internet users and consumer content. references abbot, l. (2019). linkedin.com. retrieved from 11 millennials' traits you should know about before you hire them: https://business.linkedin.com/talent-solutions/blog/2013/12/8-millennials-traits-you-shouldknow-about-before-you-hire-them fitzgerald, t. (2018). forbes. retrieved from wow: millennials watch more online video than traditional television: https://www.forbes.com/sites/tonifitzgerald/2018/11/28/wow-millennials-watch-moreonline-video-than-traditional-television/#2e7f79724138 launglaor, w., & lealaphan, a. (2017). a study on channels, types of programs and factors influencing television watching thru digital tv of gen m in bangkok metropolitan. university of thai chamber of commerce journal, 65-78. nielson. (2018). millenials on millenials: tv and digital news consumption. retrieved from nielson.com: https://www.nielsen.com/us/en/insights/report/2018/millennials-on-millennials-tv-digital-newsconsumption/ nielson, c. (2017). millenials on millenials: a look at viewing behavior distraction and social media stars. retrieved from nielsen.com: https://www.nielsen.com/us/en/insights/article/2017/millennials-onmillennials-a-look-at-viewing-behavior-distraction-social-media-stars/ patch, h. (2018). which factors influence generation z’s content selection in ott tv? stockholm, sweden : project in computer science and engineering. 16 podara, a., matsiola, m., maniou,, t. a., & kalliris, g. (2019). transformations of television consumption practices: an analysis on documentary viewing among post-millennials. journal of audeiences and reception studies, 68-87. quigley, m. w. (2016). tune in to millennials' tv viewing habits. retrieved from aarp: https://www.aarp.org/home-family/friends-family/info-2016/millennials-tv-viewing-habits.html schouw, l. (2018). “to binge or not to binge” the online viewing habits of dutch millennials. rotterdam: erasmus university . journal of green learning journal of green learning, e-issn 2807-890x vol. 2, no. 1, 2022, pp. 16-20. doi: 10.53889/jgl.v2i1.100 ------------------------------------------------------- enhancing learning achievement and students’ satisfaction among the first year students of zhoukou normal university through problem-based learning li xiaofeng 1 , lerlak othakanon 2 & danucha saleewong 2 1 curriculum and instruction program, faculty of education, valaya alongkron rajabhat university under the royal patronage, pathum thani, thailand 2 faculty of education, valaya alongkron rajabhat university under the royal patronage, pathum thani, thailand article info abstract article history: received december 12, 2021 revised february 13, 2022 accepted march 14, 2022 the purposes of this research were to 1) compare learning achievements on fundamentals of information technology course of the first year students at zhoukou normal university, china before and after using problem-based learning, 2) study learning achievements with an expectation of passing with the criteria 70 percent, and 3) study the student’s satisfaction towards problembased learning organization. the samples were 66 students of the first year from zhoukou normal university and network engineering university which selected through cluster random sampling. the research instruments were: 1) the lesson plan 2) pbl pretest and posttest form, and 3) the satisfaction questionnaire. data were analyzed by mean, standard deviation, and t-test. the findings revealed that: 1) post-learning of students was higher than their prelearning with statistical significance at the level .05. 2) the learning achievement of students was 89 percent that higher than the standard criteria of 70 percent with statistical significance at the level .05. 3) the students’ satisfaction after learning was at a highest level. keywords: china learning achievement learning satisfaction problem-based learning this is an open access article under the cc by-sa license. corresponding author: lerlak othakanon faculty of education valaya alongkron rajabhat university under the royal patronage pathum thani thailand email: lerlak@vru.ac.th 1. introduction in 2016, the ministry of education of the people's republic of china pointed out in the "guiding opinions of the ministry of education on deepening education and teaching reform in colleges and universities affiliated to the central departments": in terms of the relationship between teaching and learning, we should establish the idea that students are the main body of teaching activities, and pay more attention to the cultivation of students' autonomous learning ability and innovative spirit; it is proposed that the reform of teaching is to change the teaching approach, let students become the main body of the classroom, fully mobilize the enthusiasm of students, improve their innovative consciousness, change the traditional teaching approach, reform the teaching approach, and widely carry out heuristic, discussion and participation teaching. let the students’ study actively to improve their autonomous learning ability and academic performance (ministry of education of the people's republic of china, 2016). in 2019, the ministry of education issued the "opinions on deepening the reform of undergraduate education and teaching and comprehensively improving the quality of talent training", which clearly pointed out: to enhance the academic challenge, strengthen the quality requirements of talent training program, teaching process and teaching assessment, scientifically and reasonably set the total amount of credits and the number of courses, increase students' learning time, and improve their autonomous learning ability, guide students to read https://creativecommons.org/licenses/by-sa/4.0/ 17 more, think deeply, ask questions and practice frequently (ministry of education of the people's republic of china, 2019). in august 2020, zhoukou normal university issued the "2020 undergraduate talent training program", which requires the graduates of network engineering major (article 12) to have the awareness of autonomous learning and lifelong learning, and the ability to constantly learn and adapt to the rapid development of network technology. credit requirements: students must complete 171 credits required by the professional talent training program and be allowed to graduate, which is a clear requirement for the academic performance of network engineering students (zhoukou normal university, 2020). zhoukou normal university network engineering major is an undergraduate specialty set up by the school in 2007. as a network engineering major established by local colleges and universities under the provincial level, it is a "comprehensive reform pilot of henan province" and "pilot project education professional certification pilot". talent training mode: "students as the main body, supported by school enterprise cooperation, international cooperation and production, learning and research cooperation, guided by advanced engineering education ideas, and with the cultivation of engineering application ability and innovation spirit as the core, the theory teaching, independent learning and practical teaching are integrated and promoted, and knowledge, ability and quality are comprehensively coordinated and developed”. the theoretical significance of this study is to determine the relationship between problem-based learning and students' learning achievement and students' satisfaction, that is, students' learning process under the guidance of problem-based learning. it has a positive driving relationship with students' learning achievement and students' satisfaction (zhou et.al., 2019). in view of the above reasons, problem-based learning is a new teaching method in computer basic course. whether pbl can also become a powerful tool in the teaching field of computer specialty is worth studying. (zhou et.al., 2015) the basic course of information technology is developed with the learning method of problem-based learning teaching approach, to improve the learning effect of professional basic courses for undergraduates majoring in network engineering. this is also the process of opening new ideas for the exploration and research of information technology teaching. in addition, the results of this study will provide valuable enlightenment to the research of problem-based learning in the whole curriculum teaching. 2. research objective (1) to compare learning achievements on fundamentals of information technology course of the first year students at zhoukou normal university before and after using problem-based learning. (2) to study learning achievements on fundamentals of information technology course of the first year students at zhoukou normal university before and after using problem-based learning with an expectation of passing with the criteria 70 percent. (3) to study the student’s satisfaction towards problem-based learning organization. 3. method 3.1 participants the research population of this study was 399 students (5 classrooms) majoring in network engineering in zhoukou normal university, henan province, china. the sample of this study were 66 students (1 classroom), from zhoukou normal university and network engineering university which selected through cluster random sampling. 3.2 research instruments research instruments consisted of the lesson plan, problem-based learning pretest and posttest form, and the satisfaction questionnaire. data were analyzed by mean, standard deviation, and t-test. 3.3 data collection the following are the stages of data collection. the development methods of research tools are as follows: 3.3.1. the samples are given the pretest by measuring learning achievements with constructed instruments. the pbl test consists of 30 items of multiple-choice questions, each of which has four alternatives with one correct answer. the problem-based learning test items consisted of four types of cognitive domain: 1) knowledge, 2) comprehension, 3) application, and 4) analysis. 3.3.2. the samples are taught by using the problem-based learning, students' learning process includes three main stages: 1. define problem in this stage, students define problems; 2. pbl task. in this stage, students analyze problems, determine further learning needs, guide themselves, collect additional information, review what they have learned, put forward solutions and solve problems together; 3. evaluation. at this stage, teachers and students jointly evaluate the impact of problem-based learning process on students' autonomous learning ability and academic performance. 3.3.3. after finishing the instruction, the samples receive the posttest by using the same instrument which are used in the pretest. 18 3.3.4. using the method of questionnaire, this research investigates the students' satisfaction with the sample: the questionnaire of problem-based learning teaching purpose of fundamentals of information technology course. 3.4 data analysis in this study, data analyze according to the research objectives. 3.4.1 compare the learning achievements before and after receiving the problem-based learning by using t-test for dependent sample. 3.4.2 compare the learning achievement with the determined criteria set at 70 percent by using t-test for one sample. 3.4.3 study the student’s satisfaction on the problem-based learning by using arithmetic mean and standard deviation. to analyze the problem-based learning pre-test and post-test, we tested 66 non sample students in zhoukou normal university, determined the difficulty index (p) of the problem-based learning pre-test and posttest, and analyzed the difficulty of the scores. the results show that the problem-based learning test difficulty index is between 0.25 and 0.35. for the calculation of the problem-based learning test reliability, kuder richardson’s kr-20 formula was applied. the reliability of the pbl test was 0.81. the contents validity of the problem-based learning test was examined by three experts and had the ioc of 0.67-1.00. the contents validity of the lesson plan was examined by three experts and had the ioc of 0.67-1.00. the contents validity of the satisfaction form was also examined by three experts and possessed the ioc of 0.67-1.00. the statistics, mean and standard deviation, were employed to analyze the form to find the samples’ levels of satisfaction towards problem-based learning organization. 4. result 4.1 learning achievement before and afterlearning organization the table above indicates that the learning achievements of students after received the problem-based learning approach was significantly higher than before learning at the level .05 (table 1). table 1 comparing learning achievements before and after test n score ̅ s.d. t df sig before 66 30 17.21 2.02 37.37 65 .00 after 66 30 26.62 1.97 4.2 learning achievement with the determined 70% of criteria table 2 indicates that the learning achievement of students was 89 percent that higher than the standard criteria of 70 percent with statistical significance at the level .05. table 2 the results of compare learning achievement with the determined criteria set at 70 percent test n score ̅ criteria s.d. t sig learning achievement 66 30 26.62 70 2.00 23.23 .00 4.3 student’s satisfaction towards problem-based learning the level of satisfaction is fluctuated and ranges high and highest levels, but it is mostly highest level. the item can be shown in table 3. table 3 student’s satisfaction towards problem-based learning items ̅ s.d. levels of satisfaction the formal difference between problem-based learning teaching approach and traditional teaching approach 5.00 0.00 highest classroom atmosphere activity 5.00 0.00 highest students fully express their views 5.00 0.00 highest improve students' ability to solve problems 4.00 0.61 highest improvement of students' learning enthusiasm 5.00 0.00 highest improvement of students' innovative thinking ability 4.55 0.50 highest classroom atmosphere created by problem-based learning teaching approach 4.05 0.64 highest students' mastery of classroom knowledge of fundamentals of information technology course 5.00 0.00 highest improve students' academic performance 5.00 0.00 highest 19 the change of teachers' role in the classroom 4.50 0.66 highest mutual help from team members 5.00 0.00 highest group cooperation mode can better promote the mastery of personal classroom knowledge 5.00 0.00 highest teaching effect of problem-based learning teaching approach in fundamentals of information technology course 4.55 0.79 highest total 4.74 0.25 highest table 3 indicates that the student’s satisfaction towards problem-based learning organization after learning was ranked at the highest level ( ̅ = 4.74, s.d. = 0.25). 5. discussion this paper studies the application of problem-based learning approach in the classroom of computer specialty in zhoukou normal university. by introducing problem-based learning approach into the classroom of "information technology foundation" of computer specialty course, this paper solves some existing problems, improves the teaching effect, and provides a certain reference for the future teaching reform. in the research process, students actively use their brains to think, search learning information and learning resources through various channels, analyze and screen, explore independently, and actively practice solving problems; in practice, students can skillfully apply the basic theories and basic concepts learned to the production of works; group cooperation also improves the ability of team cooperation. as scholars have said, the purpose of problem-based learning is to make students better participate in the classroom and become the main body of the classroom. by improving students' participation in the classroom, it can improve students' sense of achievement in the classroom, and then cultivate students' interest in learning (pan, 2020). problem-based learning approach has achieved good results in this teaching practice. on the one hand, it is due to the nature of problem-based learning approach itself, on the other hand, it is also related to students' characteristics, teachers' style, harmony of class atmosphere, teaching objectives, class arrangement, etc. therefore, when problem-based learning approach is applied to other majors and other courses, these factors should be fully considered (ali, 2019; wijnia et.al., 2019). this is also merging with the views of scholars: pbl is not a simple teaching method. pbl is a complex teaching method that needs to mobilize all elements of teaching. in the process of using it, it will glow with different brilliance according to different teachers, students, and teaching contents. (liu, 2018). the student’s satisfaction towards problem-based learning after learning was ranked at the highest level ( ̅ = 4.74, s.d. = 0.25), and the samples’ satisfaction with the formal difference between pbl teaching approach and traditional teaching approach, classroom atmosphere activity, students fully express their views, improvement of students' learning enthusiasm, students' mastery of classroom knowledge of fundamentals of information technology course, improve students' academic performance, mutual help from team members, and group cooperation mode can better promote the mastery of personal classroom knowledge were also found at highest level ( ̅ = 5.00, s.d. = 0.00). this is similar to the research results of the researcher who said that the samples were satisfied with the local innovation because it covered the needed contents, and was convenient to use (garnjost & lawter, 2019; sonam & pema, 2021). problem based learning was not designed to help instructors provide as much information to students. it was developed to help students improve problem solving skills and their involvement in real experiences in the form of simulations, and become student-focused learning. the problem-based learning model is more challenging because learning begins with a real problem encountered in work (fidan & tuncel, 2019; pardimin et.al., 2019). problem based learning could improve the ability of problem solving while learning outcomes indicate that students use their tacit knowledge for problem solving (chamidy et.al., 2020). 6. conclusion for the problem, creating a situation is its fundamental condition. teachers combine the actual situation of teaching content and objectives to create relevant learning situations of interest to students, so that they are willing to explore. for the curriculum, students are the main body, give full play to students' subjective initiative, make students diligent in thinking and willing to cooperate, enable them to actively connect thinking and knowledge, and improve their application ability, to improve students' ability to understand and deal with problems. group cooperation, creative design of works, group members actively discuss, learn from each other, cooperate to complete the work display, which plays a positive role in promoting students' academic performance. in the process of problem-based learning approach, teachers should pay attention to the problems of students in cooperative learning and solve them in time; teachers should fully grasp the learning situation, 20 correctly guide students and deal with the relationship between teachers and students. therefore, in problembased learning teaching practice, students, teachers, and teaching environment should be fully considered to better improve students' academic performance and students' satisfaction. 7. recommendation teachers should timely guide students to the problems encountered in the discussion process. after teaching, teachers should evaluate the whole process and give targeted guidance to the problems in the process. in the process of group discussion and achievement display, teachers should also encourage students to ask questions boldly, and let students dare to make their own suggestions in the whole teaching process. therefore, we need to explore a set of problem-based learning approach that is more in line with the computer courses in colleges and universities in the application of this mode in combination with the characteristics of school students and the conditions of software and hardware facilities of the school itself. references ali, s. s. (2019). problem based learning: a student-centered approach. english language teaching, 12(5), 7378. chamidy, t., degeng, i. n. s., & ulfa, s. (2020). the effect of problem-based learning and tacit knowledge on problem-solving skills of students in computer network practice course. journal for the education of gifted young scientists, 8(2), 691-700. fidan, m., & tuncel, m. (2019). integrating augmented reality into problem based learning: the effects on learning achievement and attitude in physics education. computers & education, 142, 103635. garnjost, p., & lawter, l. (2019). undergraduates’ satisfaction and perceptions of learning outcomes across teacher-and learner-focused pedagogies. the international journal of management education, 17(2), 267-275. liu, t. (2018). action research on cultivating college students' autonomous learning ability by using pbl. retrieved from http://cdmd.cnki.com.cn/article/cdmd-10636-1018102008.htm ministry of education of the people's republic of china. (2016). guiding opinions of the ministry of education on deepening education and teaching reform in colleges and universities affiliated to the central departments. retrieved from http://www.moe.gov.cn/srcsite/a08/s7056/201607/t20160718272133.html ministry of education of the people's republic of china. (2019). opinions on deepening the reform of undergraduate education and teaching and comprehensively improving the quality of talent training. retrieved from http://www.moe.gov.cn/srcsite/a08/s7056/201910/t20191011_402759.html pan, m. (2020). application of pbl teaching method in computer professional courses. retrieved from https://cdmd.cnki.com.cn/article/cdmd-10445-1020029197.htm pardimin, p., arcana, n., & supriadi, d. (2019). developing media based on the information and communications technology to improve the effectiveness of the direct instruction method in mathematics learning. journal for the education of gifted young scientists, 7, 1311-1323. sonam, t., & pema, y. (2021). effects of inquirybased learning approach on learning achievement and learning satisfaction among grade four students towards science. asian journal of education and social studies, 18(2), 25-32. wijnia, l., loyens, s. m., & rikers, r. m. (2019). the problem‐ based learning process: an overview of different models. the wiley handbook of problem‐ based learning, 273-295. zhou, r. et al. (2015). research and practice on pbl teaching method of computer specialty course. retrieved from https://www.docin.com/p-1311897725.html zhou, s., du, p., wang, b., & zhang, j. (2019). design and practice of information technology course learning project based on pbl. retrieved from https://r.cnki.net/kcms/detail/detail.aspx?filename=zxdj2019z 2014&dbcode=cfjd&dbname=cfjd2019&v= zhoukou normal university. (2020). college profile. retrieved from https://nce.zknu.edu.cn/4047/list.htm journal of green learning journal of green learning, e-issn 2807-890x vol. 1, no. 1, september 2021, pp. 17-21. doi: 10.53889/jgl.v1i1.28 ------------------------------------------------------- critical reflection on critical thinking and tem tests of english major students’ performance ya luo guizhou minzu university, guiyang city, guizhou province, people’s republic of china article info abstract article history: received july 4, 2021 revised august 16, 2021 accepted september 9, 2021 critical thinking is now called for modern age of educational management, due to education can prepare children and citizen to face with uncertainty of changing world. complexity of modern world is adapting with a ton of knowledge and millions of situations that shape our children to face with uncertainty. the article aims to critical reflection on critical thinking and tem tests of english major students’ performance. skills-based learning in terms of english for minority group is important for quality of education. educators could not ignore the phenomenon that students lack of critical thinking through various sources of learning and testing. the point of reflection needs to cultivate students’ abilities in independent thinking, innovation, analysis and critical awareness in order to achieve a better goal in language teaching. keywords: assessment critical thinking language learning reflection this is an open access article under the cc by-sa license. corresponding author: ya luo guizhou minzu university, guiyang city, guizhou province, people’s republic of china e-mail: christineluoya@hotmail.com 1. introduction in the recent years, a large number of researches focus on the training college students in field of critical thinking. the awareness of international society with rapidly changed and economical competition is raised to educational management. due to critical thinking is the most important criteria for students to face with modern era with compete in the rapid developing society. it has been one goal of higher education preparing citizen to have thinking skills for life and career. the law of higher education of people's republic of china (1999) points out that the task of higher education in china is to cultivate advanced professional talents with innovative spirit and practical ability. thinking is an important tool for success in design and develops novice ideas that can leads to the innovations. however, in fact chinese college students lack the ability of critical thinking and the ability of innovation. critical thinking is not new to education, dewey (1933) firstly pointed out that active, persistent, and careful consideration of a belief or supposed form of knowledge lies in light of ground which support it and the further conclusions to which it tends. pragmatic education has greatly influenced the development of cultivation of thinking intelligence. students exposed situations and develop the way to solve problem in critically. it has long https://creativecommons.org/licenses/by-sa/4.0/ 18 been emphasized as a crucial skill for academic success and social life in western educational domain (elder & paul, 1998). yuanshen (1998) calls it “critical thinking absence disease”. in addition, for a long period, cultivating students’ ability in critical thinking has been ignored, in particular english major students as no matter teachers or the syllabus focus on language skills. in order to achieve the goal of language teaching and satisfy the needs of students in this competitive society, scholars have realized the importance of applying critical thinking skills in class with teaching pedagogy combined and pay more attention to cultivate students’ innovation ability inside and outside classroom. current situation of introduction critical thinking skills in chinese universities “english teaching syllabus for english majors" (2000) pointed out that we should strengthen the cultivation of students' critical thinking ability and innovation ability to consciously train students' analysis and synthesis, abstraction and generalization, multi-angle analysis and other thinking ability and the innovative ability and guide them to find the problems and solve the problems in the teaching of specialized courses. with the connotation of the syllabus, teachers need to focus on not only language skills but also critical thinking skills and ability of innovation. however, numerous scholars and researchers found that college students in china lack abilities of innovation, analysis, evaluation and critical thinking. educators should pay more attention to english major students as they think there are many problems within their teaching methods (zhen, 2018). traditional teaching methods, for instance traditional teaching method or other methods with only teachercentered, it cannot answer how students enhance their thinking abilities. students could not have the awareness of independent thinking as the teacher-centered methods emphasize too much on language skills. for example, memorizing grammatical structures and vocabulary are easy teaching strategies, but difficult incubate students in thinking. excellent english talents are expected to possess solid basic knowledge, overall language capacity and also the critical and innovative spirit (hu, 2008). students are facing with new modern technology and communications, they have to use more critical thinking to react with big data and information to make them more accurate consideration (dostál et.al., 2017). the qualities of english major are expected to be solid english language basics, systematic professional knowledge, profound humanistic quality and in particular, the excellent critical thinking capability and communicative competence (sun, 2010). moreover, english major students in china less in the critical thinking ability, and further illustrated that when it was time for them to argue in a debate, to make a statement in an article or to ask questions in a lecture, english major students often had nothing to say or even if they had a vague idea, they often did not know where to start (huang, 1998). however, under the facts in china, some researchers pointed out the significance of cultivate students’ ability in critical thinking. liu (2013) asserts that mastering linguistic knowledge and being able to use english do not equate with successful language learning; to become proficient in english, efl learners also need to apply critical thinking in the use of the target language. wen (2009) also stated “critical thinking is conscious thinking through certain criterion of thinking, and ultimately making rational judgment, and then improving the rational thinking, and reflective thinking is the thinking skill. it takes a logical method as the foundation, combined with the people's everyday thinking and psychology, the development tendency of a series of thinking skills and ability, which are extremely useful thinking skill, so that we can distinguish the real and useful information from the vast amounts of information data.” what we can see from the researches is reform of language teaching is urgent. 2. critical thinking and influence of tem tests critical thinking can be promoted through multi-design of learning and assessment. it needs to be significant issue for modern classroom (setyarini et.al., 2018). students learn new experiences based on curriculum, but the communication and thinking should have distinctive implemented in classroom. the process of thinking is influenced by communication as well as one of learning environment. from what these scholars have been discussed, it can be seen that chinese english major students lack abilities of critical thinking and innovation, therefore they could not have good performance in all kinds of language learning objectives, no matter in language learning or assessment. tem tests are designed as an achievement to measure the overall english proficiency of undergraduates majoring in english language and literature in china and to decide whether these students meet the requirements of english language abilities and professional knowledge of english as specified in the national college english 19 teaching syllabus for english majors (nacflt, 2004). tem tests aim to test the comprehensive ability of english major students in chinese universities with very limited testing opportunities. each student has two opportunities in each test. the proficiency level of test takers which is reported on certificate includes three ranks, that is, “excellent” (score 80 or above), “good” (score between 70 and 79) and “pass” (score between 60 and 69). as the tem tests are seen as the highest authoritative test in china within english major students, instruction to tem tests is vital to every english major student as it is the test to prove their ability in english language. moreover, tem tests are considered as the most difficult english test in china, we can see the framework of each test by the table 1 and 2. table 1 framework of tem8 part test item format percentage of scoring time (min.) i listening comprehension mini-lecture gap filling 10% 25 interview multiple choice 5% news multiple choice 5% ii reading comprehension multiple choice 30% 45 iii proofreading and error correction gap filling 15% 15 iv translation translation 15% 20 v writing passage writing 20% 45 total 100% 150 table 2 framework of tem4 part test item format percentage of scoring time (min.) i listening comprehension dictation writing passage 10% 10 conversation multiple choice 20% 20 ii language usage multiple choice 20% 10 iii cloze gap filling 10% 10 iv reading comprehension multiple choice 20% 35 v writing writing passage 20% 45 total 100% 130 what we can see from the two tables is the stressful procedures of different parts. each part needs to be finished on time as the teachers will collect answer sheets separately, which means student could not spend too much time on a particular part. it is thought that too much stress is given in the test procedures. tem tests in guizhou minzu university, the pass rate of tem4 is about 15% and 8% for tem8. take the results into consideration, we can see a great gap between guizhou minzu university and other universities. based on teaching experience, firstly, compare with other universities in big cities, lacking educational resources is the biggest problems in my province. for example, english teachers lack opportunities to improve themselves within teacher training programmes. consequently, new teaching methods, teaching techniques or teaching materials cannot be directly conducted in class. secondly, more than half of students come from the rural areas of my province, and nearly 70% of them are ethnic minorities with their own languages. english acquisition has been ignored in these regions for a long time. students and their parents hold the view that english is a foreign language and there is no need to have a good acquisition of it. moreover, the teachers who teach english in the middle schools in these areas lack language skills as these areas are short of english teachers, comparing with big cities, every student who hold bachelor degree can be an english teacher in rural areas. thirdly, the motivation of students is low in my school. as i mentioned before, students and their parents consider english is a foreign language and there is no need to have a good acquisition of it, in addition english major students are easy to find a job in primary and middle schools. thus, a lot of students want to be in english major but lack of motivation as the shortage of english teachers in my province. as an old saying “interest is the most powerful motivation of learning”, without interest, students could not have a good 20 performance in language acquisition, especially in assessment. with my consideration, i would make my point clearly no interest, no critical thinking ability. 3. gap of testing and thinking at a result, some scholars pay attention to cultivate students in critical thinking through new teaching methods in class. zhou (2018) pointed out eight keys to cultivate students critical thinking ability-“a. paying attention to the skills of asking questions in the classroom, b. changing the mode of classroom teaching, c. creating a relaxing teaching atmosphere, d. constructing a new student evaluation system, e. reasonable design of classroom teaching, f. improving teachers' critical thinking ability, g. raise students' awareness of critical thinking ability training, h. pbl teaching method.” wang (2017) also claimed that “the instructors also need to develop their own critical thinking capability from the following aspects. first, they are supposed to reflect their own understanding of critical thinking and how it is applied to the discipline and the course. second, they will lead the students how to thinking along a critical thinking pattern. third, with regard to the assessment criteria, the instructors shall learn that students are best evaluated by how well they think and behave beyond the class rather than they are scored just through the final exams.” from the results of these researches, we can find both teachers and students have to develop critical thinking skills. a question has raised here, how to properly combine tests and instruction of critical thinking skills. after reading the articles, we found almost all researchers focus on the reform of teaching pedagogy in order to cultivate students’ ability in critical thinking. they chose mixed research methods with teaching experiment, questionnaire, interview and so on. through teaching experiment, researchers can easily find the problems of students and then design appropriate teaching methods to motivate students in learning language skills in order to achieve the teaching goal. importantly, another point that i want to emphasis is the critical thinking ability of english teachers as they play a vital role in teaching and in guiding students. teachers in china not only play a role in teaching, but also in building students ‘morality. with the changes of students, teachers need to change first and be the guide. however, with authors teaching experience, if we want to cultivate students’ ability in critical thinking, we, as teachers, need to have some changes in teaching. and i need to stress some points. at first, teacher-centred teaching methods are the main teaching methods in many chinese universities within english major students. it is considered that grammar-translation method is conducted in many universities, the teachers directly give the target content to students and ask them to memorize. zhou (2018) illustrated, no matter teaching atmosphere, students and teachers abilities or teaching methods have to change and find a way to improve all aspects of language learning. secondly, teachers in china have to follow the syllabus which is designed under the core curriculum of the nation. cotemporary courses with textbooks are required in teaching, consequently teachers could not have too much freedom to design their class. moreover, teachers could not set up too many activities inside classroom as they need to finish the teaching tasks in the syllabus. thirdly, almost in all chinese universities, the size of class is around 40students, with two hours or four hours language teaching in each subject per week, english teachers could not take care of every students and have a reasonable evaluation of students’ performance in class. with a long period of traditional cramming teaching method, students would lose interests in leaning language. in a result, english major students would not have a good performance in learning language, in particular assessment, based on the three facts. in addition, as far as i am concerned, test is the biggest barrier for english teachers to cultivate students’ abilities in critical thinking and innovation as students would only focus on the grammatical structures and vocabulary-the way of passing examination. with memorizing and emphasizing on testing skills, students would lack abilities in analysis, identification, evaluation and critical awareness. they could not achieve to have personal opinions or ask questions in or outside classroom. as a result, they would not have a habit of independent thinking and critical thinking. students and teachers will pay more attention to the result of assessment, not the usage of language. take it into consideration, students would not have great achievement in future language learning or language usage as they think the learning is exam-oriented. 4. conclusion we can see the framework of tem tests, writing is considered as an important part in the tests. in the part, students could not have a good performance as they do not have logic in constructing a passage. with what above 21 mentioned, both teachers and students lack the ability of critical thinking, thus without no reform of language teaching in english majors, we could not achieve the goal of language teaching and the goal in “english teaching syllabus for english majors" (2000). students would not have the ability in critical thinking. with the consideration of research interest, five questions have raised. 1. how to improve students’ performance in tem4 and tem8 by instructing the critical thinking skills？ 2. how could the teachers build their own teaching model in instructing critical thinking skills？ 3. how could critical thinking skills influence on the learning strategy of english major students in my province？ 4. how do english teachers cultivate their abilities in critical thinking? 5. which aspect of critical thinking do chinese english major students lack？ with the perspectives of the law of higher education of people's republic of china (1999) and the new syllabus (2000), critical thinking can be seen as an important ability to college students. and it is crucial to develop students’ ability in critical thinking, even it is a long-term process. based on the facts in chinese university classrooms, we, as teachers, could not ignore the phenomenon that students lack of critical thinking ability. we need to cultivate students’ abilities in independent thinking, innovation, analysis and critical awareness in order to achieve a better goal in language teaching (gustine, 2018). references dewey, j. (1933). how we think: a restatement of the relation of reflective thinking to the education process. boston: d.c. heath & company. dostál, j., wang, x, a. steingartner, w. & nuangchalerm, p. (2017). digital intelligence-new concept in context of future school of education. proceedings of iceri2017 conference. seville, spain. 16th -18th november 2017. pp. 3706 3712. elder, l., & paul, r. (1998). the role of socratic questioning in thinking, teaching, and learning. clearing house, 71(5), 297-301. gustine, g. g. (2018). a survey on critical literacy as a pedagogical approach to teaching english in indonesia. indonesian journal of applied linguistics, 7(3), 531-537. huang, y. s. (1998). absence of critical thinking. foreign language teaching and research, 7, 1-2. hu, w. z. (2008). a review and reflections on english major teaching reform in china. the world of foreign language, 5,10-15. huang, y. (1998). the lack of critical thinking. foreign languages and their teaching, 20(7), 2-18. setyarini, s., muslim, a. b., rukmini, d., yuliasri, i., & mujianto, y. (2018). thinking critically while storytelling: improving children’s hots and english oral competence. indonesian journal of applied linguistics, 8(1), 189-197. sun, y.z., & linin, j. (2010). a probe into the english major curriculum pattern. foreign language teaching and research, 4, 50-61. wang, x. (2017). a study on developing critical thinking of english major students through the teaching of comprehensive english. theory and practice in language studies, 7(8), 670-676. wen, q. f., wang j. q., zhao c. r., liu y. p., & wang h. m. (2009). constructing the theoretical framework of chinese foreign language college students' critical thinking ability measuring tool. foreign language circles, 1, 37-43. zhou, z. (2018). a study on cultivation of critical thinking ability of english majors. theory and practice in language studies, 8(3), 349-353. journal of green learning journal of green learning, e-issn 2807-890x vol. 2, no. 1, 2022, pp. 10-15. doi: 10.53889/jgl.v2i1.99 ------------------------------------------------------- effectiveness of outcome-based approach to design contents for training secondary school english teachers in laos lakaisone saiyachit 1 1 savannakhet teacher training college, savannakhet, lao pdr article info abstract article history: received december 20, 2021 revised january 10, 2022 accepted march 16, 2022 this research aimed at evaluating effectiveness of an outcome-based approach for redesigning contents (training tasks, instructions, and assessments) of a teacher training program. research participants were three english secondary school teachers. the effectiveness was evaluated by assessing abilities of inservice teachers to use 15 student-centered teaching techniques to design activities to teach english, appropriateness of training contents and usefulness of abilities gained from the training. therefore, the data were gathered by assessing trainees’ abilities during and after training and interviewing them at the end of the training. the findings show that all of the in-service teachers have gained high abilities to use the 15 students centered teaching techniques for designing activities to teach english. the findings from interview show that the training contents are suitable for training the new teaching skills and they confident to use them. therefore, high training achievement and very positive opinions found in this research confirm that outcome-based approach is effective to use for designing contents of training program. keywords: in-service english teachers outcome-based approach secondary school teaching techniques training program this is an open access article under the cc by-sa license. corresponding author: lakaisone saiyachit savannakhet teacher training college savannakhet lao pdr email: lakaisone2020.s@gmail.com 1. introduction teacher professional development is important, because it is one way to upgrade the teaching and learning quality (komba & nkumbi, 2008), and it is worth to upgrade teachers’ teaching techniques, since teachers can influence students’ learning motivation (daniels, 2011). they are the greatest assets and backbone of any education system (rasmi, et.al, 2014), what teachers believe and what knowledge they have are two major factors that influence how they actually teach (kauchak & eggen, 1993), and to motivate students to learn, teaching techniques are important (crookes et.al., 2013). therefore, ministry of education has provided an in-service teacher training program for training 15 student-centered teaching techniques to secondary school teachers all over the country with the inquiry to improve quality of education in secondary school level. before organizing the training, the training manual and training evaluations were created in the ministry of education. the manual contains 15 modules. then training procedures and strategy to train as well as the knowledge in the training manual were trained to central key trainers who are responsible for training teachers in secondary schools around the country. researcher is one of the central key trainers for helping in-service teacher to improve their instructional practices. here are some procedures to use when training: before training, one of the trainers presents purpose of training, importance of 15 teaching techniques and how they evaluate the training results. next, secondary school teachers (trainees) are told to take pretests of 15 modules online. after that, trainees are divided into small group. each group is responsible for studying some techniques in the training manual. finally, each group presents the techniques that they have been assigned to do based on their understanding. after presenting each technique, trainees of other groups and trainers give comments and suggestions. at the end of the training, trainees are asked to do the posttests online again. it is easy for trainers to train by assigning some techniques for each group of trainees to study and present, and then observe the results and give comments, however, it was observed that trainees only paid https://creativecommons.org/licenses/by-sa/4.0/ 11 attentions on studying the techniques that were assigned to do; they did not get deep insights and ability to use the other teaching techniques. moreover, the given training manual is for training teachers of all subjects in secondary school level. most of contents and examples are for training science teachers. therefore, a new training manual for training english teachers as well as instructions/methods and evaluations were redesigned by using an outcome-based approach (oba), which uses desired training outcomes as the guideline for designing the training contents. then it was used for training english teachers who are teaching in the secondary schools. 2. research objective main purpose of the research is to evaluate the effectiveness of using oba for designing contents of an in-service teacher training program. the effectiveness is shown by abilities of trainees on using the 15 teaching teachings for designing activities to teach english, appropriateness of the training contents and confidence to use the techniques for teaching. therefore, below statements are two sub-purposes: (1) to evaluate abilities of trainees to use 15 teaching techniques for designing activities to teach english. (2) to identify opinions of trainees toward the appropriateness of the training contents and confidence to use 15 training techniques. 3. method 3.1 design this research used research and development design (r&d), which consisted of four phases: (1) establish the problem, (2) develop instrument to solve the problems and research instruments, (3) use the instruments in practice and collect the data and (4) analyze, summarize and present results of the research. 3.2 research samples the population of this research was three-service teachers, one woman who are teaching english at the sathid secondary school. the three teachers are known as trainees who attend the training, practice using the new teaching techniques, present each technique with example, and give feedback and scores for other trainees. this means that they are observers, commentators and evaluators when they are not the presenter of the assignment. 3.3 research instruments two types of research instruments were used to collect the data: tests (pre and posttests) and semistructure interviews. tests: 15 teaching techniques were trained, so 15 pretest and 15 posttests were conducted. the pretests were done before and during the training. the tests assess two dimensions: (1) definition of the being trained teaching technique and (2) model of using the technique. total score of each dimension is 10. only trainer/researcher assessed the results of the tests. the posttests were done at the end of the training. the tests assess three dimensions: (1) definition of the being trained teaching technique, (2) model of using the technique and (3) trainees’ abilities to use 15 teaching techniques for designing activities to teach english. total score of each dimension is 10. trainer/researcher and two trainees assessed the results of the tests. semi-structure interview: the interview was used for interviewing the trainees in group in order to find out their opinions on the appropriateness of the training contents and their confidence to use the 15 teaching techniques. the interview was conducted at the end of learning term. it takes about 30 minutes. while interviewing researcher took notes the important points related to the appropriateness of the training contents and their confidence to use the techniques. 3.4 data collection the data were collected along the training processes: before starting the training, trainers presented purpose of training, training desired learning outcomes, training technique and strategy to assess. before and during the training each technique, trainer assessed prior knowledge of the being trained teaching techniques, specifically its definition and model. then at the end of training each teach technique, trainer gave a posttest that consists of definition, model for using the technique and use the model to design activities to teach. after doing each posttest, each trainee presented the done work. the trainer and two trainees observed, and then gave comments and scores. 3.5 data analysis the quantitative data was analyzed by using descriptive statistics such as: the mean and standard deviations. the qualitative data from the interview was summarized, grouped, ranked, transcribed, and presented. 4. result based on the results of analyzing the quantitative and qualitative data, the results are presented based on the purposes of the research: abilities of trainees to use 15 teaching techniques for designing activities to teach 12 english and their opinions on appropriateness of training contents and confidence to use the 15 training techniques as shown in table 1. table1 teaching abilities in 15 teaching techniques module that contains teaching techniques m sd m1 experiential teaching technique 9.40 0.67 m2 experiment-based teaching technique 9.44 0.60 m3 discovery teaching technique 9.26 0.73 m4 simulation teaching technique 9.45 0.60 m5 role play teaching technique 9.52 0.65 m6 gamified teaching technique 9.18 0.70 m7 laopdr teaching technique 9.52 0.58 m8 inquiry-based teaching technique 9.56 0.58 m9 problem solving teaching technique 9.41 0.67 m10 project-based teaching technique 9.37 0.66 m11 interactive teaching technique 9.56 0.59 m12 brain storming teaching technique 9.41 0.67 m13 buzz session teaching technique 9.37 0.61 m14 think-pair-share teaching technique 9.59 0.58 m15 question and answer teaching technique 9.37 0.68 average total 9.43 0.64 the table shows that the trainees obtain very high ability to use all 15 teaching techniques, since the mean of each technique is more that 9 out of 10. the trainees achieved the highest score in module 14: thinkpair-share teaching technique (m=9.59; sd=0.58) out of 10 scores. they achieved the lowest score in module 6: gamified teaching technique, but the mean score is still high (m=9.18; sd=0.70) out of 10 scores. a paired sample t-test was conducted to compare the scores of the pre-test and the post-test. the results showed that there was a significant difference in the scores of the pre-test (m=3.75, s.d.=2.48) and the post-test (m=9.44, s.d.=.21); t (29) = 12.35, p< .05 as presented in the table 2. table 2 pre-test and post-test scores comparison pre-test post-test t p competence of in-service teachers on using outcomebased approach �̅� s.d. �̅� s.d. 3.75 2.48 9.44 .21 12.35 .000 the findings showed that trainees significantly improved their ability to define the meaning and usage of 15 teaching techniques after the training, since the mean score of the post-test was considerably higher than the mean score of the pre-test (9.44 > 3.75). the low mean score of the pre-test proved that the trainees lacked knowledge to define and to describe the use of 15 teaching techniques but they learned greatly from the training. the finding showed that trainees felt very satisfied with the contents of training. they said that the training contents were very organized and appropriate for training the 15 teaching techniques to teach english. here are some statements that were summarized and gathered from interview: one trainee a said “i like the organization of the training manual. it is easy to follow, since it starts with the introduction of the manual, it purposes, following with training outcomes, training techniques and evaluation” one trainee b added that “it is easy for me to assess my own ability to use 15 teaching techniques, since each module shows the desired outcomes in the first step. moreover, i like it when assessments assess the abilities based on training outcomes of each module” 13 one trainee c also commented that “it is easy for us to learn, because the contents of each module are short. they are about only the definition, model and example of using the model. having these tasks, we have the pictures of how to use the model well” all of them agreed that the training instructions and assessments were very effective. one statement shows “it is good that the trainer gave us the chance to practice all of the desired skills in each module” one added that “and it a good idea that you gave us the chance for describing the definition, model and using the trained teaching technique”. in terms of confidence, the finding showed that they all felt very confident to use all of the training technique. when the question was asked “to what degree do you feel confident to use these techniques?” the answers were: trainee a answered, “for me, 95 percent”, trainee b said, “i think i can use them 90 percent” and trainee c said, “i think i can use them all very well”. 5. discussion main purpose of the research is to evaluate the effectiveness of using oba for designing contents for training. the results show that oba is effective for designing contents for training, because the training achieves positive results that trainees obtained very high abilities to use the 15 teaching techniques for designing activities to teach english (m=9.59; sd=0.58). their abilities to describe the meaning of each technique and its teaching steps have been improved as it was shown in table two that the mean score of the posttests has been increased from 3.75 to 9.44. moreover, the trainees satisfied about the training contents and they have confidence to use all of the 15 techniques. it is not wondered that trainees had very high abilities on using 15 training teaching techniques for designing activities to teach because the contents were designed based on the desired training outcomes of the training program. moreover, it is easy for trainees to pay attention on what need to learn and to achieve because each training module contains its desired outcomes and contents for practicing. therefore, trainees can pay attention on practicing and achieve the desired outcome of each model easily. and it is not strange that many users used desired learning outcome to design tasks in different areas such as: to design activities to teach in ubd lesson planning mode (wiggings & mctighe, 2012), to building a learning program in the department, school or central educational level (kember, 2005; biggs & tang, 2010), to design training policies and practices (cedefop, 2009), to provide a common framework of reference and accountability to the aun quality assessment process (aqrf, 2015), to reform the curriculum (wilson, 1996 jansen, 1998), since by using the outcomes as the guideline to design contents can obtain achievement in practice as in this research. moreover, it was confirmed that using desired learning outcome could help teachers to have clear ideas to design tasks to test (burns, 1987; spady, 1988; hansen, 1989; nyland, 1991; pollock et.al., 1992; marzano, 1994; brown, 1997), could help students to upgrade their self-managed learning, critical thinking, problem solving, adaptability, communication skills, and interpersonal skills & group work (kember, 2005; nuangchalerm & el islami, 2018) and could foster an atmosphere of learning (lansari et.al., 2007). figure 1 the outcome-based approach framework (adapted from the outcome-based education framework of spady, 1994) 14 when using outcome-based approach for training, the training outcome can show the real capacities of trainees, since the outcome in outcome-based approach is not defined by the knowledge but the skills or abilities (spady, 1994). trainees could achieve the ability to use 15 new training techniques to design activities to teach english when training activities in the program were designed by using outcome-based approach or desired learning outcomes of the program. the mean score of the posttest is 9.44 out of 10. because of the success of using desired learning outcome to design activities to teach or to train, many the learning outcome. the findings in this research show that trainees achieve the desired outcomes of the training and they felt happy with the training activities (content of each module, training instructions, and assessments). therefore, it can be assumed that outcome-based approach is effective for designing activities for training. 6. recommendation although the research achieved the successful results, the number of samplings was small. the further study needs to include bigger samplings with different characteristics of the trainees who are from different schools or areas, for examples teachers who are teaching in the rural schools and in the town, or variety of degrees in order to confirm more effective results. the outcome-based approach can be used for designing activities for teaching and training other subjects; therefore, teachers or further researchers can use it to design contents and then can use similar research instruments or adapt them to conduct the similar research. references aqrf. 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(2011). creating motivating learning environments: teachers matter: teachers can influence students’ motivation to achieve in school. middle school journal, 43(2), 32-37. ewell, p. (2005). applying learning outcomes concepts to higher education: an overview. retrived from http://www. ied. edu. hk/obl/files/oba.pdf. hansen, j. m. (1989). outcome-based education: a smarter way to assess student learning. the clearing house, 63(4), 172-174. jansen, j. (1998). curriculum reform in south africa: a critical analysis of outcomes-based education. cambridge journal of education, 28, 321-331. kauchak, d. p., & eggen, p. d. (1993). learning and teaching. allyn bacon. kember, d., & leung, d. y. (2005). the influence of the teaching and learning environment on the development of generic capabilities needed for a knowledge-based society. learning environments research, 8(3), 245. komba, w. l., & nkumbi, e. (2008). teacher professional development in tanzania: perceptions and practices. journal of international cooperation in education, 11(3), 67-83. lansari, a., tubaishat, a., & al-rawi, a. (2007). using an outcome-based information technology curriculum and an e-learning platform to facilitate student learning. issues in informing science & information technology, 4, 461-472. marzano, r. j. (1994). lessons from the field about outcome-based performance assessments. educational leadership, 51(6), 44-50. mctighe, j., & thomas, r. s. (2003). backward design for forward action. educational leadership, 60(5), 5255. mctighe, j., & wiggins, g. (2012). understanding by design framework. association for supervision and curriculum development. munby, j. (1978). communicative syllabus design. cambridge university press. nyland, l. (1991). one district's journey to success with outcome-based education. 1-15. nuangchalerm, p., & el islami, r. a. z. 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(2011). the understanding by design guide to creating high-quality units. ascd. journal of green learning journal of green learning, e-issn 2807-890x vol. 2, no. 2, 2022, pp. 100-105. doi: 10.53889/jgl.v2i2.120 ------------------------------------------------------- piano rhythmic exercise for preschool education major teaching at taiyuan teacher college wen jing 1 , pramote danprdit 1 1 department of music, faculty of music, bangkokthonburi university, thailand article info abstract article history: received may 21, 2022 revised july 12, 2022 accepted august 27, 2022 the purpose of this paper is to create piano rhythm exercises and to study the evaluation results after use. the researcher designed the research as experimental research, consisting of a single set of experiments verifying the consistency and effectiveness of the tool. the researchers created and developed piano rhythm exercises with three experts in an experiment with 22 piano beginners majoring in preschool education. the study was conducted from september to december 2021 at taiyuan teacher college. results showed that the creation of the piano rhythm exercises course is effective; it consists of 9 weeks of teaching, 3 weeks of examination, and concludes with 12 weeks of using 9 etudes and 6 children's songs. in the evaluation performance results, the average scores of the 3 tests were 27.45, 28.77, 33.16 respectively and the percentage scores were 68.64, 71.93, 82.9 respectively. however, after the test, the students who participated in the activity felt fun, were willing to practice, and, of course, had higher skills. all students request a practice file for further use. keywords: piano preschool rhythmic-exercise teacher education this is an open access article under the cc by-sa license. corresponding author: pramote danprdit department of music faculty of music bangkokthonburi university thailand email: 6350112003mu@gmail.com 1. introduction the taiyuan preschool teachers’ college is a full-time public kindergarten normal college approved by the people’s government of shanxi province on march 23, 2018, and registered by the ministry of education on may 10, 2018. it is an important base for shanxi province and taiyuan city to train teachers in preschool education and art education. the school has a total of 322 full-time teachers, including 64 full-time teachers with titles of associate senior or above, accounting for 19.9% of the total. there were 197 full-time teachers https://creativecommons.org/licenses/by-sa/4.0/ 101 with master's degrees or above, accounting for 61.2%. in the first year of 2018, the enrollment plan has been maintained at about 2,700 students for three consecutive years, covering 16 provinces in china. the preschool education major at taiyuan preschool teachers college is a high-level key major in shanxi vocational education. this major is to train "chong de, the architect and the relevant" outstanding teachers in pre-school education, namely to build a first-class, domestic advanced preschool teacher training base in the province, as the goal is to cultivate high-quality, theoretically solid, professional skills and professionals in childcare facilities engaged in conservation and interdisciplinary talents education. the piano course is a compulsory professional course for students majoring in preschool education, and it is also a basic teaching skill that students must master. most of the higher vocational preschools students majoring in education have zero foundation before entering the school (chang, 2016). how do you lay a solid foundation for students with zero piano foundation to learn the piano in a relatively short period of time? this requires piano teachers to effectively cultivate students in four aspects of music: music reading habits; rhythm cultivation; playing posture; and music cultivation (xianjun, 2019). rhythm is the basic factor of music structure, the backbone of melody can be called the first element. one of the most basic training methods in music training is the cultivation of the sense of rhythm, which is also the premise and basis of training students to have a good sense of music. in music teaching, teaching about rhythm is everywhere; for example, in solfeggio training ear lessons, instrumental music lessons, vocal music lessons, and percussion lessons (ruixue, 2011). rhythm training is an important part of training music auditory ability. rhythm is the lifeblood of music. it is the framework of music. rhythm is the heart of music. it is the cornerstone of music’s flow. music can be made up of cadences without a pitch, but not only of pitches without rhythm. therefore, in order to understand music and music, we must start with the rhythmic rhythm, and the rhythmic rhythm is easier to accept by children than the pitch (xirui, 2017). as zhao xiaosheng (ling & tian, 2007) mentioned in the article, due to the complex skills of piano playing, we put the training of skills in the most important position in piano teaching, thus ignoring the topic of rhythm training. in fact, rhythm training is not only closely related to the cultivation of students' musical sense but also closely related to the training of piano skills. many piano educators in the 20th century incorporated rhythm awareness into their skills training. the representative in this aspect is the female piano educator, abby wright. her piano playing and teaching concepts are at the core of rhythm. whether you play vibrato, continuous octave and dual tone, or arpeggios and scales, you will deviate from the rhythm of the heart (ling & tian, 2007). pre-teacher’s kindergarten music or early childhood educator is the most rapid physical and mental development and the most obvious change period. it is the most important period of education and also the beginning of music education, sowing the seeds of a good opportunity. children naturally love music and are willing to accept music education, which is good soil for the growth and development of music seeds. music education should start in kindergarten so that children can learn the basics of music at an early age, because musical hearing can only be successfully developed from an early age. it can be seen that the impression formed in early childhood has an important influence on the development of life, and music education should start in early childhood (xirui, 2017). the teaching of preschool education aims to train the teachers who educate the children, and also the enlightened teachers of the children. piano teaches an essential skill for modern kindergarten teachers. piano teaching ability is of great help to the future employment of students majoring in preschool education. for students majoring in preschool education, their future work in early childhood education and teaching, so when teaching piano, teachers pay more attention to the integration of piano performance and early childhood teaching, 102 requiring students to master and flexibly apply the knowledge they have learned, and they can play and sing children's songs themselves in kindergarten teaching. preschool education students do not need to have too high or too difficult performance skills, but from the actual situation, pay attention to strengthening the practice skills training, grasping the rhythm of training methods and intensity, and becoming more qualified preschool teachers (dai, 2020). teachers need to define what elementary students will study and accomplish. elementary students can be of any age, from preschool through senior adults. regardless of age, they all need to learn the same basics, concepts, and skills. naturally, some students will aquire these skills more quickly than others. students learn to apply concepts and skills by doing the following: hearing, reading, playing the piano, writing, and analyzing (jacobson et.al., 2015). researchers discovered that while teaching piano courses in preschool education from 2004 to 2020, students play fast and slow, the rhythm is not stable, and the rhythm is not accurate. through literature review, peer interviews, and the researcher's own teaching experience, it is found that "how to solve these rhythm problems in playing?" not enough attention has been paid to teaching, which leads to the frequent occurrence of inaccurate rhythm. the small number of books or textbooks specialising in piano rhythm practice is also another reason for the development of rhythm practice. this study aims to create piano rhythm exercises in the piano learning of preschool education speciality, and to study the evaluation results after using piano rhythm exercises. 2. methodology 2.1 research setting in this study, the researchers observed that most piano learners in preschool education had the problem of the wrong rhythm when they completed the piano playing homework through teaching. through literature review, peer interview, and expert discussion, this paper conducts experimental research on the rhythm practice of piano beginners majoring in preschool education, designing, researching, and developing methods. the course of creating rhythm exercises consisted of a single set of experiments, verifying the consistency and effectiveness of the tool, observation, and interviews with trial participants. this study included 22 piano students who volunteered and were between the ages of 18 and 20 years in average. the researchers reviewed that piano rhythm training has many benefits for preschool students learning piano playing well. the references were based on domestic and international research. in addition, the concept of the study design and the teaching content were analyzed by an expert panel. to help researchers provide suggestions or opinions on the creation of exercise manual suggestions, course plans, course duration, examination plans, student satisfaction surveys and other aspects, and to conduct validity, so as to provide feasibility and effectiveness for the research. the researchers interviewed tan, an associate professor at shanxi taiyuan normal university; cai, a piano lecturer at shanxi taiyuan jinzhong college; and xu, a piano lecturer at shanxi taiyuan university. they all have been teaching piano for more than 15 years and invited them to form an expert group. after the results of the expert symposium came out, the researchers put forward the following questions worthy of discussion: first, the importance of rhythm practice for preschool students learning the piano. second, rhythm is an important obstacle for piano learners in preschool education. 2.2 research tools the research tools were composed of four types: through studying the teaching literature and related papers, the researchers selected 9 rhythm exercises, 9 repertoire 103 exercises, and 3 tests to construct rhythm exercises. invite a panel of experts to evaluate the validity of the tracks and practice questions. 1. rhythm practice: based on the advice of experts, rhythm-based exercises were developed for 9 etudes and 6 children's songs, with a mean accuracy of 0.75. 2. lesson plan: the researchers studied the literature on the problem of rhythm. we wrote lesson plan numbers for 12 weeks, 9 weeks of practice and use of music, and 3 weeks of exams, and submitted them to a panel of expert’s assessment results for after completing the lesson plans with the expert group, the validity value was 0.8. 3. evaluation criteria for designing a rhythm based on rhythm accuracy, expression fluency, performance methods, and tonal production a formative test three times and improve the students' ability to play the piano with rhythm accuracy, fluency in expression, performance methods, and tonal production. 2.3 data collection and analysis the researchers created a rhythm exercise course based on the expert meeting and invited a group of experts to evaluate the effectiveness of the course plan. researchers first by researchers found problems in the teaching practice for many years, consulted the related literature at home and abroad, and communicated with the teacher interviews, found in preschool education major students’ piano learning, common wrong notes, using the wrong finger, playing the problem of inaccurate rhythm, and especially the rhythm of playing in the most serious mistakes. according to the problems found, the researchers and the expert group discussed the main reasons for the rhythm problems in piano playing among the students of preschool education majors in our school in the course of piano learning through the network teleconference: 1. piano learners in preschool education have a weak enrolment foundation and most of them have not been exposed to piano learning before enrolment. 2. the piano lessons in pre-school education in our school lack targeted rhythm training courses. after consulting relevant literature, researchers developed rhythm practice courses and invited experts to put forward suggestions and opinions to evaluate rhythm practice courses. relevant contents included teaching curriculum arrangement, examination courses, textbook selection, and the feasibility of a student satisfaction questionnaire. experiments and practice in the classroom, the researchers used the piano rhythm practice course to teach 22 piano students in the experimental group, evaluated the teaching results, collected the teaching results data, and analyzed the data. 3. result and discussion the course is effective; it consists of 9 weeks of teaching, 3 weeks of examination, and concludes with 12 weeks of using 9 etudes and 6 children's songs. in the evaluation performance results, the average scores of the 3 tests were 27.45, 28.77, 33.16 respectively and the percentage scores were 68.64, 71.93, 82.9 respectively. creating the piano rhythm exercises is an effective 12week course, using 9 etudes and 6 children's songs. the results of such research are consistent with donald and david (2011) that rhythm patterns are so important in the perception of music that it is sometimes possible to identify a melody from just the rhythmic pattern. in addition, levitin (2006) xianjun (2019) suggest that the teacher trains students to beat and sing different beats with the metronome so that students can really feel the beat uniformity and speed stability of the music so that their rhythm perception and expression can develop. according to baoqing (2011), there is pitch and rhythm. there are some forms of rhythm, free rhythm, and so on. like the pulse and breathing of living things, rhythm is the embodiment of musical life, and the significance of rhythm training in the process of learning 104 music is self-evident (meige & meiyu, 1990). therefore, as reported by ling & tian (2007) and deyue (2001), many piano educators in the 20th century neglected rhythm awareness in their skills training, the complex skills of piano playing, and the training of skills in the most important position in piano teaching, thus ignoring the topic of rhythm training. related to the report, as reported by jacobson et.al. (2015) lin & danpradit (2021), rhythm is a natural part of the human experience. humans walk with a regular gait, and the rhythms are naturally tapped, clapped, or drummed, many times unconsciously, as a part of daily living. young children respond physically first to the rhythm of the music and later to the pitches. francesco (2015) pointed that a good sign was the classroom for playing the rhythms. they also displayed certain rhythmic traits in the simplest meters; they tended to use just a few rhythmic stereotypes and seemed to be under the impression that the rhythmic dimension derived indirectly from the choice of pitches, instead of being truly integrated with the melodic thinking or playing in the invention. therefore, lily & esther (2008) said, pitch and rhythm are important elements in both music and language. pitch and rhythm discrimination are required not only for learning music, but also for language acquisition as children learn the nuances of the language in their environment. pitch-contour processing is an important perceptual organizational device for infants, in processing not only musical but also speech sequences (trehub, 2006). according to the report, as reported by ruixue (2011), the most important aspect of african rhythm is "beat sense", the first beat of the downbeat. according to this characteristic, the students are trained. specific steps include: 1) rhythm training without stress; 2) rhythm practice with regular stress; and 3) irregular stress with regular stress. cross-rhythm is one of the training methods in cross-rhythm. students can initially feel the charm of african music's cross-rhythm (fan, 2015). however, the number of exercises too high, resulting in the student having less practice time or speeding up the practice time too much. music teachers or anyone interested in this innovation to use or develop further should study more deeply or more complexly, adjust the content of the exercises accordingly, and possibly change or expand the audience of the experiment more. 4. conclusion the creation of the piano rhythm exercises course is effective; it consists of 9 weeks of teaching, 3 weeks of examination, and concludes with 12 weeks of using 9 etudes and 6 children's songs. in the evaluation performance results, the average scores of the 3 tests were 27.45, 28.77, 33.16 respectively and the percentage scores were 68.64, 71.93, 82.9 respectively. however, after the test, the students who participated in the activity felt fun, were willing to practice, and, of course, had higher skills. all students request a practice file for further use. references baoqing, w. (2011). piano. beijing normal university publishing group. chang, c. c. (2016). fundamentals of piano practice. createspace independent publishing platform. deyue, d. (2001). zhu gongyi piano teaching. music publishing house. dai, l. (2020). rhythm training in piano teaching for pre-school education majors. artist, 9,145-146. donald a. h., & david, c. s. (2011). music in the human experience. taylor & francis elibrary. fan, h. (2015). on piano teaching: shanghai music. publishing house. francesco v. m. (2015). playing rhythm advanced rhythmics for all instruments. createspace platform. 105 jacobson, j. m., lancaster, e. l., & mendoza, a. (2015). professional piano teaching, volume 2: a comprehensive piano pedagogy textbook. alfred music. lily, c. h., & esther, m. (2008). the oxford handbook of music education. oxford: oxford university press. li, j. (2005). early childhood music education. beijing: beijing normal university press, 7(2), 49-53. lin, z. (2018). research on the current situation and countermeasures of piano teaching in preschool education majors in higher vocational education. master thesis, shaanxi normal university. lin, y., & danpradit, p. (2021). double bass workbook for children focusing on critical thinking. gagasan pendidikan indonesia, 2(1), 27-38. ling, l., & tian, x. (2007). on rhythm training in piano teaching try to answer teacher zhao xiaosheng's question. journal of huaihua university, 7,77-79. luo, x. (2013). research on solfeggio teaching and training. hunan university press, 6(2), 87-92. meige, l., & meiyu, z. (1990). rhythm training in piano teaching. journal of shanghai normal university (philosophy and social sciences edition), 4, 100-105. ruixue, b. (2011). research on rhythm teaching in higher normal schools under the concept of multicultural music education. master thesis, northeast normal university. trehub, s. e. (2006). infants as musical connoisseurs. in mcpherson, g. e. (ed.). the child as a musician (pp. 33-49). oxford university press. xianjun, x. (2019). some thoughts on the basic teaching of piano in preschool education majors in higher vocational education. the voice of the yellow river, 6, 64-65. xirui, l. (2017). on the application of the three foreign music education system in children's rhythm training. master thesis, hunan normal university. journal of green learning journal of green learning, e-issn 2807-890x vol. 1, no. 2, december 2021, pp. 28-33. doi: 10.53889/jgl.v1i2.43 ------------------------------------------------------- a guideline for development a short-term classical guitar curriculum in thailand natthawat khositditsayanan1, chaloemchai sosutha2 & kanit promnil3 1, 3 department of music education, faculty of education, buriram rajabhat university, thailand 2 department of curriculum and instruction, fuaculty of education, buriram rajabhat unversity, thailand article info abstract article history: received september 21, 2021 revised december 2, 2021 accepted december 15, 2021 the objectives of this research were to (1) study criteria for practice of the classical guitar test to be used as a guideline for the entrance examination for higher education in thailand and (2) find the ways to develop curriculum of a shortterm classical guitar for entrance examinations of higher education by studying the information from documents, principles, theories, and criteria of the classical guitar test to be used as a guideline for admission to higher education in thailand. the results of the research were as follows 1) criteria for practice of classical guitar test to be used as a guideline for the entrance examination for higher education. there were 2 parts of the contents for examination including technically, candidates must be able to practice the scale, length was not more than 4 sharps, 4 flats in major and minor scales with arpeggio and the piece contained and exercise song and 2 general pieces, difficulty from intermediate to advanced and there were differences in style of music eras or musical styles from different composers and all the pieces that test takers must play from memory, and 2) curriculum of a short-term classical guitar for tertiary entrance examinations that had a content consists of 2 parts. the first one, the content and course details, were the curriculum competency, course descriptions, tools, materials, equipment, training materials and learning resources and background knowledge and qualifications of trainees and the second one, measurement and evaluation consisted of 3 parts : a posttest to review the process and the duration of attending the training was not less than 80 percentage of the training time according to the curriculum. keywords: classical guitar curriculum development short-term curriculum this is an open access article under the cc by-sa license. corresponding author: chaloemchai sosutha departrment of curriculum and instruction faculty of education burirm rajabhat university thailand email: tom431051039@yahoo.co.th 1. introduction the current word is evolving rapidly according to economic capitalism that affected both sides of society. education is one that is influenced by socio-economic trends clearly ( quality learning foundation, 2014) . in terms of music education, there is a cost of both equipment preparation and tuition fees were quite high in music colleges or large universities. these problems affect in music teaching which is limited in the bangkok area. essentially, music teaching is an additional study outside of school classes as it is a specialized science. it is not taught at the level of schools but also general education institutions so musical students have high educational expenses, including the cost of preparing for further examinations and the cost of preparing or basic adjustment in order to both pass standardized examinations and have knowledge and readiness for higher education. for music teaching, instructors must understand learner's learning process and are able to arrange music lessons to be more suitable for students. in psychology, learning theory can be divided into four groups are behaviorism, cognitivism, humanism and social learning theory ( merriam & caffarella, 1999) . there are many ways to teach, teaching at present will focuses on teaching that can develop students with all knowledge, skills and https://creativecommons.org/licenses/by-sa/4.0/ 29 attitudes by using teaching and learning activities that focus on students, teaching techniques are used different tactics to enhance the process and teaching methods are used in teaching to help students learn. each method has its own unique components and procedures leading to its specific purpose (khammani, 2018). music measurement and evaluation are an essential part of the process of music education, especially in learning management. there are generally two types of assessments : formative assessment and summative assessment. in music, these two aspects of evaluation always occur in teaching music, especially learning skills. (suttachitt, 2012). curriculum development of a short-term music practice to prepare for higher education, it is one way to help students in the high school level who are interested in studying music in higher education to learn music in order to prepare to build a body of knowledge that is important for higher music learning which practical music,theorical music and audiovisual education. this requires someone who has the knowledge and expertise to convey the basic knowledge of music to be accurate ( sayawongs & pum-in, 2017) . the curriculum development of short-term music practice has also contributed to the distribution of music knowledge that is the same standard with leading music institutions and reduce disparities in music education for local youths in buriram province and cost to prepare exams for higher education. it also mncourage youths to have benefit activities outside school and can develop expertise until they become a career that can generate income in the future. moreover; it can develop education for the locality to achieve sustainable development of youths, schools, and educational institutions as a basis for promoting other music activities to enhance the quality of life through art and music for buriram city (khositditsayanan, 2016). 2. method 2.1 studying documents, principles, theories and criteria of practice of classical guitar tests to be used as a guideline for entrance examinations for higher education in thailand. 2.1.1 oparation 2.1 . 1 .1 to study concepts and theories about criteria to be used as criteria for practice of classical guitar tests as a guideline for entrance examinations for higher education with specifying the issue of study documents. 2. 1.1.2 to draft the issue of study documents. 2.1.1.3 to bring the draft of the issue of the study document presented to the experts to consider and check the accordance with the objectives and appropriateness for improvement. 2. 1.1.4 to plan the study and analyze documents. 2. 1.1.5 to record data and analyze data. 2. 1.2 tools and quality of tools to synthesize document by using the record of document synthesis form created by the researcher. it had been inspected by 5 experts, checking the quality to be appropriate. 2. 1.3 data analysis to use content analysis methods to obtain an inductive conclusion, the final goal was basic information about the actual conditions for criteria of practice of the classical guitar test to be used as a guideline for the entrance examinations to higher education. 2.2 studying documents, principles, theories and guidelines for curriculum development of a short-term classical guitar for tertiary entrance examinations. 2. 2.1 operation 2. 2 . 1 . 1 to study of concepts and theories on guidelines for curriculum development a shortterm classical guitar for entrance examinations of higher education with specifying the issue of study documents. 2. 2.1.2 to draft the issue of study documents. 2. 2 . 1 . 3 to bring the draft of the issue of the study document presented to the experts to consider and check the accordance with the objectives and appropriateness for improvement. 2. 2.1.4 to plan the study and analyze documents. 2. 2.1.5 to record data and analyze data. 2. 2.2 tools and quality of tools to synthesize document by using the record of document synthesis form created by the researcher. it had been inspected by 5 experts, checking the quality to be appropriate. 2.2.3 data analysis to use content analysis methods to obtain an inductive conclusion, the final goal was basic information about the actual conditions for guidelines for curriculum development a short-term classical guitar for entrance examinations of higher education. 30 3. result 3.1 the criteria for practice of the classical guitar test to be used as a guideline for the entrance examination for higher education in thailand the criteria for practice of the classical guitar test to be used as a guideline for the entrance examination for higher education that had 2 parts of the exam contents : 3.1.1 techniques, the candidates could practice the basic sound scale such as the scale, the difficulty was not more than 4 sharps, 4 flats, both the major scale, harmonic minor stairs and the melodic minor scale. in addition, an arpeggios must be played with a difficulty of no more than 4 sharps, 4 flats on the major and minor scales. 3.1.2 in terms of pieces, it consisted of exercise songs and general pieces or independent pieces. the exercises were selected from songs by various composers, for example 20 studies by fernando sor, 12 etudes by hector villa lobos, 2 5 studies op.6 0 by matteo carcassi and 2 0 etudies by leo brouwer. a general or independent piece consisted of 2 different pieces, ranging in difficulty from intermediate to advanced levels and there were differences in style, music eras or styles of music from composers such as bach, brouwer, weiss, sor, giuliani, etc. and all pieces must be played from memory. 3.2 curriculum of a short-term classical guitar for entrance examinations of higher education from studying the criteria for practice of classical guitar test to be used as a guideline for the entrance examination for higher education, researcher had adopted a guideline for curriculum of a short-term classical guitar for the entrance examinations for higher education which the content consisted of 3.2.1 contents and details of curriculum 3.2.1.1 curriculum competency 1) to show general knowledge about classical guitar. 2) to performs classical guitar techniques, including sound scale and arpeggio, both major and minor, length 4 sharps, 4 flats. 3) to play classical guitar according to the given pieces, including exercises and general pieces. 3.2.1.2 curriculum description to study and practice on classical guitar, play classical guitar techniques such as scale and arpeggio and play classical guitar pieces in accordance with the specified pieces such as exercise pieces and general pieces. a course duration had 36 hours table 1 contents for curriculum of a short-term classical guitar for the entrance examination for higher education unit plan training topics time of studying (12 times) number of hours (36 hours) 1 general knowledge about classical guitar : content includes 1.1 history of the classical guitar 1.2 guitar parts and maintenance 1.3 characteristics of playing classical guitar 1.4 classical guitar pieces 1.5 techniques for playing classical guitar 1 3 2 performing classical guitar techniques, including scale and apeggio both major and minor length for 4 sharps and flats (scale and arpeggio length for 2 octave) content consists of major scale: 2.1 c major 2.2 g major 2.3 d major 2.4 a major 2.5 e major 2.6 f major 2.7 bb major 2.8 eb major 2.9 ab major minor scale : 2.10 a minor 2.11 e minor 2 – 3 6 31 unit plan training topics time of studying (12 times) number of hours (36 hours) 2.12 b minor 2.13 f# minor 2.14 c# minor 2.15 d minor 2.16 g minor 2.17 c minor 2.18 f minor note: the minor scale should be played in harmonic minor and melodic minor. 3 playing a piece, type of exercise, choose 2 pieces from the list of pieces given. 3.1 etudes no. 1 by d. aguado 3.2 etudes no. 2 by d. aguado 3.3 etudes op. 60 no. 2 by m. carcassi 3.4 etudes op. 60 no. 3 by m. carcassi 3.5 etudes no. 12 by f. tarrega 3.6 etudes no. 18 by f. tarrega 3.7 etudes no. 1 by h. villa-lobos 3.8 etudes no. 6 by h. villa-lobos 3.9 simple etude no.6 by leo brouwer 3.10 simple etude no.15 by leo brouwer 4 – 6 9 4 playing a piece, general type of piece, choose 3 pieces from the list of pieces given. 4.1 minuet in a by f. sor 4.2 minuet from sonatina 1 op. 71 by m. giuliani 4.3 el testament d'amelia by m. llobet 4.4 el noi de la mare by m. llobet 4.5 julia florida by a. barrios 4.6 villancico de navidad by a. barrios 4.7 vals in d by f. tarrega 4.8 tango by f. tarrega 4.9 vals venezolano no.1 and 2 by a. lauro 4.10 cavatina by s. myers note: choosing pieces that are different in music era or music style. 7 – 12 18 note : studying 12 times (3 hours a time) and 4 weeks (3 times a week) 3.2.1.3 tools, materials and equipments (1) classical guitar with stand and bag (2) foot stool (3) note stand (4) stool (5) five line board (6) projector with a screen (7) musical computer (8) air-conditioned classroom, 3 walls and ceiling are lined with soundproofing material, one wall is a mirror and the door has a clear glass window to see inside the room 3.2.1.4 training document and learning resources 1) khositditsayanan, n. (2016). practice of classical guitar 1. buriram: buriram rajabhat university press. 2) pancharoen, n. (2008). musical theories. 8th ed. bangkok: ketkarat press. 3.2.1.5 basic knowledge and qualifications of trainees the trainnes must have basic knowledge of classical guitar and be able to read and write international notes. 32 3.2.2 measurement and evaluation consists of 3 parts: 3.2.2.1 a music knowledge test is a post-test. 3.2.2.2 a practice assessment form is use for check practice process. 3.2.2.3 the duration of participation in the training is not less than 80% of the training time according to the curriculum. the assessment tool is a training attendance recording form. table 2 measurement and evaluation for curriculum of a short-term classical guitar number assessment guidelines assessment tool assessment criteria 1 to test after training a music knowledge test 20 2 to check practice process a practice assessment form 80 3 the duration of participation in the training is not less than 80% of the training time according to the curriculum. a training attendance record form total score 100 4. discussion 4.1 the criteria for practice of the classical guitar test to be used as a guideline for the entrance examination for higher education consists of two parts: 4.1.1 techniques, the candidates are able to practice the basic sound level that consiste of a scale and apeggio, both major and minor, length 4 sharps and flats. these accord with sayawongs & pum-in (2017) said that the concept of teaching both the major and minor scales is important for learning music. because the scale is the order of every note in a given key. it sets a system for composing music and sets a method for practicing basic music that cannot be ignored. therefore, learners need to have knowledge of the structure of all major scales and different types of minor, including natural minor, harmonic minor and melodic minor, be able to understand the scale marking which specified in each piece correctly. they are able to sequence different notes, all types of scales. however, learners has a good knowledge of music theory about scales but practice may be more difficult for beginning. therefore, learners are encouraged to start with finger exercises that will help them to develop the relative readiness of the fingers, increase dexterity and strength of fingers and wrists on classical guitar. 4.1.2 pieces, they consist of exercise songs and general piece or independent pieces, contains 2 different pieces, ranging in difficulty from intermediate to advanced levels and there are differences of all music eras or styles and pieces must be played from memory. these accord with inthaniwet (2020) said that teaching classical guitar in higher education can use pieces in learning management which should be divided into 2 types is 1) a group of pieces that are exercise pieces in the style of music of different eras and pieces that focus on technical skills to be appropriate to their learning level and 2) a group of pieces that are used for performances, should be independently chosen pieces according to the interests of each learner but should be at the discretion on instructors and according to khositditsayanan (2018) said that the pieces are used in the classical guitar curriculum of thai music colleges are divided into two groups are 1) exercise pieces, the objective of the piece is to practice learners’skills in playing classical guitar, both the development for left-handed techniques and the development of right-handed techniques. most of the pieces used are composed by composers such as fernando sor, matteo carcassi, leo brouwer, hector villa-lobos, mauro giuliani and giulio regondi, etc. instructors will choose what pieces should be learned for learners, it depends on the learners’ skill level and the objective of the piece that they want to use to improve which skills of learners are still lacking and 2) repertoires, objective of these are to make students can understand the pieces of different eras, analyze and convey the mood of the pieces correctly. therefore, contents in classical guitar teaching is imperative learners who learn a variety of pieces. most of the songs used are composed by major composers such as agustín barrios mangoré, roland dyens, manuel de falla, antonio lauro, federico moreno torroba, joaquín rodrigo, andrés segovia, fernando sor, francisco tárrega and heitor villa-. lobos, etc., learners must have knowledge and be able to perform various pieces in a variety of styles and in accordance with the style of each era. 4.2 this curriculum of a short-term classical guitar for the entrance examination for higher education has 2 parts : 1) contents and detail with curriculum competency, curriculm description, tools, materials, equipments, training ducuments and learning resources. and basic knowledge and qualifications of trainees and 2) measurement and evaluation consist of 3 parts : test after training, check practice process and the duration of participation in the training is not less than 80% of the training time according to the curriculum. this accord with nuangchalerm (2011) said that curriculum components of all level have 3 basic components consist of aims, contents and allocating time for various teaching activities. the details are as follows : 1) the aims of the curriculum must be appropriate to the nature of the learners 2) the content scope of the curriculum is determined by the aims of the curriculum and 3) allocating time for various teaching and learning activities in order to carry out teaching activities in accordance with the aims of the curriculum. 33 5. conclusion the criteria for practice of classical guitar test to be used as a guideline for the entrance examination for higher education. there were 2 parts of the contents for examination including technically, candidates must be able to practice the scale, length was not more than 4 sharps, 4 flats in major and minor scales with arpeggio and the piece contained and exercise song and 2 general pieces, difficulty from intermediate to advanced and there were differences in style of music eras or musical styles from different composers and all the pieces that test takers must play from memory. curriculum of a short-term classical guitar for tertiary entrance examinations that had a content consists of 2 parts. the first one, the content and course details, were the curriculum competency, course descriptions, tools, materials, equipment, training materials and learning resources and background knowledge and qualifications of trainees and the second one, measurement and evaluation consisted of 3 parts : a post-test to review the process and the duration of attending the training was not less than 80 percentage of the training time according to the curriculum. 6. acknowledgement this research cloud be successful because cooperation from all researcher team who joined together in the research and fixed any mistiakes with carefulness. special thanks for faculty of education, buriram rajabhat university that donated scholarships for this research and all the experts who gave advice to improve and develop research to be complete. in addition, the research team hoped this research will be of some benefit. therefore, i would like to give a good portion to all researchers for various defected that may occur. the research team accepted liability and was willing to listen to advice from everyone who has come to study to be useful in further research development. references inthaniwet, o. ( 2020) . evolution of the classical guitar and guidelines for teaching classical guitar practice the higher education. journal of fine arts research and applied arts. 7(1), 107-121. khammani, t. (2018). science of teaching: body of knowledge for effective management of learning process. 18th ed. bangkok: darnsutha press. (in thai) khositditsayanan, n. (2016). classical guitar practice 1. buriram: buriram rajabhat university press. (in thai) khositditsayanan, n.. ( 2018) . classical guitar pedagogy for college of music in thailand. doctoral thesis, mahasarakham university. (in thai) merriam, s. & caffarella, r. (1999). learning in adulthood: a comprehensive guide. 2nd ed. san francisco: jossey bass. nuangchalerm, p. (2011). educational curriculum. mahasarakham: apichart prining. (in thai) pancharoen, n. (2008). musical theories. 8th ed. bangkok: ketkarat press. (in thai) quality learning foundation. ( 2014) . prosperity of learning to the turning point of thailand: documents for academic conferences. bangkok: quality learning foundation. sayawongs, s. & pum-in, p. ( 2017) . analysis of music content for selection of classical guitar practice songs at the higher education level. national conference : academic arts 2 : arts 4.0 : arts for creativity and arts for education (1-16). bangkok: srinakharinwirot university. (in thai) suttachitt, n. (2012). music education principles and essence. 9th ed. bangkok: chulalongkorn university printing house. (in thai) journal of green learning journal of green learning, e-issn 2807-890x vol. 1, no. 1, september 2021, pp. 22-27. doi: 10.53889/jgl.v1i1.30 ------------------------------------------------------- elements of the teacher development system in learning management according to the concept of education 4.0 jedsada janpleng 1, karn ruangmontri 2 1 ed.d. candidate in educational administration and development, faculty of education, mahasarakham university, thailand 2 faculty of education, mahasarakham university, thailand article info abstract article history: received july 6, 2021 revised august 20, 2021 accepted september 13, 2021 the purpose of this study was to study the elements of the teacher development system in learning management according to the concept of education 4.0 with a professional learning community process in secondary schools under the office of the basic education commission by studying the components of the teacher development system in learning management according to the concept of education 4.0 with a professional learning community process from 7 experts, consisting of 1) two people in higher education administration, 2) one person who has a stake in learning management, 3) two school directors, and 4) two teaching specialist teachers. the sample group was obtained by using a specific selection method using the teacher development system component assessment in learning management according to the concept of education 4.0 with a professional learning community process in secondary schools, under the office of the basic education commission, which is a 5-level rating scale. system components teacher development in learning management according to the educational model 4.0 with a professional learning community process in secondary schools, under the office of the basic education commission, there are 4 main components, 13 subcomponents, namely; 1) the inputs consist of (1) executives, (2) learning management courses, (3) teachers, (4) resources that support learning management. 2) the process consists of (1) identifying challenging problems, (2) concept finding stage, (3) planning and development stage, (4) testing and evaluation stage, (5) presenting results to society. 3) productivity consists of (1) teachers have knowledge and understanding of learning management, (2) teachers are competent in learning management. 4) feedback, which consists of (1) reporting on results and (2) improvements, corrections, and developments. and, the experts assess the suitability of the elements at a high and highest level and have consistent opinions on all components.. keywords: basic education education 4.0 learning management professional development teacher development this is an open access article under the cc by-sa license. corresponding author: jedsada janpleng department of educational administration and development, faculty of education, mahasarakham university thailand email : jedsada.j@ln.ac.th 1. introduction in today's era, it is known that each class will have students with different and diverse abilities, as the second education reform (2009-2018) seeks to address the problem of quality improvement. teachers to provide teachers with sufficient competence to develop the quality of modern thai people. because teachers are important personnel of education and are involved in social development, teachers are responsible for teaching and learning to educate and develop the quality of learners until they can communicate ideas, solve problems, use technology, https://creativecommons.org/licenses/by-sa/4.0/ 23 and have life skills, including morality, ethics, discipline, patriotism (panich, 2012). entering thailand 4.0, thailand must create its innovations without relying on foreigners as before, which is the main goal of thailand 4.0. driving towards becoming a country "prosperous, stable, and sustainable" is to make thailand move towards a high-income country with high-quality human resource development (phisitpaiboon, 2016). nowadays, teachers and educators need to be knowledgeable and competent to be able to drive the educational reform process, especially the continuous and serious learning reform (office of the national education commission, 2000). improving the quality of education has resulted in numerous studies confirming that having teachers with the right knowledge, skills, and preparing new teachers for good performance directly affects student achievement (darling-hammond, 1996; brookfield, 1995). there is a fundamental belief that we want to help and encourage school personnel to exchange knowledge with each other through the process of professional development (wells & feun, 2007). which the development of competence and competence must cover the development of both teachers and school administrators, if school administrators see the value and support the professional learning community as a tool to develop teacher learning management, and learning of students as well (vescio et.al., 2006). the result is an opportunity for teachers and school administrators to participate in thinking, jointly solving problems, and making decisions together within the school, and the important mission of the school's professional learning community focuses on developing teacher competency and executives for the development of student learning (hord, 2004). the learning of the students will be achieved through analytical thinking and action. students should be the center of teaching, while the teacher plays a role in training, guiding, preparing, and facilitating. (ploykornburi, 1998). the adoption of the professional learning community concept in schools is a tool of change in teacher behavior influenced by dialogue to facilitate professional development among school teachers (gilrane, 2008). the relationship between the shared efficiency of teachers and the professional learning community results in better student performance (calcasola, 2013). running a professional learning community is also an opportunity for professional advancement (morrow, 2010). this means that professional learning communities are constantly transforming students, teachers, administrators and schools (panich, 2012). the professional learning community helps to develop teachers. causing teachers to work together to take responsibility for student learning to have higher academic achievement as well as sharing teaching methods that clearly see results by participating in critical discussions about their teaching problems to seek advice from colleagues (dufour & mattos, 2013). the professional learning community of teachers exchanging or sharing the role of a mentor, advisor, or specialist, leading to practical guidance to improve teaching and relationships within the school. in addition, teachers engage in discussions to reflect on student teaching and learning practices, enabling teachers to understand the teaching process and to monitor the quality of teacher performance and student learning (stoll et al., 2006). this is consistent with the study by noparak et.al. (2014), the creation of a professional learning community enables teachers to conduct education in the development of teaching and learning, and the development of institutional curricula and learning management in a professional learning community will enable effective classroom teacher teaching and student success. learning success leads to qualitative changes in both the teacher's profession and student achievement (elmore, 2002; lewis & andrews, 2004). from the study conducted in the form of a professional learning community, the results were good for both the teaching profession and the learner. in other words, the positive effect on teachers found that the professional learning community affected teachers, which reduced teachers' feelings of loneliness in teaching, increased feelings of commitment to school missions and goals, and increased enthusiasm to act. to achieve the mission so vigorously that want to share, learn and take responsibility for the overall development of students. these are regarded as “learning powers” which result in better classroom teaching practices and teachers have also found progress in adapting learning management methods following learner characteristics. clearly. as for the positive effect on the learners, it was found that the professional learning community affected the learners, that is, the learners had significantly increased learning outcomes. (chookamnerd & sungtong, 2014). from the study of teacher professional development and teacher development factors at present, it was found that teachers have developed quite a lot, but the lack of monitoring and evaluation of the application of knowledge to develop teaching and learning management causes redundancy in the substance. of teacher training courses and training does not meet the needs of teachers undergoing development (education council secretariat, 2015). the development of teachers in the past cannot really solve the problem of learning management. most of the operations are carried out following the policy of the parent agency, not due to the real needs of the teachers. in addition, teacher development lacks holistic development or integration, does not encourage teachers to exchange knowledge together, teachers have a lot of workloads, the teacher development budget is limited. from the survey of teachers' needs, it was found that teachers needed a system of teaching and learning, and a sample of the results of the study on solving learners' problems, wanting to develop techniques for learning management according to their potential and differentiation. differences between individuals, problem-solving, real-world assessments, education development, learners ready to be put into practice. 24 therefore, it is imperative to seek new methods of teacher development. this is because learning management is unique. it is a science in both content and teaching techniques. therefore, continuous development is required to be successful. for this reason, the students studied the elements and necessities of the teacher development system in learning management in the field of learning management according to the concept of education 4.0 with a professional learning community process in secondary schools, under the office of the national education commission. basic education can be used to develop a system for teacher development in learning management in terms of quality learning management for effective and efficient learning management in educational institutions. 2. method a study of the elements and necessities of the teacher development system in learning management according to the education 4.0 concept with the professional learning community process in secondary schools under the office of the basic education commission (figure 1). there are steps to do as follows; 1. study-related documents and studies, analyze, synthesize, categorize concepts, relevant background information. 2. develop a conceptual framework for teacher development system in learning management according to the concept of education 4.0 with a professional learning community process, by using the results from the study of related study documents to create a conceptual framework for teacher development system in manage learning according to the concept of education 4.0. 3. to study the opinions of experts regarding the components and steps of the teacher development system in the management of learning according to the concept of education 4.0 with a professional learning community process in secondary schools under the office of the basic education commission. the researchers created a questionnaire to ask the opinions of experts to find the system components using the questionnaire and study the needs and requirements of the teacher development system in the management of learning based on the concept of education. 4.0 with a professional learning community process from all 333 target groups using questionnaires. population and sample: (1) the study of the components of the teacher development system in learning management according to the educational concept of 4.0 with a professional learning community process was used by seven experts, consisting of 1) higher education administration, 2 people. 2) one person who has a stake in learning management. 3) director of the educational institute, 2 people. 4) two teaching specialist teachers. they have come up with a specific method of choice. (2) the study of necessity, teacher development system in learning management according to the concept of education 4.0 with the process of the professional learning community, used in secondary schools of the office of the basic education commission of 111 schools. the data providers consisted of school administrators, teachers, academic supervisors, and teachers totaling 333 people, which were obtained by multi-stage random sampling. 4. analyze and synthesize the data from the questionnaire. to draft a system for developing teachers to manage learning based on the education 4.0 concept with a professional learning community process, which analyzes the opinions of experts obtained from the creation of a questionnaire to verify the system components. the data obtained from the feedback questionnaire were created to determine the system's needs using the mean score and standard deviation statistics. 25 figure 1 theoretical framework 3. result and discussion a study of the elements and necessities of the teacher development system in learning management according to the education 4.0 concept by the professional learning community process in secondary schools under the office of the basic education commission are as follows. the results of the analysis of data from concepts, theories, principles, and research related to the teacher development system in learning management according to the study concept of 4 . 0 with professional learning community process, it was found that the results of the knowledge analysis on the development of teacher development system in learning management according to the concept of education 4.0 with the professional learning community process, as shown in the table 1. table 1 professional learning community concept in learning management main component sub-components x̅ s.d. suitability level 1. input 1. executives 4.46 0.32 high 2. learning management course 4.60 0.36 highest 3. teachers 4.63 0.38 highest 4. support resources 4.60 0.55 highest 2. process 1. identifying challenging problems 4.55 0.37 highest 2. the concept search stage 4.64 0.38 highest 3. planning and development stage 4.68 0.39 highest 4. testing and evaluation 4.60 0.38 highest 5. stage of presenting results to society 4.60 0.40 highest 3. productivity 1. teachers have knowledge and understanding of learning management. 4.40 0.54 high 26 main component sub-components x̅ s.d. suitability level 2. teachers have the ability to manage learning. 4.60 0.54 highest 4. feedback 1. reporting results 4.60 0.43 highest 2. improvements, corrections, and developments 4.80 0.44 highest from table 1 , it was found that the appropriateness of the components of the teacher development system in learning management according to the concept of education 4 . 0 with the professional learning community process in secondary schools under the office of the basic education commission was at the high and highest level. this is in line with bertalanffy (1993) who introduced the concept of system components consist of four components: 1) inputs or receptors refers to what is required to operate a system that presents the concept of system. there are 4 components which are 1) receptors, 2) process, 3) effectors and 4) feedback that is processed in a self-defense and self-control manner to maintain system balance. consistent with thongnoi (2013) who studied the development of an effective academic administration system in elementary schools found that the developed academic administration system consists of 4 aspects. these are inputs, processes, outputs, and feedback (uttaramart, 2011). the development of a performance appraisal system for secondary school teachers under local administrative organizations. the performance appraisal system of secondary school teachers under the local administrative organization consists of four aspects: inputs, processes, outputs, and feedback (boonmak, 2015). teacher development system in the field of school learning management to expand educational opportunities consists of four aspects: input, process, output, feedback (phu-aram, 2017; thongsuk et.al., 2020). 4. conclusion components for teacher development in learning management according to the concept of education 4.0 with the professional learning community process found that the experts gave useful advice, in which the researcher took the recommendations and analyzed them into 4 main components, 13 sub-components that is consistent. teacher development in learning management according to the educational model 4.0 with a professional learning community process in secondary schools, under the office of the basic education commission, there are 4 main components, 13 subcomponents. 5. acknowledgement i would like to thank all the teachers and experts who have kindly considered the quality of research tools. please be interviewed. assessment confirms the composition. assess suitability possibility and the benefits of development of teacher development system in learning management based on education 4.0 concept with professional learning community process in secondary school under the office of the basic education commission i would like to thank the school administrators and teachers for being a sample group for answering the exam and providing useful information until it was successful. i would like to thank all those who sponsored and promoted the scholarship for education. value and benefits of this thesis the researcher would like to pay homage to his father, mother, burapha teachers, as well as all benefactors. references bertalanffy, l. v. 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(1998). learning reform issues, in education reform, concepts and principles under the national education act 1999. bangkok: winyoochon printing house. stoll, l., bolam, r., mcmahon, a., wallance, m., & thomas, s. (2 0 0 6 ) . professional learning communities: a review of the literature. journal of education change, 7, 221-258. thongnoi, n. ( 2 0 1 3 ) . developing an effective academic administration system in primary schools. e.d. dissertation : mahasarakham university. thongsuk, k., & rueangmontri, k. (2 0 2 0 ) . program development of ethical leadership enhancement for school administrators under the office of basic education commission. international journal of psychosocial rehabilitation, 24(1), 2134-2139. uttaramart, s. (2011). development of a performance appraisal system for secondary school teachers under local administrative organizations. e.d. dissertation : mahasarakham university. vescio, t. k., gervais, s. j., heidenreich, s., & snyder, m. (2006). the effects of prejudice level and social influence strategy on powerful people's responding to racial out‐group members. european journal of social psychology, 36(4), 435-450. wells, c., & feun, l. (2007). implementation of learning community principles: a study of six high schools. nassp bulletin, 91(2), 141-160. journal of green learning journal of green learning, e-issn 2807-890x vol. 2, no. 1, 2022, pp. 53-57. doi: 10.53889/jgl.v2i1.105 ------------------------------------------------------- study of problem-based learning with questioning technique to promote choreography ability of dance students wang di 1 , premjit kajonpai larsen 2 & rekha arunwong 2 1 curriculum and instruction program, valaya alongkorn rajabhat university, pathum thani, thailand 2 curriculum and instruction program, valaya alongkron rajabhat university under the royal patronage, pathum thani, thailand article info abstract article history: received september 23, 2021 revised february 15, 2022 accepted march 28, 2022 the purposes of this research were to compare the dance design ability of students before and after exposed problem-based learning with questioning techniques, and to compare the dance design ability of students with 70% evaluation criteria. in this study, juniors majoring in dance choreography in music college of langfang normal university were selected as the research. there were 20 students from one class were randomly selected. research tools include achievement test and performance tests. the t-test for dependent and t-test for one sample were used for statistical analysis. the results showed that the dance design ability of these samples were effectively improved after the problem-based learning. they were significantly higher than the pretest and for the dance design ability and the post-test scores, and higher than the criterion of 70% at the .05 level of statistics. keywords: choreography ability dance design ability pbl questioning this is an open access article under the cc by-sa license. corresponding author: premjit kajonpai larsen curriculum and instruction program valaya alongkron rajabhat university under the royal patronage pathum thani thailand email: premjit.ka@vru.ac.th 1. introduction problem-based learning (pbl) is a teaching method where students are presented with real world openended questions. the students are at the center of this method. questioning technique is a method where students are given open-ended questions. the rationale for these two methods is that it was felt that they would keep students interested and they would learn more. choreography is currently for students of dance professional colleges. it is an essential course, because its applicability and practicability are very strong. in today's society, there is an increasing demand for innovative talents, as well as in the field of art. people's spiritual needs are increasing. more and more competitions and performances require original works, so talent training of choreographers has also occupied a certain position in various universities and colleges. for professional college choreography major when students enter school, they have great creative enthusiasm and thirst for knowledge, so traditional teaching methods are suitable for them. when teachers demonstrate in class and give assignment requirements directly, students will actively complete them. they have high requirements for themselves in their heart consciousness, so the completion of the course content is very good and the efficiency is very high. but in normal colleges, this kind of teaching method is not applicable. because in normal colleges and universities, choreography is only a compulsory course of dance major, students will complete the goal when they complete the daily course content. they don't have high standards for themselves, or visions of the future. students don't see the development prospects of this major and only care about whether they can graduate successfully, instead of thinking about the practicality of this course for the future (bai, 2014). https://creativecommons.org/licenses/by-sa/4.0/ 54 in addition, learning this major requires rich professional knowledge and practical experience. that is to say, before learning dance they need to master a lot of professional knowledge about dance, such as dance styles and knowledge of common ethnic groups, as well as the intangible cultural heritage and a lot of practical creative experience. due to the insufficient knowledge reserve of students, they easily lose interest in creation, so teachers have to lower teaching standards and requirements according to the knowledge reserve of students. therefore, the practical creation of students will also be affected. if the amount of creation is insufficient, the accumulated experience will be insufficient, and the creation process of students will be difficult. therefore, many students choose to give up the in-depth study of this course (chen, 2021). the questions for this course can be summarized as follows: there is insufficient reserve of other auxiliary professional knowledge. in addition, students' enthusiasm is not strong in the process of practice. also, students do not have an in-depth understanding of the application prospect of this major. on the development direction of choreography, choreography is an undergraduate major in colleges and universities, which belongs to music and dance. choreography aims to cultivate interdisciplinary and innovative talents for those who have the knowledge and ability of dance. choreographers are capable of editing, teaching and research of dance and dance drama in literary and art units, cultural centers, primary and secondary schools, publishing, radio and film departments, and lay a foundation for further study. choreography graduates should acquire the following knowledge and abilities: master the basic theory and knowledge of choreography. master the analytical methods and techniques of choreography. have the basic ability of a choreographer. understand the theoretical frontier, application prospect and development trend of choreography and master the basic methods of dance literature retrieval and data query, with preliminary scientific research and practical work ability. pbl teaching method of problem oriented teaching method, is based on the real world of student-centered education mode, is under the guidance of the teacher, "take the student as the center, on the basis of the problem", by adopting the form of group discussion, students explore problems independently collect data, to find and solve problems, to cultivate students' autonomous learning ability and the innovation of teaching mode. in contrast to traditional subject-based teaching methods, pbl emphasizes active learning by students rather than teaching by teachers (zhang et.al., 2009). teachers' questioning is an effective way to learn the related knowledge of choreography. through the guidance of professional knowledge of dance design and purposeful questions, students are encouraged to explore and develop dance design ability step by step. it is a very important aspect of classroom teaching and also an important part of classroom interaction of choreographers and directors. there are all kinds of problems in student-centered classes. questions that seek knowledge, promote understanding, and provoke reflection. students can gradually improve their dance design ability by exploring and thinking about the problems and using the professional knowledge they have mastered in the early stage to carry out practical activities. the first two types of questions can be classified according to the level of information provided within the range of students' ability. however, the third kind of reflective questions can give us a new understanding of ourselves and how we learn, so that students can improve their dance design ability more effectively. 2. research objective this research consisted of two objectives: (1) to compare the students’ dance design abilities before and after using problem-based learning with questioning techniques. (2) to compare the students’ dance design abilities after using problem-based learning with questioning techniques with 70% of criteria. 3. m ethod 3.1 samples population was 50 junior students majoring in choreography in music college of langfang normal university. the sample was 20 students randomly selected. 3.2 research instruments research instruments were lesson plans and dance design ability test. lesson plan step 1: according to pbl question teaching method, design questions and ask the students: the question is "have you felt every part of your body carefully and danced with it?" according to the teaching purpose, this question is put forward to arouse students' thinking and guide students to discover the infinite possibilities of the body. in the process of thinking, students unconsciously change their movements, which is the process of thinking in the gradual exploration. step 2: analysis and experiment: through the above questions, trigger students to think about their own dance movements, and gradually transform into body tests. first of all, divide the students into 5 groups, 10 people a group. work together as a group. each group choses a body part and dance freely with this body part as the lead, using the timing of a piece of music as the background. give students creative space, do not interfere, but let them give full play to their imagination. combined with the teaching purpose, the teacher should clearly 55 solve the body's diverse motor ability and students' active exploration consciousness, and then guide students to actively explore. step 3: observe the progress and situation of each group, timely guide students and put forward suggestions to help students expand their thinking, not limited to thinking and imagination, but to use their bodies to really feel and try more development and change of actions. we can guide students when they are blocked by a problem and can't proceed with a later experiment. for example, if they choose to complete a series of movements with their feet as the dominant force, then we can ask them, in addition to trying to walk forward or backward, can we also try to walk left or right? because there are a lot of directions, right? and our feet can go down or up; you can hit the ground, you can have a rhythm, you can rub against the ground and so on. so what does that tell us? according to the principle that space is multi-dimensional and three-dimensional, our feet can also make movements in different directions to ask questions to students. give guidance and advice to students. group members cooperate to explore and analyze the problems during the experiment and try more possibilities of dance movements. step 4: display them one by one in five groups. this is the test phase of the experiment, each group of students show their experiment results, follow the music, show the dance first, and then the other four groups of students can guess which body part is the main part of the group to dance. other groups interact and discuss during the observation. step 5: students can evaluate the dances shown by other groups. say what you like and what you suggest. the teacher helps the students to objectively analyze the cause of the problem. according to the teaching purpose, guide the students to find the key and difficult points of the problem. for example, the limitation of our thinking in the process of creation can lead to the limitation of movement, so that we cannot create more possibilities for the body itself. step 6: in the process of the experiment, guide students to find problems, take the initiative to explore problems, cooperate to analyze problems, solve problems together, and finally reflect on the problems in the experiment. self-reflection: have students gain a new understanding of their own body structure by solving problems in practice? did you discover more possibilities for dance moves? sum up experience, in the next test to better complete. dance design ability test studying the document related with dance design ability.constructing the component of the test which was the situation or problem and the indicators for assessment. there were indicators for dance design and practical skills. dance design indicators were material selection and conception of dance, structural conception of dance, application of dance, and embodiment of innovative thinking. practical skills indicators were movement rhythm, technical completion, stage performance and overall completion. the test was presented to experts for evaluation. the appropriateness, precision and accuracy were considered, also with suggestions. 3.3 da ta co lle c tio n this research used one group pre-test and post-test design. the processes of data collection were as follows: 1) the samples were given the pre-test by measuring dance design ability with constructed instruments. 2) the samples were taught by using lesson plans of problem -based on learning together with questioning techniques. 3) the samples were given the post-test by using the same pretest. 3.4 data analysis the data were analyzed by using the statistical program according to the research objectives. comparing dance design ability before and after being taught by using problem-based learning together with questioning techniques by using t-test dependent sample. also, comparing dance design ability with the 70% criteria by using t-test for one sample. 4. result the result of comparing mean score of dance design ability before and after being taught by using problem-based learning together with questioning technique. table 1 comparing the mean scores of dance design ability before and after being taught group n pre-test scores post-test scores t p mean s.d. mean s.d. experimental group 20 70.95 14.16 80.30 9.70 -7.06 .000 56 the mean scores of pretest of students dance design ability was mean score 70.95 and posttest of students’ dance design ability was mean score 80.30. the results showed that after being taught by using problem-based learning together with questioning techniques, the posttest mean scores was higher than pre-test mean scoresat.05 level of statistical significance (t =-7.06, p <.05) the results of comparing mean scores of posttest with criteria at 70 percent. table 2 comparing the mean score of dance design ability after taught with the criteria 70 percent group n full score criteria score s.d. t p experimental group 20 100 70% 80.30 9.70 30.546 .000 the mean score of students’ dance design ability after being taught by using problem-based learning together with questioning technique was mean score 80.30. the criteria score was 70 (full score =100). results showed that it was statistically higher than the criteria 70 percent at.05 level (t=30.546 p <.05) 5. discussion from the scenario they did research and showed dance performance. they can improve practical skills and dance design skills. they master standardized technical movements. completion of technical movement, they can do coordination learning. the teacher used appropriate questions in each step of learning. the questions encouraged the students ' thinking. they can integrate the content with dance design skills. the teacher used diverse questions in practice time. every time the scenario was raised in class, the corresponding solutions of each groups were different. therefore, in the basic part of each class in the experimental group, many targeted exercises are increased which is due to the rapid movement of students' physical (zhou, 2020). after practice dance skills there are still many skills to be improved. the students do better at teaching evaluation, but also have students reflect, if not actively participate in class if they don't know what needs to be done to the classroom, teachers generally feedback this way of teaching classroom atmosphere. it is better, but also adds a new challenge to prepare lessons, course content is more abundant and initiative of students is stronger (huang & xu. 2019). the research results show that pbl together with questioning technique is feasible and effective in ordinary university teaching. pbl together with questioning technique can optimize dance class, change students' previous learning styles, improve students' learning ability, interest in sports learning and skill level of movement (danpradit et.al., 2021). it can improve students' interest in physical education and arouse students' enthusiasm. the application of problem-based learning in ordinary colleges and universities can improve the teaching efficiency, be conducive to the mastery of technical movements, and play a positive role in the students' learning of standard degree of movements, artistic expression, combination completion and combination arrangement ability. pbl teaching mode has rich teaching means and learning methods to meet the different needs of students, and students have high satisfaction with pbl teaching mode (liu, 2020). this study showed the post-test scores of dance design ability was higher than before using problem-based learning together with questioning techniques, and post -test also higher than 70 percent criteria. the students dance design ability after being taught by using problem-based learning together with questioning technique was higher than before at .05 level of statistical significance. it means that problembased learning together with questioning techniques can enhance dance design ability of students majoring in choreography in music college of langfang no rmal university. as students learn to solve problems, they do research and demonstrate the ultimate practical results. improve the ability of dance design through solving problems, exploring problems and practicing activities. the teacher asked the students appropriate guiding questions at each step of their learning. these questions stimulated the students' thinking. the results show that problem-based learning with questioning technique can optimize the class of choreography, change students' previous lea rning styles, and improve students' learning ability, learning interest and dance design ability. it can improve students' interest in choreography and arouse students' enthusiasm for innovation. the application of problem-based learning with questioning technique method in ordinary colleges and universities can improve the teaching efficiency, be conducive to the mastery of professional technical ability, and play a positive role in students' learning skills of artistic expression, dance completion and choreography ability. pbl together with questioning technique method has rich teaching methods and learning methods, which can meet the different needs of students (panasan & nuangchalerm, 2010). they can combine content with dance design ability. the teacher used a variety of questions in the practice and proposed different questions in class each time, and the corresponding solutions of each group were different. therefore, the experimental gro up added a lot of targeted exercises in the basic part of each 57 class, and the practice results found that the dance design ability of the experimental group students was effectively improved. 6. recommendation pbl with questioning technique can be used in other practical skills courses. it is suggested to use this teaching method to stimulate students' learning initiative and interest. teaching objectives should be clear, flexible, and scientifically formulated and planned. students' participation in learn ing tasks are introduced in advance, so that students take the initiative to participate in learning activities and improve learning efficiency. after class must be summed up, timely reflection, and constantly improve the teaching effect. for teachers who will use problem-based learning withquestioning technique, carefully analyze the characteristics of the curriculum they teach, evaluate the effectiveness of using the methodology, and how to formulate teaching plans. according to the ability of students, n eed to master more scientific teaching methods and means are necessary, so as to directly or indirectly improve the teaching level of teachers. through the leading -in process, analysis of problems, experimental research, sharing, display and evaluation summary, students can not only improve their learning efficiency and academic performance, but also actively participate in learning and develop good learning habits. due to the particularity of the course, choreographer teachers need to use problem-based learning with questioning technique in class for a long time, test experimental effects, make use of research data, and conduct more effective practical research in the future. there are still some deficiencies in the exploration of pbl together with questioning technique, which need to be continuously improved and innovative teaching methods should be tried. it is suggested to further study other dance-related courses to enrich the 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(2009). research on pbl teaching in internal medicine to promote students' clinical thinking ability. hebei: north china coal medical college. journal of green learning journal of green learning, e-issn 2807-890x vol. 2, no. 2, 2022, pp. 92-99. doi: 10.53889/jgl.v2i2.119 ------------------------------------------------------- surveying of perspectives on teaching piano online at shenyang conservatory of music pan lu 1 , pramote danpradit 1 1 department of music, faculty of music, bangkokthonburi university, thailand article info abstract article history: received may 21, 2022 revised august 19, 2022 accepted september 9, 2022 the purpose of this paper is to explore the feasibility of setting up an online piano education program at the shenyang conservatory of music. the researcher developed the survey according to the advice of experts and surveyed five issues: the researchers used the survey to find confidence and online surveyed 80 piano teachers from november to december 2021 at the shenyang conservatory of music. the results of the research were as follows: the survey respondents were 80 piano teachers, and 95% were interested or agreed to teach online. there are 95% of people who think computers are very useful and powerful, and using mobile phones is more convenient and smaller to meet their needs and can substitute piano lessons by 70%. there are 55% of people who think it's the same as the tradition, just on a different platform. there are 67.50% of people who think it's online, but it's actually closer to the students. there are 41.25% of people who think the school will have more students because it is more modern and keeps pace with the times. there are understanding the online by 95% of people fully agree with the online piano course model, and 65% of the people in the survey agree with the use of a telephone for online teaching and find its convenience. keywords: feasibility online piano understanding this is an open access article under the cc by-sa license. corresponding author: pramote danpradit department of music faculty of music bangkokthonburi university thailand email: pan635011@yahoo.com 1. introduction the shenyang conservatory of music was founded in 1938. it was the first higher art college founded by the communist party of china. in 1953, northeast music college was founded on the basis of the music department of northeast lu xun academy of literature and art. in 1958, it was renamed shenyang conservatory of music. (shenyang conservatory of music, 2021). the shenyang conservatory of music was founded in 1938, until january 2021 https://creativecommons.org/licenses/by-sa/4.0/ 93 it has 4 campuses, 18 educational units, 17 undergraduate majors, and 1073 full-time teachers. the total number of full-time students is 8092, including 7606 undergraduates and 486 postgraduates (shenyang conservatory of music, 2021). the importance of online teaching has been reported many times before, with similarities and differences (lei, 2017). during the course of teaching, we found that: 1) there was less interaction and slower feedback when we were communicating with students, mostly once a week; 2) most of the keyboard majors are huge instruments; it’s so inconvenient; 3) the teaching mode is too traditional and students’ interest is slightly poor. it also corresponds to the report of lu (2013) on the piano teaching scheme: enhance interaction with students; effectively reduce waste of teaching resources; and find new ways to enhance students’ interest in learning. it is related to deng (2013) explored online teaching: 1) real-time feedback classes and exercises; 2) efficient use of the piano room; and 3) the new model of network education enhances learners’ interests and saves educational resources. additionally, dong (2018) summarized the improvement effect of the application of internet courses on piano majors’ teaching in colleges and universities. liu (2019) points out that there are five general directions: 1) the internet can be used to enhance our piano teaching; 2) the internet shortens distances; network-classroom to improve efficiency; 3) integrating multi-channel teaching resources; 4) internet resources are developed, so teachers and students can help each other better; and 5) live broadcasting improves other practical activities. however, it is important that, zhang (2019), specifically from the perspective of the reform work, complete the role of the internet in piano teaching in colleges and universities. this paper points out that using the internet to carry on the thinking of teaching reform is very necessary. only in this way, can we effectively broaden the piano teaching resources, rich in piano teaching models, and enrich the students' learning methods (anne, 2011). due to the development of technology and a lack of teaching resources, online music education has gradually become a popular mode of education. with the development of society and the popularization of the internet, online education has developed vigorously in our country. any type of course can be taught online, from the basics of online education to skills courses. music courses are different from other skills courses, which are reflected in tone, demonstration, emotion, etc. (yang, 2019a; yang, 2019b). the researchers need to continue to explore the feasibility of understanding online piano courses. whether the researchers can find a relatively perfect plan for online piano education to bring a better experience to teachers and students in schools remains to be seen. the findings from this research identified the possibility of shenyang conservatory of music opening online piano courses. through the questionnaire survey and analysis of the teachers’ responses, it is concluded that the feasibility of understanding online piano courses is very large. this study aims to explore the feasibility of setting up an online piano course at the shenyang conservatory of music. 2. methodology 2.1 scope of study quantitative research is generally carried out for the purpose of obtaining statistical results on the whole of a specific research object. in quantitative research, information is represented by some number. when processing and analyzing these numbers, it is necessary to determine the scale according to which these informational data are measured and processed. target group: the researcher will define a population as a group of individuals, objects, or items from which samples are taken for measurement. the subjects of this study were 80 piano teachers at shenyang conservatory of music keyboard majors. finally, 80 survey results were recovered. the study was limited to piano major teachers in the shenyang 94 area because of cost and time factors, it is impossible for researchers to study at universities in every city. the study employed subjects were piano major teachers in shenyang country. this study will run from november to december 2021. the researchers used a confident online survey of 80 piano teachers in the shenyang conservatory of music during the month november through december 2021 (table 1). table 1 basic information about piano teachers frequency percentage 1. teacher's gender male 21 26.25 female 59 73.75 2. teacher's age (years) 30-35 10 12.5 35-40 38 47.5 40-45 20 25 45-50 12 15 3. teacher's piano teaching experience 0-10 years 26 32.5 10-20 years 54 67.5 4. teacher's workplaces local 76 95 international 4 5 total 80 100 table 1 shows the basic information of 80 respondents in the questionnaire. it explains the specific situations of teachers, such as gender, age, teaching experience, working years, workplace, and so on. in addition, there was no way to control the attitudes of the respondents during the conduct of this study. this could have had an adverse effect on the results of the study, as the interviewees may have just given the researchers impressive information. therefore, the researchers insisted that respondents provide information honestly and guaranteed that it would remain completely confidential. 2.2 research instrument research instrument: in this research, questionnaires for teachers were used to collect data. the researcher used the questionnaire to obtain factual data and opinions in a structured framework from the respondents. the questionnaires enabled the researcher to collect data in the background of the internet. 1. general status: 1.1 gender of the teacher 1.2 age of the teacher 1.3 the teacher’s piano teaching experience 1.4 workplaces of teachers 2. teacher's understanding of teaching via the internet. the researcher developed a survey of understanding of feasibility in four items: 2.1 knowledge of instruments and equipment 2.2 understanding of the curriculum and teaching 2.3 understanding of communication with students 2.4 understanding of the impact on the school 95 2.5 recognizing the online and others validity of the research instruments: validity means ascertaining the accuracy of the instruments by establishing whether they focus on the information they are intended to collect. in order to ascertain face validity, the researcher presented the instruments constructed to 3 supervisors who are senior researchers in the music department. thereafter, they were revised according to the supervisors’ comments. the researcher also constructed the questionnaires in line with the researcher's objectives to ensure content validity. 2.3 data collection and analysis the researcher will first visit the piano major at shenyang conservatory of music to seek permission, establish a relationship, and set a date and time. the respondents will fill in a questionnaire and conduct an interview. on an agreed date, the investigator gave questionnaires to the respondents for data collection purposes. timeline of the questionnaire can be provided. 1 st round : 2021.11.24 (provided) 2 nd round : 2021.12.08 (returning) 3 rd round : 2021.12.22 (reclaiming the rest) respondents are given sufficient time to respond to the items in the questionnaire, which will be collected by the researcher later. questionnaires were collected as soon as possible to control the possibility of discussion among respondents. the subjects of this study were 80 piano teachers at shenyang conservatory of music keyboard majors. finally, 80 survey respondents were recovered. the researcher used descriptive statistics in order to analyze the collected data. research tools are used to generate quantitative data. responses were coded and classified according to the specific objectives of the study. the data analysis results are presented in the frequency and percentage. after data analysis was completed, results, conclusions, and recommendations were drawn based on the results. 3. result the finding revealed that out of the 5 issues, 30 items received different high-level answers, summarized in the following 5 areas. the survey respondents were 80 piano teachers. 76 (95%) were interested or agreed to teach online. they found that views on the use of instruments and equipment and understanding of curriculum or teaching, the main subject and results of the survey are high. the details of the results and recommendations are summarized in table 2. table 2 issues, number of questions and average scores for each aspect aspect number of questions percentage 1 views on the use of instruments and equipment 9 87.6 2 understanding of curriculum and teaching 10 60.2 3 understanding of communication with students 4 25 4 understanding of impact on the school 4 25 5 understanding the online and others 3 71.6 total 30 53.88 from the table 2, 30 items of questions in 5 issues, the survey respondents were 80 piano teachers showed that 76 (95%) were interested or agreed to teach online. they found that views on the use of instruments and equipment and understanding of curriculum or 96 teaching, the main subject and results of the survey are high. the details of the results and recommendations are summarized as follows: 1) views on the use of instruments and equipment: the computers are very useful and powerful (95%), the mobile phones are more convenient and smaller to meet the needs (95%), the importance is the course itself, and cheap electric pianos sound a little fake, and expensive ones too expensive. 2) for the curriculum or teaching: there are 55% of people think it’s the same as the tradition just on a different platform; 21.25% of people think it needs a little tweaking. we’re living, after all; 15% of people think that to cater to the new model, a whole set of teaching plans should be designed completely. 3) for communication with students: there are 67.50% of people who think it's online but it's actually closer to the students, so you don't miss anything with a video backup; 12.50% of people think teachers and students will not adapt, will encounter a lot of communication barriers, and will not meet to solve problems; 7.50% of people think they don't trust the internet very much. no eye contact is not emotional communication. you are only looking at the camera, not at me. 4) for the impact on the school: there are 41.25% of people who think the school will have more students because it is more modern and keeps pace with the times; 37.50% of people think educational resources are saved a lot. schools have more money; 7.50% of people think they need to buy equipment that actually does not save money. 5) for the online and others: 65% of the people in the survey agree with the use of the telephone for online teaching and feel it is convenient. 55% of people think that if the online piano course is opened, it will cause other problems. 95% of people fully agree with the online piano course model. 4. discussion the reason why such research results are obtained through a questionnaire survey is that, generally, 76 teachers (95%) accept live courses, which means that most people are not averse to such revolutionary change. we just need to find a curriculum that works for both teachers and students that is consistent with the report of instructors transitioning to online education yang (2019b) online education can go beyond the campus and radiate open education in a wider area. we can give full play to the discipline advantages and educational resources, and spread the best teachers and teaching achievements to students in all directions through the network. according to bonk & reynolds (1997), to promote higher-order thinking on the website, application, and online learning must create challenging activities that enable learners to acquire meaningful knowledge and use their metacognitive abilities. hence, it is the instructional strategy, not the technology, that influences the quality of learning more reasonable utilization of resources. it's a pity that such an excellent teacher can't teach more people, and those who want to learn can't get more professional guidance because of the distance and time (yates, 2011). however, network education through the internet can be any of our school's quality courses, teaching results to a farther distance, breaking through the limitations of time and space, and making full use of quality resources. in our country, it can promote educational equity (yuan & xu, 2017; zhou, 2019). it is under traditional education, students' learning is more passive. teachers speak and students listen. online education makes active learning more possible. students can choose the teachers and courses they are most interested in, and any student can start learning any course from any chapter at any time and anywhere. with active and free learning, students are more active in learning. joy (2004) zhou (2019) the motivation and importance of this study were influenced by my own experience of transitioning from traditional face-to-face to online instruction. the survey revealed several 97 small aspects of online teaching. whole the theme is that the online teaching system is a new culture with some unique advantages (joy, 2004; zhang & ma, 2015). additionaly, it found that 70% of people think it's online, but it's actually closer to the students, so you don't miss anything with a video backup; 16.3% of people think teachers will not adapt, will encounter a lot of communication barriers, and will not meet to solve problems. there are 55% of people who think the school will have more teachers because it is more modern and keeps pace with the times. according to the report, the reason for obtaining the results of this questionnaire data is that the benefits and characteristics of network education are well known to all, which is one of the reasons why it can compete with traditional education (ally, 2008). the results are in line with lin’s (2020) interview study report. newband was founded in 2015, and the courses cover music education, music production, professional training, talent delivery, professional cooperation, and other fields. description of vocal music courses from the interview, teaching resources: access, price, education and training, interactivity and usability, and organizational concerns (zhe et.al., 2021). however, there were 55% of people think it’s the same as the tradition just on a different platform; 21.25% of people think it needs a little tweaking. we’re living, after all; 15% of people think that to cater to the new model, a whole set of teaching plans should be designed completely. according to the guidelines of ally (2008) described in the foundations of educational theory for online learning, in addition, universities and major departments also have online journals to publish new academic works, such as shenyang conservatory of music online (shenyang conservatory of music, 2021). diversification of the cirriculum under our traditional education, curriculum development is mostly based on the same curriculum outline, curriculum standards, and curriculum objectives, so the learning content is relatively static and knowledge cannot be updated in time. however, under network education, students can learn various types of courses through a small mobile phone, computer, and other devices, gain the latest knowledge of the industry, and update their knowledge base in time (liu, 2019; zhou, 2019). the researcher conducted a questionnaire survey on equipment, curriculum, student communication, and school influence at the same time. the lengthiest part of their response was about curriculum design. they are very interested in the curriculum design of online courses. for communication with students, there is a 67.50% of people think it's online but it's actually closer to the students, so you don't miss anything with a video backup; 12.50% of people think teachers and students will not adapt, will encounter a lot of communication barriers, and will not meet to solve problems; and 7.50% of people think they don't trust the internet very much. no eye contact is not emotional communication. you are only looking at the camera, not at me. there were 41.25% of people think the school will have more students because it is more modern and keeps pace with the times; 37.50% of people think educational resources are saved a lot. schools have more money; 7.50% of people think they need to buy equipment that actually does not save money. education in management automation, network education relies on internet teaching. management is also based on the internet. students' consultation, registration, payment, course selection, inquiry, student status management, homework and test management can be completed through network interaction, making it convenient and efficient (zhang & ma, 2015; lei, 2017). consistent with lu (2013) piano teaching scheme should improve student interaction and communication, effectively reduce the waste of teaching resources, and find new ways to enhance students' interest in learning. deng (2013) explored that online teaching should have real-time feedback classes and exercises; efficient use of the piano room; and the new model of network education enhances learners’ interests and saves educational resources. 98 teachers’ various roles in traditional education, teachers are more subordinate to schools; that is, teachers need to teach according to various school standards, which contain a lot of formalism. however, network education can solve this problem in a better way. here, more attention is paid to the teacher's ability. if you have the ability, you can go on. furthermore, in network education, students can select their own courses from the root, encouraging teachers to optimize their own courses (zhang, 2015; huang, 2019). that is reiterated in an article by zhang (2017) about the role of internet thinking in piano teaching in colleges and universities. this way can effectively broaden the piano teaching resources, which are rich in piano teaching models, and enrich the students' learning methods (dong, 2017). 5. conclusion the survey respondents were 80 piano teachers, 76 (95%) of them were interested in or agreed to teach online. there are 95% of people who think computers are very useful. and powerful, and using mobile phones is more convenient and smaller to meet their needs and can substitute piano lessons by 70%. there are 55% of people who think it's the same as the tradition just on a different platform; 21.25% of people think it needs a little tweaking. there are 67.50% of people who think it's online but it's actually closer to the students. 12.50% of people think teachers and students will not adapt, will encounter a lot of communication barriers, and will not meet to solve problems. there are 41.25% of people who think the school will have more students because it is more modern and keeps pace with the times. 37.50% of people think educational resources are saved a lot and schools have more money. there are understanding the online and others: 95% of people fully agree with the online piano course model, 65% of those polled agree that using a phone for online teaching is convenient, and 55% believe that opening the online piano course will cause other problems. according to the final data, most teachers do not object to the online piano course, but it needs a lot of preconditions to be completed, and many teachers also put forward a variety of suggestions. we can take these suggestions into the real project to avoid accidents. in the data feedback of the teachers' questionnaire, many understandings of online education, including advantages, and disadvantages were mentioned. references. ally, m. (2008). foundations of educational theory for online learning. in anderson, t. (ed.). the theory and practice of online learning (pp. 15-44). athabasca university press. anne, y. (2011). something old, something new: initial teacher education in the online mode. victoria university of wellington. bonk, c. j., & reynolds, t. h. (1997). learner-centred web instruction for higher-order thinking, teamwork, and apprenticeship. in khan, b. h. (ed.). web-based instruction (pp. 167–178), educational technology publications. deng, y. (2013). ways to increase students’ interest, reading, writing, calculating, teaching and research edition, g622(b). dong, h. (2017). new exploration on teaching improvement mode of piano specialty course in colleges and universities in internet age. music creation. dong, h. (2018). research on innovation of university piano teaching under the background of internet. drama home. huang, q. (2019). discussion on reconstruction of piano teaching mode in colleges and universities in the internet era. northern music. joy, d. (2004). instructors transitioning to online education. doctoral dissertation, virginia polytechnic institute and state university. 99 lei, m. (2017). strengthen teacher-student interaction and promote student learning. north-south bridge. lin, y. (2020). newband’s development and advantages. shenyang daily, 4. liu, p. (2019). research on the improvement of piano teaching in universities based on the background of internet information technology. technology of art. lu, b. (2013). teaching resources should not be a decoration. new course-middle, 3. shenyang conservatory of music. (2021). shenyang conservatory of music[online]. available at:<www.sycm.com.cn/> [accessed 25 november 2021]. yang, y. (2019a). reconstruction strategy of piano teaching scheme in colleges and universities under the background of internet. technology of art. yang, y. (2019b). on the reconstruction of piano teaching scheme in colleges and uuniversities under the background of internet. the yellow river sound. yuan, y., & xu, c. (2017). on the development of piano teaching in universities under the background of internet. public arts. zhang, c., & ma, w. (2015). research on the development trend of network education application. journal of luoyang normal university, 11, 89-92. zhang, z. (2019). strategies for the internationalization of piano education in colleges and universities in the internet era+. drama home. zhe, l., bo, p., lan, w.. & xiufeng, c. (2021). professor of shenyang conservatory of music. http://www.sycm.com.cn/books/120146/ebook/theory_and_practice_of_online_lear ning.pdf zhou, x. (2019). what are the advantages and disadvantages of online education?. [online] zhihu.com. available at: <https://www.zhihu.com/question/500667402> [accessed 20 february 2022]. journal of green learning journal of green learning, e-issn 2807-890x vol. 3, no. 1, june 2023, pp. 46-53. doi: 10.53889/jgl.v3i1.216 ------------------------------------------------------- development of the constructionist concept in conjunction with the bar model for a mathematics course chirarat malai1 & parichart prasertsang1 1 faculty of education, roi et rajabhat university, thailand article info abstract article history: received may 17, 2023 revised june 20, 2023 accepted june 26, 2023 this research aims to find out the effectiveness of the plan to organize the mathematics course in the first grade according to the constructivist concept in conjunction with the bar model. the results of the study found that the effectiveness of the plan to organize the mathematics was most suitable level. the results of the first grade mathematics course based on the constructivist concept and the bar model. it has an average assessment result of 4.65, the most appropriate level. ability to solve math problems of students before the activity, the student passes the criteria. 70% of 2 students out of 4 students (50%) had an average of 66.25% and a standard deviation of 2.55%. 70% of people, or 100%, have an average of 78.33% and a standard deviation of 1.63%. keywords: bar model constructivist theory mathematics problem-solving this is an open access article under the cc by-sa license. corresponding author: parichart prasertsang faculty of education roi-et rajabhat university thailand email: parichart.p@reru.ac.th 1. introduction although mathematics is important, in reality, mathematics in thai schools has experienced significant regression. when considering the scores of the basic national educational test (o-net), it was found that the average was low in all subject groups, and the scores from the pisa test were lower than in many other countries with similar development levels. these problems are caused by limitations in the curriculum and teaching system that emphasize content and memory rather than skill development and competency, resulting in a lack of creativity in solving problems, which is a challenge in the current thai education system (changthong et.al., 2020). in terms of learning management goals, mathematics subject groups ban thonglang noi school academic year 2019. students have learning achievement in the mathematics subject group by 31.25 percent in 2020 has 65 percent and 57.14 percent in 2021 can be seen as below the 70 percent threshold set by the school. the researchers analyzed the classroom and found that 50 percent of grade 1 students. understanding and using the properties of equality and properties of numbers to analyze and solve problems using single-variable linear equations, falling below the 70% threshold, which is the basis for solving other mathematical https://creativecommons.org/licenses/by-sa/4.0/ 47 problems. most problems arise from students not being able to create sentences, symbols, or equations from the problem. learning mathematics for students is becoming very problematic when a problem is found, it is not possible to analyze what it wants to do, and it cannot find the desired value. because it requires knowledge, reading, and interpretation to find words and mathematical calculations (verschaffel et.al., 2020). students must have a background in mathematics and be able to analyze math problems very well. transforming the learning process to develop thai people into complete human beings in the 21st century focuses on the 3rs and 8cs skills (prachagool & nuangchalerm, 2021). mathematical problem-solving skills are process skills at the heart of mathematics instruction, and students should be trained to develop problem-solving skills. in order to be able to apply knowledge, one must learn things that will bring knowledge and apply it in life (hasibuan & fauzi, 2019; ergen, 2020; nur et.al., 2020; pambudi et.al., 2020). in addition, classroom instruction often focuses solely on building numerical skills. emphasis is placed on children practicing skills over and over again, even if they have quick numeracy skills. but it is not enough because students will lack the skills to interpret problems. the use of mathematics to solve problems increases as children learn mathematics in higher grades, which is more complicated to understand (genc & erbas, 2019; yayuk & as' ari, 2020). it requires more logic to solve problems, children will begin to learn mathematics but will not understand it. this is in line with piaget's theory of intellectual development, which emphasizes the importance of understanding nature and children's development rather than stimulating them to develop faster (fuady & rahardjo, 2019; sugianto et.al., 2022). organizing learning activities based on the concept of constructivism, problems that generate intellectual conflicts, that is, prior knowledge and new perceptions that are inconsistent. to allow students to observe information, compare it with previous knowledge, and search for answers to reduce intellectual conflict through planning, action, and social constructivism. the opportunity to build their own knowledge based on the concept of knowledge creation is a concept that can be used in student-centered teaching and learning. by allowing students to think and build knowledge on their own using important processes. 1) allowing students to revise their previous knowledge; 2) allowing students to acquire/seek/collect/experiential information by themselves using process skills; 3) allowing students to study, think critically, and create meaningful information or experiences by themselves using various process skills; 4) allowing students to summarize and organize knowledge or information or structuring knowledge as well; and 5) allowing students to express what they learn in a variety of ways. in the field of pedagogical evaluation (jonassen, 1992). since learning according to this constructivist theory depends on the interests and the creation of different meanings of individuals. the resulting learning outcomes are therefore varied in nature. therefore, evaluation requires a variety of approaches. mathematics instruction has a specific characteristic in its content. there is only one answer to the problem. in order to achieve the accuracy of mathematical problem solving, problem-solving strategies are needed to support learning activities. the bar model has been used to improve mathematics learning since 2007 (osma et.al., 2018; lowrie et.al., 2019; rosé et.al., 2019). teachers approve of it, and it originated in singapore. because it has been used to solve math problems for a long time. it is a learning management materials that are explained using diagrams to accompany problems. in the united states, bar models are used to solve counting problems by training students to draw rectangles or model bars representing quantities and the relationship between quantities in the problem (morin et.al., 2017; sevinc & lizano, 2022). drawing bar models improves mathematical problem-solving abilities and develops mathematical thinking abilities as they are concrete solutions to explain abstract data 48 relationships. it is presented through rectangular models to allow students to visualize and better understand the relationship between what the problem assigns. it is also a way to encourage students to develop their knowledge in solving advanced problems (baysal, & sevinc, 2022). this makes it possible to see the relationship between all the given information and can link to the answer to the question that the problem wants to know clearly. students can analyze problems. it is linked to students' mathematical analysis and drawn into a bar model, which allows students to solve problems easily and accurately. for that reason, the importance of applying learning activities based on constructivist theory with bar models to adapt learning activities at all grade levels in accordance with 21st century learning management and to guide learning activities to help students develop their ability to solve math problems. 2. method this research employed an action research, the procedure can be drawn as following. plan: the research plan consists of creating a plan for learning activities and preparing research tools. 1.1 survey students with math problem-solving abilities using the mathematical problem-solving ability assessment. the exponential numbe), which is the content that students have already learned in the first semester of the academic year 2022, only explored the first practical cycle. in the next practice cycle, the results of the analysis and problems from the end of the practice cycle will be used to plan the next learning activity. 1.2 study the core curriculum of basic education b.e. 2008 (revised version 2017), curriculum of the ban thonglang noi school, and study literature and research related to the organization of learning activities using the learning management model based on constructivist theory together with bar models that promote the ability to solve mathematical problems. analyze learning standards, indicators, and study time using one-variable linear equations. grade 1 prepare 10 learning units and 10 learning activity plans. course designed 1 hour per plan, including 10 hours of class time present the written learning activity plan to five experts. the acceptable assessment criteria must be from 3.51 to 5.00 or higher, with an average assessment result of 4.63. in addition, experts give advice on how to adapt the example scenario to real-life situations. to encourage meaningful learning 1.3 study literature and research related to the organization of learning activities using the learning management model based on constructivist theory together with bar models that promote the ability to solve mathematical problems. the criteria for evaluating learning activities from five experts that are acceptable must have an average of 3.51–5.00 or higher, which has an average assessment result of 4.65. organizing learning activities based on constructivist theory together with bar models consists of 5 steps. as follows 1. preparing is an introductory step to the lesson. it is an interest-building step to encourage students to be ready to review their previous knowledge. the purpose of each lesson is to inform the students of their learning objectives in order to link them to new knowledge creation. 2. construct is the stage where students will face the problem situation and solve it on their own. the teacher presents the problem in the form of an activity sheet. students use their knowledge, experience, and understanding. plan a solution by drawing a model bar. determine how to perform mathematical operations. write one-variable linear equations. systematically execute the plan. the answers obtained by searching for answers are summarized manually. 3. interaction: divide students into small groups. groups of 2 discuss ways to solve each other's problems. exchange ideas in small groups, help each other 49 investigate, and select appropriate solutions to problems. facilitated by teachers encourage the exchange of learning in groups. 4. guidelines: the representative of the subgroup will propose solutions to the whole class. discuss, question, propose group guidelines, and verify accuracy and reasonableness. the teacher presents an approach that the student has not yet presented and compiles a reasonable, correct solution that the whole class accepts. discussion the advantages and limitations of each option and then summarize the best approach. 5. predicate is the stage where students work together to summarize the concepts and principles and ideas for the subject learned. the teacher provides additional briefing so that students can examine their ideas and correct their principles. 1.4 study the school curriculum and analyze the content. mathematics fundamental mathematics units c21102 grade 1 subject: one-variable linear equations analyze the relationships between material strands to serve as a framework for constructing subjective mathematical problem-solving capabilities. establish a scoring measure of subjective mathematical problem-solving abilities (institute for the promotion of teaching science and technology, 2012: 130). conduct the creation of mathematical problem-solving ability assessments. subjective model in accordance with a total of 20 learning objectives. the assessment of the ability to solve the created mathematical problems was presented to five experts to determine the consistency of the content with the learning outcomes as a guideline for improvement to be more appropriate.select items with an index value from 0.5 to 1.00 that fall within the criteria of consistency between the question and learning objectives. we selected 10 questions that clearly meet the learning objectives and cover the most content for this research, divided into 5 questions per operating cycle. action: it is the process by which the researcher acted according to the plan of the learning activities created. plans for learning activities based on constructivist theory in conjunction with bar model re: one-variable linear equations of 1st graders that promote their ability to solve mathematical problems 10 plans two operating circuits are defined according to the structure of the content of a single-variable linear equation. observation: this is the observation that occurs in the teaching action, and the researchers also make the observation.record all events by observing the operation, listening to the results of the operation, and using the following tools. the student behavior observation model to observe the target students during the activities in each learning plan. test the ability to solve mathematical problems with the target students after the end of each activity cycle. reflection: we evaluate the organization of learning activities based on constructivist theory in conjunction with the bar model. promote the math problem-solving abilities of math 1 students by analyzing all students' math problem-solving abilities compared to the 70% threshold. this will use the information obtained to help design the next operating circuit to be more efficient. 3. result and discussion the students in the target group improved their ability to solve math problems after class a lot more than before class, and they were very chaotic. through appropriate allocation of time to solve problems and behavioral observation, it is found that students have the behavior to show the ability to solve problems. according to the mathematical search of items that need to be observed for behavior, there is a higher incidence of behavior in each learning activity plan (figure 1). 50 figure 1 comparison of students’ mathematical problem solving ability figure 1 shows that students have the ability to solve mathematical problems according to the items they want to observe, and the rate of behavior increases with every learning management plan. identify what the problem is and what you want to know. plan a solution by drawing a model bar. display each variable with the appropriate symbols. performing mathematical operations and write one-variable linear equations. it can proceed according to the laid-down guidelines by showing how to systematically perform mathematical operations, finding the result of a single-variable linear equation. it also summarize the results of the solution according to what you want to know (willyarto et.al., 2015; osman et.al., 2018; ramasamy & puteh, 2018). bar models are drawn to see concretely, easier to look at solutions it was also a mutual aid for friends to practice presenting in front of the class. the ability to solve math problems of 1st graders was learned by organizing learning activities based on constructivist theory in conjunction with model bars. it was found that 70 percent of all students had the ability to solve math problems. this is due to the plan of learning activities based on constructivist theory in conjunction with effective model bars. focusing on solving mathematical problems that aim for students to create new knowledge by applying experience, knowledge, understanding, and ideas to solve math problems. the key steps are: • a preliminary step to the lesson (preparation) to generate interest to encourage students to be prepared. review previous knowledge and inform students of the objectives of learning each hour so that they can relate to the creation of new knowledge. • construct is the stage where students will face problems and solve them on their own. the teacher presents the problem in the form of an activity sheet. students use their knowledge, experience, and understanding. plan a solution by drawing a model bar. determine how to perform mathematical operations. write onevariable linear equations. systematically execute the plan. the answers obtained by searching for answers are summarized on their own. • cognitive reflection in small groups (interaction) divides students into small groups. groups of 2 discuss ways to solve each other's problems. exchange ideas in small groups, help each other investigate, and select appropriate 51 solutions to problems. the teacher facilitates and encourages the exchange of learning in the group. • guidelines the representative of the small group will present the solution to the problem to the whole class. discuss, question, propose group guidelines, and verify accuracy and reasonableness. the teacher presents an approach that the student has not yet presented and compiles a reasonable, correct solution that the whole class accepts. discuss the advantages and limitations of each choice and then summarize the best approach. the teacher provides additional conclusions so that students can examine their ideas and correct principles to measure their ability to solve mathematical problems, which can be measured by doing a mathematical problem-solving ability assessment created by the researcher that covers the students' abilities in four aspects: 1) understanding the problem, i.e., the student analyzes the problem, 2) problem-solving, planning students plan to solve problems by drawing bar model (schoenfeld & kilpatrick, 2008; kho et.al., 2014; olteanu, 2017). display each variable with the appropriate symbols. choose a mathematical operation method and write a one-variable linear equation, 3) plan execution requires that students follow the guidelines laid down by showing how to systematically perform mathematical operations to find the result of a one-variable linear equation, and 4) summary of answers: students summarize the results obtained from solving problems in accordance with what they want to know. 4. conclusion the results of the first grade mathematics course based on the constructivist concept and the bar model. it has an average assessment result of 4.65, the most appropriate level. ability to solve math problems of students before the activity, the student passes the criteria. 70% of 2 students out of 4 students (50%) had an average of 66.25% and a standard deviation of 2.55%. 70% of people, or 100%, have an average of 78.33% and a standard deviation of 1.63%. 5. acknowledgement i would like to express my sincere thanks to phubet tieansri, penpron tipano, prasit krueadeang, chatchapong chueasa, and yuthaphome dontian who compassionately expertly reviews the tools as well as provides useful suggestions. we are really appriciated the students and teachers of ban thonglang noi school, buayai district, nakhon ratchasima province, we would like to express our gratitude to all those involved in the study. references baysal, e., & sevinc, s. 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(2020). primary school students' creative thinking skills in mathematics problem solving. european journal of educational research, 9(3), 12811295. journal of green learning journal of green learning, e-issn 2807-890x vol. 2, no. 1, 2022, pp. 38-44. doi: 10.53889/jgl.v2i1.103 ------------------------------------------------------- university students' self-efficacy, attitudes, and intentions toward chemistry: myanmar context mya thet mon 1 1 department of chemistry, mandalay university of distance education, mandalay city, myanmar article info abstract article history: received september 20, 2021 revised january 10, 2022 accepted march 12, 2022 this research examined the self-efficacy beliefs, attitudes towards chemistry, and intentions to take future chemistry courses in a sample of 112 students from selected universities in myanmar. the main purpose of the study was to determine the university students' self-efficacy, attitudes, and intentions toward chemistry in myanmar context. findings indicate that self-efficacy (mean=2.05) and attitude are both significant, making a larger unique contribution. according to the findings, self-efficacy of undergraduate students was slightly significant indicating confidence of the participants. our findings suggest that in general, although the population at myanmar universities slightly feel confident in their ability to perform in chemistry, have strong attitude towards chemistry, and moderate intentions toward enrolling in future chemistry courses. in the current context, the students believe that they are capable of successfully performing tasks affiliated with chemistry content. students with a high self-efficacy toward chemistry will be more likely to take on the challenge of chemistry and persist through the courses. finally, implications for educators and administrators are discussed. keywords: attitudes chemistry intentions myanmar self-efficacy this is an open access article under the cc by-sa license. corresponding author: mya thet mon department of chemistry mandalay university of distance education mandalay city myanmar email: drmyathetmon@gmail.com 1. introduction at the university level, a chemistry course often consists of students who are completing the course as an elective course for some further study of science, technology, or engineering. they have previous experiences in science or math, they are roughly similar in their chemistry background, they are beginning their university and they are early enough in their academic pursuits where they can change majors easily with little consequence. therefore, the purpose of this research is to examine how university students’ perceived skills (self-efficacy) in chemistry and liking of chemistry (attitudes) affects their willingness to enroll in future chemistry courses (intentions). ebbing & gammon (2010) define chemistry as “the science of the composition and structure of materials and of the changes that materials undergo” (p. 2). chemistry is a complex science that helps not only explain the world around us, but also helps to explain processes in many other fields such as biology, physics, environmental science, and medical sciences. there are many different types of chemistry; inorganic chemistry, organic chemistry, biochemistry, physical chemistry, analytical chemistry, chemical engineering, etc. the chemistry course is a complex and challenging course that is essential for training professionals; therefore, the present study will address the following research objectives: 1. to explore students’ self-efficacy beliefs toward chemistry by using self-efficacy for chemistry (sec) scale 2. to investigate students’ attitude toward chemistry by using attitude toward chemistry lessons scale (atcls) 3. to find out intentions toward chemistry through student’s chemistry intentions (sci) scale. https://creativecommons.org/licenses/by-sa/4.0/ 39 self-efficacy refers to a person’s belief about his or her capabilities on a specific task (bandura, 1997). research has shown that students with a higher self-efficacy typically choose more challenging tasks and persist longer on challenging tasks than students with lower self-efficacy (bandura, 1997; bandura & schunk, 1981). likewise, students with a high self-efficacy will show more effort when pursuing a challenging task and will generally perform higher on that given task than students with low self-efficacy (bandura, 1997). laboratory experiences at university level tend to vary in terms of quantity and quality and we wanted an operational definition that would be applicable to both levels of study regardless of the varying laboratory experiences. therefore, self-efficacy is an important motivational variable that has been shown to influence cognitive and behavioral choices. another way self-efficacy can increase is if a person performs above his/her peers on a task. to test the self-efficacy of chemistry, the scale must inquire about student’s beliefs to perform specific tasks encountered in chemistry curriculum only. therefore, the self-efficacy for chemistry (sec) scale was developed and tested in a pilot study with students at the undergraduate level based on the recommendations of bandura (2006). the sec scale consists of 14 items that specifically focus on concepts taught in a chemistry course and does not include items that assess beliefs about laboratory skills. the sec scale was shown to have good internal consistency. chemistry is challenging and takes persistence at the secondary level, and even more so at the university level. ajzen (1991) defines intentions as indications of people’s willingness to try and/or amount of effort they will exert to perform the behavior. therefore, chemistry self-efficacy would be a predictor of intentions toward chemistry. it is agreed that one of the purposes of introductory science courses, whether at the secondary or university level, should be to ignite positive student attitudes toward that specific science subject (cheung, 2009a). the stronger the person’s attitude, the greater their perceived control, the stronger the intention, and the more likely the person is to carry out the behavior (ajzen, 1991). in science, a person’s thoughts, feelings, and behaviors towards the discipline are important to consider because attitudes have been shown to influence academic performance (bennett, rollnick, green, & white, 2001), self-efficacy (bandura, 2006; dalgety et al., 2003), as well as intentions (ajzen, 1991; cheung, 2009a; kurbanoğlu & akin, 2010). many researchers agree that research on attitudes must be broken down into subjects such as chemistry, physics, and biology instead of a general science attitude measure (cheung, 2009a). the attitude toward chemistry lessons scale (atcls; cheung, 2009b) was developed to measure a person’s attitude (i.e., predisposition to respond to something in a favorable or unfavorable manner) toward chemistry lessons (i.e., theory plus laboratory). the atcls is a 12item scale where the total score represents overall attitude toward chemistry with four subscales (3 items each) representing the following dimensions: 1) liking of chemistry lessons, 2) liking of chemistry laboratory work, 3) evaluative beliefs for school chemistry (i.e., usefulness of chemistry), and 4) behavioral tendencies to learn chemistry (cheung, 2009b). students with low self-efficacy and unfavorable attitudes towards chemistry can negatively affect the efforts of institutions to recruit, retain, and graduate majors. therefore, educators at university level should seek to improve students’ self-efficacy and attitudes toward chemistry. sadly, less than 40 percent of students intending to major in a discipline upon entering university complete a degree. however, jobs requiring degrees are projected to increase four times as fast as the overall job growth (business-higher education forum, 2010). therefore, for institutions to recruit and retain majors by increasing students’ self-efficacy and attitudes toward chemistry. since experiences occur at both the undergraduate and postgraduate level, educators must find ways to increase self-efficacy and attitudes at both levels. 2. research objective the objectives of this research are as follows; (1) to explore students’ self-efficacy beliefs toward chemistry by using self-efficacy for chemistry (sec) scale. (2) to investigate students’ attitude toward chemistry by using attitude toward chemistry lessons scale (atcls). (3) to find out intentions toward chemistry through student’s chemistry intentions (sci) scale. 3. method 3.1 sample the sample of 19 (male) and 90 (female) students from selected universities in myanmar. 3.2 instruments self-efficacy for chemistry was measured with the self-efficacy for chemistry (sec) scale created specifically for this study and piloted in a separate study. the sec scale contains 14 items which together measure students’ perceived abilities to be successful in performing specific chemistry content related tasks. participants are asked to rate their level of confidence in their capabilities to complete the tasks using a 3-point likert scale with anchors at 1 (not at all confident) and 3 (very confident). the total mean score from the sec scale represents an overall self-efficacy towards chemistry. attitude towards chemistry was measured using the 40 12-item attitude toward chemistry lessons scale (atcls; cheung, 2009b) where participants were asked to rate their level of agreement for each item using a 3-point likert scale with anchors at 1 (disagree) and 3 (agree). the total mean score from the atcls represents an overall attitude towards chemistry. intentions to take future chemistry courses were examined using the newly created students’ chemistry intentions (sci) scale. the sci scale contains 6 items which asks students to pinpoint when/if they plan to take a chemistry course in the future. three of the items are positively worded (e.g., “i intend to enroll in a postgraduate chemistry course in the future”) and three items are negatively worded (e.g., “i do not intend to enroll a chemistry course unless i have to”). participants are asked to rate how true each statement is to them using a 3point likert scale with anchors at 1 (definitely not true for me) and 3 (completely true for me). basic demographics of the participants such as gender and major were collected. to answer research questions, calculation was conducted using the spss 20.0 program. 3.3 data collection the present research was carried out using 109 students enrolled at chemistry departments in selected universities. participants were (19) male and (90) female. for the present study, self-efficacy for chemistry, attitude towards chemistry, and intentions toward chemistry were explored. to explore self-efficacy for chemistry, participants were asked to rate their level of confidence in their capabilities to complete the tasks on a 3-point likert scale with anchors at 1 (not at all confident) and 3 (very confident). the attitude toward chemistry lessons scale (atcls; cheung, 2009b) was used as the parameter of attitude in this study showcasing good internal consistency in the studies. this scale comprises 12 items which collectively measures students’ intentions to take future chemistry courses and again is evaluated using a 3-point likert scale with anchors at 1 (disagree) and 3 (agree). a scale to measure students’ intentions to take future chemistry courses was also necessary, therefore the student chemistry intentions (sci) scale was applied. this scale contains 6 items which collectively measures students’ intentions to take future chemistry courses and again is evaluated using a 3-point likert scale with anchors at 1 (not at all true for me) and 3 (completely true for me). 3.4 data analysis the sec scale contains 14 items which together measure students’ perceived abilities to be successful in performing specific chemistry content related tasks. the total mean score from the atcls represents an overall attitude towards chemistry. the sci scale contains 6 items which asks students to pinpoint when/if they plan to take a chemistry course in the future. basic demographics of the participants such as gender and major were collected. to answer research questions, calculation was conducted using the spss 20.0 program. 4. result and discussion 4.1 self-efficacy for chemistry (sec) scale table 1: students’ responses toward self-efficacy for chemistry (sec) scale (n=112) sn items responses calculation interpretation not at all confident confident very confident mean sd 1 how confident are you in your ability to learn theories of the coordinate bond in metal complexes? 15.00% 59.00% 26.00% 2.11 0.63 confident 2 how confident are you in your ability to study basic concepts of molecular spectroscopy? 17.00% 62.00% 21.00% 2.04 0.62 confident 3 how confident are you in your ability to learn theoretical concepts of organic chemistry? 6.00% 71.00% 23.00% 2.17 0.51 confident 4 how confident are you in your ability to write a balanced chemical equation for a given reaction? 19.00% 59.00% 22.00% 2.03 0.64 confident 5 how confident are you in your ability to apply a precipitation titration? 19.00% 66.00% 15.00% 1.96 0.58 confident 6 how confident are you in your ability to prevent air pollution and water pollution? 5.00% 72.00% 23.00% 2.18 0.50 confident 7 how confident are you in your 18.00% 63.00% 19.00% 2.01 0.61 confident 41 ability to classify electronic absorption spectra of complexes? 8 how confident are you in your ability to calculate statistical thermodynamics? 21.00% 58.00% 21,00% 2.00 0.65 confident 9 how confident are you in your ability to learn electrophilic aromatic sub situation? 25.00% 61.00% 14.00% 1.89 0.61 confident 10 how confident are you in your ability to categorize a fundamental of electrode processes? 22.00% 64.00% 14.00% 1.92 0.59 confident 11 how confident are you in your ability to study inorganic chemistry? 9.00% 70.00% 21.00% 2.12 0.53 confident 12 how confident are you in your ability to apply the physical chemistry? 15.00% 63.00% 22.00% 2.07 0.60 confident 13 how confident are you in your ability to learn organic chemistry? 12.00% 68.00% 20.00% 2.08 0.56 confident 14 how confident are you in your ability to explain analytical chemistry? 16.00% 59.00% 25.00% 2.09 0.63 confident average 15.64% 63.93% 20.43% 2.05 0.60 confident note: 1.00-1.66=not at all confident 1.67-2.33=confident 2.34-3.00=very confident according to the data, self-efficacy of undergraduate students was slightly confident (mean=2.05) indicating confidence of the participants. in the current context, students believe that they are capable of successfully performing tasks affiliated with chemistry content. 4.2 attitude toward chemistry lessons scale (atcls) the attitude toward chemistry lessons scale (atcls; cheung, 2009b) was used as the parameter of this study showcasing good internal consistency in the studies. table 2 students’ responses toward chemistry lessons scale (atcls) (cheung, 2009b) (n=112) sn items responses calculation interpretation disagree neutral agree mean sd 1 i like chemistry more than any other school subjects. 25.00% 7.00% 68.00% 2.43 0.86 positive 2 chemistry lessons are interesting. 25.00% 5.00% 70.00% 2.45 0.86 positive 3 chemistry is useful for solving everyday problems. 15.00% 4.00% 81.00% 2.66 0.72 positive 4 chemistry is one of my favorite subjects. 27.00% 7.00% 66.00% 2.39 0.88 positive 5 i am willing to spend more time on reading chemistry books. 21.00% 7.00% 72.00% 2.51 0.82 positive 6 i like to do chemistry experiments. 28.00% 9.00% 63.00% 2.35 0.89 positive 7 when i am working in the chemistry lab, i feel i am doing something important. 21.00% 6.00% 73.00% 2.52 0.82 positive 8 people must understand chemistry because it affects their lives. 21.00% 10.00% 69.00% 2.48 0.82 positive 9 i like trying to solve new problems in chemistry. 30.00% 5.00% 65.00% 2.35 0.91 positive 10 doing chemistry experiments is fun. 23.00% 10.00% 67.00% 2.44 0.84 positive 11 chemistry is one of the most important subjects for people to study. 20.00% 5.00% 75.00% 2.55 0.80 positive 42 12 if i had a chance, i would do a project in chemistry. 19.00% 10.00% 71.00% 2.52 0.79 positive average 22.90% 7.10% 70.00% 2.47 0.84 positive note: 1.00-1.66=negative 1.67-2.33=not decided 2.34-3.00=positive average mean value of attitude was very strong (mean=2.47) indicating that students’ attitudes are uniquely positive. 4.3 students’ chemistry intentions (sci) scale table 3 responses of participants toward students’ chemistry intentions (sci) scale (n=112) sn items responses calculation interpretation definitely not true for me neutral completely true for me mean sd 1 i intend to attend a workshop on chemistry learning in the future. 21.00% 4.00% 75.00% 2.54 0.82 having sole intention 2 i do not intend to enroll in a master’s degree program of chemistry specialization in the future. 70.00% 6.00% 24.00% 1.54 0.85 having no intention 3 i intend to enroll in a research project on chemistry teaching and learning before the end of my university years. 18.00% 5.00% 77.00% 2.59 0.78 having sole intention 4 i intend to never enroll in a chemistry course in the future. 81.00% 5.00% 14.00% 1.33 0.71 having no intention 5 i do not intend to enroll a ph.d. program in chemistry if i have to. 74.00% 7.00% 19.00% 1.45 0.79 having no intention 6 i intend to attend a research conference on chemistry teaching within the next year. 24.00% 7.00% 69.00% 2.45 0.85 having sole intention average 48.00% 5.70% 46.30% 1.98 0.97 having a moderate intention note: 1.00-1.66=having no intention 1.67-2.33=having a moderate intention 2.34-3.00=having sole intention with a sample of 112, we have met students’ intentions toward chemistry. mean is too high in items, 3 (mean=2.59), 1 (mean=2.54) and 6 (mean=2.45). these items in table 3 display the descriptive statistics (i.e., means and standard deviations) for the intentions for future chemistry classes. table 4 descriptive statistics for three variables sn items responses calculation interpretation disagree neutral agree mean sd 1 students’ self-efficacy for chemistry (sec) scale 15.64% 63.93% 20.43% 2.05 0.60 somewhat positive impact 2 students’ attitude toward chemistry lessons scale (atcls) 22.90% 7.10% 70.00% 2.47 0.84 positive impact 3 students’ chemistry intentions (sci) scale 48.00% 5.70% 46.30% 1.98 0.97 somewhat positive impact average 28.9% 25.6% 45.6% 2.17 0.85 somewhat positive impact 43 note: 1.00-1.66=negative impact upon the chemistry learning environment 1.67-2.33=somewhat positive impact upon the chemistry learning environment 2.34-3.00=positive impact upon the chemistry learning environment in this research, although both attitude (mean=2.47) and self-efficacy (mean=2.05) make significant contributions, attitude was found to make the largest contribution. both attitude and self-efficacy also indicate a contribution to the intentions. thus, the ability of self-efficacy for chemistry and attitude for chemistry might support intentions toward chemistry. students who approach a chemistry lesson with fear have likely slight confidence in their science skills. chemistry teachers can help their students encourage positive chemistry attitudes in order to increase retention. in this study, we sought to examine the effect of self-efficacy and attitudes towards general chemistry on university students’ intentions to take future chemistry courses. our findings suggest that in general, although the population at university slightly feel confident in their ability to perform in chemistry (mean=2.06, sd=0.60), strong attitude towards chemistry (mean=2.47, sd=0.84), and moderate intentions toward enrolling in future chemistry courses (m=1.98, sd=0.97). in the present study, self-efficacy, and attitude were found to support the intentions. of the two, attitude made the largest significant contribution. together these results suggest that self-efficacy and attitude are important motivational variables that should be considered when trying to determine students’ intentions to engage and persist in chemistry related fields. chemistry self-efficacy and attitude, gives students meaningful tasks connected to the content at which they can succeed is very important. meaningful tasks refer to learning tasks that are designed to be relevant for the students and provide opportunities for students to connect new content with information they already know (i.e., stored in long-term memory). learning through meaningful tasks has been shown to be more effective than learning information in isolated pieces (lin, 2007; mayer, 2002; nuangchalerm & prachagool, 2010). when students learn through meaningful tasks, they accomplish greater depth of understanding, therefore adding to their mastery experiences and increasing their self-efficacy (uzuntiryaki & aydin, 2009). meaningful tasks come in a variety of forms: student-performed inquiry-based experiments, real-life applications, inquiry-based instruction, and cooperative learning (sahatsathatsana et.al., 2021). in addition, these experiments or labs should be connected to the real-world community to mimic students’ natural experiences (as closely as possible) to help make the content more meaningful to the students (bransford et.al., 2000). due to the microscopic scale of chemistry and its reliance on teaching abstract concepts, students often struggle with the everyday applications of chemistry for community engagement. to alleviate this problem, educators should incorporate real-life applications into their chemistry instruction (cheung, 2009a; kurbanoğlu & akin, 2010). the defining component of a real-world or authentic task is that the students practice thinking like that required in the real world. real-life applications require students to use higher order thinking processes; “authentic activities foster the kinds of thinking and problem-solving skills that are important in out-of-school settings…”. these higher order thinking skills are necessary for success in a major and allowing students to see that the content is used outside of school fosters stronger attitudes toward chemistry because of an increase in the perceived value of the discipline (anderman & wolters, 2006). 5. limitation within this research study, we must acknowledge a limitation and provide our suggestions for future research. the information gathered from the sec scale could allow chemistry educators to then design instructional interventions to help increase student success, interest, and performance, which could help to increase self-efficacy, attitudes, and students’ intentions to pursue careers. our intention during the scale’s development was for the sec scale to be used at both the secondary and university levels; therefore, future research would first need to validate this scale at the secondary level. in addition, future research should be conducted within these classrooms to test the effectiveness of these interventions on important motivational variables such as self-efficacy and attitudes, as well as university and career-readiness variables and career intentions. references ajzen, i. 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(2010). influences of teacher preparation program on preservice science teachers’ beliefs. international education studies, 3(1), 87-91. sahatsathatsana, c., sahatsathatsana, s., & heman, w. (2021). the integration of multiple intelligences theory and tai cooperative learning for teaching calculus for engineering 1 for bachelor’s degree students. journal of green learning, 1(2), 41-48. journal of green learning journal of green learning, e-issn 2807-890x vol. 1, no. 2, december 2021, pp. 41-48. doi: 10.53889/jgl.v1i2.32 ------------------------------------------------------- the integration of multiple intelligences theory and tai cooperative learning for teaching calculus for engineering 1 for bachelor’s degree students chanokgan sahatsathatsana1, sattra sahatsathatsana2, wirawan heman3 1,3 department of science and mathematics, faculty of science and health technology, kalasin university, kalasin, thailand 2 department of foreign languages, faculty of liberal arts, kalasin university, kalasin, thailand article info abstract article history: received september 16, 2021 revised december 10, 2021 accepted december 15, 2021 the purposes of this study were (1) to compare the pre and post-tests scores of learning through the developed lesson plans based on the theory of multiple intelligences and tai cooperative learning, and (2) to evaluate the students’ satisfaction on learning through the developed lesson plans based on the theory of multiple intelligences and tai cooperative learning. the subjects were 41 students of the faculty of engineering and industrial technology who enrolled in the calculus for engineering 1 subject in the first semester of the 2019 academic year received from cluster random sampling. the research instruments were lesson plans, learning achievement test, and a questionnaire on students’ satisfaction. the results revealed that : the mean score of the post-test on the topic of differentiation of algebraic functions was significantly higher than mean score of the pre-test at the level of .05. the mean score of the students’ satisfaction on learning through the developed lesson plans was at the highest level. keywords: calculus for engineering cooperative learning multiple intelligences tai this is an open access article under the cc by-sa license. corresponding author: chanokgan sahatsathatsana deaperment of science and mathematics faculty of science and health technology kalasin university thailand email: chanokgan.na@ksu.ac.th 1. introduction research on teaching and learning of mathematics has become an area of research focusing on the teaching of mathematics in the past decade. studies have indicated that teachers need to equip themselves with more flexible approaches (galton & eggleston, 1979) in the teaching of mathematics. the teaching and learning of mathematics is no longer regarded as only a simple and technical procedure involving teaching objectives and learning outcomes. teachers are encouraged to adopt progressive teaching styles to accommodate the varied abilities of students, in order to enable these students to excel in their learning. consequently, the teaching methods for teaching mathematics should be focused on serving the needs of learners by establishing a suitable learning environment for students. for mathematics teaching and learning, students are not only required to have knowledge of numerical facts, but also be adept in problem solving that are adjustable in accordance with their individual strength and weaknesses (jones & tanner, 2002). so, lessons in mathematics should be structured into three parts: a mental and oral introduction, the main teaching and activity and a conclusion. effective teaching of mathematics does not depend on a fixed structure of instructional strategy but involves with a lively and interactive two-way process in https://creativecommons.org/licenses/by-sa/4.0/ 42 which students play an active part by answering questions and engaging in discussions, explaining and demonstrating their methods to others in the class where a rich set of teaching strategies is required from the teachers to ensure the effectiveness of the lesson (sulaiman et.al., 2010). calculus for engineer 1 is the subject that helps to improve the thinking process and allows students to experience the creative thinking for self-problem solving. it is also the fundamental course for further learning in advanced calculus and engineering. however, there were many factors which negatively affected the teaching calculus for engineer 1 which resulted in the failure of being successful based on the goals of the subject such as the content of the subject itself which were overwhelming and difficult, the attitude of students towards learning mathematics, teaching time limitation due to the amount and difficulty, and the teachers lack of teaching techniques and materials. the researchers, therefore, were aware of the importance of the implementation of teaching techniques basing on the individual differences and the cooperative learning giving the students opportunities to develop knowledge, analyze and synthesize information, think creatively and critically, be able to search for information by themselves, to be continuously develop themselves, have working skills, and work with others (parchagool et.al., 2016). it is utterly challenging for teachers to help students learn mathematics effectively. teachers have to realize that a single teaching method is insufficient (sulaiman, 2011). effective teaching strategies are essential in ensuring a successful teaching and learning process. individual qualities within each teacher have been recognized as a major influence on their capacity and ability in creating opportunities for their students to learn effectively (ball & perry, 2009). discovering the effective teaching strategies that teachers are comfortable with in teaching and students learn with happiness and in a relaxed manner will be beneficial for learning mathematics. it is important to mention that all learning materials should include opportunities for students to develop their strengths and strengthen their weaknesses in each particular intelligence area (lash, 2004). therefore, it is necessary to assess the effectiveness of our current teaching style and consider innovative ways to improve our teaching to enhance the teaching and learning effect (delaney & shafer, 2007). regarding the situation mentioned earlier, the researchers studied the theory of multiple intelligences (mi) of howard gardner (1983) basing on the belief of different capabilities and abilities of individuals resulting in the different functions of brain which affect the multiple intelligences in one person. this theory influenced on the principle of education aiming at developing the students to be complete persons, paying attention to individual differences, developing students based on their actual capabilities and aptitudes, integrating arts, self-awareness, communication, and promoting body language (ezeh et.al., 2021). according to gardner (1996), multiple intelligences included: linguistic intelligence, logical-mathematical intelligence, spatial intelligence, musical intelligence, bodily-kinesthetic intelligence, interpersonal intelligence, intrapersonal intelligence, naturalist intelligence, and existential intelligence. the teaching that relates, connects, and integrates multiple intelligences can develop the intelligences of individuals regarding the potential of ones stimulating the learning, reducing the stress, and increasing happiness (bullough, 2011; keawchuer, 2014). the team assisted individualization or tai is the learning process which integrates the cooperative learning and individualized instruction. it focuses on group work. each group consists of the multi learning ability including high, medium, and low abilities. the member of each group will be assigned a learning task that suites their learning ability. the members in the group will help each other to learn and work through sharing experiences for improving the learning ability, learning and working skills, and responsibilities (adams & slater, 2002; peysner, 2021). in regards with the aforementioned, the researchers, as the lecturer in mathematics teaching calculus for engineering 1) are interested in studying the learning instruction based on the theory of multiple intelligences integrated with the tai cooperative learning to improve the students’ critical and systematic thinking and mathematics process skills. the developed instruction was based on limit calculation included 3 steps which were : 1) preparation 2) teaching and 3) formative and summative evaluations as illustrated in figure 1. 43 figure 1 learning procedures 2. research objective (1) to compare the pre and post–tests scores of learning developed lesson plans of calculus for engineering 1 subject on differentiation of algebraic functions calculation basing on the theory of multiple intelligences and tai cooperative learning. (2) to evaluate the students’ satisfaction on learning through the developed lesson plans of calculus for engineering 1 subject on differentiation of algebraic functions basing on the theory of multiple intelligences and tai cooperative learning. 3. method 3.1 populations and subjects the populations of this study were students of the faculty of engineering and industrial technology who were enrolled in the calculus for engineering 1 subject in the first semester of the 2019 academic year. the subjects were 41 students of the faculty of engineering and industrial technology who were enrolled in the calculus for engineering 1 subject in the first semester of the 2019 academic year obtained from cluster random sampling. 3.2 research instruments there were 4 research instruments used in this study. the development of each instrument is as follows: 1. the lesson plan for teaching calculus for engineering 1 subject on differentiation of algebraic functions function calculation which was developed according to the following procedure: 1) studied the course description of the calculus for engineering 1 subject and selected the topic for teaching including meaning of vector algebra function, examples of vector algebra function, meaning of integrals calculation, and examples of integrals vector algebra function calculation, 2) studied the theory of multiple intelligences and tai cooperative learning, 3) developed the lesson plan, 4) tried out the lesson plan with different groups of students, and 5) revised the lesson plan according to problems and inconveniences found during the trials. 2. learning achievement test of calculus for engineering 1 subject on differentiation of algebraic functions consisted of 5 subjective items with 10 points and 30 items of 5 alternatives multiple choice questions with 30 points. the total was 40 points. it was tried out with another group of students to find out the item difficulty and the item discrimination. it was found that the item difficulty was 0.35 0 0.70 while the item discrimination was 0.86 respectively. 3. the questionnaire on students’ satisfaction on learning through the learning activity developed by integrating the theory of multiple intelligences and tai cooperative learning of calculus for engineering 1 subject. it was tried out with another group of students to find out the reliability. it was found the reliability was 0.74. 3.3 research procedures the learning activity in this study were developed by integrating the theory of multiple intelligences and tai cooperative learning of calculus for engineering 1 for bachelor’ s degree students which could be divided step 1 • preparation (1) students analysis (2) tai grouping learners based on tai principle (3) teaching through multiple intelligences principle (4) preparing teaching media and activities (5) develop teaching media and activities step 2 • teaching (1) stimulating (2) teaching (3) summary step 3 • formative and summative evaluations 44 into 3 steps including: 1 ( preparation, 2 ( teaching, and 3 ( formative and summative evaluations which could be described as follow: step 1 :preparation (1) students analysis: the researchers analyzed the students through the observation, activity participation, interview, and taking the pre-test .the data were summarized for improving the students ’potential. (2) choosing high learning ability students: the researchers selected the students who had high learning ability based on the results from the grade of the mathematics subjects learnt in the previous semester and the voluntary of students. (3) tai grouping learners based on tai cooperative learning principle: the researchers arranged the pretest scores of students in descending order and used it for grouping students . each group consisted of 4 students including 1 high learning ability student, 2 medium learning ability students, and 1 low learning ability student as illustrated in figure 2. figure 2 grouping process (4) teaching through multiple intelligences theory: the researchers developed the lesson plans on of calculus for engineering 1 subject on differentiation of algebraic functions calculation based on the theory of multiple intelligences and tai cooperative learning according to the following steps :1 (studied the course description of the calculus for engineering 1 subject 2 (studied the theory of multiple intelligences and tai cooperative learning 3 (developed the lesson plan 4 (tried out the lesson plan with a different group of students and 5 (revised the lesson plan according to problems and inconveniences found during the trials. step 2 :teaching the researcher taught the students through the teaching steps of the developed lesson plans on of calculus for engineering 1 subject on differentiation of algebraic functions calculation based on the theory of multiple intelligences and tai cooperative learning including 1) using questions to stimulate the students’ interest in the warm up to relate to the new topic with their prior knowledge, experiences, and expectations, 2) teaching the content by explaining (linguistic intelligence), using gestures (bodily-kinesthetic intelligence), using numbers (logical-mathematical intelligence), using pictures (spatial intelligence), and practicing calculation individually (intrapersonal intelligence), and 3) summarizing the learning by working in groups (interpersonal intelligence) to present the summary of what they have learned, the importance of what they have learned, how to apply what they have learned to real life situations, how to integrate what they have learned with other subjects, how what they have learned will help them live happily and work successfully (existential intelligence) in the future through the mind map of animals or trees (naturalist intelligence), and stimulating students to cover famous musical compositions with the content of what they have learned (musical intelligence). step 3 :formative and summative evaluation there were two kinds of evaluations of this study namely formative evaluation and summative evaluation .after the teaching of each unit was done, the quiz was administered to students to verify their understanding as a formative evaluation .the scores were analyzed and the results of the analysis were employed for improving the lesson plans in the nest unit .the post-test was used as a tool for summative evaluation .the scores of summative evaluation were used to analyze for checking the students ’learning achievement and high 1 student medium 2 students low 1 student 45 satisfaction of leaning through the developed the lesson plans on of calculus for engineering 1 subject on differentiation of algebraic functions based on the theory of multiple intelligences and tai cooperative learning respectively. 3.4 data collection after all lesson plans were completely taught, the data were collected from according to the following steps : 1) the researchers administered the learning achievement test (post–test) on differentiation of algebraic functions calculation and the questionnaire about the subjects, and 2) the scores of the tests and questionnaire were statistically analyzed. 3.5 data analysis the results of both learning achievement test and questionnaire were gathered and analyzed through statistically software to find out the results of the learning achievement and satisfaction of learning through the developed the lesson plans of calculus for engineering 1 subject on differentiation of algebraic functions calculation based on the theory of multiple intelligences and tai cooperative learning . 4. result the results of this study were as follows: the results of the comparison of pre and post– tests scores of learning through the learning activity developed by integrating the theory of multiple intelligences and tai cooperative learning is shown in the table 1. table 1 the comparison of preand post–tests scores test n x̅ s.d. t sig. pre test 41 11.29 2.36 20.53 0.00 post test 41 31.29 5.53 table 1 presented the mean score of pre–test of learning through the learning activity developed by integrating the multiple intelligences theory and tai cooperative learning which was 11.29 while the mean score of post–test was 31.29 respectively .this obviously shows that the mean score of post–test was significantly higher than pre–test at the level of .05. the results of the evaluation of students ’satisfaction on learning through the developed lesson plans on of calculus for engineering 1 subject on differentiation of algebraic functions based on the theory of multiple intelligences and tai cooperative learning are shown in table 2 below: table 2 the students ’satisfaction on learnings no. statements x̅ s.d. interpretation learning atmosphere 1 i like the learning atmosphere that students could be able to participate in learning process 4.45 0.552 high 2 i like the learning atmosphere that promoting students’ responsibility 4.35 0.530 high 3 i like the learning atmosphere that helped improve students’ enthusiasm 4.76 0.585 highest 4 i like the learning atmosphere that allowed students to ask and answer questions, discuss, and ask for suggestions from teacher. 4.82 0.448 highest mean score of learning atmosphere aspect 4.61 0.26 highest learning activities 1 i like the learning activity which is suitable with my ability 4.53 0.508 high 2 i like the learning activity which allows students to share their ideas in classroom 4.62 0.595 high 46 3 i like the learning activity which promote thinking and decision making 4.51 0.711 highest 4 i like the learning activity which promotes confidence 4.51 0.597 highest 5 i like the learning activity which allows students to learn from multiple ways 4.83 0.495 highest 6 i like the learning activity which allows to present knowledge in multiple ways 4.61 0.542 highest 7 i like the learning activity which allows students to use their aptitude in learning 4.61 0.494 highest mean score of learning activities aspect 4.60 0.28 high utilizing of knowledge 1 i think that i can apply the knowledge that i learned in daily life 4.78 0.475 highest 2 i think that the knowledge that i learned will help me work successfully 4.55 0.708 high 3 i think that the knowledge that i learned can be applied for learning in other subjects 4.67 0.581 highest 4 i think that the knowledge that i learned will help me be able to work individually 4.56 0.594 highest 5 i think that the knowledge that i learned will help me work as teamwork 4.80 0.401 highest mean score of utilizing of knowledge aspect 4.67 0.552 highest total 4.63 0.18 highest table 2 shows that the mean score of the students ’satisfaction on learning through the developed the lesson plans of calculus for engineering 1 subject on differentiation of algebraic functions based on the theory of multiple intelligences and tai cooperative learning was 4.63 which was the highest level .when considering each aspect, it was found that the mean score of learning atmosphere aspect was 4.61, the mean score of learning activities aspect was 4.60 and the mean score of utilizing of knowledge aspect was 4.67 respectively. 5. discussion the results of the study revealed that the mean score of pre-test of learning through the learning activity developed by integrating the multiple intelligences theory and tai cooperative learning which was 11.29 while the mean score of post-test was 31.29 respectively. this obviously shows that the mean score of the post–test was significantly higher than pre-test at the level of .05. this might be due to the fact that learning through the integration of the theory of multiple intelligences and tai cooperative learning helped students to improve their learning via multiple ways of teaching and learning (using all 9 intelligences). the students could learn in the way that they prefer as a main approach, while the other less preferable ways of teaching might be the beneficial support of their learning. moreover, they could use multiple ways to present their knowledge such as song mind map, pictures instead of using only writing work in the traditional classroom. moreover, working in group under both interpersonal intelligence and tai cooperative learning also helped students to learn effectively since they can help explaining, sharing ideas, or discussing for finding the answer and solving problems in learning. when they feel satisfied or comfortable in learning, the results of learning are higher as well. this corresponds with the study of sulaiman et.al. (2010) who stated that effective teaching of mathematics does not depend on a fixed structure of instructional strategy but involves lively and interactive two-way process in which students play an active part by answering questions and engage in discussions, explaining and demonstrating their methods to others in the class where a rich set of teaching strategies is required from the teachers to ensure the effectiveness of the lesson. moreover, the success of the integration of theory of multiple intelligences with the tai cooperative learning for teaching mathematics in this study was supported by the study of serin et.al. (2009) who proposed that teachers should be aware that there is no single and absolute method in 47 any teaching and learning process. regarding what has been discussed, these were the reasons why the developed lesson plans based on the integration of the theory of multiple intelligences with the tai cooperative learning could help students get the higher learning achievement. the mean score of the students’ satisfaction on learning through the developed the lesson plans on of calculus for engineering 1 subject on differentiation of algebraic functions basing on the theory of multiple intelligences and tai cooperative learning was 4.61 which was the highest level. this might be the fact that the developed lesson plan and learning activities encouraged students to learn happily and effectively since there were multiple ways of both teaching, learning, and presenting knowledge are well-designed to serve the different needs and aptitudes of students. when they had a chance to learn in the manners that they like, they could learn happily and effectively. due to the high satisfaction of students in learning, it encouraged to learn effectively and actively since they have multiple ways wo learn and to express their understanding. this was supported by the study of haley (2004) who mentioned that students in the experimental classes were more enthusiastic about learning and behavior problems were minimized. teachers felt that their classroom management skills were enhanced. one surprising result of the mi study was the affective outcome that most students expressed positive feelings about teachers using a variety of instructional strategies as well as assessment practices that addressed the multiple intelligences. 6. suggestion regarding the results of this study, the researchers would like to present the suggestion for both utilization and further study as follows: suggestion for utilizing the results of study 1. teaching through the integration of both the theory of multiple intelligences and tai is quite different from traditional way that almost all students are familiar with, the teacher who would like to adopt this teaching activity should, therefore, use the first hour of teaching explain the process of teaching and learning to help students understand the learning process and reduce problems in learning. 2. since the teachers try to integrate all 9 intelligences in both teaching and learning, this might cause some problems for some students in creating individual work. the teachers who would like to adopt this teaching activities should, consequently, adapt the activities basing on the individual differences of the target students. suggestions for the further study 1. the study of implementing the theory of multiple intelligences and tai cooperative learning should be done with the other mathematics subject not only calculus such as mathematics for business to see whether the results will be similar as in this study. 2. since most of the subjects in this study were male students, there should be the study on implementing the theory of multiple intelligences and tai cooperative learning with the class that has a lot of female students to see whether the results will be similar as in this study. 3. since there are 9 different intelligences regarding the multiple intelligence theory, to use all of them for teaching one subject might be difficult. so, there should be the study that investigates the suitable intelligences that are suitable for mathematics learning. 7. acknowledgement we would like to sincerely thanks all reviewers for the valuable and creative comments for improving the quality of the paper. our appreciation also goes to mr. jonathan wary for his assistance in editing the language usage in the paper. references adams, j., & slater, t. 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(2016). pedagogical decision making through the lens of teacher preparation program. journal for the education of gifted young scientists, 4(1), 4152. serin, n. b., serin, o., yavuz, m. a., & muhammedzade, b. (2009). the relationship between the primary teachers’ teaching strategies and their strengths in multiple intelligences (their multiple intelligence types)(sampling: izmir and lefkosa). procedia-social and behavioral sciences, 1(1), 708-712. sulaiman, s. (2011). application of multiple intelligences teaching approach in classroom instruction (doctoral dissertation, universiti putra malaysia). sulaiman, t., abdurahman, a. r., & rahim, s. s. a. (2010). teaching strategies based on multiple intelligences theory among science and mathematics secondary school teachers. procedia-social and behavioral sciences, 8, 512-518. journal of green learning journal of green learning, e-issn 2807-890x vol. 1, no. 1, september 2021, pp. 1-6. doi: 10.53889/jgl.v1i1.12 ------------------------------------------------------- development of learning package for enhancing reading and writing achievement in thai for communication course for undergraduate students sasipong srisawat udon thani rajabhat university, thailand article info abstract article history: received june 12, 2021 revised september 1, 2021 accepted september 9, 2021 the objectives of this study were 1) to develop learning packages to improve reading and writing performance in thai for undergraduate students' communication course to meet the 80/80 criteria, 2) to compare the learning outcomes of the learning packages using preand post-tests, and 3) to investigate students' attitudes toward the learning packages. the research instrument used in the current study was the learning package. the sample group included 50 students enrolled in the thai for communication course. the statistics used in the data analysis were percentage, mean, standard deviation, and t-test. the results of the investigation were as follows: 1) the learning package was used to promote reading and writing performance in thai language communication course, the quality was of high and efficiency according to the standard criteria, 2) the thai language reading and writing performance, after learning with the learning package, was significantly higher than before learning at the .05 level, and 3) the students' attitude toward learning with the learning package was at the extremely high level. keywords: learning package reading and writing thai for communication this is an open access article under the cc by-sa license. corresponding author sasipong srisawat udon thani rajabhat university thailand e-mail: penthai_88@windowslive.com 1. introduction thai is the official language of thailand and the native language of thai people. it is regarded as the cultural treasure, also served as a means of communicative spoken language for people in the country. it helped to create understanding and a feeling of solidarity as well. the thai language literacy of thai people will lead to normal daily living, including doing business, causing good interactions to one other. it can be seen that education, exchanging ideas, expressing concepts, arts, and sciences, all required the use of thai language. therefore, teaching thai language is crucial in developing people in the nation to use the thai language effectively for the development of their own knowledge and abilities to inherit the language heritage which is national culture and have a good attitude towards thai language and be able to communicate effectively. reading plays a fundamental role in learning new vocabulary. reading a lot builds word memory in the human brain. skilled readers will have the ability to convey stories well linguistically because they have many words to choose from, leading to rhetorical expression in communication. (aksornkan, 2016; kaewnunual & chalongdet , 2018; kramjantuek, 2018). writing is an advanced language skill formed by integrating knowledge and ideas through various experiences. writing is a more complex language skill than any other skill because https://creativecommons.org/licenses/by-sa/4.0/ 2 writing a story requires the art of word choice, as well as arranging ideas into written language that is readable, understandable, clear, and graceful (chiowohan et.al., 2014; ronnayut & sornjitti, 2019). reading and writing are interrelated. it has been shown that readers can take the knowledge gained from reading to improve their writing skills. reading skill is, therefore, essential as it is a tool to acquire knowledge and writing strategies to develop writing. reading and writing skills are essential skills as tools to develop people in the society to be desirable qualities as required in today's world. because reading can develop human as a tool to search, analyze, organize and process a variety of knowledge and information, moreover writing presents information that is synthesized and presented in an artistic way. both reading and writing are important communication skills and are inextricably linked. it is a complementary process because reading gained information that become knowledge, study and understand the writing styles of what they have read. while writing is the product of data collection, analysis and imitation obtained from reading. the test results of reading and writing skills of learners enrolled in thai language for communication course, office of general education, udon thani rajabhat university, showed that students have problems in reading and writing, such as the ability to read for comprehension, analyze what they read, write logically, and hit the point they want to express. incorrect spelling is also a problem. therefore, it is very important to find a way to solve these problems. a review of the work found that the use of learning package is one way to achieve teaching and learning objectives. the use of learning package is one of the most effective innovations. it enables students to learn quickly and achieve the set goals (boonsathirakul, et al, 2016; sooksabay, 2018) from the foregoing, the researcher's interest is to develop a learning package for thai language communication courses to promote thai language reading and writing performance for undergraduate students, motivate them to learn and acquire knowledge from the classroom, and improve students' reading and writing performance. in addition, such research will help those involved in producing graduates and developing their communication skills. as a result, graduates are of sufficient quality to develop the country in a desirable direction according to the national strategy (2018-2037) which aims to develop people of all ages qualitatively. it also helps to increase the quality of graduates which is an important factor affecting the overall quality of education in the country. this research aims to develop a learning package to improve reading and writing performance in thai for an undergraduate communication course to meet the 80/80 criteria, and to compare the learning outcomes of the learning packages using preand post-tests, and 3) to investigate students' attitudes toward the learning packages. the research tool used in the current study was a learning package. 2. research method population and sample they are undergraduate students at udon thani rajabhat university, who enrolled in the course thai for communication in the first semester of the academic year 2019, number of populations was 300 students. the sample group is undergraduate students at udon thani rajabhat university who enrolled in the thai for communication course in the second semester of the 2019 academic year, 50 students of sample were obtained from cluster random sampling method. variables 1. independent variable includes learning package to promote reading and writing performance in thai language for communication course for undergraduate students, 2. the dependent variable is learning outcomes from using learning package to promote reading and writing performance in thai language for communication course for undergraduate students. data collection step 1: development of learning package and lesson plan for enhancing reading and writing achievement in thai for communication course for undergraduate students. the researcher studied and reviewed the literature on developing a learning package and guidelines for creating lesson plan. development of 6 learning package and 6 lesson plans for teachers. five experts checked up the lesson plans to examine the index of item objective congruence (ioc) between the questions and the objectives of the study. furthermore, to look at the quality of the learning package and provide comments to improve the learning package. improving the learning package and lesson plans as per the recommendations reviewed by the experts and revised accordingly. the implemented learning package and lesson plans were tried out with non-sample students to study the effectiveness of the learning package. the test has the accuracy value from the consistency between experts (index of item objective congruence) between 0.60-1.00, can be used for a total of 83 items out of 100 items, and then used to find the difficulty (p) with a value of 0.2-0.8 and the value ( r) with a value of 0.2 or higher, then determine the confidence of the test and select the remaining 60 items as appropriate and consistent with the objectives. the test was a multiple-choice test with 4 options, 60 items, 60 items, had a consistency (ioc) between 0.67-1.00, a difficulty (p) between 0.20-0.79, a discriminatory power (r) between 0.37-0.93 and has a confidence (reliability) of 0.82. application of the learning package to the non-sample students obtained through cluster random sampling i.e., 3 students in the second semester of the academic year 2017 to check the efficiency of the one-to-one 3 experiment. the efficiency value of lesson plan e1/e2 = 81.02/80.56. for the second semester of academic year 2018, to check the efficiency (small group tryout) with a small group of 10 students. the results show that the efficiency of lesson plan e1/e2 = 82.14/81.83. and for the second semester of academic year 2019, the efficiency (field tryout) of 30 students had an efficiency value of lesson plan e1/e2 = 82.86/81.72. it indicated that the lesson plan prepared by the researcher was effective according to the 80/80 benchmark. step 2 : using learning package and lesson plan for enhancing reading and writing achievement in thai for communication course for undergraduate students with the sample group who were in academic year 2/2019. the number of students in the classroom were 50 students and obtained by cluster random sampling. step 3:assessing learners' opinions about the literacy learning package; thai language for communication course for undergraduate students. data analysis the data analysis and statistics used in the research are as follows: 1. information from the documents related to the creation of the learning package and the guidelines for creating the learning management plan using content analysis. 2. finding the quality of the tools: 1) finding the consistency index between the questions and the learning objectives in the test (ioc), 2) assessing the degree of adequacy of the learning management model using the 5point likert rating, 3) to determine the difficulty of the test (p), 4) to determine the dissimilarity of the test (r), 5) to determine the confidence of the test (kuder-richardson) using the kr -20. 3. to examine the effectiveness of the learning management plan according to the 80/80 criteria (brahmawong, 2013). 4. the data and statistics were analyzed using descriptive statistics to draw conclusions about the important characteristics of the data. the statistical values used were percentage, mean and standard deviation. the differences between pre and post test scores were analyzed using dependent samples t-test. 5. analyze students' opinions about learning by using likert's (1967) 5-level rating questionnares. 3. result and discussion development of learning package for enhancing reading and writing achievement in thai for communication course for undergraduate students, it can be summarized the objectives as follows: the results of the development of learning package for enhancing reading and writing achievement in thai for communication course for undergraduate students (table 1). table 1 the quality assessment of learning package items experts’ opinions x̄ s.d. quality 1 2 3 4 5 1. objectives 5.00 4.33 4.00 4.33 4.00 4.33 0.06 good 2. contents 5.00 4.20 4.40 4.60 4.00 4.44 0.04 good 3. activities 5.00 4.25 4.25 4.50 4.00 4.40 0.05 good 4. book format 4.33 4.33 4.33 4.33 4.00 4.27 0.06 good totally 4.36 0.01 good table 1 showed the results of the data analysis to determine the quality of the learning package to promote the achievement of reading and writing in the thai language for communication course. for undergraduate students from 5 experts, the quality of the learning package in all aspects was at a good level with a mean of 4.36 and a standard deviation of 0.01. the researcher studied related documents and research involved to the topic along with conducting the study about the current reading and writing guidelines. therefore, this learning package ‘s content was up-to-date both knowledge and illustrations. as a result, it become the high level of quality. the results were consistent with the concept of utranan (1986) that developed learning package according to the 4-step process, namely the study of basic information; drafting a learning package, take the learning package for a quality assessment from experts, and evaluate and improve. theses process represented the implementation of an activity from start to finish. it is considered a systematic development process. thiankhanithikun & wongdokmai (2015), the quality from the experts then improve and test with the sample. and consistent with research by boonmahome et.al. (2019) development of interactive online lessons on learning theory of learning psychology for media design the quality of lessons was assessed by experts. and then used to study the efficiency in the next step. the results of the efficiency analysis of the learning package for promoting the achievement of reading and writing in thai language for communication course for undergraduate students th the results of the efficacy analysis of the learning package for promoting the achievement of reading and writing in thai language for communication course for undergraduate students the results are shown in table 2. 4 table 2 efficiency of the learning package no. items e1 e2 1 21st century communication 80.17 2 reading foe career in the present time 81.39 3 reading for writing 82.06 4 basic writing 82.61 5 4.0 writing types in the 4.0 age 84.44 6 creative writing on public media 86.50 total average of 6 learning packages 82.86 81.72 from table 2, it can be seen that the efficiency of learning package for undergraduate students in the nonsample group using the 80/80 criterion, it was found that the process evaluation (e1) had an efficiency value of 82.86 and the outcome evaluation (e2) had an efficiency value of 81.72, which satisfies the stated criterion, 80/80, indicating that the effectiveness was appropriate and can be used in the classroom. the learning package for enhancing reading and writing achievement in thai for communication course for undergraduate students has an efficiency of 80/80 because the researcher has conducted the document research on the thai language for communication course in udon thani rajabhat university which consists of manuals, documents, textbooks, together with the study of principles of creating learning package and creating learning activities that are consistent with the content of the lesson as a guideline for creating learning kits and through validation and assessment of the quality of the learning package. the researcher-created learning package were assessed through quality assessments and testing for difficulty, classification power, and the confidence value of the whole test in addition, one to one tryout, small group try out, and learning set improvements were performed prior to field tryout. this corresponds to the practical application of knowledge in daily life. in line with the concept of brahmawong (2013) mentioned. media performance test or tutorial series it has to be quality checked and the effectiveness of the material or instruction set before it is put into practice. this is consistent with the concept of sikkhabandit (1985) said that the teaching set before being used in practice should be tested and modified to meet the standards first. to know how quality or deficiencies the instructional package is and the researcher should bring the teaching package to experiment with non-sample students to determine what should be improved. and then edited then the teaching set was taken to experiment with the sample group. in line with the research of harnkajornsuk (2019) has developed a math learning kit to promote the mental math of gifted students in primary school. and consistent with the research of thipsuwan & yenbutra (2016) the researcher used the teaching package to test its effectiveness. and make improvements in the parts found during the teaching practice to make the tutorial as complete as possible before putting it into practice. comparison of learning success by using learning packages to promote reading and writing performance in thai language for undergraduate communication course and pre and post learning, the results are shown in table 3. table 3 pretest and posttest scores test n total x̅ s.d. t pretest 50 60 41.06 52.14 22.47* posttest 50 60 3.48 1.84 *statistical significance level at .01 level from table 3 the experimental results of using learning package for undergraduate students, found that learners had a statistically significant higher posttest performance score at the .01 level, which was higher than that of the pretest. the learning achievement from using the learning package for enhancing reading and writing achievement in thai for communication course after studying is higher than before. this is due to the learning package created by the researcher contains elements, sorting content from easy to difficult. learners can gain knowledge from reading gradually. developing learning to integrate knowledge from reading to writing in various formats that correspond to the state of human exposure in the present and the content illustrations of each lesson are clear, modern, suitable for the age of the learners. students were interested in the content of the learning package and have good interaction with learning, resulting in learners having scores from the test after studying significantly higher than before at 0.01. this was consistent with the concept of srisa-ard ( 2017) that the components of the teaching set must include a teacher manual order card, task cards, media and quizzes. these elements will contribute to the development of teaching sets to be successful in learning management. the research of phongpluem and 5 chamnankit (2014) indicated that development of a teaching package for teaching science process skills, teaching documents and a quiz at the end of the lesson resulting in higher test scores of the posttest than the pretest. and in line with the research of chimpalee et.al. (2017) developed a series of teaching basic chinese language by applying a collaborative learning process by creating learning content that is close to the learners to apply into a learning package. each lesson was consistent and has a hierarchy of learning from easy to difficult. as a result, from using the teaching package, learners have higher achievement after learning than before. the results of students' opinions on the learning package for enhancing reading and writing achievement in thai for the communication course for undergraduate students as shown in table 4. table 4 students' opinions on the learning package items levels x̄ s.d. interpretation 1. the handout is interesting with beautiful illustrations 4.50 0.51 highest 2. the content is understandable 4.46 0.50 high 3. the directions for each lesson exercise was clear 4.60 0.49 highest 4. the activities were ordering from east to difficulty 4.46 0.50 highest 5. the timing for each lesson was suitable 4.54 0.50 highest 6. the illustrations went along with the conversations 4.56 0.50 highest 7. each unit contained interesting learning activities 4.82 0.39 highest 8. self-study was included in the learning package 4.52 0.50 highest 9. learners are happy while learning 4.24 0.43 high 10. the leaning package helped learners to acquire more language skill 4.48 0.50 high 4.52 0.04 highest from table 4, the results of examining learners' opinions on learning package for undergraduate students can be seen, it was overall at the highest level with 4.52 of mean and 0.04 of standard deviation. looking at the individual items, the item that had the highest mean score was the attractiveness of the content of learning package. the result of the study of learners' opinions towards the learning package for enhancing reading and writing achievement in thai for communication course for undergraduate students was at a high level because the learning package in each lesson contained content that was consistent with their lifestyle. present in communication of thai society there is a beautiful book layout. the picture is clear and modern. there are activities in the lessons that are not too difficult and can be used to study on their own. as a result, the overview in each lesson is interesting. there is a clear explanation for doing exercises at the end of the lesson. make learners happy in learning with such learning kits. in line with the concept of pankhian (2006( mentioned that the development of learning kits requires content arrangements to suit learners. there should be a hierarchical arrangement of learning content. so that students have a systematic learning in line with the research of milung, srisanyong and rattanampornsopon ( 2018) developed a learning activity set to develop analytical reading ability of thai language learning subject groups by providing content in learning in order students can study and research on their own. as a result, the students' opinions on the learning activities were at a high level. 4. conclusion from this research, encouraging students to engage in collaborative activities in small groups is an important part of getting them to learn and try challenging activities. brainstorming takes place within the group. this leads to students showing more interest and learning strategies for reading and writing. the teacher is instrumental in planning learning that is appropriate and consistent for diverse learners. the teacher must understand adapting the content. the learning process is consistent with the learners' context and should encourage learners to learn independently. this learning pack is part of the courses in the school of general education. therefore, it is suitable for learners who have a basic knowledge of thai language from senior high school or equivalent level. the learning package is a continuation of reading and writing from the regular curriculum and enables learners to develop their analytical, synthetic and creative applications. this leads to the development of communication in daily life. 5. suggestion 1. the factors that influence the learning outcomes with the self-learning package should be investigated, such as internal factors, environmental factors, staff factors, etc. 2. a follow up study should be conducted after the entry into learning with the learning package. to see the persistence of knowledge about reading and writing and to document the problems and doubts of students in learning to use the information to improve the learning packages more effectively. 6 3. the learning package should be developed to promote the performance of reading and writing in thai language courses for communication for students in such a way that all learners can learn anywhere and anytime, such as learning through the website (website) or the development of various learning media such as e-book, elearning, including contemporary technology. references aksornkan, s. 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(1 9 8 6 ( . instructional management system. 5th ed. bangkok: educational administration. faculty of education, chulalongkon university. journal of green learning journal of green learning, e-issn 2807-890x vol. 3, no. 1, june 2023, pp. 17-26. doi: 10.53889/jgl.v3i1.193 ------------------------------------------------------- the effectiveness of cooperative learning management using the tgt technique and blooket applications towards problem-solving abilities of seventh grade students ariya wongsaming1, wannatida yonwilad2, noppakun tongmual3 1,2 faculty of education and educationnal innovation, kalasin university, thailand 3 faculty of science and health technology, kalasin university, thailand article info abstract article history: received february 20, 2023 revised april 16, 2023 accepted may 1, 2023 this research aimed to investigate the effectiveness of cooperative learning management using the tgt technique and blooket applications towards problem-solving abilities of seventh grade students. the study employed quasi-experimental design, with a pre-test and post-test control group. a cluster random sampling technique was used to select samples from each group of 35 seventh grade students. research tools included learning management plans and quizzes to evaluate mathematical multiplication and exponential division skills and problem-solving abilitiest test. the t-test statistics was used for analysis. results indicated that the problem-solving abilities of students who received mathematical learning activities on multiplication and exponential division through cooperative learning management of tgt techniques combined with blooket applications were significantly higher than those who received conventional teaching at .05 level of statistical significance. keywords: blooket cooperative learning problems-solving tgt technique this is an open access article under the cc by-sa license. corresponding author: wannatida yonwilad faculty of education and educationnal innovation kalasin university thailand email: wantida.yo@ksu.ac.th 1. introduction students must cultivate the ability to solve mathematical problems as a fundamental skill when studying mathematics (tresnawati et.al., 2017). problem-solving is a crucial aspect of learning mathematics and requires students to master strategies that enhance their creativity, logic, critical thinking, and systematic thought (nctm, 2000). consequently, solving mathematical problems proficiently is an essential learning objective (inganah, darmayanti, & rizki, 2023). students can only comprehend the subject matter if they comprehend mathematical concepts and their applications (sukardjo & salam, 2020). a mathematical concept comprehends a particular mathematical relationship (simon, 2017; sukardjo & salam, 2020; sugianto et.al., 2022). therefore, mathematical reasoning is the foundation of https://creativecommons.org/licenses/by-sa/4.0/ 18 mathematics. the reasoning process emerges when students construct their knowledge (qomariyah & darmayanti, 2023), constructing arguments by analyzing problems, proposing assumptions, drawing conclusions or generalizations, and evaluating the validity of their reasoning (hu et.al., 2018; bronkhorst et.al., 2022). the teams games tournaments (tgt) technique, developed by devries & edwards (1973) and further refined by devries et.al. (1978), is a cooperative learning strategy aimed at eliminating competition in the classroom, which often leads to winners and losers (slavin, 2009). the approach involves students working together to compete with other teams and contribute points to their team score (faricha & huda, 2020). tournaments are held where each team member competes at a three-person table against others with a similar record in mathematics (shamout, 2022), and the table assignments are changed to ensure fairness. the winner at each tournament table brings the same number of points to their team, regardless of which table it is at, allowing for equal opportunities for success among low and high achievers (al fath, 2021). in addition, high-performing teams are rewarded with team rewards. tgt is a practical teaching approach that promotes cooperation, healthy competition, and differentiation among students with varying ability levels (klinmalee, 2022). the flexible approach can be adapted to different subject areas and age groups. along with the rapid development of technology, computer programs are considered ideal mediums for teaching mathematical concepts (nicolaou et.al., 2019; panjaburee et.al., 2022). learning mathematics using technology provides new learning opportunities and potentially engages students with varying mathematical skills and levels of understanding through mathematical activities and tasks (sedi & mazlan, 2022). moreover, visualizing and exploring mathematical concepts in a multimedia environment can innovatively foster understanding (maharjan et.al., 2022). the rapid development of computer technology offers widespread opportunities for human beings to utilize it in various ways, including improving learning effectiveness. in mathematics classrooms, technology assists learners in performing accurate calculations, analyzing data, and exploring mathematical concepts, resulting in permanent and practical learning (jacinto & carreira, 2023). that comprehends abstract mathematical concepts, and it is essential to consider the learners' conditions. in various ways, junior high school mathematics instruction bridges the formal math taught in high school with the real-world mathematics learned in elementary school. according to rais & zhi (2022), utilizing social media platforms can positively impact students' ability to learn in a virtual classroom, enhance their learning experience, and boost their interest in learning mathematics. moreover, blooket.com is an intriguing gaming site that is entertaining and useful for learning. both students and teachers can use it to interact in class and reinforce vocabulary learning. the fact that blooket records responses quickly and displays them on students' screens encourages them to complete the quiz at their own pace. blooket also assists students in appreciating their efforts and accomplishments during the learning process. furthermore, this platform has recently been updated with many new features (thu & dan, 2023). according to martin, harbour, and polly (2022), the pandemic has affected mathematics teaching. when used together, tgt and blooket can enhance the learning experience and improve students' ability to solve mathematical problems. by working in teams, students can support and learn from each other, leading to a better understanding of mathematical concepts. additionally, using blooket can make the learning experience more fun and engaging, which can help students stay motivated and focused. studies have shown that using tgt and blooket in cooperative learning management can improve students' mathematical problem-solving abilities. for example, a study by ibberson (2021) showed that using tgt and blooket in cooperative learning management can improve students' mathematical problem-solving skills. tgt techniques along with blooket applications can positively impact students' ability to solve 19 mathematical problems by providing an engaging and interactive learning experience, promoting teamwork and communication, and enhancing students' problem-solving skills. the researchers conducted a study to compare the multiplication and division skills of exponential numbers among 7th-grade students at khoksipittayasan school in thailand. the study compared the effectiveness of the cooperative learning method with the tgt technique versus the traditional instructional method in teaching these skills. the study aimed to determine whether the cooperative learning method with the tgt technique could improve students' learning outcomes in multiplying and dividing exponential numbers. the study results guide teachers in their professional development and help them continue to teach other materials. the ability to multiply and divide exponential numbers is an essential foundational skill that can affect students' success in higher-level math concepts. therefore, the researchers aimed to ensure learners could use the knowledge gained in their future studies. in summary, the study compared the effectiveness of different teaching methods in helping 7th-grade students master the multiplication and division skills of exponential numbers. the study's results could provide valuable guidance for teachers to improve their teaching style and help students develop their foundation in mathematical skills. 2. method the study used a quasi-experimental design with a post-test-only control group, which were cooperative learning management using the tgt technique combined with blooket applications. the particpants consisted of all 7th grade students at a koksipittayasan school affiliated with the khon kaen provincial administration, thailand. the samples included 70 students chosen using purposive sampling, with 35 students in each group. to ensure that the classes were matched, students from both the experimental and control groups were selected from the same background, and a parametric test was conducted to confirm the normality of the data. the study employed a quantitative approach to compare students' final grades who received different treatments. overall, the study investigated whether cooperative learning management using the tgt technique combined with blooket applications could improve 7th graders' mathematical problem-solving skills in multiplication and exponential division. the researchers utilized two data collection techniques in their study: 1. a math problem-solving skills test: the researchers developed a test to assess the mathematical problem-solving skills of first-graders. this test was administered to the experimental and control groups as a pre-test before any instructions were given. 2. cooperative learning management through the blooket application: the researchers implemented a cooperative learning management plan using the tgt (team-gamestournaments) technique in conjunction with a digital learning application called blooket. this intervention was provided to the experimental groups for 8 hours of instructional time. the researchers collected data on the mathematical problem-solving skills in both the experimental and control groups after the intervention was completed. table 1 a cooperative learning management plan utilizing the tgt method, along with the blooket application syntax tgt learning activities with the blooket application grouping students teacher divided a group of studentes into 4-6 students. teaching lessons review of prior knowledge: write a number in exponential form for each group of students to work together to multiply exponents with the same base and exponents as positive integers. 20 syntax tgt learning activities with the blooket application for example, multiplying exponents with the same base and with exponents as positive integers follows. properties of exponential multiplication. when the instead of any number m and n is a positive integer amxan=am+n example 1 write down the multiplier 53x54 in exponential form. how to do it 53x54 = 53+4 = 57 answer 57 example 2 write down the multiplier 49x710 in exponential form. how to do it because 49 = 72 would have 49x72 = 72 x710 = 72+10 = 712 answer 712 example 3 write down the multiplier (-3)4 x 35 in exponential form. how to do it because (-3)4 = 81 and 34 = 81 so (-3)4 = 34 would have (-3)4 x 35 = 34 x 35 = 34+5 = 39 answer 39 example 4 write down the multiplier (-5)6 x 52 in exponential form. how to do it because (-5)6 x 52 = (-5)6 x (-5)2 = (-5)8 or (-5)6 x 52 = 56 x 52 = 58 answer (-5)8 or 58 small group learning let each student study the problem and consider the product of exponents with the same base and exponents as positive integers. the multiplier can be obtained by combining the exponents of each number using the same base, and the teacher suggests that students can learn more from the textbook. competitive gaming by using the blooket application it uses questions about the content learned by answering the problem through the blooket application, where students prepare the group. the first responder will receive bonus points. the group that answered wrongly will not score. 21 syntax tgt learning activities with the blooket application figure 1 competitive gaming stages answer problems points included and reward announcement teachers bring together the scores of each person in the group and then announce the group's total score and reward them. figure 2 points included and reward announcement table 1 describes a teaching method that utilizes the blooket application to combine game materials with teaching and learning activities. overall, competitive team learning with blooket seems like a fun and engaging way to teach and reinforce lesson material while incorporating elements of competition and teamwork. 3. descriptive statistics: this includes measures such as mean, median, and standard deviation, which can provide an overview of the distribution of scores and the central tendency of the data. 4. inferential statistics: this includes statistical tests such as t-tests, which can be used to determine if there are significant differences between the pre-test and post-test scores. these tests can also be used to compare the scores of different groups of students, such as those who received the experimental treatment and those who did not. 5. effect size: this provides a standardized measure of the magnitude of the difference between the pre-test and post-test scores. effect sizes can be calculated using various methods, such as cohen's or eta-squared. the result can be shown in the empirical data and statistical description for answering the objectives of study. statistical testing were employed and reported its significant differences. 22 3. result and discussion the research found that students who received instruction through cooperative learning with the tgt technique and blooket applications performed significantly better on both multiplication and dividing exponents than those who received traditional instruction. a t-test is a statistical hypothesis test used to determine whether there is a significant difference between the means of two groups. specifically, a two-sample t-test assuming equal variances is used when the variances of the two groups are assumed to be equal, as shown in table 2. table 2 pre-test and post-test scores group score n mean sd df t p control pre-test 35 16.46 2.822 34 15.643* .0000 post-test 35 25.69 2.720 experiment pre-test 35 16.34 3.058 34 25.903* .0000 post-test 35 30.80 2.868 * p <.05 table 2 shows the mean scores for the pre-test and post-test in both the control and experimental groups and indicates that the post-test scores were significantly higher than the pre-test scores in both groups, with a significance level of 0.05. suggests that the control and experimental groups improved their test scores throughout the study. likewise, a study conducted by zuhri et.al. (2022) suggests that tgt provide equally good performance compared to the direct model. this is similar to the results of astri et.al. (2018), which concluded that students subjected to the tgt have better learning achievement. munir & darmanto (2022) also found that there is an influence of the tgt model on student mathematics learning outcomes. with the results of these research and related studies, nested tgt models can be effectively used in the learning process to build flat side space material to improve students' mathematical problem-solving abilities, which will, in turn, enhance their learning achievement. teacher directs students to be ready to compete through games in the form of tournaments. rosyida et.al. (2022) stated that the effectiveness of the use of cooperative learning by tgt technique assisted by the kahoot application improves students' cognitive learning outcomes. this game was designed to measure how well students can connect the knowledge obtained from classroom presentations and teamwork (yunanda et.al., 2018). therefore, this stage is an essential activity for researchers to develop students' mathatical skills. the finding can be concluded that tgt help students to success in their learning potential and gain score in mathemtatics as well. table 3 results of the independent samples t-test pre-test scores of the experimental and control groups of students group n mean sd df t p control classes 35 16.46 2.822 34 1.071* .146 experimental classes 35 16.34 3.058 34 * p >.05 table 3 likely shows the results of the independent sample t-test used to compare the control and experimental groups. the t-test would have been used to determine whether there was a statistically significant difference between the mean scores of the two groups on either the pre23 test or post-test. if the t-test indicated that there was no significant difference between the groups, this would suggest that the groups were comparable in terms of their pre-existing knowledge or abilities, which would strengthen the argument that any differences in post-test scores between the groups were due to the experimental intervention rather than other factors. as per the given information, table 3 revealed no noteworthy difference in the scores of students in the therapy group. during the tgt and booklet activities, the teacher guides students to prepare for competitive tournament games. these games are designed to assess students' ability to connect the knowledge acquired from classroom presentations and teamwork (yunanda et.al., 2018). hence, this phase is crucial for researchers to enhance students' mathematical skills. table 4 independent samples t-test results for experimental and control groups students’ overall post-test scores in the tgt and blooket activitie groups n mean sd df t p control classes 35 25.69 2.720 24 8.177* .0000 experimental classes 35 30.80 2.868 24 * p <.05 the results presented in table 4 suggest that the students in the experimental group performed significantly better on the post-test compared to the students in the control group. however, it is important to note that drawing definitive conclusions about the effectiveness of this intervention is difficult without additional information about the study design, sample size, statistical analysis, and other relevant factors. according to primadani (2020), students with good reasoning ability must not only explain their strategies and reasons, but also analyze and compare solutions, and be able to draw conclusions together. the results of the study support the notion that students treated with the tgt learning model using the pq4r strategy had better reasoning abilities than those treated using the direct learning model. this is consistent with previous research, which has demonstrated that the tgt learning model provides better learning outcomes than conventional learning (rosyida, islami, & azhar, 2022). students tend to be more interested and highly motivated when given the tgt learning model, as it helps them to master subject matter better. additionally, the use of the pq4r strategy helps students to maximize their abilities. consequently, the tgt learning model combined with the pq4r strategy is more effective in enhancing students' mathematical reasoning abilities than the direct learning model. 4. conclusion based on the research findings, here are some suggestions for implementing tgt technical cooperative learning management activities in conjunction with blooket applications: 1. provide a suitable learning environment: teachers should provide a suitable learning environment for tgt technical cooperative learning activities. this could include a connection to a smart tv or projector, whiteboards or other school supplies, and a comfortable classroom layout. 2. introduce the blooket application before class: teachers should introduce the blooket application before the start of class. this will help students understand the basic functionality of the app and allow them to familiarize themselves with its features. 3. follow the sequence of steps: it is important for teachers to follow the sequence of steps in the tgt technical cooperative learning activities. this will ensure that the students are able to understand the material and engage in the activities effectively. 24 4. provide clear instructions: teachers should provide clear instructions for the tgt technical cooperative learning activities. this will help students understand what is expected of them and ensure that they can participate in the activities without confusion. 5. encourage collaboration and teamwork: tgt technical cooperative learning activities are designed to encourage collaboration and teamwork. teachers should emphasize the importance of working together and provide opportunities for students to support each other. by following these suggestions, teachers can effectively implement tgt technical cooperative learning activities in conjunction with blooket applications and help students engage in collaborative learning activities in a meaningful way. 5. acknowledgement this research was supported by cooperation and financial support from koksipittayasan school and kalasin university, thailand. references al fath, a. m. 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(2022). teams game tournament (tgt) model influence on students' mathematics ability through online learning on class vii students of hinai junior high school. international journal of social service and research (ijssr), 2(11), 1011-1017. edulearn journal of green learning, e-issn 2807-890x vol. 3, no. 1, june 2023, pp. 27-35. doi: 10.53889/jgl.v3i1.218 ------------------------------------------------------- promoting productive thinking and physics learning achievement of high school students through steam education piyathida polmart1 & prasart nuangchalerm1 1 faculty of education, mahasarakham university, thailand article info abstract article history: received may 28, 2023 revised june 12, 2023 accepted june 28, 2023 through steam education, this action research aims to improve senior high school students' ability to think critically and learn effectively. the target group for this study consisted of 36 senior high school students from one school in thailand. a steam education lesson plan, a test of productive thinking, and a test of learning achievement were used as research tools. statistics tools including mean, standard deviation, and percentage were used to analyze the data. the study showed that throughout the first and second cycles, students had scored 51.16% and 65.15% on the productive thinking scale respectively. the learning organization improved the academic performance of the students in each cycle. it is reasonable to infer and consider the potential that steam education can support students' intellectual development. it is useful for scientific instruction in schools, but teachers also need to be knowledgeable about how to organize their classes. keywords: learning achievement productive thinking science classroom steam education this is an open access article under the cc by-sa license. corresponding author: prasart nuangchalerm faculty of education mahasarakham university thailand email: prasart.n@msu.ac.th 1. introduction over the past century, science educators have learned a lot and shared what they've learned through education and instruction. with the goal of making people more knowledgeable and promoting learning in general. currently, we learn about supporting parts in an online culture and a world where information has no borders and is less accessible through various kinds of learning channels. this has caused rapid changes in how science is taught and learned in the 21st century classroom. these shifts have begun to have a significant impact, requiring https://creativecommons.org/licenses/by-sa/4.0/ 28 learners to know how to adapt and seek knowledge through the scientific process with more necessary skills (nuangchalerm, 2015; supena et.al., 2021). learners have to know how to adapt and seek knowledge through the scientific process with the necessary skills. an important part of productive thinking in a science lesson is getting students to think critically, creatively, and independently while using scientific methods and ideas to solve problems and explore new ideas. in a science classroom, the following methods could be used to encourage thinking. empower students to ask and answer open-ended questions that involve deeper thinking, analysis, and assessment by asking them to do so themselves and encouraging them to do so (fausan et.al., 2021; voorhees et.al., 2022). the productive thinking, students should have experiments and they should be able to plan and run their own experiments to test their own ideas and learn more about science (husnaini & chen, 2019; meyer & norman, 2020). science classroom should allow students to keep a record of their findings, to think critically about their findings, and to develop conclusions based on the facts (manz et.al., 2020, kwangmuang et.al., 2021). that is, learning environment should encourage students to work together by having them work in pairs or small groups to come up with ideas, share their thoughts, and find solutions to problems (prince et.al., 2020). students can benefit by learning from one another, building on one another's abilities, and developing their ability to think critically if they do so (quigley & herro, 2019; bertrand & namukasa, 2020; wilson et.al., 2021). students should get feedback on their work that is both positive and helpful, with an emphasis on how important scientific methods and reasoning based on evidence are. employing examples from the actual world or real-life situations, students can learn when teaching them how to link scientific principles to everyday lives. it is very helpful to include examples from the real world and case studies. students might be able to better understand the connection of science to their own lives and be encouraged to think critically about the world that surrounds them (stehle & peters-burton, 2019; sharon & baram‐tsabari, 2020; queiruga-dios et.al., 2020). in general, a key part of productive thinking in a science classroom is getting students to think creatively and critically, ask questions, and look into scientific issues through experimentation and teamwork. instead of focusing on memorization, the way education is run around the world should teach students how to think critically. they should have the capacity to think, evaluate, and be rational, as well as the ability to comprehend and learn in an appropriate manner. learning to be creative and figuring out different ways to advertise their idea as a commodity in the form of goods. it is one of the concepts that is unique in a constructive way, is practical, and can be implemented for the benefit of both the individual and society as a whole. the concept of productivity holds that a person's mental capacity to generate a picture or something tangible that can be used to solve a problem or used to one's advantage in a variety of activities constitutes that person's productive capacity. the researchers studied learning active management styles that were suitable for the development of students’ productive thinking. it was found that learning management should be holistic, focusing on the integration of students’ lifestyles (listiana et al., 2019; nuangchalerm et al., 2020). yakman (2008) stated that stem integrated learning is difficult to understand, but it can be occurred in the school science. therefore, the steam model has been developed from the original stem by improving the integration structure, adding art into it. kim & park (2012) stated that the relationship between science that focuses on academic thinking and art that focuses on creativity is perfectly combined. the steps for organizing 29 learning activities are as follows: identify a challenge, explore ideas, plan and develop, test and develop, test and evaluate, and present the solution. it can be seen that the process of organizing activities according to the method of steam education. there are steps that are similar and related to the elements and implications of productive thinking. the researchers realized the problem and the need to develop the ability to think productively. the researcher is therefore interested in developing the productive thinking ability of senior high school level 4 students who have been managed according to the steam education approach to be useful for developing group learning management. 2. method participants thirty six of grade 10 students, semester 2, academic year 2021 from borabue school, borabue district, mahasarakham province under the office of the secondary educational service area 26. research instruments learning management plan based on steam education on momentum and collisions senior high school level 4, 8 learning plans, including 12 hours of teaching time, with the appropriateness of the learning management plan between 4.95-5.00 and very good quality level. productive thinking test which is created based on the measurement principle based on 3 components: planning, working agility, and quality of work. the nature of the measure is a subjective test. eight sets of situational analysis adjusted according to pongsuphan (2018) approach by finding the index of consistency (ioc) of the measurements. difficulty in the range was 0.47-0.60, power discrimination in the range was 0.48-0.56, the reliability value was 0.71. the researcher made a test to measure how well people learned, which was used to measure how well people could learn. which cognitive processes-memory, comprehension, application, and analysis—include there are 30 items in all, divided into 4 multiple-choice exams. the test's index of consistency ranged from 0.67 to 1.00, while its difficulty ranged from 0.37 to 0.83 and its discriminating power ranged from 0.23 to 0.57. the learning accomplishment test's overall version has a reliability score of 0.78. data collection this research aims to study the ability to think productively and develop learning achievement by learning management according to a steam education approach on momentum and collisions. for junior high school level 4 students, the data collection was conducted in two phases cycle 1: the course of learning the researcher observed student behavior using postteaching recordings. at the end of the instructional learning management cycle 1, the researcher collected data using the productive thinking ability test created by the researcher as a subjective model. situation pattern, 4 items, 15 items of learning achievement test, and a record after learning management at the end of the teaching. the researcher therefore uses the information obtained from the data collection. recording after learning and the productive thinking ability test then summarizes the information that has been used to improve, correct and develop for use in organizing the next learning activity. cycle 2: using post-teaching recordings, the researcher tracked student behavior throughout the learning process. the productive thinking capacity test that the researcher devised served as a subjective model for data collection at the conclusion of the second cycle 30 of learning management in teaching. situational pattern, four components, fifteen elements on the learning accomplishment exam, and a record following the conclusion of learning management in the classroom. as a result, the researcher makes use of the data collection's information. the information that has been utilized to enhance, correct, and develop is summarized following learning and the test of productive thinking capacity so that it may be used to plan the following learning activity. data analysis the researcher analyzed the data divided into 2 parts. productive thinking quantitative data analysis the data were analyzed by statistics, namely mean, percentage and standard deviation. learning achievements on momentum and collisions quantitative data analysis is the use of data from data analysis with basic statistics such as mean, percentage and standard deviation. 3. result and discussion according to the study of the problems in productive thinking ability of students who were taught according to the steam education approach, which had 3 factors, it was found that students had the average scores for each component as shown in table 1. table 1 productive thinking this study found that teaching phase 1 separated by components of productive thinking. 1. on average, the pupils were given a score of 2.17 points for their planned work. it was discovered that the students had achieved an average score of 2.78 out of a possible score of 4 during the second cycle of instruction. the students in teaching cycle 1 were able to identify problems in the scenario; however, they were unable to find a solution to those problems. this is due to the fact that at this stage, they are required to combine a wide variety of theoretical concepts and mathematical principles in order to plan. the pupils need to be guided and directed by their teachers so that they may design solutions to the dilemma. the majority of pupils showed marked academic growth throughout cycle 2. some of the students who did not significantly improve their results did so because they still lacked the sequence of actions to solve issues, knowledge, and the ability to search for information in a way that did not satisfy the objectives as they should have. 2. the students' average score for working fluently throughout cycle 1 was 2.09 points, giving them a passing grade overall. after teaching cycle 2, it was found that students scored an average of 2.78 out of a possible 4. this shows that the students did well. even though they don't know everything, students can name the parts of the manufacturing process, such as the materials and the machines. during the planning stage, students are able to come up with solutions because teachers have to help them. during the second round of instruction, the majority of the pupils made progress. nonetheless, there are still certain children that require the guidance of their teachers. 3. overall, the students did about as well as an average of 1.91 points in the first cycle of lessons. it was found that the students' overall performance in phase 2 instruction led to an average score of 2.39 out of a possible 4. the majority of students had never developed a compone nts scores planning (4) fluent practice (4) quality of work (4) total (12) % score in each cycle 1 2 1 2 1 2 1 2 cycle 1 cycle 2 2.17 2.78 2.09 2.65 1.91 2.39 6.17 7.82 51.16 65.16 31 product before, which resulted in the lowest average score for the teaching cycle 1 at this level; the majority of students will only design based on what they have experienced in the past, which results in their work not being original. in the second phase of instruction, it was discovered that, from the productive thinking test, the students' scores tended to increase because they were able to create works that met their objectives but lacked novelty and interest. this was discovered as a result of the fact that they were able to create works that met their objectives. figure 1 average score for each factor of productive thinking the teaching in phase 1, students had a total average score of 51.16% and by teaching phase 2, students had a total average score of 65.16%, which showed that students tended to have higher development. a study of physics learning achievement of students who were managed according to the steam education approach. the results were found as shown in figure 2. the teaching in cycle 1 the teaching in cycle 2 figure 2 students’ score in each cycle during the first cycle of instruction, it was found that the students' overall academic achievement score was 7.64 out of a possible 15. this is a percentage of 50.93%, and 8 of the students met the 70% requirement. there were 70 percent of 19 students who passed the criterion of 70 per person, which is a decline from the previous amount. the total academic 0 0.5 1 1.5 2 2.5 3 planning fluent practice quality of work phase 1 phase 2 the students pass the measurent at 70 percent the students do not pass the measurent at 70 pass student non pass student the student the measurent at 70 percent the students do not pass the measurent at 70 pass student non pass student 32 achievement score was 10.53 out of a possible score of 15, which represents 70.19 percent. the number of students who passed the criteria decreased. according to the research on the development of productive thinking abilities of senior high school level 4 students who received a learning management based on a steam education approach, additional physics subjects on momentum and collisions. the following issues were discussed for discussion: teaching cycle 1: productive thinking for students through steam education, it was found that students had an average productivity thinking score of 6.17 out of 12 because most students were interested in new activities and intended to work together, enjoying and teamwork. the teachers arrange various situations to stimulate the students' interest. understanding of the problem which uses basic knowledge in science, technology, engineering, art and mathematics to design creative work. beautiful meets the objectives set by the teacher and put to good use from learning management according to the approach of steam education tends to develop productive thinking of the students in the target group. but there are still students who still have low scores. the cause may be caused during the event. the students still did not dare to think, dare to do which the minority of students can identify the problem. they need the situation, but still not completely clear and it may be because of the problem situation that the students are not familiar with (utami & vioreza, 2021). teaching cycle 2, when improving and developing learning activities according to the steam education approach from teaching phase 1, it was found that students had an average score of productive thinking equal to 7.82 out of a full score of 12. it can be seen that the student's scores increased because the researcher has adjusted the teaching process in the problem identification stage. the teacher added videos to give students more visualization, practice, analyzing and synthesize data for students to apply to their own work and added rules, regulations, duration spent on activities including providing a suitable place to do activities. creating an atmosphere of learning for students to the fullest to make students enthusiastic intend to do activities cooperate more with friends in the group (onsee & nuangchalerm, 2019). as a result, the students' developmental scores increased from teaching cycle 1 with higher average scores for each step. in part of the stage of active work it because the students still don't choose the right equipment to create the work. there must also be a teacher to guide. but the score has increased from the original (guzey & jung, 2021). in terms of the quality of the work, both the teaching phases 1 and 2 had low scores because the students unfamiliar with creating new works this allows the students to create works from what they have seen mostly. from the discussion of the results of teaching in both phases, it can be seen that the development of productive thinking of the target group of students the development of students' productive thinking. the productivity there is always a way to create a successful work. there are always 3 elements. 1) planning: there is a plan to create a work in stages and can be implemented. 2) fluent work: able to choose the right materials and equipment to create the works correctly and appropriately can specify the details of the equipment used including considering the durability of the work-piece for use. 3) quality of work: work produced by students meets the objectives, is novel in a positive way, is practical and can be applied for the benefit of the students. self and society, from teaching and learning according to the approach of steam education, it was found that students learn by themselves. additionally, the learning atmosphere is very important to affect the success of learning management, etc. learning based on steam education also makes learners creative and productive individuals, which is an important goal of every country helps to relax forming good work habits, give students the opportunity to research. the teacher is the one who helps, encourages questions and suggests opinions (auernhammer & roth, 2022). students learn more real-life working principles and working principles of engineering. it can be considered that 33 learning management according to the steam education approach is a way to develop students' productive thinking. the development of the academic achievement in physics found that the students' learning achievement in teaching phase 1 had an average score of 7.64. out of the full score of 15, representing 50.93 percent and 8 students passed the criteria of 70 percent. in the second phase of teaching, students had an average academic achievement of 10.36 out of the full score of 15, representing 70.19 percent, and had students pass. the criteria of 70 percent of 19 people in learning management to promote academic achievement. from organizing activities that focus on students searching for knowledge by themselves through that learning activity. at the end of every hour, all students have to solve a problem. it was found that the students were able to complete their assigned tasks and were able to solve some complex problems. but most of the students still do not remember the formulas used in the calculations, including solvin g mathematical equations is not completely correct. teachers then help explain the steps to solve problems and summarize various formulas and add equation solving for students to go back and review more content (prommaboon et al., 2022). students can connect them to the context of the suitable learning by using group principles to allow peers to help peers in groups increases their learning achievement. from the research, it can be seen that learning management according to the approach of steam education can promote achievement of students and it also fosters the ability to think productively because of achievement scores and student productivity thinking in both phases of teaching has continued to increase as a result of learning management according to the steam education approach. that makes students have the courage to think, dare to do, have the ability to search for information, analyze and synthesize information systematically and can understand the problem and find a solution (nuangchalerm et al., 2020). students should have leading to the creation of quality and beautiful work pieces, helping to promote cooperation and teamwork. 4. conclusion the study showed that throughout the first and second cycles, students had scored 51.16% and 65.15% on the productive thinking scale respectively. 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(2008). steam education: an overview of creating a model of integrative education. virginia polytechnic and state university. journal of green learning journal of green learning, e-issn 2807-890x vol. 2, no. 1, 2022, pp. 1-9. doi: 10.53889/jgl.v2i1.101 ------------------------------------------------------- culture learning in myanmar efl context kyaw sein 1 1 manaw yadana private high school, myitkyina, myanmar article info abstract article history: received september 26, 2021 revised january 12, 2022 accepted march 15, 2022 in this era of information and technology explosion, peoples in the world encounter one another more often and more easily than ever before. the need for mastering a foreign or second language besides one’s own seems to dramatically grow. more people are learning languages for their personal and professional needs. specifically, cultural features of the language being learned must be taught concurrently with the linguistic parts, which have traditionally been underlined. consequently, the present study sought to shed some light on the place of culture in efl classrooms at educational context in general, and the main goals of teaching culture, major means of teaching culture and the main obstacles facing teachers in teaching culture. to do so, questionnaires were distributed among efl teachers from different universities and responses were then collected. the findings revealed a gap between the teachers' perceptions and practices in dealing with culture. the data were collected through a questionnaire with 52 myanmar teachers of english and 86 myanmar university learners finally, data analyzed showed that the teachers and learners had positive attitude towards the culture and culture learning. they all preferred to the intercultural communicative competence. and the teachers and learners are actively involved in cultural activities in language classrooms and had the positive attitudes to the cultural activities. keywords: culture learning efl context myanmar this is an open access article under the cc by-sa license. corresponding author: kyaw sein manaw yadana private high school myitkyina myanmar email: kyawseinsasankhar@gmail.com 1. introduction culture as a way of life, as the context within which people exist, think, feel, and relate to others, as the “glue” (brown, 2007: 188) that binds groups of people together. moreover, culture, as brown (2007) suggested, can also be defined as the ideas, customs, skills, arts, and tools that characterize a certain group of people in each period. sowden (2007) indicated that “culture tended to mean that body of social, artistic, and intellectual traditions associated historically with a particular social, ethnic or national group” (pp. 304-305). additionally, mead (1961) postulated that culture can be learned, whereas fox (1999) noted that “culture is relative and changeable in space and time” (p. 90). like language, culture may seem to be another notion that is not easy to define. in fact, tang (2006) rightly observed that despite the continued efforts in various corrective fields to find a definition for the term culture, at the present time there is no single definition that satisfies everyone. similarly to brooks (1964) regarded language as the most advanced element of culture. as language and culture are two inseparable entities, the incorporation of cultural issues in teaching is inevitably recommended. in contexts where there is no direct access to the target culture, teachers and the materials being used play a significant role in supplying cultural information. in addition to teachers and realia, textbooks can also play a crucial role in supplying students with rich cultural information. according to tavares & cavalcanti (1996), the aim of teaching culture is to heighten students' awareness and to develop their curiosity towards both the target and home culture. in addition, kaikkonen (2001) asserted that "the most important goal of foreign language education is to help learners grow out of the shell of their mother tongue and their own culture" (ritlyova, 2009) coped that students improve their perception of a foreign culture and their own culture by gaining awareness of a foreign language. https://creativecommons.org/licenses/by-sa/4.0/ 2 however, teachers sometimes do not much address cultural issues in language classrooms due to factors like shortage of time, lack of cultural knowledge, or lack of training as to which aspects of culture to teach, among other things. besides, in some contexts in which the target language is considered a foreign language, addressing too much cultural issues might be viewed as promoting the foreign language values and undermining the local ones. although a plethora of studies can be found which have dealt with some aspects of teaching culture, few, if any, extensive studies have addressed developing cultural awareness in an iranian context. therefore, this study sought to explore the place of culture in efl classrooms at secondary-school level. more particularly, it takes into consideration the importance of incorporating culture in teaching, major means of developing cultural awareness, main obstacles facing teachers in tea. 2. research objective the aim of this research is to investigate teachers' and language learners' perceptions of culture and culture teaching / learning in myanmar context. the research aims to unearth the idiosyncratic (personal) views of teachers and learners about learning culture and figure out how far these views are in line or mismatch. this is important since these perceptions may directly affect their teaching / learning in the long run and additionally teachers' current practices in the english classroom can provide a general picture of the current situation in language teaching in myanmar. (1) to find out the attitudes and perceptions on culture and culture teaching of teachers and learners. (2) to investigate the attitudes of teachers and learners towards intercultural communicative competence. 3. method this research was conducted in the academic year 2017-2018 at eight universities by voluntarily participation of 52 (41 females and 11 males) teachers of the english language and 86 learners (69 females and 17 males) studying english language and literatures. teachers' ages vary from 28 to 59 and learners from 17 to 33. this questionnaire is an attitude scale which was developed by han, hui (2010) but it is slightly modified by the researchers to suit the requirements for the writing course. the questionnaire used a 5-point likert type scale, requiring participants to respond to each item once whether strongly disagree (1 point), disagree (2 points), undecided (3 points), agree (4 points) or strongly agree (5 points). after some revision, the questionnaire is developed as two parts. the first part contains biographical information about participants such as age, gender, educational background etc. and the second part consists of 26 questionnaire items in three different sections: 1st section consists of 11 questionnaire items asking participants beliefs and perceptions on culture and culture learning. 2nd section consists of 7 questionnaire items asking participants perception on the place of culture and perception of intercultural competence. 3rd section consists of 8 questionnaire items asking participants perception on how to pass culture. completion of the scale takes about 20 minutes. 4. result as seen in the data collection process, the form of this research data is quantitative; the manner of data collection is both descriptive and experimental. participants are selected randomly from the study population in an unbiased manner, and finally, data from the culture questionnaire were studied statistically. the data about teachers' and language learners' perceptions of culture and culture teaching/learning was collected through a questionnaire to see whether there is a significant difference between the groups. as stated earlier in the data collection procedure, the method of analysis is statistical analysis. then, the data were analyzed with percentage step by step before drawing objective conclusions. 4.1 the importance of culture and culture learning in myanmar elt classrooms in this research, the perceptions on the importance of culture and culture learning in myanmar elt classrooms are explored to see whether there is an important difference in teachers and student perceptions. according to the data, there is no significant difference between the views of teachers and learners on the importance of culture. regarding the student’s perceptions on the importance of culture, 64% of learners responded that getting evidence about the target culture is important for them. we also investigated learners' thoughts on the effects of culture class. a significant similarity between the learners' views and experts in the field was observed. regarding the benefits of learning about culture, 61% of the learners responded that attending the culture class has raised cultural awareness and benefitted learning about shared value and beliefs of the l2 culture (figure 1). 3 figure 1 learners' perceptions on the importance of culture the data in general revealed that myanmar foreign language learners were willing to try and attain culture learning objectives in foreign language education. we also aimed at describing an average foreign language-culture teacher in terms of perceptions on the importance of culture, irrespective of the country in which s/he teaches. the following figure is interpreted the result of teachers’ perceptions on the importance of culture (figure 2). figure 2 teachers' perceptions on the importance of culture according to figure 2, 77% of teachers agreed on the fact of teaching british culture is important for them. it has been also found that 68% of the teacher participants were aware of the importance of information about shared values and beliefs of the l2 culture, yet they were also aware of their own lack of knowledge related to the target language culture(s) and that the teaching culture involved more than what they could do. 77% 63% 60% 63% 68% 55% 9% 7% 33% 25% 23% 33% 5% 5% 5% 5% 2% 5% 0 0 0 2% 2% 2% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% important to teach british culture important to teach cultures of english speaking countries important to provide information about the target culture important to provide information about daily life and routines of the target l2 culture important to provide information about shared values and beliefs of the l2 culture important to provide experience with a rich of variety of l2 cultural aspect agree strongly agree disagree strongly disagree 52% 46% 30% 45% 61% 48% 7% 9% 64% 42% 25% 36% 20% 14% 0% 4% 5% 9% 0% 2% 4% 4% 2% 2% 0% 10% 20% 30% 40% 50% 60% 70% important to learn british culture important to learn cultures of english speaking countries important to get information about the target culture important to get information about daily life and routines of the target l2 culture important to get information about shared values and beliefs of the l2 culture important to get experience with a rich of variety of l2 cultural aspect agree strongly agreee disagree strongly disagree 4 moreover, the result showed that 63% of teachers believed that teaching cultures of english-speaking countries such as canada, australian and new zeeland which they teach as well as providing information about daily life and routines of the target culture are also important for them. as both results, most learners thought that getting information about the target culture is more important than the others. but as teachers’ view, teaching british culture to their learners is more important than the other options. according to the result, the perceptions of learners and teachers on the importance of culture teaching (figure 3). figure 3 learners' perceptions on the importance of culture learning regarding learners’ perceptions on the importance of culture learning, it is clear that 78% of learners showed a high preference on their own culture. 55% of student participants wanted to expand their knowledge on different culture (figure 4). figure 4 teachers' perceptions on the importance of culture teaching according to figure 4, 68% of teacher participants favored to promote learners’ sensitivity to different cultures. when we compared to the learners concerning with the fact of to promote increased understanding of our own culture, 47% of teachers agreed with this. instead of that 63% of teachers inspired to widen learners’ 55% 52% 20% 43% 46% 27% 46% 78% 30% 16% 4% 0% 2% 11% 11% 0% 2% 0% 0% 0% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% important to promote sensitivity to different cultures important to widen our horizons through culutrue learning important to promote incresed understanding of our own culture important to develop our positive attitude and tolerance towards l2 important to spend more time on l2 culture teaching agree strongly agree disagree strongly disagree 68% 63% 47% 42% 35% 23% 33% 50% 44% 16% 5% 2% 2% 2% 26% 2% 2% 2% 2% 0% 0% 10% 20% 30% 40% 50% 60% 70% 80% important to promote students' sensitivity to different cultures important to widen students' horizons through culutrue learning important to promote incresed understanding of students' own culture important to develop positive attitude and tolerance towards l2 important to spend more time on l2 culture teaching agree strongly agree disagree strongly disagree 5 horizons through culture learning. when we compared both results, most learners want to promote increased understanding of their own culture but most of the teachers want to promote their students’ sensitivity to different cultures. 4.2 place of culture and intercultural competence moreover, the opinions of myanmar learners and teachers of english on intercultural competence teaching were investigated to see how and to what extent these opinions are reflected in their classroom applications (figure 5 and 6). figure 5 learners' perceptions on place of culture and intercultural competence figure 6 teachers' perceptions on place of culture and intercultural competence data were collected from 86 learners and the findings of figure 5 revealed that 61% of them agree with the statement of learning culture is as important as language learning and 54% of participants thought that 61% 48% 5% 9% 32% 25% 4% 14% 29% 5% 2% 2% 7% 0 10% 5% 54% 45% 27% 40% 38% 0 0 11% 20% 13% 16% 52% 0% 10% 20% 30% 40% 50% 60% 70% learning culture is as important as language learning need to possess a sufficiently high level of l2 proficiency before learning need to separate into language and culture to learn impossible to learn integrated way to l2 culture and language the cultural contents of the textbooks used in the university meet our expectations intercultural competence cannot be acquired at university learning culture is a waste of time agree strongly agree disagree strongly disagree 58% 51% 2% 12% 63% 9% 2% 14% 16% 2% 2% 5% 5% 2% 12% 2% 51% 49% 9% 47% 44% 0 7% 14% 19% 2% 14% 35% 0% 10% 20% 30% 40% 50% 60% 70% teaching culture is as important as language teaching need to possess a sufficiently high level of l2 proficiency before teaching need to separate into language and culture to learn impossible to learn integrated way to l2 culture and language the cultural contents of the textbooks used in the university meet our expectations intercultural competence cannot be acquired at university teaching culture is a waste of time agree strongly agree disagree strongly disagree 6 language and culture can be learned in a united way and no need to separate the two. 52% learners responded to the statement of learning culture is a waste of time as strongly disagree. according to the responses of the english teachers, 63% teachers responded that the cultural contents of the textbooks used in the university meet their expectations. and 53% of teachers thought that teaching culture is as important as language teaching. but 51% of them suggested that language and culture can be learned in an integrated way and before teaching l2 culture, learners must possess a sufficiently high level of l2 proficiency. the findings revealed that most of the learners and the teachers did not seem to be aware of the role of the culture in foreign language education and they do not often integrate culture into their teaching to develop intercultural competence (figure 7). figure 7 learners' perceptions on how to pass culture the data in figure 7 clearly showed the types of cultural activities learners would enjoy in language classrooms, at which level they would like to do them, their attitudes towards the target culture, the level of importance learners attach to the target culture and their understanding of “culture”. 48% of learners want to download or bring additional culture-loaded materials to discuss or use in their classroom. but 46% of learners don’t want to use audio recordings to mime according to what they hear. 43% 45% 43% 5% 46% 23% 7% 48% 7% 4% 7% 2% 6% 2% 4% 23% 16% 16% 27% 46% 14% 25% 27% 20% 2% 3% 0% 9% 2% 2% 10% 0% 0% 10% 20% 30% 40% 50% 60% i tell friends what i hear and read about the l2 culture. i ask friends to discover the cultural aspects of the target language. i ask friends to participate in role play activities in which people from different cultures meet. i use audio recordings to mime according to what they hear. i focus friends' attention on culture-loaded vocabulary. i teach friends english songs or poems to let them experience the different cultures. i ask friends to act out what they learn in terms of culture learning. we download or bring additional culture-loaded materials to discuss/use in the classroom. agree strongly agree disagree strongly disagree 7 figure 8 teachers' perceptions on how to pass culture in figure 8, found that 72% of english teachers want to tell students what they hear and read about the l2 culture which they teach. and 67% of them would like to ask learners to act out what they learn in terms of culture learning. from the results most of the learners (48%) and teachers (72%) who took part in the research had positive attitudes towards the inclusion of cultural components during their study of the english language by bringing additional culture-loaded materials through technology and telling the learners what they hear and read about the l2 culture. 5. discussion an understanding of the relationship between language and culture is important for language learners, users, and for all those involved in language education. for language teachers and learners in general, an appreciation for the differences in opinion regarding the relationship between language and culture can help to illuminate the diversity of views held toward the use of language. according to the data, it is generally agreed that language and culture are closely related. in this research, the teachers and learners had positive attitude towards the culture and culture learning. they all preferred to the intercultural communicative competence and the teachers and learners are actively involved in cultural activities in language classrooms and had the positive attitudes to the cultural activities (luo, 2021). brown (2007) provided guidelines on accounting for cultural issues for classroom teachers. a student’s cultural identity is usually a deeply seated bundle of emotions, so teachers should practice empathy as they relate to their students in cultural matters: behavior patterns, and expectations; expected relationship to authority, family, and peers; ambiguity, tolerance, and openness to new ideas and ways of thinking; students’ attitudes toward their own and the second language culture; their view of individualism versus teaching culture in the efl/esl classroom collectivism; linguistic conventions of politeness, formality, and other socio-pragmatic factors. secondly, teachers should recognize the cultural connotations and nuances of english and the first language of their students. moreover, teachers should use the classroom as an opportunity to educate their students about other cultures and help them to see that no one culture is better than another (kulachit & nuangchalerm, 2021). furthermore, teachers should also practice in words and deed their respect for their students’ deeply ingrained emotions that stem from the students’ cultural schemata. when cultural differences emerge, teachers should help their students to appreciate and celebrate diversity. especially in an english as a second language context where students in the same class may represent many different cultures, teachers should try to make their classroom a model of openness, tolerance, and respect. peterson and coltrane (2003) recommended that culture be instructed without preconceptions. in other words, they indicated that cultural information should be provided in a nonjudgmental fashion that does not place value or judgment on distinctions between the students‟ culture and the culture being explored in the classroom. peterson and coltrane also pointed out that possessing only linguistic competence is not enough for learners of a 72% 53% 58% 49% 62% 58% 67% 51% 21% 21% 23% 9% 28% 30% 2% 21% 7% 5% 12% 19% 5% 7% 14% 9% 0% 0% 0% 0% 0% 0% 0% 0% 0% 10% 20% 30% 40% 50% 60% 70% 80% i tell students what i hear and read about the l2 culture. i ask students to discover the cultural aspects of the target language. i ask students to participate in role play activities in which people from different cultures meet. i use audio recordings and ask my students to mime according to what they hear. i focus students' attention on culture-loaded vocabulary. i teach friends students english songs or poems to let them experience the different cultures. i ask students to act out what they learn in terms of culture learning. i download or bring additional culture-loaded materials to discuss/use in the classroom. agree strongly agree disagree strongly disagree 8 language to be competent in that language. these authors further noted that learners of a language need to understand that language use must be associated with other culturally appropriate behavior for communication to be successful. moreover, as these authors suggested, instead of teaching culture implicitly through linguistic forms the students are learning, teachers can make the cultural features reflected in the language more explicitly. 30 teaching culture in the efl/esl classroom. furthermore, wylie (1961) postulated that although it is of great importance to learn the facts about a foreign culture, facts alone are not enough, and that the values and attitudes behind the facts are more important to cultural understanding. in addition, krasner (1999) argued that both linguistic and extra-linguistic cultural features should be taught to the students so that miscommunication, misinterpretation, and a major culture shock may be avoided. reiterating what thomas (1983, 1984) observed, hinkel (1999) noted that nonnative speakers are typically perceived to use inappropriate language behaviors and they are even not aware that they do. assisting second and foreign language learners to avoid utilizing inappropriate language behaviors is obviously by no means an easy task. thus, further research is much needed to ascertain effective methods or approaches to maximize the effectiveness of teaching culture in the language classroom and minimize the chances that learners use a second or foreign language in a culturally inappropriate manner. 6. conclusion although there are advantages as well as disadvantages of teaching culture in the language classroom, as damen (1987) pointed out that teaching culture to second and foreign language students is a must that no classroom language teacher should ignore. the question at the time being is not whether to teach culture to students of second or foreign languages or not, but rather the valid question should be how to best teach culture to students in second or foreign language classrooms. in conclusion, understanding the relationship between languages and cultures can be a good starting point for any approach to language education. this association can help policy makers to design programs to teach language learners about the target cultures to achieve real competency in the languages they are expected to learn. learning language through culture has good impact on language learning. it draws learners’ attention to cultural diversity thus enhancing tolerance, understanding and cooperation between people with different cultural backgrounds. 7. recommendation this present study investigated the interest of students and teachers towards cultural learning in their classroom. the findings revealed that the respondents were in favor of learning mostly about their own culture, followed by target and international target culture. based on the research findings, teachers can look at different ways to motivate students to be curious to explore various cultural themes. therefore, the study suggests that teachers should provide supplementary authentic teaching materials about cultural themes from diverse cultural sources to motivate students and expose them to more varied cultures. they can also use documentaries, video, or film to illustrate appropriate nonverbal communication in both international and target cultures to help students identify the meaning of gestures from different cultures. for students with advanced language skills, presentations and discussions/debates can be used for cultural knowledge learning. for example, students can discuss the similarities and differences between cultures. finally, role-plays are another activity which can be used for skills and attitudes training to motivate students and to strengthen cultural knowledge learning. some of the issues remaining to be investigated include the following. first, further research needs to be drawn from a larger sample size. second, reasons why students prefer a particular source of culture over another, and a particular cultural theme over another should be investigated. finally, teachers’ perceptions as well as how to teach culture need further research. references alptekin, c. 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(1961). the cultural content in foreign language teaching. conference on the meaning and role of culture in foreign language teaching (pp. 32-36). georgetown university. journal of green learning journal of green learning, e-issn 2807-890x vol. 2, no. 1, 2022, pp. 78-85. doi: 10.53889/jgl.v2i1.91 ------------------------------------------------------- contemporary dai folk song in xishuang banna by yuguang: june spring warm look forward to lovers shengchuan ruiji 1 1 faculty of music, bangkokthonburi university, bangkok, thailand article info abstract article history: received february 27, 2022 revised march 24, 2022 accepted april 2, 2022 the objective of this paper was to study the “june spring warm look forward to lovers,” which was composed by yuguang in ga sa village, xishuang banna, yunnan province, china. field study in 2021, using an anthropological approach to explicate characteristics of yuguang's contemporary compositions, based on dai culture and zhangha cultural symbol. the results of the study were as follows: “zhangha, a cultural symbol, constitutes the materialized carrier of people's concept of the harmonious special culture of people under the unique context and religious spirit of the dai people. the structure was similar to the rondo form or abacadaefa. the composer has created and stands out as follows: the traditional melody of “zhang-ha”, which makes its apperance in the accompaniment timbre, breaks through the single technique, thus generating this modern dai song. there are two interesting musical characteristics: 1) it vividly depicts the lively and jubilant scene of guests arriving to celebrate the new year in the dai new year, with a beautiful, vivid melody and passionate lyrics. that describes the happy and sweet mood of lovers when they get together. 2) the song’s musical structure is a typical multi-periodvariation structure. at the same time, the rhythm of the whole song is distinct, and the melody range changes freely. keywords: contemporary dai song characteristic zhangha this is an open access article under the cc by-sa license. corresponding author: shengchuan ruiji faculty of music bangkokthonburi university bangkok thailand email: 6260110023mu@gmail.com 1. introduction dai culture in xishuang banna: the emissary of dai culture inheritance in xishuang banna, yunnan province, china. “zhangha” has become a materialized way of the existence of the harmonious special culture of people and land in xishuang banna under the unique context and religious spirit of the dai people. it was not only a unique form of rap music spread among the dai people in xishuangbanna, zhang ha also refers to the folk singers who are active in the counties of xishuangbanna prefecture. they have become the disseminators and creators of local music culture with their wisdom and soul. as an emissary of the inheritance of the dai culture in xishuangbanna, whenever zhangha artists perform in dai villages, they always get high praise and recognition from the public and become an important emotional memory of the process of water and soil culture (juhong, 2004). the dai nationality in xishuang banna had a branch of the dai nationality, accounting for 1/3 of the population of the whole prefecture. it borders myanmar, laos, and thailand. based on the specific ecological tradition of dai nationality belonging to national identity and religious influence, since the 1940s, the “zhang ha” artists in xishuangbanna began to use the dai language when they created and sang dai songs. according to the characteristics of phonology, this language has six tones. due to different tones, within the same pronunciation, it expresses different cultural signifiers and signifiers. as a traditional system of writing with rich ideographic connotations, dai jiwen records a large number of buddhist scriptures, dai poetry, legends, and so on, which also provides rich nutrients for the creation of zhangha. therefore, from a large number of traditional zhangha repertoire, the traditional zhangha used by the libretto is almost entirely recorded in the dai le language, which constitutes the artistic support of “zhang-ha” accumulation (ruiji, 2013; wenhan, 2018). https://creativecommons.org/licenses/by-sa/4.0/ 79 figure 1 map of xishuangbanna village, yunnan province, china (shouhua, 2021) yuguang (玉光; born in 1956-)is a chinese educator. zhang ha, a famous female in contemporary xishuangbanna dai autonomous prefecture, is almost a household name in xishuangbanna and is well-liked by dai people. because of her artistic achievements and social influence, she was awarded the title of "mi saibang", the highest level of zhangha (章哈), by the “zhangha association of banna prefecture”. at the same time, she was awarded the title of "the highest musician" by the people's government of yunnan province and the title of national intangible heritage inheritor. she has been engaged in art for more than 40 years, which makes her life deeply rooted in the traditional soil of dai national music. she has a strong national style and the rhythmic characteristics of symbols. it was the dual combination of emotional experience and innovative consciousness. (yu guang, personal communication, june-november, 2020). figure 2 ms.yuguang performing zhangha art (shot by shengchuan ruiji, june 2020) creation: june spring warm, look forward to lovers” (六月春暖盼情人), a new work based on the traditional method of zhang-ha and modern means of communication. on the occasion of the dai new year in 2013, the music album “june spring warm look forward to lovers” was compiled and composed by a 80 national intangible heritage inheritor. yuguang was released in xishuangbanna. since its cd-rom with the same name and its main song, it has become a model of popular dai songs in dai villages. the success of zhang-ha's music was precise because zhang ha, as a unique local music phenomenon in xishuangbanna, has a deep social influence and affinity with the dai people, which is because of his natural emotional resonance with the people. thus, through the integration of modern scientific, technological, and fashion elements, the ancient music forms can achieve a greater aesthetic effect. only in this way can “june spring warm look forward to lovers” obtain the promotion and dissemination of dai music in a more open cultural space, which not only enriches the spiritual world of the dai people but also enriches the stock of dai national cultural treasure. in this sense, the success of this case provides a good answer to the above proposition on how to deal with the problems of traditional music inheritance and modern aesthetic needs. musical characteristics of a solo song or musical style: a vocal soloist is accompanied by traditional chinese musical instruments. modern chinese lyrics are added to the melody of traditional dai music, but the traditional singing method of dai songs is still used, and the song melody flows with the pronunciation of the lyrics. therefore, the author intends to create “june spring warm look forward to lovers, which is the folklore of the dai people, in ga sa village, xishuang banna, yunnan province, china. in order to inherit, preserve “zhang ha” and spread the dai music, it needs to be accepted further. 2. research objective to study the “june spring warm look forward to lovers”, which composed by yuguang in ga sa village, xishuang banna, yunnan province, china. 3. method the researchers used the field study method for qualitative research, surveys, and studies in musicology. researchers went for participatory implantation, and transmission, interviewing the national intangible cultural heritage of yuguang in xishuangbanna autonomous prefecture. the study’s scope 1. field study: dai culture inheritance at ga sa village (嘎洒), xishuang banna, yunnan province, china. 2. to explain the inheritance of the song of yuguang, which is the contemporary dai song of “june spring warm look forward to lovers” only. 3. field research from 2020-2021. this contemporary dai song was recorded and analyzed. the researcher went for participatory embedded and broadcast, interviewed the national intangible cultural heritage with village scholars, chatted with yuguang between 2020 and 2021, and requested permission to record images, sounds, and animations for local performances. then review, paraphrase, interpret, and analyze this contemporary dai song in xishuangbanna autonomous prefecture. as a person in society, by piercing the description and reflection of the song “june spring warm look forward to lovers” in terms of structure, a distinctive feature that relates to “zhang ha”, the foundation of traditional local music. 4. result background and inspiration: from the author's field study, he found happiness and heard many dai people's folk songs many times. in particular, listening to the vocals and lectures from teacher yu guang and the importance of zhang ha as a unique “local” music phenomenon in ga sa village, xishuangbanna. it made me want to describe the village scene and the warmth i found. the flirtation between young people in a variety of ways is thus portrayed as the song “june spring warm look forward to lovers”. the musical characteristics: the composition: the traditional melody of “zhang-ha” with electronic music, which makes it “band like” in the accompaniment timbre, breaking through the single technique of “bar” as accompaniment in the traditional paradigm, thus generating this modern dai song. “june spring warm look forward to lovers” this modern or contemporary dai song. there are two interesting musical characteristics: first of all, with a beautiful, vivid melody and passionate lyrics, it vividly shows the lively and jubilant scene of guests coming to xishuangbanna to celebrate the new year in the dai new year. it describes the happy and sweet mood of lovers when they get together. secondly, the musical structure of the song is a typical multi-period variation structure. at the same time, the rhythm of the whole song is distinct, and the melody range changes freely within eight degrees. the structure of the music is as follows (table 1): introduction, first to fifth paragraphs, interlude, and epilogue. structure multi segmental musical structure 81 table 1 music structure through the above structural analysis, it can be clearly seen that "june spring warm looking for lover" is composed of five sections, which breaks through the lack of literary play in the lyrics due to the mono-form of traditional “zhang ha”, thus satisfying the psychological needs of modern listeners for consistency of time and space information. at the same time, through observation, we also find that this song has a feature in terms of musical form: the lead, interlude, and epilogue are all composed of material a, and even the lead and interlude are completely reproduced. only in the epilogue, the author makes some changes to make it “a.” this arrangement, on the one hand, makes the tonal mode revolve around this musical thought and forms an organic circulation pattern between the melodies. on the other hand, this arrangement is similar to the variation of the opera "compression and extension" way, enriching the form of the framework. the material that appeares again and again in the work, even if the traditional music veins throughout, strengthened the mode of the consistency of style, making the music materials in contract uniform rolling facilitate memory and transmission, such as: the first paragraph to paragraph 5, using the b, c, d, e, f materials, appear to be different materials, but in fact, the material is all about the three main notes (passages 2), interspersed with # re and # la, it supports the channel mode characteristics of the works. example 1 is the first section of the music. the primary and secondary positions of these notes can be clearly seen during the first section of the formal song. throughout the work, not only does # do appear the most times, but also the note is placed on # do at the end of the piece (passages 4), thus highlighting the melodic nature of # c pentatonic mode. passages 2 passages 3 in the arrangement of the melody, the tone is mostly placed in tone, and the melody of each sentence processing is mostly used to alternate upward or present a vaulted mode (passages 4). in such an arrangement, the lyrics cooperate with rhyme and rhythm of dynamic, producing quite an effect on the rise and brightening the music’s positive atmosphere. for example, two phrases in the prelude are also well reflected: the first one twists upward and stops at # sol, while the second one arches and starts with # la and ends at # do. passages 4 of course, this type of aesthetic shaping cannot do without the use of rhythm. in the continuous development of the basic structure of the eighth note, including the use of appoggiatura, dotted notes, and rest signs (passages 5), the rhythm of the melody will always maintain an undulating rhythm, constantly meet the passages prim ers first passage interlu de second passage interlu de third passage interlu de fourth passage fifth passage conclusio n content a b a c a d a e f a´ section 1-10 11-42 43-52 53-85 86-95 96-133 134143 144-168 168-206 207-211 tonality # c palace pentatonic mode 82 psychological expectations, and make the unique charm of dai music as soft as water manifested in the extension of time. passages 5 throughout the design of the libretto, "looking forward to lovers in spring in june,” it had a combination of long and short sentences, which has obvious traces of learning from the han metrical, as the traditional singing of zhang ha was pronounced in the dai language. the dai language was composed of six tones from the perspective of tone beauty, so the rhythm of the love song was closely combined with the language in the range because of the unique rhyme beauty of the dai language lyrics. this song can express the beauty of cadence under the singing of the cultural holder, zhang ha. in addition, the life-oriented descriptive "looking forward to a lover in june spring" generally uses personification and lining words in the lyrics, which makes the characters depicted in the song vivid. it was close to the feelings of the dai people, so it could be widely spread. song 1 follows the traditional rule of zhang-ha and determines the rhythm of the song according to the pronunciation of the words; that is, it determines the direction of the singing according to the tone of the language. throughout the song, the last word pronunciation should be complete, so that its music form presents the unique characteristics of dai music, especially in the voice of decorative sound. it pays attention to the combination of correct character and round tune and line tune according to a character. in accompaniment, the band imitates the timbre of the dai elephant foot drum with a low voice synthesizer, breaking through the traditional rules of movement in rhythm processing, thus bringing aesthetic imagination to the audience, finally, it needs to be commented on by academia and the public. paragraph 1: the lyrics go like this: 英俊潇洒的帅哥们 a handsome lover 妹有缘和你们相聚一堂 sister is destined to meet you 妹心里牵挂着情郎 sister in the heart about the lover 心系儿时两小无猜的伴侣 i miss my childhood friend 妹还想着敬仰的情人 sister still thinking of the lover 当我坐在床边的时候，你知道我有多想你吗 妹妹一直在床边想念着你，我英俊的情郎 我想念我的爱人在这个六月的春天 do you know how i miss you when i sit by the bed? my sister has been thinking of you by the bed, my handsome lover i miss my lover in this june spring (translator: dao zhengming,kang langzhuang. recorder: shengchuan ruiji) as a variation form of compression, paragraph 2 does not have the melodic structure of a large section, which is basically the end of the song. that is to say, the end of each line is generally no more than two beats. this melody, characteristic of no longer supporting tone, is exactly the expression of chanting nature in traditional dai songs. at the same time, the length of the phrase is interchangeable without considering whether it is symmetrical or not, which highlights the jumping nature of rhythm. in the description of this verse, the literary image adopts the personification technique, endowing people with the emotional support of the windflower, turtledove, and fish, and expressing in vivid and vivid depiction the mood of the dai girls looking forward to the early return of their lover to the village to spend the new year with them, thus completing the shaping of the artistic image in the urgent and tight music. this leads the audience into the mood of the passage. paragraph 2: the lyrics are as follows: 春天,美丽的春天! spring, beautiful spring! 五月终于过去了，迎来了六月的春天! at last may passed, ushering in the spring of june！ 白头翁在树林里啼叫! the pulsatilla is crowing in the woods！ 村子里的人们都很快乐 the people in the village are happy and cheerful 小斑鸠成双成对 little turtledoves in pairs 鱼在河里游泳产卵 fish are swimming in the river to lay eggs 83 傣历新年我们要准备一个庆祝仪式 dai calendar new year we want to prepare a celebration ceremony (translator: dao zhengming,kang langzhuang. recorder: shengchuan ruiji) in paragraph 3, the song vividly depicts the lively and jubilant scene of all the guests coming to the festival in the dai new year, especially the depiction of the sweet mood of lovers when they are together. with the musical language of singing and dancing, it enhances the wonderful scenery of one side of the land and water. paragraph 3: the lyrics are as follows: 嗨，嗨，来吧，亲爱的，回来 hello, hello, come on, honey, come back 只要哥哥喜欢妹妹 as long as brother likes sister 请给你妹妹戴上一条项链 please put a necklace on your sister 请给我妹妹梳头 please comb my sister's hair 我想要我的头发上有花 i want flowers in my hair 哥哥和妹妹我 brother with a sister me 过一个快乐的春节 to spend a happy spring festival 我们俩手挽着手 the two of us linked arms 情侣一起庆祝 pair up for a celebration 到会的人真多 there are so many people at the meeting 来自各个村庄的兄弟姐妹聚集在这里 brothers and sisters from all villages gather here 四面八方的客人也来了 guests from all sides also come here 西双版纳的傣族新年非常隆重 the dai new year in xishuang banna is very grand 哥哥和妹妹庆祝新年 brother and sister celebrate the new year 庆祝新年是人们的传统 it is a tradition for people to celebrate the new year 妹妹，我想跟着我弟弟 sister, i want to follow my brother 到处都是跳舞的人 there were dancing dancers everywhere 傣族人擅长唱歌和跳舞 dai people are good at singing and dancing 官员和村长 officials and village elders 和我们一起过节吧 and join us for the holidays 在这幸福欢乐的节日里 in the festival of happiness and joy 所有的客人都来了，真是太好了! it's so nice of all the guests to come! (translator: dao zhengming,kang langzhuang. recorder: shengchuan ruiji) 5. discussion as a unique musical vocabulary, zhang ha has its own unique local characteristics and stable aesthetic psychology among the dai people. as a representative of zhang ha: jade light teachers created this song, dai, on the basis of the traditional music, conducted on the relationship between language and melody, adopted the form of a dance song recorded in her album, letting more people by viewing dai song get a preliminary understanding of dai life art, and so did the initial enthusiasm of song sung dai, increasing the social impact of music transmission. the spreading meaning:“june spring warm look forward to lovers” employs music as a vehicle and literary description as a means. in the process of its dissemination, it not only inherits the blood culture created by dai ancestors but also constitutes the living dissemination of dai's common cultural memory. especially in the current era of globalization, dai music provides a paradigm in the artistic exploration of how to make national music continuously integrate, continue, and maintain the distinctive characteristics of national music (juhong, 2004; ruiji, 2013). through means of adaptation to the social environment, dai songs aim to let more dai people deepen their national identity through the interaction of various means of communication in the new social environment, so as to achieve the purpose of inheriting and promoting dai culture (ruij, 2013). the highlight of characteristics in one culture is a significant sign that one culture is different from another, and it is also an effective way for a nation to obtain cultural identity and enhance cohesion. the highlight of the characteristics in folk songs is the "way of expression" and way of life of a specific social group. xiaoyun (2002) the culture of the huayao dai and its prospects in the upper reaches of the red river. reportedly, tai people, formally of dai nationality in china, number 1.1 million. one of the greatest concentrated regions of dai people in china is the reaches of the red river, called the yuan jiang river.traditionally, the dai people of the upper red river were called huayao dai, or "flower waist" dai, 84 because of the long and colorful waistband that is an ethnic symbol of the women. therefore, it is consistent with the description of yuguang's work that aims to compose and sing the song of love in the spring to pervade the land to reflect or communicate with outsiders. on the dynamics of society, it was found that oranratmanee (2021) presented an article titled “the dynamic of the dai cultural landscape in dehong in the sociopolitical context of china.” it was found that dai culture still influences the way of life in society under dualistic patterns of dai and chinese cultural landscape that are not observable in other dai cultural territories, and the peasant ways of life of the villagers, whilst chinese characteristics have influenced more in terms of houses and the ways of life inside. their hybrid chinese/dai built forms are comparable. similar to the social dynamics occurring in the dai culture in xishuangbanna. shengchuan ruiji (2013) explains that their hybrid chinese and dai. dai culture takes root in a new society, accepting economic prosperity through tourism and the song of happiness. warmth through the vocals with yuguang is one of the cores of the show and is transmitted to children and young people. therefore, the song is widely accepted by the dai people, which justifies its purpose. as a kind of academic expression, we say that "oral tradition" is the spiritual creation of a specific social collective. folk songs have written the history of each nation. it is a tradition that has a long history and is more deeply rooted in the hearts of the people than the literary tradition. it is precisely this collective creativity that creates the effective inheritance of national culture in ethnic groups. it is an effective way to protect cultural ecology and preserve cultural diversity. therefore, as a national non-material inheritor, the teacher’s guang (2020) song is not only a contemporary dai song with popular elements but also a new folk song of xishuang banna and a tourism product to promote dai culture during the recording of a love song in order to make the music performance not only comply with the aesthetic needs of the urban audience but also not lose the traditional charm. on the basis of music score, the teacher. guang (2020), carefully designed his own creative style: he tried to emphasize the emotional changes of different musical expressions in singing and strove to do a good job in the tonal processing of language rhymes in the performance of lyrics. in order to realize the organic combination of popularization of music sound and expression of national charm, a unique form of folk music is adapted to a cultural image with universalaesthetic significance (rujii, 2013). as a famous tourist attraction, xishuangbanna attracts tens of thousands of tourists every year. in this context, the dai people's unique songs and dances not only provide a showcase of their own cultural creation but also enhance the pride and identity of the dai people in spreading their own culture. regarding the various national cultures created today, folk music, how to actively adapt to the development of society and stick to its own characteristics, requires time to prove, but the teacher as a state-level chapter jade the light passing on, in the practice of singing art to spread in the album, for our thesis may provide an effective text paradigm. toward the end, this paper wants to reflect on love. the joy of music is based on zhangha, which is the symbol of society. teacher yuguang has created a new song and music to communicate and reflect the peace and tranquility of nature with good culture. the people of dai village live through the integration of chinese culture, which has permeated ethnic societies not just through political force. not only from teacher yuguang, but also from voluntary social integration and cultural assimilation over time, precious music has resulted. there is still a new generation of young people who create their own unique art but are still waiting for the time of maturity and growth. 6. conclusion dai culture in xishuangbanna village in yunnan province, china. as a cultural symbol, “zhangha” constitutes the materialized carrier of people's concepts.the structure is similar to the rondo form or abacadaefa. from the song, the musical characteristics that the composer has created and stand out are as follows: the traditional melody of “zhang-ha” with the composer, which makes it in the accompaniment timbre, breaks through the single technique accompaniment in the traditional paradigm, thus generating this modern dai song. there are two interesting musical characteristics: first, with a beautiful, vivid melody and passionate lyrics, it vividly shows the lively and jubilant scene of guests coming to celebrate the new year in the dai new year. it describes the happy and sweet mood of lovers when they get together. secondly, the musical structure of the song is a typical multi-period variation structure. at the same time, the rhythm of the whole song is distinct, and the melody range changes freely within eight degrees. references china xishuangbanna tropical botanical garden, chinese academy of sciences menglun township, mengla county, yunnan province 666303, china 85 guang, y. (2021). “zhangha". national music by shengchuan ruiji, personal communication, (june, september, november, 2021). juhong, a. (2004). study on water culture of dai nationality. central university for nationalities, 9(20), 55-56. kang langzhuang.“zhangha". national music by shengchuan ruiji, personal communication, (augustseptember, november, 2021). oranratmanee, r. (2021). the dynamic of dai cultural landscape in dehong in the sociopolitical context of china. kasetsart journal of social sciences, 42(2), 377-382. ruiji, s. (2013). the speech and singing of another voice on the artist yu guang of "zhangha". national music, (01), 74-75. shouhua, y. (2021). xishuangbanna tropical botanical garden, chinese academy of sciences menglun township, mengla county, yunnan provinc, http://english.xtbg.cas.cn/au/ct wenhan, a. (2018). reference grammar of xishuangbanna dai language.shanghai normal university. https://kns.cnki.net/kcms/detail/detail.aspx?dbname=cdfdlast2018&filename=1018215146.nh xiaoyun, z. (2002). the culture of the huayao dai and its prospects – comparative research on the cultural characteristics of the dai peoples living in the upper reaches of the red river. manusya: journal of humanities, 5(2), 6-15. yiqiang, c. (2015). geographical location of xishuangbanna. chinese academy of social sciences, 1(14), 2425. yongxian, q. (2015). difficulties and chances for the inheritance of dai poetry. journal of guangxi normal university for nationalities, 1(5), 22-26. yongxian, q. (2018). talking about the oral poems of different branches of dai people and their inheritors. journal of guangxi normal university for nationalities, 1(3), 6-12. journal of green learning journal of green learning, e-issn 2807-890x vol. 2, no. 1, 2022, pp. 21-28. doi: 10.53889/jgl.v21i1.98 ------------------------------------------------------- professional development needs of english teachers in myanmar university kyaw sein 1 1 manaw yadana private high school, myitkyina, myanmar article info abstract article history: received december 12, 2021 revised february 13, 2022 accepted march 18, 2022 a small-scale survey was conducted in myanmar to investigate the professional development needs of efl teachers. the study was to shed light on the current situation and the challenges related to english language education. the participants of the study were asked to select three professional development needs that interested them from a list of ten need areas. some qualitative data is used to supplement and interpret the results of this study. the results show that the teachers need to take part of the responsibility for their professional development. according to them, ongoing professional development is essential in today‟s world. teachers‟ belief in themselves and in what they are doing make them confident. according to the interview data, myanmar teachers‟ preferred pd areas are teaching skills and methods, understanding students, and attending conferences, seminars and workshops. keywords: english teachers myanmar professional development university this is an open access article under the cc by-sa license. corresponding author: kyaw sein manaw yadana private high school myitkyina myanmar email: kyawseinsasankhar@gmail.com 1. introduction nearly all teachers would agree with pennington (1990:132) that a distinguishing characteristic of the notion of teaching as a profession is the centrality of career growth as an ongoing goal. the terms „teacher development‟ (td), or „professional development‟ (pd) for teachers, are broad terms that include a variety of aspects connected not only to a teacher‟s professional development, but also to his/her personal development (igawa, 2002). pd is therefore seen as an ongoing process and an integral characteristic of a fully professional teacher (mcdonough, 1997). due to the pervasive dissemination of english as the global language and the massive exportation of communicative language teaching (clt), professional development for efl teachers is currently showing an increase in perceived validity, particularly for non-native speaking (nns) teachers. professional development has been defined in different ways by different scholars. according to humammed (2011), professional development is about teachers learning, learning how to learn, and transforming their knowledge into practice for the benefit of their students‟ growth. mizell (2010) says that effective professional development is on-going training, practice and feedback and provides adequate time and follow-up support. teacher professional development is a life-long and continuous process in which teachers are expected to upgrade their knowledge, master new skills and change their practices since advancement in their teaching career is finally for their students and education reform (alzankaw, 2021). according to vadivel et.al. (2021), professional development can be described as the enhancement of a teacher‟s skills, knowledge and ability in improvising their teaching methodologies to serve the students better. it is a long term learning process which is crucial in keeping abreast with the modern changes and developments in the teaching world. nugraha & maulida (2021) said that teachers‟ professional development is one of the solutions to make the teachers always improve their skills and adapt to current issues. the purpose of this study is to address this crucial issue in language teaching and to come up with a temporary list of the professional development needs of efl teachers, which we hope will be developed into a more extensive taxonomy. it is also hoped that this study will benefit professional development designers for efl teachers in selecting the target areas for their programs. by investigating the professional development needs of myanmar efl teachers, this study was intended to shed light on the current situation as well as the https://creativecommons.org/licenses/by-sa/4.0/ 22 challenges being faced by myanmar‟s english language education. thus far, these topics have been scarcely addressed in international tesol literature. however, by studying current issues related to english language education in myanmar, several vantage points to better view english education can be gained. this is due to the universal nature of second language learning and the professionalism of language teachers in general. it could be argued that this universal nature is also due to the globalization phenomenon of the interconnectedness of our politics, economy, and culture, as well as the fact that english plays a pivotal part of the global infrastructure for information and communication today (cochrane & pain, 2000). 2. method a small-scale survey was carried out in myanmar, in january 2020, to investigate the professional development (pd) needs of myanmar teachers of english. the participants of the study were asked to indicate three (3) pd needs that interested them from a list of ten need areas. the ten need areas are the professional development needs identified by igawa (2008). some qualitative data is used to supplement and interpret the results of this study. 2.1 participants the participants in the study are 93 myanmar teachers of english who were working under the ministry of education in myanmar. the overwhelming majority of the participating teachers were female; of the total number of participants, 25 were male, 58 were female. as to where they were teaching, there were (14) associate professors, (35) lecturers, (30) assistant lecturers, and 14 tutors. regarding the teaching experience of the participants, a few of the myanmar teachers were young novice teachers; 14 of them said that they had been in service for 0-5 years, 30 said 6-10 years, and 49 said 11-20 years. the qualitative data they provided includes transcripts of semi-structured interviews conducted in myanmar universities, corresponding to the time of the survey questionnaire and one month after that. although the teachers will remain anonymous, they kindly granted us permission to use their responses in this study. to this study, they are identified by the following numbers: this feature of many participants teaching at higher education institutions may be due to the fact that the participants have experience of an international tesol conference. in addition, this fact may also partially explain the unusually low percentage of male teachers among the participants; the ratio of male english teachers is lower at institutions of higher education in myanmar than other countries. sunderland (1994), for example, discusses the gendering of the english language teaching profession (ehrlich, 1997). 2.2 research design this study was a qualitative study using a small survey and in-depth interview as the methods of data collection. the searchers focused on the respondents‟ points of view regarding their professional development program. all data collected in this study were elaborated in the form of narrative account in order to get a better understanding about the results. for data collection, a questionnaire was used as one of the research instruments. the questionnaire consists of 14 items from 10 need areas. this questionnaire is with a 5point rating scales starting by strongly disagree, disagree, not sure, agree and strongly agree. the semi-structured interview guide included rather general questions such as: what are the difficulties you find teaching english in myanmar?, how do you cope with the difficulties?, what are your professional development needs? the questions presented during the e-mail communication were more focused and specifically asked for an explanation on some of the issues. in the open-ended section of the questionnaire of this study, the myanmar teachers were asked to specify their professional development need if they chose the last item. 3. result in conducting the questionnaire as well as interview survey, the 10 professional development areas are utilized as identified by igawa (2008). it may be worthwhile to introduce her study to supplement and interpret the results of this study when necessary. the participants have experience of teaching at least three universities. the responses of the questionnaire and interview on the ten professional development need areas by igawa (2008) are shown in the following. 3.1 qualitative data to supplement the questionnaire results, the participants‟ interview transcripts and e-mails have been utilized. the myanmar teachers‟ most preferred professional development area is (a) teaching skills & methods (tsm). this finding seems quite reasonable because teaching skills and methods are at the center of teacher professionalism. the interview responses by the 31 myanmar teachers were collected and then categorized by professional development need area. the following table shows the responses of the participants on the questionnaire of 10 professional development need areas by igawa (2008). 23 table 1 teachers‟ responses towards a variety of aspects connected to a teacher‟s professional development sn pd areas discussion 1 teaching skills and methods (tsm) interviewee 1 when i first started my m.a. english course, i started to know about the communicative language teaching approach (clt) when i studied at postgraduate level. interviewee 2 teacher professional development is a type of continuing education effort for educators. as far as i understand, its one-way teachers can improve their skills and, in turn, boost student outcomes. learning can take place in formal or informal settings. formal settings include conferences, courses, seminars, retreats, and workshops. 2 language improvement (li) interviewee 3 most of the myanmar teachers (of english) do have a high level of english and they think it's not important to get their english improved. interviewee 4 through my experience in attending the conferences in thailand and vietnam, i should say that we are better at english than our neighbors. the reason behind this is that english in myanmar is more important than in the neighboring countries, as it is almost the only choice to improve your opportunities both at work and your self-improvement. 3 communication skills (cs) interviewee 5 professional development training can help teachers to become better at planning their time and staying organized. this ultimately makes teachers more efficient and gives them extra time to focus on students rather than the paperwork. interviewee 6 the teacher and administrator who inspires, guides, and helps students can have a lasting influence on students throughout their lives. students and staff members should interact with each other in a warm, open, and positive fashion. 4 understanding students (us) interviewee 7 i think the most difficult thing for me to learn was how to manage the classroom and how to deal with, from my perspective, very passive students who weren‟t as active as what i had anticipated them to be, so doing more active group work and getting them to stand in front of a classroom and things like that. they were so shy. and i felt like i was embarrassing them all the time. interviewee 8 the other possible explanation for this is that there is a discrepancy among myanmar; myanmar‟s growing economy has led to an income gap in the population. the teachers may feel detached from the younger generation who come from wealthy families. therefore, the teachers think that they need professional development to better understand their students. she was surprised by how affluent the parents were: in the kindergarten, yes, because it was, a lot of the students that were going there were quite wealthy. so, it was amazing the number of resources that were there. 5 motivation (mo) interviewee 9 professional development in the 21st century gives educators the tools and skills to stay modern with the needs of students and allows them to plan for changing trends in education. to realize areas of strength and areas that need attention for growth, reflective practice is necessary. interviewee 10 in short, professional development is important. approaching our development goals with that sentiment in mind can help us tap into motivation that may be stifled when the benefits of development opportunities seem to be one sided. 24 6 attending conferences, seminars & workshops interviewee 11 attending a seminar has numerous benefits, including improving communication skills, gaining expert knowledge, networking with others and renewing motivation and confidence. interviewee 12 the focused nature of learning at a conference allows us to dig deeper with the understanding of our topic of interest. 7 lifelong education (le) interviewee 13 the foremost over whelming issue as marked by majority of the teachers was absence of any sort of reward or acknowledgement after attending the training course, the second major issue was that participating faculty were over-burdened with other duties during the program; third major issue was acceptance of change by the departmental heads as there was less supportive environment for accommodating innovative ideas. interviewee 14 professional development needs of teachers include content knowledge and quality teaching, research-basis, collaboration, diverse learning needs, student learning environments, family involvement, evaluation, data-driven design, and teacher learning. 8 cultural understanding (cu) interviewee 15 teachers seem to experience personal and professional dilemmas with cultural diversity. teachers´ professional development is needed on the issue. since the lack of such contextualized understandings of professional development for cultural diversity have been noted generally. since even teachers who received professional development on cultural diversity seem to report training inadequacy and thus, feeling of unpreparedness. interviewee 16 it remains important to untangle how schools actually support teacher learning in context, and how these professional development arrangements contribute to justice-oriented understandings and pedagogical actions. we were interested in the role context-based professional development hold in supporting teachers to re-center the cultural diversity to justice and equity and to implement equitable, culturally relevant practices that avoid reproducing inequalities in pedagogical enactments. 9 subject matter knowledge (smk) interviewee 19 in education, the term professional development may be used in reference to a wide variety of specialized training, formal education, or advanced professional learning intended to help administrators, teachers, and other educators improve their professional knowledge, competence, skill, and effectiveness. interviewee 20 teaching profession requires long years of initial professional education and continuing professional development after long arduous initial professional development for the aspiring teachers to acquire an adequate knowledge and skills that they can apply in their teaching profession. 10 others (ot) interviewee 23 professional development plays a vital role for quality and success in teaching and learning in universities. professional development provides academics with job satisfaction and in the process helping to build better universities with competent lecturers. interviewee 24 consequently, teachers indeed need support in transforming pedagogical practice as well as knowledges about self, students and society in better conceptualizing cultural diversity and support student learning. thus, teacher learning within this paradigm is understood as an interruption of taken-forgranted notions that usually result in reproducing injustices in education. professional development in the critical multicultural paradigm is intertwined with culturally relevant and critical pedagogies and emphasizes pedagogical facilitations of empowerment and voice, as well as teachers´ 25 critical reflexivity between practice, self, and societal discourses. as it shown in table 1, myanmar teachers firstly identified „teaching skills and methods‟ as the area where they required professional development. the second most preferred area was „understanding students‟. the third area was „attending conferences‟ followed by „seminars & workshops‟, selected by most teachers. in this study, it was noted that many myanmar teachers of english lack proper teacher training before teaching, which resulted in many teachers indicating tsm as a professional development need area. in other words, higher education teachers are more informed in terms of the current tsm and are more confident in their teaching practices. according to the interview responses, the professional development areas were very much preferred by the myanmar participants. most myanmar teachers discussed the professional development needs that seem to suggest that they have difficulties in understanding all the professional development areas. because most of myanmar students are a little bit shy. according to our culture, we do not really show off a lot. and to study english, they need people to socialize, be talkative, and show their opinions. it‟s very hard to get the students to communicate in english. these myanmar teachers say that their students are timid. this shyness may explain why the teachers feel as though they do not understand their students and why the teachers think that they need professional development in this area. 3.2 quantitative data the main instruments used for the purpose of data collection are a questionnaire as well as a semistructure interview. the questionnaire consists of 14 items from 10 professional development need areas identified by igawa (2008). this questionnaire is with linkert scale of 5-pint rating starting by strongly disagree, disagree, not sure, agree and strongly agree. the quantitative data from the questionnaire were analyzed using descriptive statistics and shown with mean and standard deviation to better understand the respondents‟ answers (table 2). table 2 participants‟ responses towards professional development needs (n=93) sn items strongly disagree disagree not sure agree strongly agree mean sd interpretation 1. teachers need to take part of the responsibility for their professional development. 0.00% 0.00% 0.00% 7.70% 92.30% 4.92 0.27 top priority 2. ongoing professional development is essential in today‟s world. 0.00% 0.00% 0.00% 15.40% 84.60% 4.85 0.36 top priority 3. teachers belief in themselves and in what they are doing make them confident. 0.00% 0.00% 0.00% 23.10% 76.90% 4.77 0.42 top priority 4. teachers‟ attitudes towards their professional development have to be positive. 0.00% 0.00% 0.00% 38.50% 61.50% 4.62 0.49 top priority 5. teachers need to be given a chance and time to develop. 0.00% 0.00% 0.00% 53.80% 46.20% 4.46 0.50 top priority 6. teachers have to be open for selfreflection and critique from others. 0.00% 0.00% 0.00% 69.20% 30.80% 4.31 0.46 top priority 7. sharing 0.00% 0.00% 0.00% 76.90% 23.10% 4.23 0.42 top priority 26 experience and ideas with colleagues gives a teacher a sense of belonging. 8. reading periodicals in elt keeps a teacher up-todate. 0.00% 0.00% 7.7% 76.90% 15.40% 4.08 0.47 top priority 9. practicing reflective teaching is a fundamental part of continuity of development. 0.00% 0.00% 0.00% 61.50% 38.50% 4.39 0.49 top priority 10. using new ideas and techniques is motivating and encouraging. 0.00% 0.00% 7.7% 61.50% 30.80% 4.23 0.58 top priority 11. teachers have to learn continuously and be life-long learners. 0.00% 0.00% 0.00% 30.80% 69.20% 4.69 0.46 top priority 12. equipping schools with the products of new technology is of great help in teacher development. 0.00% 0.00% 0.00% 53.80% 46.20% 4.46 0.50 top priority 13. teachers need a comparative salary and excellent career promotion. 0.00% 0.00% 0.00% 38.50% 61.50% 4.62 0.49 top priority 14. attending workshops and conferences is a key factor in teacher professional development. 0.00% 0.00% 7.7% 38.50% 53.80% 4.46 0.63 top priority average 0% 0% 2% 46% 52% 4.51 0.53 top priority note: 1.00-1.66=considered of low priority 1.67-2.33= considered medium priority 2.34-3.00= considered of top priority the areas of professional development needs of myanmar teachers are listed below in order of preference (table 2). three points of significance (tsm, li, and us) are discussed based on the myanmar teachers‟ responses. the pd areas that myanmar teachers were interested in were tsm, li, cs, and mo. however, tsm was the most favored area of professional development followed by the area of cs also being highly preferred by myanmar teacher group. however, in the areas such as li and mo, myanmar teachers showed very little. this table shows that the first research question item (1) received the highest mean score (m=4.92) and it is followed by item no (2) and (3) with the second and third highest mean scores. the rest are also relevant to the needs. it is found that the agreement has been made by the participants that teachers need to take part of the 27 responsibility for their professional development. they should attend professional development training so that they can enhance their skills, knowledge and ability in teaching. it is also found that ongoing professional development is essential in today‟s world as professional development itself is a life-long and continuous process so that the teachers can get up to date skills needed with the advancement of modern world. the question item (3) with received the third highest mean scores proved that self-belief and self-confidence are also the keys that should be instilled in a teacher. 4. discussion the following figure shows the mean score of the participants‟ responses towards professional development needs. the results are shown in graphic to have a clear presentation and understanding of data. it helps to better understand the respondents‟ answers on the questionnaire of 10 professional development need areas identified by igawa (2008). the mean scores revealed that the participants have fairly similar responses and attitudes towards the professional development needs. the first question (1) states with the mean 4.92 and sd 0.27 and strongly agrees of appreciation. it is shown that teachers really need to take part of the responsibilities for their professional development. the second question item with the mean 4.85 and sd 0.36 reveal that teachers should take part in development with the ongoing process. they should not stop learning once they got the required qualification for certain teaching programme. the question item (3) with the mean 4.77 and sd 0.42 show the top priority appreciation and show that teachers should have confidence in their teaching and subject matter. the response of the fourth question item with the mean 4.62 and sd 0.49 reveal that teachers are supposed to have positive attitudes towards professional development. the question item (5) with the mean 4.46 and sd 0.50 give a strong appreciation that teachers should be given time and chance to develop their teaching skills and the skills on their subject. question item (6) with the mean 4.31 and sd 0.46 appreciate the statement “teachers have to be open for self-reflection and critique from others.” teachers should feel comfortable for being judged and criticized on their skills on subject matter and teaching so that they can fill what they lack of. response to question no (7) shows that sharing experience and ideas with colleagues gives a teacher a sense of belonging. the next question item with the mean 4.08 and sd 0.47 shows that reading periodicals in elt keeps a teacher up-to-date. teachers need to be upgraded and the skills he has needs to be updated with the current flow of the world. the rest responses also reveal that professional development increases teachers learning, students‟ achievement and improves teaching quality. it is also shown that professional development programme improves and maintains teacher‟s subject proficiency, gains knowledge and skills for language teaching quality. the responses revealed the importance of using technology in teaching english, too. as a result, teaching on using technology is given importance. all the responses eventually revealed that elt teachers should be included in developing and approving of professional development program and activities. 5. conclusion the purpose of this study is to investigate the nature of professional development needs of efl (english as a foreign language) teachers based on the notion that teachers are professionals who need pd comprised of diverse processes that provide ongoing intellectual, experiential, and attitudinal growth (lange, 1990). in spite of this growing recognition of the professional development needs of efl teachers, the content of professional development has not been duly addressed in research and professional development need areas are not clearly identified or delineated (e.g., cheng & wang, 2004; yeh, 2005). in recent years, myanmar has been transforming itself towards a market economy, with a rapidly growing gdp and a widening income gap. globalization is heavily impacting myanmar and, as a result, english has become the foreign language of choice. because now we are coming into the globalizations and most of the investors that come to myanmar, say like companies or other organizations, require those who can speak english. that‟s why they try to study english, either part-time or full-time. so once they graduate, they can get a job easily. that‟s why they study english. it is our hope that the overall condition of myanmar will improve to the point where english language education will bring to its teachers and students the happiness they deserve. much of this hope stems from the fact that there are groups of young myanmar teachers of english who are confident in their pedagogical knowledge and communicative competence. 6. recommendation the following can be gleaned from this study on myanmar teachers and their professional development preferences: 1. the myanmar teachers‟ preferred areas of professional development are teaching skills & methods (tsm), understanding students (us), attending conferences, seminars & workshops (acsw), and communication skills (cs). 2. the myanmar teachers‟ most preferred pd area is teaching skills & methods (tsm). 28 3. as for the language improvement (li) area, only a small portion of the myanmar teacher group showed interest. this could be due to the fact that the majority of the participants of this study are teachers from higher education institutions who feel as though that they do not need to improve their language abilities any further. 4. understanding students (us) was highly favored by the myanmar participants. this preference seems to suggest that myanmar teachers have a hard time understanding their students, mainly because myanmar students are culturally influenced to be shy and/or because there is a growing income gap among the people of this country. this income gap may be causing communication problems between teachers and their students. 7. limitation it must be taken into consideration that the institutional affiliation of the individual teachers is a significant variable. in other words, the pd preferences of the teachers could be closely linked to the institutions where they teach. this was a variable that could not be controlled due to the design of this study. it should therefore be acknowledged that the results of this study cannot be generalized across various teaching institutions and levels of education. references alzankaw, m. (2021). english teachers‟ attitude towards professional development in kuwait. international journal of applied linguistics and english literature, 10(2), 18-27 cheng, l., & wang, h. (2004). understanding professional challenges faced by chinese teachers of english. tesl-ej, 7(4), n4. cochrane, a., & pain, k. (2000). a globalizing society? in held, d. (ed.), a globalizing world? culture, economics, politics. routledge. ehrlich, s. (1997). gender as a social practice: implications for second language acquisition. studies in second language acquisition, 19, 421-446. igawa, k. (2002). the effects of in-service training on teachers‟ explanation of lexical items in japanese high school classrooms. unpublished doctoral dissertation. temple university. igawa, k. (2008). professional development needs of efl teachers practicing in japan and korea. international buddhist university bulletin, 45, 431-455. lange, d. l. (1990). a blueprint for a teacher development program. in richards, j. c., & nunan, d. (eds.), second language teacher education (pp.245-268). cambridge university press. mcdonough, j. (1997). teacher research and teacher development. in johnson k., & johnson, h. (eds.), encyclopedic dictionary of applied linguistics: a handbook for language teaching (318-320). blackwell. mizell, h. (2010). why professional development matters, eric digest. pennington, m. c. (1990). a professional development focus for the language teaching practicum. in richards, j. c., & nunan, d. (eds.), second language teacher education (132-151). cambridge university press. sunderland, j. (ed.) (1994). exploring gender: questions and implications for english language education. prentice hall. journal of green learning journal of green learning, e-issn 2807-890x vol. 1, no. 2, december 2021, pp. 34-40. doi: 10.53889/jgl.v1i2.34 ------------------------------------------------------- “coming out” thai students in the discourse of higher education panapa chintaradeja brand matrix research company, thailand article info abstract article history: received september 27, 2021 revised december 2, 2021 accepted december 15, 2021 this study aims to explain coming out of thai students in the discourse of higher education. thus, prior research and literature reviews are discussed and argued critically to extend the knowledges of “coming out”. the in-depth interview is employed to be the method for gathering data from thai university students in the discourse of higher education by using purposive sampling. lastly, the finding is contented and analyzed into narrative description. this is an open access article under the cc by-sa license. keywords: coming out discourse higher education thai students corresponding author: panapa chintaradeja brand matrix research company thailand e-mail: pppanapa@gmail.com 1. introduction discourse constructs persistently our social reality. our reality is made up power relationship to discourse. st. pierre (2000) states that once a discourse becomes ‘‘normal’’ and ‘‘natural’’, it is difficult to think and act outside it. within the rules of a discourse, it makes sense to say only certain things. discourse is a way of speaking, writing, thinking, feeling, or acting that incorporates particular idea as ‘truth’. discourse provides a framework for how we think. it also carries the messages about power and seeks to establish a set of hidden rules about who has power and who does not, or who is right/normal or who is wrong/abnormal (blaise, 2005, p.16). other statements and other ways of thinking remain unintelligible, outside the realm of possibility. interestingly, in thailand, in almost all sexuality education curricula, only two genders are acknowledged– males and females. issues of gender and sexual diversity and fluidity and homosexuality are not mentioned, even in lessons supposedly designed to help students understand and learn about their sex or sexual preference. most lessons limit students to the concept that there are only two genders and one type of sexuality (heterosexuality) and that being a transgender or homosexual person is an abnormality (boonmongkon & thaweesit, 2009). in reality, (medley, 2005) describes that higher education institutions are microcosms of the larger society, which continues to struggle with bias, mistrust, misunderstanding, and intolerance of individuals who do not fit the norm. however, joy et.al. (2021) state that the socio-politico-cultural context of sexual orientation often influences the attitudes, beliefs, and values produced in a given society. also, thaweesit (2004) points those sexual subjectivities were trapped within a larger and more powerful discourse of heterosexuality, their decisions to choose homosexuality were largely political. zhao et.al. (2021) point out that college students are one of the important social groups. during the university period, it is just during the transition period from sexual exploration to sexual maturity. there are many homosexuals in university group life. as a result, heterosexuality has become the standard of thai society by taking curriculum for granted to produce knowledge that heterosexual discourse is normal and natural in society and authorizing “heterosexuality as a norm” which is so called “heteronormativity”. the heterosexual discourse implicates privileged power for heterosexual not for homosexual people. the students who engage in the homosexual behaviors, which against standard norm of the society, are consequently acknowledge as an abnormal in the mainstream heterosexual discourse. https://creativecommons.org/licenses/by-sa/4.0/ 35 accordingly, the student, who decides to come out in the university keeps challenging the standard norm of thai standard society which mentions only two genders (male-female). although coming out is widely perceived to be a decisive event in the lives of non-heterosexual people, we still know very little about the discursive consequences of this process (motschenbacher,2021). graham (2020) points out that there is little research about queer students’ specific experiences with social support and education. in addition, (dabra, s., &prasad, p. 2021) states that education plays an important role in nation-building. homosexuality is considered a taboo and social stigma. topics related to sexual identity, same-sex marriages, and giving equal rights to lgbt are still out of the discussion in the public domain. in spite of recognition that lesbian, gay, bisexual, and queer+ (lgbq+) young adults face challenges associated with their sexual identities, research on inequality in education has only recently begun examining their academic experiences and outcomes in college (beattie et.al.,2021). besides van matrea (2020) concludes that gender expression, the external facing representation of gender regardless of biological sex characteristics or internal self-conceptualization might also play an important role in a student’s college experience. also, the knowledge base on meeting basic needs, specifically regarding lgbt students in higher education, is inadequate (ibid , 2020, p.6). this study will close the gap of the research regarding “coming out and discourse in higher education arena which still lack of in thai context. it points out the discourse of “coming out” in terms of thai students in the discourse of higher education. 2. related literature this section is a variety of research in relation to queer people which i will group them critically. the first group “homosexuality & abnormality” is mainly employed positivism paradigm regarding psychological perspective considers mental and emotional concern as the principal of the research. most of these studies regarding psychological perspective would lead the readers think about the deviant and abnormal of queers, unacceptable in society, negative reaction from parents. the second group “normality & visibility” is mainly employed the perspectives of post structuralism, feministpost structuralism, and queer theory to (queer) queer people in terms of “coming out”. the studies in the second group emphasis “coming out” as an action which could make queer people be visible in the society. 2.1 homosexuality & abnormality within this concept, coming out is employed in terms of psychological way. the research that existed always used the concept of “abnormality” or “problem” of homosexuals as the way to define the topic of the study. to exemplify, armesto & weisman (2001) mention the factors that contribute to parental rejection of gay and lesbian youth. river & taulke-johnson (2002) report on a study of the experiences of 12 undergraduates living in halls of residence and the challenges they have faced integrating into the university culture because of their sexual orientation. according to both studies, lesbian and gay students are assumed by their sexuality that they are not normal. the concept of “queer youths must have problems” would be taking for granted in terms of psychology perspective. however, not only research bases on psychological perspective which would mention deeply to highlight that being queer is abnormal but in terms of positivism, these studies illustrate and make sense of the research by employing the digits and statistical figures to show the results of the problems. for instances, gortmaker & brown (2006) find differences between out and closeted lesbian and gay students in their perceptions of the campus climate and experiences on a midwestern college campus. out and closeted students reported differences in the need to hide their identity, perceived unfair treatment, perceptions of an anti-lg campus. in addition, corrigan et al., (2010) study self-stigma which can undermine self-esteem and self-efficacy of people with serious mental illness. coming out may be one way of handling self-stigma and it was expected that coming out would mediate the effects of self-stigma on quality of life. thus, the psychological perspective research persistently produces the truth as if coming out is dramatize scenes of every queer people in the world. thus, in terms of psychological perspective, the concept of “coming out” is employed as a part of identity development of lgb individuals, allow them to develop an authentic and stable sense of self (ragins, 2004). to exemplify, lasala (2000) states that ‘coming out’ is considered psychologically healthy for lesbians and gay men to come out to live outside of the closet. in addition, mclean (2007) studied the discourses about gay, lesbian, and bisexual identity, and in the models of sexual identity development that emerged in the 1970s and 1980s, coming out is marked as one of the crucial steps in developing a healthy sexual identity. in these discourses, coming out is positioned as ‘good’ as it enables the healthy development of sexual identity, while non-disclosure is positioned 36 as ‘bad’. as such, there is a disclosure imperative attached to living as gay, lesbian or bisexual. thus, these studies presume that identity is stable and fix after coming out. however, the mentioned points of mclean seem to contrast with my point which according to silin (1997) that identity categories are fluid and social constructed that make statements of definition and location always problematic. regarding to review in this section, “coming out” is mentioned in the concept of “healthy scene” for queer people. even more, it is also the benefit action which confirms queer identity. by way of contrast, these reviews leave out the possible scenes which may happen, such as, there are many queer people who are perfectly healthy without coming out scene and in vice versa, there are many queer people who are either overtly or subtlety suffered from coming out. i would claim from these reviews that not only psychological lens could figure out deeply to experience of individual and take the results of the studies for granted to create the knowledge of “how to coming out” to the society. particularly, the experience of individuals is far from homogeneous, what an event means to an individual depends on the ways of interpreting the world (weedon, 1997). consequently, psychological concepts have taken huge power for granted to construct the knowledge for society regarding coming out. in order to illustrate “coming out” clearly regarding literature reviews via psychological perspective lens, i employ the concept of “discourse, as defined by foucault to reveal the concept which psychological studies are veiling. i refer to ways of constituting knowledge, together with the social practices, forms of subjectivity and power relations which inhere in such knowledge and relations between them. discourses are more than ways of thinking and producing meaning. they constitute the 'nature' of the body, unconscious and conscious mind and emotional life of the subjects they seek to govern (ibid, p.108). from this point, i would claim that psychological studies constitute knowledge and make sense “coming out” concept by referring with the statistical figures in tandem with quantitative research practice, to produce the discourse of coming out in psychological way. to consolidate my points, queer people regarding psychological concept would be employed the concept of “coming out” in their lives. importantly, psychological concepts in those research tend to drag queer people in the light of “abnormality” by producing and reproducing this kind of research endlessly, no matter the scholars intend to produce it or not. on the other hand, these studies conduct to figure out and solve the problems of queer people, at the same time, they give rise to the category “homosexual” and locate homosexual into the wrong side of binary opposition (heterosexual-homosexual). as a result, psychological concept has illustrated in studies as if homosexual has sexual orientation and must come out, but heterosexual is in privilege side and does not do anything regarding the sexual orientation. next section of the literature reviews focuses on the radical challenge of psychological perspective. the psychological perspective has made our understanding of “coming out” as an essential biological concept of queer people. on the other hand, the literature review is concerned sexuality of people as a social construction within sexuality discourse. in the foreground, i draw in order to illustrate and discuss that “queer people “coming out” not only for psychological purpose but the purpose may vary according to individual and discourses which are around them. 2.2 normality & visibility motschenbacher (2019) points out that normativity-that is, the notion that certain social practices are perceived as desirable and/or normal-affects the discursive construction of sexuality across cultures and as a consequence is a fundamental concept in language and sexuality studies. with the concept of post structuralism, feministpost structuralism, and queer theory, they give rise to homosexual to become normal and visible. burst of studies bring about new perspective of “coming out”. renn (2010) pointed that ongoing, post-positivist explorations of transgender student experiences provide valuable evidence for the ongoing visibility and normalcy agenda; and a few scholars employ postmodern and queer perspectives to provide theoretical depth to the study of gender identity, genderism, and higher education. additionally, researchers were no longer only positivist scientists but also individuals who mirrored the broad fabric of theoretical work that had come to enrich the field of the educational theory (tierney & dilley, 1998). therefore, my purpose to studies “coming out” concept is to explore the action of coming out which stand in opposition in psychological concepts by investigating individual. however, most of the studies are qualitative research regarding post-structuralism, feminism, and queer theory. particularly, queer theory becomes a key to opening doors to theoretical advances across higher education research. the juxtaposition of queer theory with non-queer higher education contexts casts new light on existing questions and problems, and indeed makes scholars question what is or might be a question to investigate. there is much to be learned from studies that use queer theory and studies that theorize on the nature of gender identity 37 and sexuality as constructed in-and constructing-higher education organizations and the experiences of people in them (renn, 2010, p.137). 3. method post-structuralism rests on an assumption that no one can stand outside the traditional or discourses of their time (grant & giddings, 2002). accordingly, the researcher has been experienced in the discourse which will be conducted this research. in other words, in analyzing the texts, the researcher understands the subject and herself, as the effects of discourses (ibid, p.22). for post-structuralism, subjectivity is neither unified nor fixed. the assumption that subjectivity is constructed implied that it is not innate, not genetically determined but socially produced. consequently, subjectivity is produced in a whole range of desire practices (weedon, 1997). moreover, discourse is a way of speaking, writing, thinking, feeling, or acting that incorporates ideas as “truths”. discourses provide a framework for how we think. they also carry messages about power and seek to establish a set of hidden rules abort who has power or who does not and who is right/normal or who is wrong/abnormal. this study is drawn on phenomenological study of gender and sexuality within the discourse of thai higher education. this study will gather the data by in-depth interview. then, data will be collected and analyzed for find the results to serve the objective of the research, and also do a content analysis for the occurrence of certain terms or phrases to establish the dominance of a particular ways of speaking about the world in any given text (grant & giddings, 2002). to support, mathet (2020) stated that his research entitled ‘roles of discourses and the meanings of the same-sex marriage communicated in the news of mass media in thailand’ reflects the study of meaning construction and power through discursive practice. furthermore, coming out which is a powerful way for individuals to disclose, constitute, and perform membership in stigmatized identity categories. the practice has now spread far beyond its lgbtq origins (cloud,2017). accordingly, this study employs the qualitative study which is not performed in order to derive a sample representative of a larger population to find the results in terms of discourse and dig the answer regarding to ‘coming out in thai higher education discourse. moreover, the sample is purposively selected to serve a particular purpose, then, the use of the term 'purposive sampling' in qualitative study used 'when the researcher keen to learn investigate in particular cases without generalizing to all every case. the selection of the sampling units in purposive sampling is subjective since the researcher relies on his or her experience and judgment (guarte, j. & barrios, e. b. 2006). 3.1 samples this study surveys gay, katheoy, tom and dee university students, only focuses on undergraduate students in the discursive practice of thai higher education. the samples are consisted of eight university students, who self-identified as gay, katheoy, tom and dee exploring, and/or questioning, who experienced attraction to the same sex in the discourse of thai higher education. data is gathered from thai university students through purposive sampling technique. the participants are carefully chosen to represent a variety of experiences in terms of years of coming out experience. the researcher categorizes the students as followings: (1) gay students, (2) katheoy (lady boy) students, (3) tomboy students (4) dee (a girl student who is a tom’s partner) students. study setting data collection method number of students university 1 in-depth interview 2 university 2 2 university 3 2 university 4 2 3.2 data collection /tool in-depth interviews are widely used in qualitative research as a method to find out what is on a person’s mind. information is obtained through a structured conversation between an interviewer and an interviewee (patton m.q., 2002). 38 3.3 data analysis all the in-depth interview data is collected in thai and translated into english by the author, a native thai speaker. fieldwork is conducted over a six-month period in 2021. in analyzing the texts, the researcher understands her/his subjects, and her/himself, as the effects of discourses (grant & giddings, 2002, p.22). 4. result the students explain that “their teachers never mention to homosexuality or gender which against the norm. however, the students think that their teachers might not feel comfortable to talk to the sex issues and do not feel gender or sexuality are important factor regarding study in classrooms. most of them avoid raising this issue in class. in addition, when some teachers have talked about sex or gender in classroom, they have mentioned to manwoman only with biological concept only. they never focus on gender and sexuality diversity at all. so, mentioning the sexuality would not separate us but silence does. from the interview, the university becomes the discursive field which teachers never teach of mention in relation to sex, gender, or sexuality of the queer & student. silence is not empty for queer students, but it is full of questions for them. consequently, the university somewhat become the discourse of silence and the queer student keep “coming out” the heteronormativity perpetuates in the life of the student by existing only male-female type. man-woman king is embedded in thai higher education as heterosexual norm. heterosexual people seem to be the only acceptable standard in thai society. in sum, gender norms tied to presumption of heterosexuality. the finding indicates that “coming out” is product of discourse as well as become discourse itself. although, university are heteronormalizing spaces, but the way students coming out is to deconstruct heterosexual as not merely the compulsory norm which can tie them with his or her biological sex. to clarify, the student said that “through the process of coming out, they become visible and no longer silent. from this point,” coming out transgresses and challenges the dominant gender boundaries. interestingly, the student foregrounds themselves by “coming out” to challenge heterosexual norms through their everyday practices in the discursive field of university. the students deconstruct the heterosexual discourse by coming out and form their subject positions in the discursive field of the university. significantly, one queer student reveals that the coming out is the kind of strong intention to do so, i dress and perform like woman because i like it and i can embody and perform femininities in my university. from the findings, i would claim that gender and sexuality are in flux. it completely consolidated with warner (1993) who is found that “queer struggles aim not just at toleration or equal status but at challenging those institutions and accounts. 5. discussion in the views of “thai queer studies”, thailand provides a productive site for testing western-derived understandings of sexuality (jackson & sullivan, 1999, p.3). while tolerated in certain contexts, male and female homosexuality remains unacceptable behaviors in thailand. jackson (1989; 1995) has described the psychological, interpersonal and social difficulties faced by thai homosexual and transgendered men and has developed an account of anti-homosexual sanctions in thailand. these are not based on legal or religious interdictions as in the west, but rather on cultural norms of appropriate and inappropriate masculine or feminine behavior (ibid, p.4). for decades, thailand’s traditional sexual norms and values have powerfully and strongly dictated and controlled the sexual behavior of the thai people (yamarat, 2009). although, there are no legal or formal sanctions against homosexuality in thailand, a wide range of normative cultural sanctions operate to stigmatize thai homosexual men and women. sanctions against homosexuality are diffused throughout thai society rather than being focused in any clearly definable institution or set of homophobic practices as has historically been the case in most western societies (jackson, 1995). if thai homosexual ‘‘man’’ or ‘‘woman’’ maintains a public face of conforming to normative patterns of masculinity or femininity, respectively, he or she will largely escape sanctions (jackson, 1999, p.4). also, anjana, a member of the lesbian group anjaree, had this to say about how thai society views lesbian relations: “although thai people aren’t violent or hostile towards homosexuals in a way that some countries’ societies are, there is another kind of control mechanism at work here that’s just as traumatic for those on the receiving end. (thai used) society does not see lesbian relationships as legitimate or meaningful. (interviewed in otagnonta, 1995, p. 29). at this point, tolerance is the practice which is unacceptable discourse in terms of thai cultural context. coming out” as a homosexual in thailand still brings shame or “loss of face,” without the 39 compensation of the high value on “being oneself” (nanda, 2008). to illustrate, (motschenbacher, 2021) demonstrates that coming out may, on the surface, appear as a transgressive, and therefore, anti-normative speech event. this is because it involves a self-affirmative claiming of an identification that is traditionally considered non-normative. however, while ‘western’ concepts of homosexual identity are being adopted widely across the globe, they will in turn be reshaped and re-imagined fitting the existing cultural, social and political structures of different societies (altman, 2000, p.176). under these tough situations in thailand, thai student in higher education level could not follow the “coming out” in term of western concept, they need to reshape themselves to fit the indigenous culture in thailand because through the process of coming out, they become visible and no longer in silence. also, it has been concurrent with the results of (gutierrez 2021) which states that in taiwan as well, mere visibility would not address the oppressive settings present for lgbtq+ communities in higher education settings. interestingly, thailand seems to be a country which tolerates queers. unfortunately, “being gay is not a crime scene in thailand but when it comes to queer issues in thai society, nobody wants to mention and never discuss regarding this issue but still keeps ‘coming out’ day by day by the way they constitute themselves. also. it becomes a “nobody asks, nobody tells” issue. in sum, ‘coming out’ is a practice which is quite critical and tough for thai students in the heterosexual discourse in thai higher education inevitably. references altman, d. 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(1997). feminist practice and poststructuralist theory. oxford: blackwell. yamarat, k., thai college student challenge traditional sexual pattern. retrieve from http://iussp2009.princeton. edu/abstracts/92249. edulearn journal of green learning, e-issn 2807-890x vol. 3, no. 1, june 2023, pp. 36-45. doi: 10.53889/jgl.v3i1.211 ------------------------------------------------------- trombone basic skills of students with the new practical hybrid teaching method zhang yi1, pramote danpradit1 & ampaipan kaosawang1 1 department of music, faculty of music, bangkokthonburi university, thailand article info abstract article history: received april 24, 2023 revised may 1, 2023 accepted may 3, 2023 this is an academic paper intended to suggest ways to resolve the basic skills of trombone students with the new practical hybrid teaching method (nph) at shanxi arts vocational college. the trombone instruction focuses on developing basic skills such as adjusting the shape of the mouth and wind, determining the pitch of the pitch, etc. during the covid-19 outbreak, teachers and students were very far apart. teaching through various online formats was used to help solve the problem of teaching such skills. the researchers reviewed the skills teaching document and proposed teaching methods to modify or improve the key skills of trombone teaching as follows: practical teaching method, demonstration music teaching method, digital music teaching method, reflective music teaching method, and life skills for psychosocial competence. therefore, the 7 principles that teachers must adapt to suit the context of teaching in their own traditional schools allow teachers to emphasize some issues of appropriateness and spend time teaching. keywords: basic skills problems trombone basic skills hybrid teaching method this is an open access article under the cc by-sa license. corresponding author: pramote danpradit faculty of music bangkokthonburi university thailand email: zy14467708@163.com 1. introduction shanxi art vocational college, like other art colleges in china, is the first higher art vocational college in china and the only higher art vocational college in shanxi province with strong strengths and outstanding achievements. shanxi arts vocational college has undergone several name changes and mergers over its 70-year history, trained over 40,000 art talents at all levels for society, and has become an important base for culture and art talent training and education in shanxi province. the college has major categories of music performance, dance performance, art design, fine arts, drama, film, and television performance, and a trombone performance major in the direction of music performance. the core goal of higher vocational https://creativecommons.org/licenses/by-sa/4.0/ 37 education is to cultivate students' vocational ability, i.e., professionalism in education. students choose to receive vocational education in order to meet their employment and development needs. arts vocational education is not only cultivates students' professional and technical abilities but also strives to promote students' overall development in professional theory, stage experience, teaching practice, and aesthetic awareness.understanding the current situation and characteristics of students' learning motivation in shanxi art and vocational colleges and exploring strategies to stimulate students' learning motivation have important theoretical and practical implications for improving the quality of talent training in shanxi art and vocational colleges and exporting more high-quality skilled talents to society. in terms of learning content, the university curriculum is qualitatively different from the curriculum they received in high school, and the change in curriculum is a new test for them. when they face the new learning environment and teaching mode with a negative attitude, many students show low confidence in learning, academic depression, a lack of motivation, and a lack of autonomy in learning (su et.al., 2019). for the new students of shanxi arts vocational college, most of them do not have a solid professional foundation, lack basic music theory knowledge, and know less about musicrelated knowledge, resulting in their lack of comprehensive learning ability, discrimination ability, error correction ability, and independent learning ability. students at shanxi arts vocational college are at a disadvantage in the chinese arts higher education system due to the severe employment situation and employment pressure. many students know that their level of professional skills will be related to their work and life after graduation and that their major is likely to become their future career. it is important to stimulate their motivation and learning values, and their interest in learning will be their motivation to learn and think. after the 19th century, trombone development produced a series of trombones, such as the soprano trombone, alto trombone, tenor trombone, bass trombone, and so on. nowadays, the trombone has become an important part of modern symphonies. the trombone is widely used in pop music, military music, and jazz due to its rich sound quality, and it is even referred to as the "king of jazz" (bo, 2011). in the 1950s, the early years of the founding of new china and the beginning of the central conservatory of music by 1960, the disciplinary system of the central conservatory was basically sound when the violin, cello, viola, harp, flute, oboe, clarinet, bassoon, horn, trumpet, trombone, tuba, etc. were established. most of the majors are taught by professional teachers, but the trombone and tuba majors are clearly " weak." since there was no professional teacher, mr. xia zhiqiu, a trumpet professor, taught part-time. from 1960 to 1980, there was an extreme shortage of teachers and students in the trombone profession in china, which was basically concentrated in a few major cities such as beijing, shanghai, wuhan, and xi'an (bingyu, 2018). since the popularization of brass education in china, trombone players and educators have studied the advanced performance techniques and teaching methods in europe and america and researched and summarized the teaching system suitable for chinese students in their own practice. with the unremitting efforts of the previous and subsequent generations of " chinese trombonists," the level of trombone playing and teaching in china has greatly improved, and its overall strength is very close to that of european and american countries. when they face the new learning environment and teaching mode with a negative attitude, many students show low confidence in learning, academic depression, a lack of motivation, and a lack of autonomy in learning (su et.al., 2019). for the new students of shanxi arts vocational college, most of them do not have a solid professional foundation, lack basic music theory knowledge, and know less about music-related knowledge, resulting in their lack of comprehensive learning ability, discrimination ability, error correction ability, and independent learning ability. students at shanxi arts vocational college are at a disadvantage 38 in the chinese arts higher education system due to the severe employment situation and employment pressure. many students know that their level of professional skills will be related to their work and life after graduation and that their major is likely to become their future career. it is important to stimulate their motivation and learning values, and their interest in learning will be their motivation to learn and think. an important problem for trombone students is the basic skills related to determining the embouchure (mouth shape), wind power, matching the wind to the notes and the embouchure, choosing the correct wind power with the pitch, the position of the aligned lever, or correlation with rhythm. the basic problems mentioned above can be solved with the correct basic training. however, under the epidemic situation, students and teachers do not meet faceto-face, causing problems especially in communication that must be understood and practiced on their own, thus requiring a very high level of understanding. therefore, a new approach to online practice is required for teaching music practice. the purpose of this paper aims to suggest ways to resolve the basic skills of the trombone students with the new practical hybrid teaching method at shanxi arts vocational college. 2. the concept of new pactical hybrid teaching method the framework or background of the development of the new practical hybrid teaching method (nph) concept of solving teaching problems. the trombone instruction focuses on developing basic skills such as adjusting the shape of the mouth and wind, determining the pitch of the pitch, etc. during the covid-19 outbreak, teachers and students were very far apart. teaching through various online formats was used to help solve the problem of teaching such skills. the researchers reviewed the skills teaching document and proposed teaching methods to modify or improve the key skills of trombone teaching as follows: practical teaching method, demonstration music teaching methods, digital music teaching methods, reflective music teaching method, and life skills for psychosocial competence (yi, 2023). practical teaching method kulbergs (2016) explains in his introduction to trombone practice in "trombone startup for beginners" that student should begin practicing the basics of western music, such as scales and arpeggios, as well as simple exercises such as long tones and natural trombone slurs, by following the steps below: example of a daily practice routine: 1. breathing exercise: • breathe with an open throat cavity • use constant flow (same airspeed until the end of the exercise) • think of the syllable “o” when breathing • have a good, tall, and relaxed posture when breathing 2. long tones • practice sound and pitch • good attacks and timing • use lots of air • play a good sound; stop when it starts to sound bad or the notes are not reachable 3. scale (c major: the scales are changed weekly or when one exercise is properly properly) • practice making good connections between the notes (fast and smooth slide technique) • listen to the pitch and timing (on the backing track or by yourself when playing it in a duet) • breathe whenever necessary, but do so on a regular basis (every 1 or 2 bars) 4. arpeggio (the same key as in the scale practiced before) 39 • keep the quality of the sound the same • use lots of air • stay collected in the embouchure • pay attention to pitch 5. song (preferably in the same key as the scales and arpeggios) these are the fundamentals that every student and professional should incorporate into their daily practice. playing simple things with the best quality every single time is essential for successful brass playing. demonstration music teaching method xiaoyan (2009) demonstration pedagogy is the purposeful use of the teacher's demonstration of skills as an effective stimulus to elicit corresponding actions from learners so that they can productively acquire the necessary skills through imitation. it is mainly applicable to the early stages of learning skills. experienced teachers do not stereotypically repeat examples in their demonstration teaching but pay close attention to flexible adaptations and proper operations to stimulate students' creativity. the demonstrative music teaching method is one of the most economical and effective teaching methods. through various demonstrations, many learning patterns seem to be formed in the students' minds for future use. this view is incomplete. the teacher should use other teaching methods in conjunction with modeling music instruction so that students can apply mental operations such as analysis, comparison, generalization, reasoning, and exploration in imitation learning as much as possible to overcome the conservative nature of the modeling music teaching method. digital music teaching method huiming (2021) says the digital teaching method is mainly the use of digital means such as pictures, audio, and video, and teachers use digital means to teach. digital music teaching methods can deepen students' understanding of music, help them understand how other performers handle music, improve their own appreciation of works, and better highlight their own characteristics in performance. digital teaching methods can help change traditional trombone teaching, allowing students to learn and play from multiple dimensions and levels, while teachers can better grasp the psychological characteristics of students and fully integrate text, audio, and other elements to ensure a more diversified and richer form of teaching. reflective music teaching method dan (2016), a reflective music pedagogy refers to teachers' re-conception and rethinking of educational teaching practice and using it to draw lessons and further improve education and teaching. teachers will reflect on their own educational practices to improve the quality of their teaching reflections through educational cases, educational insights, etc. the types of reflection are vertical reflection, horizontal reflection, individual reflection, collective reflection, etc. the action research method, comparative method, summary method, dialogue method, video method, file bag method, etc. reflective music pedagogy is conducive to teachers' continuous exploration and resolution of problems in terms of teaching purposes, teaching tools, and themselves through action and research. it is conducive to the continuous improvement of the rationality of teaching practice, teaching effectiveness, and textbook research ability. it is beneficial for teachers to improve their personal businesses and promote their professionalism. therefore, in order to facilitate and understand quickly, the author presents an integrated teaching method that is expected to be suitable for use during the covid-19 crisis and future adjustments: the hybrid teaching method. life skills for psychosocial competence life skills for psychosocial competence: the world health organization (who) has defined 10 life skills (bertolote, 1994). 40 1. decision-making skills refer to the ability to make decisions about various matters. in a systematic life, for example, a person can make decisions about his or her actions in relation to health or life safety behaviors. by evaluating options and outcomes and making the right choice we can improve our health both physically and mentally. 2. problem-solving abilities are the ability to deal with problems in life in a systematic manner. not causing physical and mental stress that may escalate into a problem that is too big to be solved. 3. the ability to think creatively is referred to as creative thinking skills. this will assist you in making decisions and solving problems. it uses creative thinking methods to find alternatives and the consequences of each choice. and can apply the experience appropriately in daily life. 4. the ability to think critically is referred to as “critical thinking skills,” as is the ability to assess problems or situations around them that affect their lives. critical thinking skills can help adolescents recognize and evaluate the effects of their attitudes and behaviors, such as their sense of self-worth. dealing with peer pressure or receiving information from various media. 5.effective communication skills are the ability to use words and gestures to express one's feelings and thoughts appropriately in different cultures and situations. whether to comment on the expression of needappreciation, pleading, negotiation, admonishment, assistance, or denial. 6. the ability to form positive relationships with others is referred to as “interpersonal relationship-building abilities.” 7. one of the skills of self-awareness is the ability to search. understand and know yourself, including your own advantages and disadvantages. know your own needs and desires. this will help teenagers understand themselves when facing stressful situations. and this skill is also the basis for developing other skills, such as communication, building relationships, decision-making, and empathy for others. 8. empathy is the ability to understand the similarities or differences between individuals in terms of abilities, gender, age, educational level, religion, beliefs, skin color, occupation, etc., which helps them accept people who are different from others. we assist those who are less fortunate or have experienced adversity. 9. “coping with emotion” is the ability to recognize the emotions of oneself and others. know how emotions affect behavior. know how to deal with anger and sadness. that negatively affects the body and mind. 10. the ability to recognize the source of stress is referred to as "stress management skills" (coping with stress). know how to relieve stress and guidelines for controlling stress levels in order to behave in the right way and not cause health problems. these ten life skills cannot be acquired spontaneously. requires practice to be a teenager who is ready to face change happily and grow into a well-characterized adult. it requires training oneself to develop strengths in analytical, decision-making, and behavioral skills. know how to live with others who are different from yourself. and ready to face and solve problems and obstacles that arise, as well as deal with their own lives. practical teaching methods, demonstration music teaching methods, digital music teaching methods, reflective music teaching methods, and life skills for psychosocial competence. based on the aforementioned principles, the author consults experts and tries to revise, distinguish, and synthesize a framework and the new practical hybrid teaching method to best suit teaching practice in a new context. 41 3. hybrid teaching method for music practical teaching with the rapid development of internet technology, the internet has a pivotal role in life, which also requires the teaching mode to keep pace with the times, and teachers should adopt a variety of digital means to continuously enrich the course content. in recent years, the hybrid teaching method has been widely used in teaching various courses, mainly in medical, chemical, industrial, physical education, and other disciplines. professor he ke-kou of beijing normal university first discussed the hybrid teaching method at the 7th conference on global chinese computer education applications in 2003, with the main idea being to apply different learning theories, technical means, and methods to teaching activities in an integrated manner. by combining digital means and traditional teaching modes, the hybrid teaching method can complement each other's strengths and weaknesses. by applying the hybrid teaching method, teachers can apply the right technology at the right time to achieve the best teaching objectives, thus improving teaching effectiveness (lu, 2021; zhipeng, 2022). the hybrid teaching method in this paper uses digital music teaching methods, didactic music teaching methods, demonstration music teaching methods, contrastive music teaching methods, reflective music teaching methods, and life skills for psychosocial competence, etc. in the teaching processes, i will use different teaching methods for each exercise so as to help students solve the problems they encounter in the learning and playing process, and improve quickly on their professional paths (bo, 2017). the difference between traditional teaching methods and the new practical hybrid teaching method. traditional teaching methods generally use one or two traditional teaching methods. the traditional teaching method is relatively simple. if the teacher chooses the teaching method applicable to students, they can understand the teaching content. if the teacher chooses a teaching method that is not applicable to students, it will be difficult for students to understand the teacher's content. if teachers use teaching methods that are not suitable for students for a long time, it will not only affect teaching efficiency and results but also make students bored and have more negative emotions. so, the new practical hybrid teaching method (nph) makes good use of the new era of digital electronics and is a combination of multiple teaching methods. nph is a combination of various teaching methods that enables students to experience and understand the teaching content better. the long-term use of nph can better enhance students' learning motivation and confidence, promote students' independent learning ability and music discrimination ability, and effectively improve teachers' teaching efficiency and teaching results (yi, 2021). the principles of the new practical hybrid teaching method for the practical teaching of music. 1. the emphasis on analyzing the purpose of learning 2. use a variety of teaching or activity types to substitute for or fix the problem 3. focus on practical teaching methods first 4. use appropriate digital music teaching methods 5. use appropriate online teaching skills 6. teachers must always use the reflective music teaching method 7. consider life skills for psychosocial competence the process for the new practical hybrid teaching method (nph) is as follows: implementation of a hybrid teaching method and sample recommendations: the hybrid teaching method for music practical teaching based on micro learning is introduced in the laboratory class of chemical defense medicine. 1) pre-course preparation; 2) pre-in class; 3) practice in class; and 4) post-class analysis (yi, 2023). 1. pre-course preparation: before the course, the instructor should write a detailed video script and create a micro-lesson that integrates text, animation, and video for 42 demonstration. in this section, educators must first consider whether to teach on site or online in relation to the content of the textbooks and assessments. 2. pre-in class: teachers upload the micro-lesson to the teaching platform before the experiment class, and students can watch and learn it by themselves after learning the relevant theoretical knowledge. the teacher must not forget to check the availability of the equipment before class and repeat the steps of the activities and the accompanying materials, especially the latest updated files, otherwise you may be upset. 3. practice in class: students participate in classroom teaching on the basis of microlesson learning. in the classroom, teachers review theoretical knowledge, explain experimental precautions in the form of interactive questions, apply theoretical knowledge to practical operations, and don't forget to summarize before the end of the class. this section gives teachers the opportunity to select sub-activities as well as exercises appropriate to the content. instructors must not forget t h e f i v e online teaching techniques and the ten life skills. instructors must practice and choose appropriate techniques to use during teaching at this stage. 4. post-class analysis: students can watch the microlessons on the school’s online teaching platform for review, analysis, and summary at any time, according to their personal learning situation, in order to fully master the knowledge related to chemical defense medicine. in the hybrid teaching method, students have completed the preliminary learning of the experimental project in the pre-course pre-study stage and have sufficient preparation and ample time to complete the experimental operation and conduct class discussion in the experimental classroom. this teaching mode improves the probability of students' experimental success and can ensure teaching effectiveness. troubleshooting example long tone practice because the long tone practice is the basis of articulation, consonants, scales, etudes, and music, the primary task of every trombone student in higher vocational colleges is to master the long tone practice skillfully. during the teaching process, most trombone students in higher education institutions will encounter the problem of a tight, boring sound when playing long notes. the tone of the trombone should be thick and broad. since the trombone is made of copper material, the tone of the trombone should also have a metallic color. if the sound is tight and muffled, it may be caused by incorrect embouchure, uneven breath, or too much force (jisi, 2016). the steps for solving the long tone practice problem using the new practical hybrid teaching method are as follows: 1) prepare before the lesson. the teacher should find audio or video demonstrations of trombone exercises performed by representative european and american trombonists via the internet. before the lesson, the teacher should develop a detailed teaching plan and prepare teaching aids, for example, targeted teaching materials or exercise examples. 2) pre-induction class first, let the students play and record with the recording device; second, play the audio of the students' playing and the demonstration audio of the trombone practice played by european and american trombonists; let the students compare and contrast while listening to the audio, think about the difference, and let the students remember the correct sound; third, let the students imitate the practice and communicate their own playing experiences and the blowing difficulties they encounter when playing with the teacher; fourth, the teacher corrects the students' embouchure, breath, and pronunciation through demonstration and guidance and makes a video recording of the whole process. 3) practice in class: based on practical teaching, instructors can choose to use it both online and on-site. the purpose is to strengthen the wind force by focusing on the student's exertion and controlling the wind force to match the sound level. if using online teaching, the instructor should record a short clip and let the student send the return video. let's evaluate and 43 receive suggestions for improvement. 4) post-class analysis and reflection. after the lesson, students can listen to the audio and watch the class video repeatedly for learning and practice; teachers can grasp students' learning situations according to their feedback content in time to improve teaching content and adjust teaching strategies. exercise example long tone: figure 1 a long-tone practice to help students expand their range to practice long tones on brass instruments, learners must consider the strength of the wind and the shape of the mouth. for trombones, the positioning of the slider's hand is also related to the correct sound positioning. training must be performed at a slow pace while listening to the correct pitch according to the exercise. 44 figure 2 a long tone practice to help students’ cirrus of title words in this exercise, the teacher should focus on more relevant musical vocabulary and practice as an example for the students to follow. of course, slow, repetitive practice is necessary for all types of skill training (fei, 2015). 4. conclusion some domestic works have done some research on trombone practice methods at the moment, but there are few monographs on how to solve trombone students' performance problems in higher education institutions. there is also a lack of comprehensive and systematic analysis and research on which teaching methods teachers should use to efficiently teach trombone students' performance problems. this paper is a comprehensive understanding, analysis, and discussion of the learning situation of trombone students at china's shanxi art vocational college. the new practical hybrid teaching method described in this paper is the result of exploration and research in the trombone performance major after i studied and researched the hybrid teaching method in other disciplines. this teaching mode improves students' efficiency in solving performance problems, changes the previous teacher-oriented teaching mode, guides students to actively explore, develops students' ability to think independently, and has a positive effect on improving students' quality. teachers can use a combination of teaching methods to ensure teaching effectiveness and quality. therefore, the 7 principles that teachers must adapt to suit the context of teaching in their own traditional schools allow teachers to emphasize some issues of appropriateness and spend time teaching. it is very important for every trombone student to be able to learn and master solid basic skills. a virtuous teacher should not only help trombone students solve their problems and difficulties in the process of learning and playing, but also help them on their professional path. references bertolote, j. m. 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(2014). on the relationship between trombone playing skills and timbre. music time and space, 24, 118-119. fei, h. (2015). appreciation of blazevich's second trombone concerto. northern music, 13, 136-137. huiming, d. (2021). promoting high school students' core literacy development in history with digital storytelling. teacher education forum, 12, 88. jisi, w. (2016). research on breathing skills of trombone performance in symphony orchestra. northern music, 1, 64. kulbergs, r. (2016). trombone startup for beginners. https://www.pdfdrive.com/trombonestart-up-e57555107.html lu, h. (2021). research on the application of dalcroz music teaching method in the course of solfeggio and ear training. colleges and universities teachers, 19, 117-118. shen, t. (2015). history and development of trombone. musical instrument, 4, 36-38. su, z., mengcheng, z. & yanglin, g. (2019). exploring the characteristics and stimulating cultivation strategies of higher vocational students' learning motivation. mechanical vocational education, 10, 37-42. tianyou, n. (2020). on the basic skill practice of trombone (master's thesis, shanghai conservatory of music). universities (master's thesis, shanghai institute of physical education). xiaoyan, y. (2009). cultivating music education students' classroom teaching ability by demonstrating by themselves--taking the teaching practice of music pedagogy course as an example. journal of shaoxing college of arts and sciences, 1, 55-58. xingming. c. (2021). appropriate use of didactic teaching method. journal of fuzhou university, s1, 78-81. yi, h. (2021). on the basic training of trombone. drama monthly, 3(1), 84. yi, z. (2023). hybrid teaching method to solve the trombone basic skills problems at shanxi arts vocational college, shanxi province, people's republic of china. (doctoral dissertation). zhipeng, p. (2022). cen jinfeng, mao guanchao, meng wenqi. considerations and practices of hybrid teaching method applied to laboratory classes of defense and chemical medicine. science and education wenhui, 7, 86-88. zhongda, y. (2016). research on the development history and performance skills of trombone instruments. musical instrument, 1, 33-35. journal of green learning journal of green learning, e-issn 2807-890x vol. 2, no. 1, 2022, pp. 45-52. doi: 10.53889/jgl.v2i1.104 ------------------------------------------------------- international practicum: what students gain and are challenged bao kham 1 1 faculty of english, university of foreign languages, hue university, hue city, viet nam article info abstract article history: received september 19, 2021 revised january 18, 2022 accepted march 24, 2022 the aim of the study is to explore the effectiveness of the international practicum designated for efl vietnamese students who majored in english language teaching and english language programs. the overseas practicum is the result of the partnership between the university of foreign languages and its university partners in thailand. within the theoretical framework of kirkpartrick‟s four-level training evaluation model, the study adopted the narrative approach to data collection and analysis, employing in-depth interviews. the study results indicate that the international practicum was effective across the four levels of the model. at the first level, the program effectiveness was manifested in the three aspects, active engagement, high relevance and student satisfaction; at level 2, its effectiveness was exhibited in terms of considerable degrees of knowledge, skills, attitude, confidence and commitment students gained; at level 3, the effective features were demonstrated in substantial extents of application and performance students made; and at the final level, the effectiveness was displayed in significant extents of various impacts the practicum had on the students after the practicum. the findings also show the different challenges students had to face in their oversea placements and also suggestions for improvements from preservice teachers and interns, and their supervisors as well as coordinators. the study findings also suggest noteworthy implications for sustainable practicum outcomes, especially for key stakeholders including students, university faculty and administration. keywords: coordinators international practicum interns preservice teachers supervisors this is an open access article under the cc by-sa license. corresponding author: bao kham faculty of english university of foreign languages, hue university hue city viet nam email: baokham@hueuni.edu.vn 1. introduction 1.1. international practicum as a global trend international practicum or internship has become a global trend that attracts a wide range of studies. all the studies exploring this tendency can be categorized into four different main groups: (i) those which investigate its impacts, (ii) those which explore practicum contents, (iii) those which concentrate on practicum evaluation approaches or models, and (iv) those which explore practicum evaluation. first, impact studies indicate a great variety of effects, including personal growth such as self-awareness and confidence; personal competences such as adaptability, risk-taking, inter-personal skills; increased knowledge of intercultural competences and professionalism (cushner, 2009); flexibility, open-mindedness, acceptance of new ideas or views (robinson and foran, 2017). the studies in this group also reveal negative impacts including challenges such as conflicting viewpoints between supervisors and interns (jin et.al., 2019); isolations resulting from lack of intercultural knowledge (gilliland, 2015). studies of practicum contents reveal different aspects of contents. merc (2015) explores six different practicum aspects such as planning-preparation, observation/reflection, cooperating teachers, university supervisors, general organization. subedi (2009) investigates 5 different content aspects including preparation, lesson transitions, instruction, evaluation, management, and feedback. altinay & altinay (2012) concentrate on seven different aspects such as field knowledge, plan and program, communication, professional development, https://creativecommons.org/licenses/by-sa/4.0/ 46 evaluation, management, and teaching methods. wikan & klein (2017) explore two aspects related to intercultural sensitivity and students‟ abilities. tome, fitzsimmons & mckenzie (2004) pay much attention to two aspects: personal and professional understandings. studies which deal with evaluation approaches point out various models or approaches. some examples include including elayyan‟s (2017) seven-ps model (pre-practicum, classroom performance, portfolio, project, peer assessment, principle assessment, preservice teacher assessment, and pupil assessment), al-malki & weir‟s (2014) seven-task framework (significance, practices, identities, relationship, politics, and sign system and knowledge), rorison‟s (2010) critical cycle (describing, informing, confronting , and reconstructing combined with layered analysis including observation, stories, comments, patterns and themes, and principles), and kirpartrick & kirpartrick‟s (2016) four-level model (level 1reaction, level 2 – learning, level 3behavior, and level 4 results). finally, practicum evaluation studies show a wide range of evaluation contents, for example, strong and weak points, problems and solutions (celen & akcan (2017); satisfaction of practicum stakeholders (hamdan, 2017); or different types of competences such as teaching, lesson planning, and lesson evaluation (syamdudarni & sahraini, 2018). 1.2. local effects as a consequence of this global trend and curriculum internationalization movements, university of foreign languages, hue university, viet nam, was one of the pioneers that started up its international practicum programs. since 2009, the university has partnered with various thai universities (university of the thai chamber of commerce, utcc; buriram rajabhat university, bru; ubon ratchathani university, ubru; muban chombueng rajabhat university; rajamangala university of technology, sakhon nakhon campus) as its main practicum sites for efl students majoring in two different programs (english language teaching and english language). before 2015, there was fewer than 100 vietnamese efl students who chose these universities annually. from 2015 to 2017, the figure increased to more than 100 students. this rise in the number of international practicum interns may result from the appearance of asean economic community (aec) at the end of 2015. however, for the two consecutive years, 2018 and 2019, the number dropped down to 96 and 45 respectively. and for the last two years, the international program has temporarily ceased due to the outbreak of the covid-19 pandemic. 1.3. need for practicum evaluation research there were two motives for this evaluation research. first, although the world has seen a great number of researches exploring international practicum, thus contributing to the increased knowledge in the field scholarship, there have been no such research in viet nam. second, as presented above, the decreasing number of interns or student teachers reported so far has raised our awareness of examining the effectiveness of the international practicum implemented up till the present time with a hope for the achievement of better quality after the complete control of covid-19 pandemic in the region as well as the world over. 2. research objective this study was targeted at two main objectives: (1) to evaluate the effectiveness of the international practicum implemented. (2) to propose suggestions for the quality improvement of prospective practicums. 3. method 3.1 research design this study is a narrative inquiry in which the qualitative data was mainly stories (hatch & wisniewski, 1995) narrated by preservice teachers and interns who participated in the international practicum. to ensure the nature of the data, interviews were employed as the main data collection instrument where the study participants used their natural language to retell the stories of their lived experiences. then these stories were analyzed through the use of thematic analysis techniques. 3.2 participants the research participants were divided into two different groups, (i) vietnamese preservice teachers and interns, and (ii) thai university supervisors and practicum coordinators. the preservice teachers and interns, who consisted of 18, were selected randomly from three different cohorts of practicum participants in 2017, 2018 and 2019. the university supervisors and coordinators, who were composed of 9 participants, were chosen randomly on the basis of their professional experience regarding instruction, practicum supervision and coordination. 3.3 data collection the fundamental data collection instrument was in-depth interviews. for thai university supervisors and coordinators, individual and face-to-face interviews were employed while, for vietnamese preservice teachers and interns, the interviews were focus group and implemented online. the interview questions were composed based on the four different levels framed within the kirpartrick and kirpartrick‟s training evaluation model (kirpartrick & kirpartrick, 2016). accordingly, questions for level 1 47 were designed for measuring participants‟ reactions in terms of their engagement, practicum activity relevance and their satisfaction. questions for level 2 aimed at measuring the extent to which they acquired knowledge, skills, and formed and maintained their attitudes, confidence and commitment. questions for level 3 were targeted at collecting data regarding the extent of their application and performance of already equipped knowledge and skills. and the last group of questions focused on measuring the degree of various impacts the practicum can have on their current jobs. the interview questions for supervisors and coordinators centered around the same four levels as they were for student participants with an additional purpose of crosschecking data collected from the students participants. besides, additional questions for this group included those which investigated their duties and responsibilities, difficulties encountered as well as their suggestions for quality improvements. 3.4 data analysis thematic data analysis was utilized in accordance with the process proposed by saldana (2016). the data were coded through descriptive codes which were then grouped into categories finally combined to form major themes. 4. result the presentation of the major findings is organized around the three main groups, four-level results, challenges and suggestions 4.1 four-level results the findings are presented according to the four levels beginning with level 1 and ending with level 4. 4.1.1. level 1reaction table 1 summarizes the findings at the reaction level in terms of three areas (active engagement, activity relevance and student satisfaction) with detailed indicators and brief explanations related to the indicators. table 1 summary of level 1 areas indicators reasons active engagement positive great efforts put into lesson planning active assistance to lecturers participation in cultural excursions participation variety shows participation in “design thinking” training course self + awareness of own responsibilities + cultural curiosity + extroverts + cost-effective external + buddies & students: enthusiastic + supervisors: enthusiastic and friendly + activities: plentiful negative excursions variety shows hotel practicum placements inappropriate times lack of performance skills hotel staff unable to speak english activity relevance positive professional + practice teaching + lesson planning + class observation + visits to workplaces training + “design thinking” training course all relevant to their needs negative exchange activities & variety visits to workplaces class observations supervisors distraction lack of detailed guidance infrequent contacts student satisfaction positive practice teaching supervision thai people supervisors: friendly, caring thai people: friendly, hospitable negative practice teaching accommodation less time spent on teaching hot (atmosphere) 48 feedback from supervisors excursions supervisors: busy self exploration: limited all the indicators described in the above table were confirmed and supported by the findings from the interviews with supervisors and coordinators. specifically, in the engagement area, the supervisors appreciated three features of practicum teachers and interns: diligence, efforts and eagerness. similarly, in the relevance area, supervisors recognized all their students had positive feedback regarding excursions and visits. the same is true for the final area where the supervisors and coordinators reported that all practicum participants demonstrated their overall satisfaction toward the practicum activities. 4.1.2. level 2learning table 2 shows the detailed description of what practicum participants learned from the practicum in such areas of knowledge, skills, attitudes, confidence, and commitment. table 2 summary of level 2 areas indicators reasons knowledge culture and people + globalization + thailand and its people + asean professional + project planning + lesson planning + awareness of pronunciation errors language + thai language + teaching vietnamese to thai students n/a skills general + communication + problem-solving + dealing with students + time management + activity organization specific + adapting communicative methods + pedagogical skills + goal setting + textbook adaptation n/a attitude increasing degrees of positive attitudes increasingly positive relationships (students & supervisors) contextual adaptability supervisor support self-awareness of needs for knowledge expansion confidence increasing degrees external support (class students, practicum participants) self (good language competence, contextual adaptability) commitment increasing degrees willingness to recommend to prospective students external support (enthusiastic supervisors, friendly thai people) self (increasing experience and life skills, and confidence, personal responsibilities, love of thai culture and people) all these indicators presented in the table were also supported by supervisors‟ and coordinators‟ opinions collected from the interviews. specifically, as for the knowledge area, supervisors and coordinators highly appreciated practicum participants‟ abilities to acquire cultural knowledge. regarding the skills area, they were especially impressed by preservice teachers‟ well-planned lessons, their skills in implementing and adapting their lessons in the classrooms. likewise, participants‟ skills of oral presentation and games and class management were highly appreciated. besides, their good practice of discipline and flexibility were also evident in the supervisors‟ and coordinators‟ comments. finally, comments from the supervisors and coordinators were clearly characterized by the participants‟ tendency of increasing confidence of and commitment toward all the activities to the end of the practicum. 49 4.1.3. level 3 – behavior table 3 presents an overview of what practicum participants demonstrated themselves during the practicum in terms of their application and performance. table 3 summary of level 3 areas indicators reasons application general competences + leadership + networking + critical thinking skills + teaching method selection + interaction + problem solving + self-observation & adaptation activities + games/physical activities + lead-in prior knowledge supervisor and student support self enthusiasm attention to variety and inspiration performance constructing positive environment + stress-free atmosphere + cheerful atmosphere flexibility contribution to extracurricular activities increasing confidence adapted to practicum duties prior knowledge well-planned lessons student enthusiasm self-determination all the indicators regarding applications and performance presented in the table were strongly supported by the findings from the interviews with supervisors and coordinators. particularly, supervisors and coordinators highly appreciated their lesson planning and implementation, as well as their abilities to establish and maintain relationships with students so that they could create a stress-free classroom environment. the supervisors were also impressed by their performance of a teaching style like an actual teacher. besides, their performance was also reported to be evident in their adaptation to thai culture where there were radical differences. additionally, coordinators showed their deep appreciation for practicum participants‟ ability not only to adapt to the target culture but also to disseminate their own culture in a multi-cultural environment. 4.1.4. level 4 – results the table below summarizes the major findings of the final level of the model. the indicators points out the specific impacts the practicum have had on their current work. all the findings were collected from the preservice teachers and interns, and not from the supervisors and coordinators as they were not in their work contexts in viet nam. table 4 summary of level 4 areas indicators skills fast adaptation to new environments critical thinking skillful dealing with others recognition of linguistic errors problem solving youth association skills communication skills (especially with foreigners) class management applicable to skill training use of game and physical activities characteristics autonomy patience practicality sources motivation for prospective overseas trips repertoire of instructional experiences interestingly, the extent of the practicum impacts was found to reach beyond the areas recorded in the table 4. the impacts lay in the value the students acquired and also in the way they made their ways into the practicum participants‟ professional and personal lives. in other words, the practicum was considered by the participants as unique and unforgettable professional and personal experiences. in addition, the powerful impacts were permeated incrementally unrecognized by the participants. 50 4.2. challenges encountered by preservice teachers and interns the study results revealed four main challenges faced by the student teachers and interns: (i) an imbalanced proportion of teaching and other activities, (ii) lack of detailed guidance, (iii) improper extra activities (excursions), and (iv) infrequent contacts with supervisors. the first challenge was evident in the fact that too little time was reserved for practice teaching in comparison with too much time for other activities, which was recognized as the main cause for students‟ reduced satisfaction. the second challenge occurred to visits to workplaces where the practicum participants were left unattended in their exploration, which resulted in their confusion, lack of deep understandings, and their feelings of a waste of time. the third challenge was characterized by extra activities regarding improper time setting, lack of careful activity selection, which conflicted with their personal plans. the final challenge was manifested in the lack of frequent contacts with the participants‟ supervisors due to the supervisors‟ full schedules, which brought about the student participants‟ most decreased satisfaction. 4.3. suggestions for practicum improvements the suggestions can be categorized into three main groups: (i) organizational, (ii) technical, and (iii) content. the organizational suggestions included the provision of students‟ profile well before the practicum, and practicum participant evaluation form modification. the technical suggestions encompassed the selection of more relevant practicum students (either university or general education students), relevant practicum time length, and pre-practicum intercultural and language training seminars. the last suggestions included the consideration of the proper proportion of either professional and tourist contents. 5. discussion the discussion will focus mainly on the following four main issues: (i) emergent themes pertinent to international practicum, (ii) the role of the thai buddy network, (iii) the element of confidence, and (iv) some suggestions made by supervisors and coordinators. firstly, two of the emergent themes selected to represent international contexts were participants‟ increased attention to pronunciation errors and the use of games. for the first theme, pronunciation errors may not become a distinctive feature in domestic contexts as both student teachers and school students share the same language. however, in international contexts where both do not have a shared language, communication breakdown can possibly occur due to mispronunciation unless compensation strategies are employed. the contextual specifics prompt preservice teachers to pay increased attention to the correct use of pronunciation in their teaching practice, especially its mistakes. tambyah (2018) highlighted the concept of heightened sensitivity, which can be used to explain such special attention to pronunciation errors. in the international context where both preservice teachers and students use different languages, mispronunciation that may affect the quality of communication forces students teachers, also as cocommunicators, to pay much more attention to pronunciation with a view to ensuring effective communication. for the use of games, the major purpose is evident: to make them active a while inspiring them to participate more in class activities. however, in the thai cultural context, a stress-free and relaxing atmosphere emerges as an issue more of cultural than technical nature. according to gunawan (2016), nicholls and apiwattanakorn (2015) and gilliland (2015), the cultural element that affects the class environment is “sanuk” meaning being cheerful and happy. accordingly, such stressful and uninteresting activities as debates and discussions should be avoided. instead, a element of humor should be introduced to create an inspiring atmosphere. in this way, games can be a proper choice. these two examples show that the international contexts can open up unique possibilities and potentialities the domestic context fails, and, therefore, can lead naturally to the participants‟ special attention to the effective use of various instructional methods and techniques. secondly, the thai buddy network can be a unique feature of thai education system. the findings revealed preservice teachers‟ and interns‟ appreciation of this significant support system and also its effectiveness in facilitating international interns‟ integration into a different cultural context. marx and moss (2012) proposed two important concepts, “cultural translator” and “intercultural development guide”. a cultural translator can help explain cultural differences to newcomers while an intercultural development guide can help guide them in their integration into a new culture, overcoming cultural differences. in this case, thai buddies act as both of these roles in ensuring vietnamese practicum participants‟ integration into satisfying campus life. thirdly, confidence, which emerged as a noticeable theme in the study, was reported as an increasing tendency. the finding was in line with that of other studies. robinson and foran (2017) indicated that international practicum generally increased confidence. ateskan (2016) found that it helped boost confidence not just in teaching but also their instructional skills. cushner (2007) claimed that overseas contexts enhanced selfconfidence as practicum participants had to encounter contextual challenges and made tough decisions. it is clear that there is a confirmed relationship between international practicum and confidence, which seems to be positive. finally, supervisors‟ and coordinators‟ suggestions deserve deep discussion and insights, which deals with three important issues: (i) relevant time length, (ii) pre-departure language training, and (iii) maintaining 51 balance between professional and tourist contents. the first issue is proper time length. although this theme did not appear in the student participants, the theme has become a theme that attracts a great deal of discussion in the literature. cushner (2009) pointed out that the short time length, if it is too short, will not be enough to maintain its impacts until after the practicum completion, and that the longer the practicum, the greater its potential impacts will be. sharing the same viewpoint, dwyer (2004) claimed that the longer a practicum is, the better. his study findings showed that a practicum which lasts about five weeks will not show its evident effects; a practicum that lasts for 6 weeks will not exercise powerful impacts unless it is well planned, skillfully implemented with its considerable resources; a practicum that lasts for one year will create the most remarkable effects. however, the study findings were not consistent with those findings. as presented above, level 4 results demonstrated that despite its limitations in its planning, implementation and resources, a four-month practicum was able to affect its participants in terms of skills, characteristics and sources. the extension of the practicum time beyond a four-month length of time needs to be examined with caution as an extended practicum might possibly result in a financial burden for students. the second issue is the provision of pre-departure language training for those who participated in international practicum. the language refers to the local one, thai. cushner (2009) indicated that in a different language context, it will take longer to develop trust and cultural understandings necessary for the discussion of sensitive matters. therefore, in case of language difference, there will be a real need for thai language training as it is done for the time being. the training of this kind should be conducted at both ends, home and host universities. the last issue is the suggestion regarding the combination of professional and tourist contents in one and the same practicum. this is not simple as it is perceived. quezada (2004) claimed that while various universities implement different international practicum programs, the fact that what type of knowledge, skills and attitudes are necessary for a preparation program is still vague. the researcher indicated that international practicum should be targeted at the integration of students teachers and interns into an international environment where they can develop for professional and personal growth so as to teach and adjust their teaching effectively. therefore, what should be avoided is educational tourism where practicum participants become tourists who do a great deal of touring without any deep understandings of the places they visit. therefore, there is a need to consider an proper proportion of professional and tourist contents introduced into the program. 6. conclusion despite limited resources and lack of expert implementation of the practicum, the program has achieved its effectiveness which is characterized by its degrees as well as its value. by degrees it is meant that effectiveness indicators are manifested at all the levels stipulated in kirpatrick and kirpartrick‟s model. by value it is meant that the practicum benefits are greatly understood by its participants and that its impacts are deeply felt not only during but long after the practicum ends. 7. recommendation 7.1. there were seven suggestions made based on the findings first, there should be a combination of professional and cultural and social contents inserted in the program. what needs to be considered includes (i) what a proper proportion is, (ii) what other contents are included besides the professional one. second, practicum targeted groups, either university students or general education students, should be diversified in a way that a proper proportion of university and school students needs to be examined. third, intercultural competence training should be maintained and local language training should be added to the preparation of students so that they can be interculturally and linguistically competent. fourth, there needs to be the continuity of the support system through the thai buddy network so as to facilitate the smooth integration of vietnamese students into thai campus life. fifth, time length should be reconsidered so that the program can accommodate adequate activities and contents, ensure quality student evaluation, and sustainable post-practicum impacts, as well as exercise no additional financial burden over students. sixth, there needs to be an inspection mechanism established to oversee the practice with a view to restricting the infringements of practicum regulations and students complaints. seventh, supervisors‟ and interns‟ suggestions should be carefully considered, especially organizational and technical ones. 7.2. suggestions for future study this study is qualitative in nature as it aims to focus on the exploration of deep insights into stakeholders‟ thoughts and feelings regarding their experiences of the international practicum. there will be a need for an evaluation research that pursue the quantitative approach so that the practicum can be evaluated on a larger scale. 52 references al-malki, m., weir, k. 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(2017). can international practicum foster intercultural competence among teacher students? journal of the european teacher education network, 12, 95-104. journal of green learning journal of green learning, e-issn 2807-890x vol. 2, no. 1, 2022, pp. 58-67. doi: 10.53889/jgl.v2i1.106 ------------------------------------------------------- assessment practice of english language teachers in myanmar zarni mar 1 1 english department, myitkyina university, myitkyina, myanmar article info abstract article history: received september 11, 2021 revised january 13, 2022 accepted march 26, 2022 good assessment practices benefit both students and teachers in several ways: they give information to help teachers determine the appropriateness of content and the pace of the lesson. they also help teachers monitor student learning throughout the course. this research is set up to explore teachers‟ perceptions of assessment in order to determine their beliefs, attitudes and views that affect their assessment practices. it also seeks to determine whether there are significant differences in teachers‟ perceptions of assessment by gender. data were collected from a questionnaire survey with 130 teachers. teachers‟ perceptions of assessment were measured through a calculation of the percentage, mean and standard deviation. the findings revealed that university teachers who participated in the research reported favorable and positive perceptions of assessment. participants considered the ultimate goal of assessment is to evaluate students‟ learning progress followed by to make decisions on teaching and learning. most of the teachers also perceived that the basic role of assessment is to raise students‟ learning and teaching practices. furthermore, role-play is the most favored type of activities used for conducting assessment by english language teachers and teacher assessment was maintained by a large proportion of the participants. keywords: assessment assessment practices gender differences perceptions of university teachers this is an open access article under the cc by-sa license. corresponding author: zarni mar english department myitkyina university myitkyina myanmar email: zarnimarzarnimar@gmail.com 1. introduction assessment can include consideration of expressive and receptive language, speech production and perception, phonological awareness and preliteracy, hearing, and or musculature. assessment of each of these areas can be undertaken using formal and informal assessment procedures as well as dynamic assessment. reynolds, livingston, & willson (2006) argue that while many teachers love teaching, many are not very interested in assessing students. as a result, teachers tend to have a negative view of assessment. more often than not, this negative view stems from personal experiences. terms such as assessment, testing and evaluation usually have a negative connotation as they are associated with anxiety, stress, pressure or failure. moreover, tests play a powerful role in the lives of language learners (shohamy, 2001). they provide information about both student achievement and growth, but tests are also used to provide rewards or sanctions for universities, teachers, and students. for instance, tests are used to determine who passes or fails a course, to control discipline, to threaten students, among other things. this is in part why so many people have a negative view of assessment. something that could help minimize this negative perception is to understand the differences found in assessment, testing and evaluation. assessment is “a term often used interchangeably with testing; but also used more broadly to encompass the gathering of language data” (davies et al., 1999). in other words, an assessment is any systematic procedure to collect information about students. this information is then interpreted and used to make decisions and judgments about the teaching-learning process. testing, on the other hand, is simply one way to assess, so it can be described as a procedure to collect and interpret information using standardized procedures. finally, evaluation can be described as a “systematic gathering of information in order to make a decision” (davies et al., 1999). all these terms combined describe the classroom assessment process. teachers https://creativecommons.org/licenses/by-sa/4.0/ 59 gather information about what students know and can do; they interpret this information and make decisions about what to do next. sometimes they quantify this data to assign grades and then make judgments based on them. what we, the authors, have learned from our experiences is that some teachers usually collect information at the end of the process and therefore the assessment cannot be used to enhance learning. furthermore, what some teachers lack the most is the ability to use and interpret this information to guide the decision-making process. another aspect that needs to be mentioned here is that the assessment component is recognized as an essential part of the curriculum, but it is the area in which many teachers express a lack of confidence and claim the least knowledge (nunan, 1988). moreover, teachers commonly conceive assessment as an isolated activity (separate from teaching); equate assessment to simply giving a grade or score, and view assessment as a summative process rather than an ongoing process. since the 20 th century, recent studies have advocated for assessment as an important aspect and an integral component of effective teaching and learning (mcmillan et.al., 2002). goodrum et.al. (2001) maintain that effective learning occurs when correspondence exists between teaching, evaluation, and results. therefore, due to its close relation with instruction and learning outcomes, assessment has a key role in learning. in this context, goodrum et.al. (2001) state that “assessment enhances learning, provides feedback about student progress, builds self-confidence and self-esteem, and develops skills in evaluation”. classroom assessment is an essential aspect in the teaching process since it informs the teacher about what students think and about how they think. assessment then helps teachers to recognize what students already know and what they need to learn. it is an important tool through which teachers can use to inform their teaching and the learning of their students. however, the way teachers perceive assessment may influence the way they teach and assess their students. thus, teachers‟ perceptions will build a foundation and rationale for the assessment practice they use in their classrooms. this research seeks to understand the meaningfulness of classroom assessment through teachers‟ lenses. it is set up to investigate teachers‟ perceptions of the role classroom assessment in teaching and learning. 1.1 assessment language tests are formal instruments of assessment. they can be used either to measure proficiency without reference to a particular program of learning or to measure the extent to which learners have achieved the goals of a specific course. assessment has been defined variously in the literature. linn & gronlund (2000) define assessment of student learning as a systematic process of collecting information about student progress towards the learning goals. they maintain that students‟ performance can be measured in various ways, including “traditional paper and pencil tests, extended responses (essays), performance of authentic task, teacher observation, and student self-report” (linn & gronlund, 2000). similarly, dhindsa et.al. (2007) describe assessment as a key component of teaching and learning, “a systematic process of data gathering” about students‟ progress. therefore, assessment can be seen as the process of collecting information purposefully using different methods/strategies and tools for the purposes of informing decision. thus, assessment is an integral part of teaching and learning which involves the process of gathering, interpreting and recording information related to student progress in learning and the effectiveness of the teaching strategies. it aims at bringing about improvement for both the teacher who is assessing and the students who are being assessed. assessment enables teachers to gather information about the students‟ progress as well as the extent to which methods of instruction used are helping the students to achieve the intended learning outcomes. through assessment teachers can explore better ways of supporting students‟ learning and regulating their teaching strategies. on the other hand, assessment helps the students to know the areas that they need to work hard so as to attain the desirable learning outcomes. assessment is used to improve both teaching and learning and is crucial in ensuring the quality of education offered. it can contribute to enhancing quality of education if appropriate decisions and measures are taken based on the information revealed through assessment. however, determining what to assess and how to assess effectively and establishing remedial measures required, is a complex process. other researchers consider assessment as a key tool for sustaining students‟ engagement in learning as well as for stimulating their commitment and efforts to research. this means that students are likely to focus and concentrate in their studies if they know that they will be assessed. their commitment tends to correlate highly with the stake associated with the decisions to be made based on assessment they undertake. for instance, when promotion to the next class depends on attaining a certain pass mark score, they will tend to take studies more seriously than they would if the scores were to be used only for reporting purposes. assessment also has an influential role in encouraging and motivating students‟ learning and in formation of good research habits. according to linn and gronlund (2000), encouragement and reward of individual efforts would have been difficult if there was no assessment and excellence in achievement would be less demonstrable. 1.2 perceptions on assessment practice the growth of english as an international language has challenged the validity of many assessment practices, especially in contexts where students are learning english as an international language (eil). the 60 constructs of many tests center on standardized, inner circle english language norms, and the content of these tests are often sampled from similar contexts. eil research challenges the validity of these practices in a globalized world, where speakers are using english in its plurality within fluid cultures and context. when assessing eil, it is necessary to refocus practices to center on learners' strategic competence in using the language rather than their grammatical knowledge of it. although assessment practices in classroom contexts are reflexive to change, standardized testing remains more resistant to change due to inherent difficulties in measuring language use, as opposed to linguistic knowledge of language forms. the significance of the research lies on the fact that perceptions of teachers on assessment have implications on how assessment is implemented and on the use the information generated to enhance teaching and learning. in emphasizing the importance of perceptions, although teachers are trained to develop sound and valid assessment measures, their perceptions and beliefs may affect the way they teach and assess their students and their rational may influence the way students precede with learning and the way it is tested. it is well documented that assessment has a great influence in teaching and learning. the desire to ensure alignment of assessment with teaching and learning process has led to a growing interest to investigate teachers‟ perceptions of assessment and their assessment practices and skills. the purpose of this research is to explore perceptions of university teachers in myanmar on assessment. researching teachers‟ perceptions of assessment is important due to the fact that perceptions affect behavior (brown, 2006). thus, the research is designed to investigate the perceptions of assessment held by university teachers in myanmar. 2. research objective the major purpose of the research is to explore university teachers‟ perceptions of assessment in myanmar. the research intended to achieve the following objectives: (1) to investigate teachers‟ attitudes and views of assessment. (2) to determine assessment practice of english language teachers in myanmar. 3. method assessment is an integral part of the language learning process and a powerful informed decisionmaking tool. unfortunately, not many language teachers are trained to make assessment decisions that will engage and motivate students and, as a result, enhance learning. in this research, we present the results of a research that examines teachers‟ perceptions about language assessment and the way they use language assessments in their classrooms. the findings suggest that there is a significant difference in the perceptions that teachers have depending on the level of training they have in language assessment. thus, we highlight the importance of providing adequate training in language assessment for all prospective language teachers in myanmar. 3.1 participants since the research is concerned with teachers‟ perceptions of assessment and the context is myanmar efl setting, the target participants are efl teachers teaching in different regions in myanmar. the sample included 130 university teachers who volunteered to take part in the research. it is to be noted that there are significantly higher number of female teachers, which is reflected in the gender profile of the participants (68 female and 62 male participants). analyzing the first part of the questionnaire which is concerned with the demographic characteristics of the participants reveals the major characteristics of university teachers who willingly participated in this research. the following table 1 indicates the composition of participants by gender and by teaching experience. table 1 the composition of the participants by gender gender no. of mentions no. of mentions female 68 52.30% male 62 47.70% total 130 100% 61 figure 1 the composition of the participants by gender table 2 the composition of participants by teaching experience (n=130) teaching experience no. of mentions no. of mentions less than 5 years 11 8.46% 6 10 years 14 10.77% 11 15 years 23 17.69% 16 20 years 31 23.85% 21 25 years 19 14.62% more than 25 years 32 24.61% total 130 100% figure 2 the composition of participants by teaching experience 68 62 130 52,30% 47,70% 100% 0,00% 20,00% 40,00% 60,00% 80,00% 100,00% 120,00% 0 20 40 60 80 100 120 140 female male total the composition of the participants by gender no. of mentions percentage. of mentions 11 14 23 31 19 32 130 8,46% 10,77% 17,69% 23,85% 14,62% 24,61% 100% 0,00% 20,00% 40,00% 60,00% 80,00% 100,00% 120,00% 0 20 40 60 80 100 120 140 less than 5 years/ 06 10 years / 11 15 years/ 16 20 years/ 21 25 years/ more than 25 years/ total the composition of participants by teaching experience (n=20) no. of mentions percentage of mentions 62 as shown in table 1, female teachers comprised of 52.30% percent whereas male teachers comprised of only 47.70% percent of the participants. the following figure 1 illustrates the composition of participants by gender. 3.2 instrument questionnaires are among the most widely used instruments in research studies. they are very useful for gathering large-scale information regarding different kinds of issues, such as language needs, communication difficulties, preferred learning styles, preferred classroom activities and attitudes, and beliefs (nunan, 1988). data of this research were gathered by means of a questionnaire survey developed by the researcher and administered to university schoolteachers in myanmar. the questionnaire comprised two parts: one part included items concerning the demographic information of the participants; and the other consisted of items relating to teachers‟ perceptions of assessment. the internal consistency estimate of reliability for the questions was estimated to be. the use of piloting in the case of a questionnaire is necessary to establish whether it is too long or too short, the wording is not ambiguous, the type of questions and general format are easy to comprehend, the questionnaire is visually adequate, the questions are not redundant, and the directions are easy to follow. 3.3 data collection and analysis in this research, the questionnaire was piloted with two english language teachers to check its content and written expressions. in this research, questionnaires were distributed to 130 english language teachers via email. the teachers‟ consent to participate in the research was sought and secured. they were assured that all the data collected were for research purposes only, and their confidentiality would be respected during the research. 4. result this research uses cross-sectional design to gather quantitative data on the demographic information of the participants and their perceptions of assessment. it also aims at exploring any differences in perceptions relating to gender. the questionnaire is divided into two parts: items relating to personal information and items relating to teacher‟s perceptions of assessment. descriptive percentage was used in this research. data are used to identify the frequency of perceptions of the participants and to capture any significant difference that may be reflected by gender. 4.1 teachers’ perceptions of assessment university teachers perceive assessment is divided into five sections: the purpose of assessment teachers‟ views and attitudes on the role of assessment the timing for conducting assessment the types of activities used for conducting assessment source of assessment each section reflects teachers‟ understanding and views of assessment. teachers were asked to indicate their responses to various statements that they were given regarding assessment. 4.2 purpose of conducting assessment this is important because, in order to make an effective assessment, which improves learning, teachers‟ perception about assessment and the way how teachers understand assessment results should be changed. the analysis of the teachers‟ responses revealed their reasons for implementing assessment. the responses of the teachers are provided in table 3. table 3 teachers‟ perceived views on the purpose of assessment the purpose of assessment no. of mentions calculation interpretation no yes mean sd make decisions on teaching and learning 24.44% 75.56% 1.76 0.43 good assign marks to students 62.98% 37.02% 1.37 0.48 poor rank students at the end of each term 42.39% 57.61% 1.58 0.49 good evaluate students‟ learning progress 21.25% 78.75% 1.79 0.41 good evaluate the effectiveness of the english textbook 65.67% 34.33% 1.34 0.47 poor average 43% 57% 1.57 0.50 good note: 1.00-1.50=poor 1.51-2.00=good. 63 based on the statistical findings presented in table 3, a large proportion of the participants (mean=1.76) indicate that the primarily purpose of implementing assessment is to make decisions related to teaching and learning. this entails that those university teachers perceive assessment as a necessary tool in guiding them in terms of “what to teach next” and “how to teach”. many researchers demonstrated also that the major aim of conducting assessment is to make decisions related to teaching and learning. they further argued that classroom assessment should provide feedback to modify the teaching and learning process. on the other hand, a few teachers assume that they use assessment for the sake of assigning marks to the students (mean=1.37) and some believe that assessment is necessary to rank students at the end of the each term (mean=1.58). this implies that university teachers were mostly concerned with the accountability function of assessment. since they are required to generate and report marks and grades to each pupil based on his oral performance in the classroom, this shows that they put lots of emphasis on the formative type of assessment. this finding is consistent with airasian (1994) who contended that “administratively, universities need grades to determine such things as student‟s rank in class, credits for graduation, and suitability for promotion to the next level”. similarly, in this research it was revealed that teachers had the university accountability conception of assessment. furthermore, most of the participants perceive the purpose of implementing assessment is to evaluate learner‟s learning progress. in this regard, the university teachers‟ emphasis on this particular purpose of assessment displays their regular consolidation and review of the learners‟ acquired knowledge (mean=1.79). they aim to identify the strengths and weaknesses of their learners through assessment and oral feedback. a small proportion of the participants (mean=1.34) indicate that teachers resort to assessment to evaluate the effectiveness of currently used english textbooks. those university teachers can offer valuable insights about the efficiency of certain teaching practices and learning objectives since they ultimately seek to identify and criticize the elements and the parts of the textbooks that require revision, modification and change. thus, their view is based on summative purposes. finally, the analysis of the teachers‟ responses to the first part of the questionnaire displays significant variation that is attributed to differences in assumptions regarding the purpose of assessment. 4.3 teachers’ attitudes and views on the role of assessment teachers‟ responses concerning their attitudes and views towards the role of assessment are analyzed and presented in the table below. table 4 the different attitudes and views towards assessment views towards assessment no. of mentions calculation interpretation no yes mean sd assessment raises students‟ concentration, motivation, and engagement in learning. 50.00% 50.00% 1.50 0.50 not favorable and positive assessment makes the pupil confident for his final examination. 44.00% 56.03% 1.56 0.50 favorable and positive assessment increases the workload for teachers. 51.24% 48.76% 1.49 0.50 not favorable and positive assessment plays an important role in enhancing students‟ performance. 24.47% 75.53% 1.76 0.43 favorable and positive assessment significantly contributes to the improvement of the learning and teaching practices. 35.56% 64.44% 1.64 0.48 favorable and positive average 41% 59% 1.59 0.49 favorable and positive note: 1.00-1.50=not favorable and positive 1.51-2.00=favorable and positive. table 4 shows that university teachers have highly favorable perceptions of the role of assessment in enhancing learners‟ performance (mean=1.76), improving the learning and teaching practices (mean=1.64) and making the student confident for his final examination (mean=1.56). the fact that the majority of the participants perceive assessment as a key tool to enhance students‟ performance and augment their concentration, motivation and engagement in the classroom setting reflects a motivational perspective. it is widely observed that students tend to focus and concentrate more on a subject matter if they already know that they will be assessed than if they know that they will not be assessed. 64 many scholars argued for the use of assessment to enhance students‟ performance and learning. similarly, it is believed that the feedback motivates learners to research (dweck, 2006). dweck stated that, “students are different. some of them perform well, while others need to put a big effort to perform well. therefore, i stimulate those students who may struggle to research by giving them feedback such as: you made a good job keep on doing it.” however, some authors criticize this kind of feedback because it leads to increasing self-esteem of students. instead, students should be motivated to learn in order to meet requirements of teacher. more importantly, they should know and understand their own progress. respondents‟ perception on a statement that assessment makes the learner confident for his final examination was favorably high with a percentage of 56.03%. statement that assessment increases the workload of teachers is agreed by a medium proportion of teachers as reflected by 48.76%. teachers with such views tend to consider assessment as a burden for them rather than an important tool which generates useful information for enhancing both teaching and learning. 4.4 timing of implementing assessment the timing through which teachers deliver assessment is displayed in the table 5. table 5 the timing of employing assessment timing no. of mentions calculation interpretation no yes mean sd at the end of a module 50.94% 49.06% 1.49 0.50 slightly agree at the start of a module 81.66% 18.34% 1.18 0.39 slightly agree assessment should be based on teacher convenience 42.40% 57.60% 1.58 0.49 very much agree average 58% 42% 1.42 0.49 slightly agree note: 1.00-1.50=slightly agree 1.51-2.00=very much agree. according to table 5, the analysis of the teacher‟s responses concerning the timing of implementing assessment reveals that a large proportion of the participants (mean=1.58) report that assessment should be conducted based on teacher convenience. while some of the participants suppose that assessment is to be implemented at the end of a module (mean=1.49), others think that assessment should be conducted at the start of a module (mean=1.18). their views can be explained as such: first, the practice of not assessing at the start of a module precludes the opportunity to modify / design teaching in response to student understanding (prosser & trigwell, 1999). secondly, the practice of not allowing students to be assessed when they feel ready for assessment i.e., at the end of the module denies that students may need differential amounts of time to achieve desired learning outcomes. 4.5 types of activities for conducting assessment efl teachers have at their disposal a variety of classroom communicative activities that can be used in order to assess leaner‟s performance. table 5 below presents teachers‟ choice of activities. table 6 types of activities used for conducting assessment types of activities no. of mentions calculation interpretation no yes mean sd role-plays 49.83% 50.17% 1.50 0.50 good oral interviews 56.92% 43.08% 1.43 0.50 poor picture description or stories 62.29% 37.71% 1.38 0.48 poor project-works 80.95% 19.05% 1.19 0.39 poor average 62% 38% 1.38 0.48 poor note: 1.00-1.50=expressing favorable 1.51-2.00=expressing more favorable. according to the statistics presented in table 6, most teachers favor the use of „role plays‟, „picture description or stories‟ and „oral interviews‟ as useful communicative activities designed for assessing learner‟s performance. a small percentage of respondents (mean=1.19) favor the use of „project-works‟. the use of „role plays‟ is strongly agreed (mean=1.50) followed by „interviews‟ (mean=1.43) and „picture description or stories‟ (mean=1.38). this shows that when carrying out oral feedback, university teachers tend to highly focus on 65 interactive activities which create an authentic and dynamic learning environment. teachers who agreed upon the use of „picture description‟ hold the assumption that pictures are ideally suited for eliciting language from learners. for this reason, they can be included in the assessment of individual learners. the use of „project works‟ is agreed but with least mean value (mean=1.19). this implies a summative view of assessment. this type of activity is a great way to help students make real-life connections with the material, as well as increase motivation, collaboration and engagement. hence, depending on their purposes and convictions, university teachers rely on diverse classroom activities for the sake of conducting assessment. 4.6 sources of assessment teachers‟ responses to the different sources from which assessment can be generated are displayed in the following table 7. table 7 perceived sources of assessment sources of assessment no. of mentions calculation interpretation no yes mean sd teacher assessment 21.64% 78.36% 1.78 0.41 expressing more favorable peer assessment 49.64% 50.36% 1.50 0.50 expressing favorable self-assessment 68.71% 31.29% 1.31 0.46 expressing favorable average 47% 53% 1.53 0.50 expressing more favorable note: 1.00-1.50=expressing favorable 1.51-2.00=expressing more favorable. the statistical information shows that teacher assessment is highly favored by a significant percentage of 78.36% (mean=1.78). self-assessment and peer assessment are respectively favored by percentages of 31.29% (mean=1.31) and 50.36% (mean=1.50). it seems that assessment is closely intertwined with teacher based assessment. this can be related to the roles attributes to the teacher inside the classroom as the one who has the power to guide and direct the teaching process. even the self based assessment should be supported and encouraged by the teacher. however, this disregard to the importance of peer assessment and self-assessment reflects teachers‟ unawareness of their benefits. in fact, peer assessment and self-assessment are important part of helping students‟ realize about their role in their learning and helping them participate in their learning more actively (black & william, 1998b). self-assessment and peer-assessment helps students to know about their own progress and what else they need to do to reach desired goals of course. more importantly, self-assessment and peer-assessment helps students to be a self-directed learner. hence, the majority of the respondents reported a high preference of teacher-assessment at the expanse of peer and selfassessment. however, recent studies advocate for including students in the process of developing assessment tools because student involvement in peer assessment adds more value to the learning process. 5. discussion in our experience we have found that in some language classrooms, assessment is not a continuous process, and it tends to be more summative than formative, in the sense that the only feedback students get is their grades. when we observe foreign language classrooms, more often than not we notice that assessment is generally not used appropriately. likewise, we find that language testing is not given the importance it should have. an example of this is that some teacher education and teacher-training programs do not offer extensive training in language assessment. as a result of this lack, tests and testing systems are often subject to abuse because test scores and test interpretations are put to a host of different uses (danpradit et.al., 2021). thus, tests are frequently used unethically for purposes other than those they were intended for originally and do not facilitate the language learning process. previous studies about language testing have highlighted the need for more research as regards the use of assessment practices in the colombian context. therefore, we feel we need to begin a conversation about the role of language testing in the classroom and in the language learning process. this is why it is critical to examine the perceptions that english language teachers have about the purpose of assessment, the use and interpretation of assessments and the impact that these have on the educational system and individuals (luo, 2021). research about teachers‟ perceptions of assessment is important because teachers‟ conceptions of teaching, learning, and curricula have a strong impact on how teachers teach and what students learn or achieve (brown, 2006). the main goal of this research is to create awareness among the language teaching community in myanmar about the importance of adequately and effectively using assessments in the classroom to promote language learning. 66 assessment practices are currently undergoing a major paradigm shift mainly because of the emphasis on standardized testing and its perceived shortcomings. alternative assessments were proposed as a response to large-scale assessment instruments with the idea that they would enable educators to attend to differences in learners, address learning over a period of time, and include communicative performances in a variety of ways. some of the most commonly used alternative assessment instruments or procedures are writing samples, journals, portfolios, classroom projects, and interviews (brown, 2006). chamot & o‟malley (1994) developed an approach that combines assessing thinking skills with language learning skills and content learning, so students would learn how to learn in an academic environment through english. similarly, short (1993) discusses the need for better assessment models for instruction where content and language instruction are integrated. she describes examples of the implementation of a number of alternative assessment or approaches such as checklists, portfolios, interviews and performance tasks. 6. recommendation results of this research point out that, generally, university teachers who participated in the research have highly favorable perceptions of assessment and they hold highly the motivational function of assessment. they also strongly agreed to the usefulness of assessment in improving the learning and teaching practices and in enhancing students‟ performance. although most of the participants reported favorable perceptions of oral assessment and they acknowledge its importance, they seem to be facing a problem in employing effective oral assessment in their classrooms. some respondents deem assessment as a supplementary load to their work in class and consider it necessary only for reporting purposes. they are unlikely to use assessment to design remedial measures for students because for them using assessment for reporting purpose is more important than using it in facilitating teaching and learning. to conclude with, this research advocates that training programs should focus on equipping university teachers with necessary skills for assessing their students and also encouraging them to appreciate the role of assessment rather than considering it as an additional workload. this research was limited by the fact that it has relied exclusively on the reported perceptions of teachers. it is likely that there is mismatch between what is being reported and what is actually practiced. future studies could establish a relationship between perceptions and assessment practices. it could also be important to explore challenges that teachers are facing in implementing classroom assessment. references airasian, p. w. 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(1993). assessing integrated language and content instruction. tesol quarterly, 27(4), 627-656. journal of green learning journal of green learning, e-issn 2807-890x vol. 2, no. 1, 2022, pp. 68-77. doi: 10.53889/jgl.v2i1.107 ------------------------------------------------------- confucian conception of critical thinking in teaching english as a foreign language in myanmar soe darli wai 1 1 department of english, myitkyina university, myitkyina, myanmar article info abstract article history: received september 21, 2021 revised february 18, 2022 accepted march 29, 2022 the confucian-western dichotomy often interprets as eastern and western learning. in the framework of lifelong learning, the confucian philosophy hypothesizes learning as a lifelong progression through which learners of any age learn to become an honorable person and to lead a morally outstanding life. this research has been done to find out whether the confucian conception of critical thinking possesses is like harmonizing mechanisms to those of the western conception of critical thinking. this research discovers the comparison of confucian conception of critical thinking and the western conception of critical thinking through literature review and text analysis. reflection on interview survey, questionnaire survey and classroom observation show that confucian “enlightening approach” works efficiently in today‟s effort in critical thinking cultivation in english teaching. the study suggests detailed research in building the theoretical framework for the confucian conception of critical thinking, examination of other approaches to develop critical thinking abilities in addition the “enlightening approach,” and in-depth studies of present practical research on critical thinking in tefl in myanmar to see how they can be useful in materializing confucian conception of critical thinking. keywords: bloom‟s taxonomy confucian conception critical thinking tefl western conception this is an open access article under the cc by-sa license. corresponding author: soe darli wai department of english myitkyina university myitkyina myanmar email: soedarliwai89@gmail.com 1. introduction myanmar english teachers and scholars, in their effort to develop critical thinking skills among efl students, have looked more to western conception and practice of critical thinking rather than the native confucian conception of critical thinking. myanmar efl teachers‟ views on confucian education thought and its conception of critical thinking and its compatibility and comparison with western conception of critical thinking, a case study, and a field observation are explored in this study. 1.1 confucian conception of critical thinking according to house et.al. (2004), east asian countries including myanmar, china, and south korea have been acutely influenced by confucian educational philosophies. kee (2007) also suggested “confucian pedagogic cultures” concluding that, “despite variations among them, these cultures share the following primary pedagogic patterns: a premium placed on education, high social status of, and respect for, the teacher, student attention and discipline in class, mastery of foundational knowledge, and repeated practice”. besides, marginson (2011) observed the dynamic educational system operated in asia as the “confucian model” which serves as an edge for asian universities to compete with western universities and offers a unique model for the universities in the world. meanwhile, in asia, increasing research in incorporating confucian educational thought into present teaching has been done. wei‟s (2016) exploration of confucian conception of critical thinking in today‟s english teaching seemed outnumbered by the many studies on “critical thinking and english teaching.” till today, however, there is no clear theory and operation system in developing critical skills in myanmar‟s current foreign language teaching. ma (2019) found that “content-based teaching mode, classroom questioning, argumentative discourse https://creativecommons.org/licenses/by-sa/4.0/ 69 analysis, critical thinking assessment, the application of information technology” were listed as the five aspects of the hot issues. so far, berthal (2017) pointed out, besides making connections between knowledge and practice, confucius also encouraged his students to embrace people from different backgrounds. sigurðsson (2017) devised the term of “transformative self-critical attitude” found in confucian critical thinking as something neglected in the contemporary west. wu (2018) concluded that ultimately, the purpose of confucian education is to foster a student to become a junzi, the exemplary person depicted in confucian classics (gentleman; literally, “ruler's son” or “noble son”). a junzi should always be 1) open to new knowledge and good at making connections between old and new information; 2) self-aware, self-reflective, and empathetic; 3) able to conduct analysis and recognize truth from false information; 4) able to consider information from multiple sources; 5) dare to doubt authority and draw accurate conclusions; and 6) good at doing evaluations to correct mistakes. consequently, an ideal person in confucianism is really a critical thinker who can “identify its strengths and weakness and change it in improved form”. according to xueli (2010), “critical thinking, interpreted broadly as skillful, reflective and responsible thinking that facilitates judgement, is an integral component of confucian education. the improves of students‟ critical thinking capacities through approaches such as asking and responding to questions, engaging in reflective discussions, and forming one‟s own conclusions. students are usually discouraged to stand out, to question and to challenge, in myanmar teacher-student relationship. students in following western based education think that when measured across the cultural scopes of power distance and uncertainty avoidance, lectures developed as the most perceived effective technique preferred (self-reported by students). in summary, east asian students who are in a traditional confucian framework are more possible to be hardworking yet respectful and lacking critical thinking. teachers seem to have suffered too. confucian traditions of self-discipline and respect for authority might constrain learners‟ independence, innovative thinking and free expression in the classroom which can bound creativity and scientific development”. confucian education thought, and its conception of critical thinking seems to appear as a kaleidoscope from which different people see (choose to see) different things under the push and pull of different features. 1.2 western conception of critical thinking today, critical thinking is viewed as a vital skill for talents of the 21 st century. according to chaffee (2014), the original meaning of the word “critical” means to notice the essence of things and analyze it. ennis (1962) expanded critical thinking as “reasonable, reflective thinking that is focused on deciding what to believe or do.” john dewey (1923) defined critical thinking as “reflective thinking” and proposed a model developing from “suggestion, problem definition, hypothesis generation, reasoning, and hypothesis testing”. ryan & louie (2007) thought that critical thinking is regarded as the western or euro-american thinking with a history of 2,500 years. as the father and model of critical thinking, socrates passed on a critical attitude that people should never take things for granted; instead, they should seek truth through evidence collection and reasoning. the 1930s perceived a growth of research interest in critical thinking in america. the cultivation of critical thinking skills has become the center of american educational reform during the 1980s. thus far, innovative teaching methods including experimental education, team projects, jigsaw projects, case studies have facilitated the development of critical thinking skills among students. since the 1990s, researchers around the world have continued to conduct thorough study in critical thinking. scriven observed that under the influence of postmodernism, critical thinking took on the factor of “questioning and challenging the existing knowledge and social habitudes” as essential. paul & elder (2019) summarized critical thinking as “the art of thinking in such a way to: 1) identify its (the objective‟s) strengths and weaknesses, and 2) recast it in improved form (where necessary)” (wu & yin, 2018). critical thinking abilities are highly valued as the higher levels of bloom‟s taxonomy. “western teachers are encouraged to emphasize the higher levels of bloom‟s taxonomy. they have a good command of the lower levels of this taxonomy if students can analyze, synthesize, and evaluate freely what they have learned. moreover, the higher levels of this taxonomy are supposed to lead to greater autonomy in thinking (luo, 2021). in other words, critical thinking skills are far more significant than just mastery of knowledge. western teachers frown upon those who teach only the lower levels of bloom‟s taxonomy” (victor & storey, 2015). according to bloom and his associates, the taxonomy comprised six levels, from lower levels to higher levels: “knowledge, comprehension, application, analysis, synthesis, and evaluation. the first three levels are considered lower levels, and the other three levels are seen as higher levels of this taxonomy. 2. research objective learning in confucian terms is understood and practiced as learning for the sake of learning itself, as opposed to learning for the sake of a helpful purpose. learning is considered characteristic of the competitionoriented conception of critical thinking in the contemporary west in the context of globalization. the aim of this study is threefold. first, it will discover conception of critical thinking from the confucian philosophy. second, 70 we will investigate language teachers‟ understanding of teaching and learning across the conception of critical thinking in western learning culture. 3. method teaching english as a foreign language in myanmar perceives the meeting of two thinking patterns, including confucian critical thinking and western critical thinking. therefore, it would be of great value to compare two critical thinking patterns in the process of tefl to see how they interrelate for a better learning result. so far very few experimental studies have directly focused on how to apply confucian educational principles to improve critical thinking skills, particularly in english teaching. an examination into a classroom observation, interview survey and questionnaire study were directed to explore the probable application of confucian conception of critical thinking to tefl in myanmar. the interview survey and the questionnaire were adapted from paul & elder (2019). data for this research were collected from postgraduate students and academics at selected universities. purposive sampling technique was used which allowed the researchers to collect data from key informants. a mixed methods approach was adopted in this study. a questionnaire with predominantly closed ended questions was used to collect quantitative data. qualitative data were collected by conducting follow-up interviews with some academic staff. the statistical package for the social sciences (spss) was used to analyze quantitative data from both students and academics. some frequencies and percentages generated using spss were exported to ms excel to produce charts and ms word to produce tables. interviews were recorded using recording applications on iphone x smartphones. the recorded interviews were then transcribed using the transcribe© software into ms word. qualitative data were analyzed thematically. the strength of this study is the use of a mixed methods approach which allowed the researchers to triangulate the results. in this context, data collected using questionnaires from students and academic staff were used to confirm each other, and we drew the conclusions of the study based on the findings that were supported most by data sources. to ensure that the questionnaire was free from errors, its content was subjected to pretesting in two ways. first, the researcher asked experts in research in higher education to comment on the questionnaire focusing on clarity, question wording, validity and order of the questions. second, the researcher piloted the questionnaire with 10 postgraduate students and 2 lecturers at the university. postgraduate students and lecturers were used in the pilot study because they were similar to the target population of our study. feedback from education experts and the pilot study was used to make corrections on the questionnaire. ethical issues were addressed in two ways in this study. first, the researcher sought and were granted permission by the rectors of selected universities. permission to conduct this study through the university research ethics committee was sought. second, before taking part in the study, participants were informed through a consent letter that they were taking part in the study voluntarily. the consent letter further informed participants that even if they had accepted to participate in the study, they were at liberty to withdraw at any stage of the study without giving reasons. the participants signed the consent letter to show that they had read the content and that they were taking part in the study voluntarily. 3.1 case study of critical thinking development at the selected universities in myanmar in january 2020, to incorporate elements of critical thinking in the classes of english to help foster critical thinking abilities among students has been made. the english department developed a three-step approach of “slowing down” “verification” and “awakening” to facilitate critical thinking among students as the article reported. “slowing down” allows in-depth thinking for students to ask questions and to search for answers. until finally they are roused to a new idea or conclusion, they test and verify their ideas or thoughts. the teacher in the process directed the students along the quest with questions and guidance, a very similar process confucius enlightened his students. in the “enlightening approach” in confucian tradition, confucius said, “i do not enlighten (a person who is) not striving (to understand); i do not provide (the words to a person who is) not already struggling to speak. (analects 7:8). according to tan (2017), confucius modeled how he as a teacher “fosters reflection and inferential thinking by providing the initial point of learning and expecting the student to make their own deductions and judgements”. 3.2 classroom observation on critical thinking in january 2020, 50 students (17-20 years old) in the class were observed for a very cooperative english learning environment. in this classroom, 50 students were divided into 5 groups following a routine of role playing, watching video, group discussion and presentation. each day the camp started with a game or craft to help the students break ice and warm up. then they watched a teds talk and discussed about what they heard from the lectures. then two groups formed one side to take on the other side formed by another two groups, debating on the topic. they started to work within their groups on the final project in the afternoon. for the final project, each group was asked to discuss their dream life, divide it into different life stages, talk about different challenges they might face and how to overcome the problems. finally, each group was 71 going to present their dream life with the combination of ppt, videos and stage play. the students discussed with their partners, shared their ideas with group members, and worked together. these are my observations: i. the students enjoyed the hands-on experience with crafts and games that helped them get a handle of critical thinking. the students enjoyed the fun process and each member in the group contributed ideas and efforts. after that, each group reflected on what they had done right or wrong in the course and shared them with other groups. all the components of critical thinking; thinking, discussion, testing, creation, and reflection were covered. ii. however, the students did not feel contented in challenging their friends and teachers in projects like debating, in spite of they had good ideas and could express them well. they naturally drew back and let their teammates to speak for them after they shared their ideas in the group. iii. besides being reluctant to challenge, students seem to be able to accommodate paradoxical thinking well. in face of one problem, they thought hard, thought long, and came up with very detailed solutions. 4. result and discussion the research in and practice of cultivating confucian conception of critical thinking skills can provide students with the chance to understand and take charge of their learning. students are able to fill in the six levels of bloom‟s taxonomy of knowledge, comprehension, application, analysis, synthesis, and evaluation after modeling and training. their comprehension and application of their knowledge gave their groups to compete with other groups. they also have critical thinking naturally. it can be seen that the characters of group thinking attitude behind the “contextual critique.” according to a classroom observation, interview survey and questionnaire study, critical thinking skills are regarded as one of the major components of all examinations across subjects in teaching english as a foreign language in myanmar. therefore, foreign language learning comprises not only the mastering of language knowledge but also the cultivation of critical thinking skills. 4.1 reflection on the interview survey to investigate myanmar language teachers‟ understanding of teaching and learning across the confucian conception of critical thinking, interview survey was made. the following presents the reflection on the interview survey of teachers. table 1 teachers‟ interview responses sn theme discussion 1 asking and responding to questions interviewee 1 we put more emphasis on fostering students‟ ability to question and think, to cultivate a serious scientific attitude. interviewee 2 an ideal learner is also keenly aware of lifelong learning and daily improvement. interviewee 3 the man who asks a question is a fool for a minute, the man who does not ask is a fool for life. (mark twain) 2 engaging in reflective discussions interviewee 4 the students adjusted to each other‟s critique thinking approaches and worked well together, which gave an encouraging hope for confucian critical thinking and western critical thinking to complement each other. interviewee 5 an ideal learner should also be brave to admit mistakes and correct them. interviewee 6 my practice: how to engage quiet students in the classroom break away from whole group discussions. whole-group activities remain a common method of instruction. offer alternatives for discussions and presentations. use roles to change the group work dynamic. have private one-on-one conversations with students. 3 forming one‟s own conclusions interviewee 7 confucian‟s enlightenment approach still works very well in facilitating questions and thinking for students. interviewee 8 an ideal learner should be self-reflective and empathetic in study, interpersonal relationship, and business. each day i reflect on myself upon three points. in transacting business for others, whether i have been faithful or not? in intercourse with friends, whether i have been sincere or not? and whether i have mastered and 72 practiced the instructions of my teacher or not? interviewee 9 i believe that discussions can be an excellent strategy for enhancing student motivation, fostering intellectual agility, and encouraging democratic habits. they create opportunities for students to practice and sharpen several skills, including the ability to articulate and defend positions, consider different points of view, and enlist and evaluate evidence. in the interviews, how the teachers tried to create an active atmosphere in the class to encourage students to speak up, a favorable environment for critical thinking to blossom has been discussed. according to interviewees (1, 2 & 3), they agree with theme 1 as they emphasize on asking and responding to questions. therefore, they have potential impact on it. according to interview data, an ideal learner is also keenly aware of lifelong learning and daily improvement, as confucius said that if students can improve themselves in a day, do so each day, forever building on improvement. moreover, they also suggest that an ideal learner should be self-reflective and empathetic in study, interpersonal relationship, and business. according to them, an ideal learner should also be brave to admit mistakes and correct them, as confucius said that having made a mistake and not correcting it, is another mistake itself. an ideal learner can embrace new knowledge openly, nonjudgmentally yet carefully before he puts it into practice and develop wisdom from it. he raises energetic questions and problems, expressing them clearly and exactly. so, the teachers have potential impact on engaging in reflective discussions. according to interviewees (7, 8 & 9), teachers accept that students to gather and assess relevant information and come to well-reasoned conclusions and solutions, testing them against appropriate norms and standards. critical thinking is self-directed, self-disciplined, self-monitored, and self-corrective thinking. it involves effective communication and problem-solving abilities and a commitment to overcome our native selfinterest and sociocentrism. thus, the teachers agree with forming one‟s own conclusions. 4.2 reflection on the questionnaire survey the following table indicates the reflection on the questionnaire survey of students‟ views on the purpose of confucian education (table 2). table 2 students‟ views on the purpose of confucian education (n=113) sn statements responses calculation decision strongly disagree disagree sometimes agree strongly agree mean sd 1 a junzi should always be open to new knowledge and good at making connections between old and new information. 1% 7% 23% 28% 41% 4.01 1.00 very important 2 a junzi should always be self-aware, selfreflective, and empathetic. 5% 7% 33% 44% 11% 3.49 0.95 very important 3 a junzi should always be able to conduct analysis and recognize truth from false information. 5% 13% 35% 26% 21% 3.45 1.11 very important 4 a junzi should always be able to consider information from multiple sources. 3% 4% 22% 34% 37% 3.98 1.01 very important 5 a junzi should always be dared to doubt authority and draw accurate conclusions. 3% 8% 14% 37% 38% 3.99 1.05 very important 6 a junzi should always be good at doing 2% 6% 23% 34% 35% 3.94 1.00 very important 73 evaluations to correct mistakes. average 3% 8% 25% 34% 31% 3.81 1.05 very important note: 1.00-1.80=considered as not important 1.81-2.60=considered as somewhat important 2.61-3.40=considered as important 3.41-4.20=considered as very important 4.21-5.00=considered as extremely important according to the data, students‟ views on the purpose of confucian education has been considered as very important. students considered as very important in item 1 that they should always be open to new knowledge and good at making connections between old and new information. critical thinking skills are regarded as one of the major components across subjects. students‟ ability to analyze, suggest, define problems, reason, test hypotheses, interpret, explain, solve problems, and innovate is assessed. consequently, how to foster students‟ growth as critical thinkers has become a matter of importance for myanmar educators across the educational spectrum. it has been also found that they should always be dared to doubt authority and draw accurate conclusions. the means of the data have different in numbers, they are considered as very important according to the limitation 3.41-4.20, that means considered as very important. berthel (2017) found the component of critical thinking implanted in confucianism the same way it is in liberal ideals for education. central to the myanmar education mission is the concept that genuinely valuable learning is not categorized by the memorization of a body of information but slightly necessarily requires an ability to respond instinctively and appropriately to numerous situations, engage meaningfully with those around us, and cultivate the wherewithal to relate peacefully and effectively with all. it has been found the following traits of an ideal learner in the confucian education tradition that resemble those of a critical thinker through classroom observation analysis. an ideal learner is all ears and eyes for new information and is perceptive about them, as confucius says, “i use my ears widely and follow what is good in what i have heard; i use my eyes widely and retain what i have seen in my mind. knowledge will follow if we consistently do it” (analects 7:27). table 3 shows the teacher participant‟s views on the practice of confucian conception of critical thinking. table 3 teacher participants‟ views on the practice of confucian conception of critical thinking (n=69) sn statements responses calculation decision never seldom sometimes often alwa ys mean sd 1 besides making connections between knowledge and practice, we encouraged our students to accept people from different backgrounds. 11% 27% 22% 18% 22% 3.13 1.32 important 2 our students are trained to have an ability to respond naturally and appropriately to numerous situations, engage meaningfully with those around us, and cultivate the ability to interact peacefully and efficiently with all. 5% 17% 30% 24% 24% 3.45 1.17 very important 3 we train our students to be keenly aware of lifelong learning and daily improvement. 15% 19% 25% 21% 20% 3.12 1.34 important 4 we train our students to be brave to admit mistakes and correct them. 13% 14% 22% 24% 27% 3.38 1.35 important average 11% 19% 25% 22% 23% 3.27 1.31 important 74 note: 1.00-1.80=considered as not important, 1.81-2.60=considered as somewhat important 2.61-3.40=considered as important 3.41-4.20=considered as very important 4.21-5.00=considered as extremely important according to table 3, the teachers suggest that confucian thoughts encourage people to learn by thinking analytically and critically. these thoughts are consistent with that, a critical thinker should be good at conducting analysis, drawing accurate conclusions, and articulating thoughts. myanmar students are trained to have an ability to respond naturally and appropriately to numerous situations, engage meaningfully with those around them, and cultivate the ability to interact peacefully and efficiently with all. table 4 expresses the teacher participant‟s views on the practice of western conception of critical thinking. table 4 teacher participants‟ views on practice of western conception of critical thinking (n=69) sn statements responses calculation decision never seldom sometimes often always mean sd 1 students are encouraged to emphasize the higher levels of bloom‟s taxonomy. 5% 21% 30% 33% 11% 3.24 1.06 important 2 students are trained to analyze, synthesize, and evaluate freely what they have learned to have a good command of the higher levels of taxonomy. 4% 13% 31% 30% 22% 3.53 1.09 very important 3 the higher levels of taxonomy are believed to lead to greater autonomy in thinking. 6% 15% 33% 28% 18% 3.37 1.12 important 4 critical thinking skills are far more important than just mastery of knowledge. 1% 18% 31% 33% 17% 3.47 1.00 very important 5 myanmar teachers teach only the higher levels of bloom‟s taxonomy. 14% 14% 22% 34% 16% 3.24 1.27 important average 6% 16% 29% 32% 17% 3.37 1.12 important note: 1.00-1.80=considered as not important, 1.81-2.60=considered as somewhat important 2.61-3.40=considered as important 3.41-4.20=considered as very important 4.21-5.00=considered as extremely important according to table 4, the teachers suggest that students need to be trained western conception of critical thinking. these thoughts are similar that students are encouraged to emphasize the higher levels of bloom‟s taxonomy and critical thinking skills are far more important than just mastery of knowledge. meanwhile, myanmar students are trained to analyze, synthesize, and evaluate freely what they have learned to have a good command of the higher levels of taxonomy. the following table points out the comparison of teacher participants‟ views between practice of confucian conception of critical thinking and western conception of critical thinking. 75 table 5 comparison of teacher participants‟ views between practice of confucian conception of critical thinking and western conception of critical thinking (n=69) sn statements responses calculation decision never seldom sometimes often always mean sd 1 teacher participants‟ views on the practice of confucian conception of critical thinking 11% 19% 25% 22% 23% 3.27 1.31 important 2 teacher participants‟ views on practice of western conception of critical thinking 6% 16% 29% 32% 17% 3.37 1.12 important average 8.5% 17.5% 27.0% 27.0% 20.0% 3.33 1.22 important note: 1.00-1.80=considered as not important, 1.81-2.60=considered as somewhat important 2.61-3.40=considered as important 3.41-4.20=considered as very important 4.21-5.00=considered as extremely important confucian conception of critical thinking is expected to be on an equal footing with the western conception of critical thinking, which makes their meeting and combination possible. thus, it can be decided that confucian critical thinking is comparable with bloom‟s taxonomy of educational objective, very correlated with the skills of critical thinking. wu (2018) claimed about “the urgent necessity to explore how to properly apply the confucian view of critical thinking to benefit students‟ development in both east asian and western countries”. in contrast, critical thinking cannot be divided from basic skills. higher-ordered thinking activities are constructed on mastering fundamental knowledge. having outstanding elementary knowledge and skills is an advantage of the students (el islami et.al., 2018). there is great value in understanding and applying confucian conception of critical thinking in developing critical thinking skills among myanmar students; and its theoretical framework and empirical work needs other study. the next consequence is that confucian conception of critical thinking is well-suited with western conception of critical thinking with the identical components of analysis, synthesis and evaluation, and its exclusive background, solution-based orientation could complement the western conception of critical thinking. the third implication is that, reliving approaches and methods in confucian education tradition for the cultivation of critical thinking skills is of importance, incorporation of other research findings in critical thinking and tefl is necessary as well, especially in reaching the full capacity of the six levels of bloom‟s taxonomy. finally, cultural factors are to be considered in contextualizing and participating western conception of critical thinking into confucian conception of critical thinking to produce good results. figure 1 students‟ views on the purpose of confucian education (n=113) mean=4.01 mean=[value] mean=[value] mean=[value] mean=[value] mean=[value] 0,00 0,50 1,00 1,50 2,00 2,50 3,00 3,50 4,00 4,50 5,00 making connections between old and new information being selfaware, selfreflective, and empathetic recognizing truth from false information considering information from multiple sources drawing accurate conclusions doing evaluations to correct mistakes students' views on the purpose of confucian education 76 according to the figure (1), students‟ views on the purpose of confucian education has been considered as very important. students consider that they should always open to new knowledge and good at making connections between old and new information. they also think that they need to draw accurate conclusions. then, they discuss that considering information from multiple sources is very important. in conclusion, it is shown that myanmar teachers agree with confucian conception of critical thinking and highly accept it as very important in education. nevertheless, culture is watery, not stiff, exclusively in the age of globalization. in a study, kaur & noman (2015) shared a finding indicated that, “collectivist teachers will accept individualistic practices of teaching which are similar to their own cultural beliefs”. therefore, the east is meeting the west with unlimited opportunities. the suggestion is that critical thinking is both a skill, and an important component of humankind. confucian education thought, with “to be fully human” as its main concern, could spread rich findings in this area worthy of future research. 5. recommendation re-experiencing the value of confucian conception of critical thinking and discovering its application in today‟s english teaching is assumed in today‟s world by many researchers from home and abroad that finally stands on its own for its implication. this study has tried to explore the confucian conception of critical thinking, its compatibility with the western conception of critical thinking, and its implication for tefl in myanmar. this research hopes to point to the diverse instructions for more research in the future including empirical research into the application of confucian critical thinking in actual classroom teaching in general, and in tefl in particular, and if the two could complement each other; exploration of the situation and outcome of the integration of western critical thinking and confucian critical thinking; how confucian critical thinking plays out in myanmar, asia, and the world. the above research could be completed through comparative study, field research, interview, practical study, and additional qualitative research method. references berthel, k. 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(2018). the relationships between climate change news coverage, policy debate, and societal decisions. in oxford research encyclopedia of climate science. oxford university press. 77 wei, zhiguo (2016). the implications of confucius‟ educational thought for college english teaching. retrieved from www.ixueshu.com. xueli, z. (2010). the enlightment of confucian educational thoughts on english teaching in china. journal of shanxi normal university. zhengshuan, l., & yingxin, l. (2014). the cultivation of critical thinking in american universities and its enlightenment on english teaching in china. foreign languages in china, 6, 14-20. journal of green learning journal of green learning, e-issn 2807-890x vol. 2, no. 2, 2022, pp. 121-132. doi: 10.53889/jgl.v2i2.165 ------------------------------------------------------- xishuangbanna teacher worship and perception of zhang ha tradition and culture shengchuan ruiji 1 1 department of music, faculty of music, bangkokthonburi university, thailand article info abstract article history: received december 13, 2022 revised december 25, 2022 accepted december 30, 2022 this paper uses the phenomenon research methodology to study the teacher worship ceremony and perception of the zhang ha tradition culture at xishuangbanna, which is the dai culture of the students. zhang ha students were representatives and volunteers for informal interviews and conversations; there were 20 people for the study of the perception of zhang ha and field data collection in august 2021. the results show that 1) the ceremony represents respect for kindness in the learning of zhangha and that 2) the organizing of a teacher worship ceremony is not only a tradition but also an activity to strengthen the spirit of students who are studying knowledge that has been accumulated and transmitted from ancient times. 2) zhang ha students revealed that the teaching activities of dai culture inheritance, the motivation of teenagers in this area to learn culture, the cognition and contact channels of culture, and the feedback they received from culture. keywords: culture perception teacher worship zhang ha this is an open access article under the cc by-sa license. corresponding author: shengchuan ruiji faculty of music bangkokthonburi university thailand email: shengchuanruiji@gmail.com 1. introduction xishuangbanna dai autonomous prefecture, yunnan province, china, is famous for its tropical rain forest natural landscape and ethnic minority customs and culture. it also has obvious geographical advantages. it is connected not only to laos and myanmar but also to thailand and vietnam. there are 13 ethnic minorities in this area, and the dai are the main ethnic group in this area. in 2010, researchers began to learn zhang ha's singing. under the leadership of zhang ha's famous teacher, researchers began to participate in zhang ha's activities and performances. from 2019 to 2021, in order to better learn and understand the teaching inheritance of the dai zhangha culture in xishuangbanna autonomous prefecture, researchers came to the yuguang zhangha cultural heritage hall in jinghong city, the capital of xishuangbanna autonomous prefecture, to conduct a field survey on the teaching activities of the dai zhangha cultural inheritance (wang & qin, 2017; qu, 2018a). https://creativecommons.org/licenses/by-sa/4.0/ 122 in jinghong, the capital of xishuangbanna, researchers randomly interviewed five young dai people to ask their opinions on these three questions (xiao, 2016; yang, 2017). their answers can be summarized as follows: (1) dai teenagers in urban areas attend public schools. since primary school, the mainstream language used in school and life is chinese, so listen to and sing chinese pop songs. (2) xishuangbanna is now a tourist city. influenced by foreign culture and pop music, young people in the city and dai villages are more inclined to listen to and sing pop music. (3) as for zhang ha's changes, they only know that zhang ha did not have a microphone when singing, but now he has a microphone, and sometimes he has dance moves. through a random interview on the streets of jinghong city, the researchers found that young dai people in xishuangbanna, especially those living in jinghong city, knew little about zhangha and its changes. in fact, zhang ha is one of the important carriers of dai culture. it is a cultural heritage created by the dai people in xishuangbanna through generations of inheritance and dissemination over a long history (xiao, 2016; qu, 2017; yang, 2017). the dai ethnic group originated from the ancient baiyue ethnic group as a crossborder ethnic group. the dai people living in china are mainly distributed in the southwest of the country. they mainly live in xishuang banna, dehong, gengma, lahu, and wa autonomous counties of menglian in yunnan province. the dai language belongs to the zhuang dai language branch of the zhuang dong ethnic group of the han tibetan family (zhang, 2018; qu, 2018b). the origin of the dai language is the brahminic language of ancient india (qu, 2011). therefore, xishuang banna dai le belongs to the dai branch. the daile people of this branch used two languages before 1954: (1) lan na language (also known as the old daile language or tua tham scripture), which was created in 1277 a.d. (2) the tua fak kham language, a secular text in contrast to scripture, first appeared in lanna in 1411 and finally ceased to be used in 1581. after the founding of the people's republic of china in 1949, fu maoji, a linguist sent by the government of the people's republic of china, created a new dai language for the dai people in xishuangbanna. as a result of the promotion of administrative means after 1954, the "new dai language" has been rapidly popularized in xishuangbanna. at present, "new dai language" is one of the official languages of xishuangbanna dai autonomous prefecture, also known as "xishuangbanna dai language" (chi, 2004; li, 2013; qu, 2017). the dai nationality in xishuangbanna has a distinct and stable national gene, and it is also inclusive. while being influenced by the han culture, it absorbed the cultural elements of ancient india, localized theravada buddhism, and maintained the ancestor worship of the original religion, so it formed the dai culture of xishuangbanna with unique regional characteristics. pagodas and temples are everywhere in the dai area. in the 21st century, the dai tribe in xishuangbanna mainly believes in theravada buddhism, while the other part believes in both theravada buddhism and primitive religion, while a few believe in islam and christianity. throughout history, in the villages of the dai ethnic branch in xishuangbanna, zhangha was the messenger of the dai ethnic branch to promote and spread the traditional culture of the dai people (liu 2004, li 2013; qu 2017). there is a close relationship between daile music and the daile language, and daile music is often combined with poetry. as early as more than a thousand years ago, the ancestors of the dai people wrote many beautiful and touching myths, fables, novels, poems, etc. on parchment and cotton paper. there were more than 550 long poems written in the script. "zhao shu tun and nan mu na nuo," "gourd letter," and other masterpieces have been adapted into dances, movies, and zhangha dramas, which are well liked by the dai people. the dai people in xishuangbanna 123 like to live by the mountains and rivers. people in dai villages think: "where there are dai people living, there are dai songs.” "wherever dai is, there is zhangha." "in yunnan, china, as the unique "zhangha" or "zan ha" of the dai ethnic groups in xishuangbanna, its singing form is a folk art popular among the dai ethnic groups. zhangha has been playing a certain role in the dissemination and promotion of traditional dai culture (dai poetry, dai patra-leaf scripture), the promotion of economic development, social progress, national unity, and border stability of xishuan banna and dai township (yan, 2012; cobbey, 2016; xiao, 2016; qu, 2018b). the dai zhangha originated in the middle of the 15th century and spread to the dai villages of xishuangbanna dai autonomous prefecture, simao city, jiangcheng, menglian, and jinggu. the dai people's chanting and singing abilities are organically combined. when singing, they are soft and lyrical, smooth and pleasant, and have strong ethnic customs. the representative plays are "lan ga xi he" and "wu sha ma luo." in china, "zhangha" is also called "zanha." by collating relevant data, the author found that before the 1950s, most ethnic historians in china called the artistic form of the daile branch performance in xishuangbanna as “zhangha” (xiao, 2016; ruiji, 2022). on august 1, 1958, beijing held the first exhibition performance of traditional chinese opera, and the word “zanha” began to appear. foreign scholars do not call this type of music zhangha or zanha. when studying the type of dai folk singing music, foreign scholars mostly use khap. miller (1985) mentioned in the text that different dialects have different appellations for khap, which are mainly divided into two types: khap, mohlam, and soso. on the chao phraya river (in thailand), khap and lam exist and are used simultaneously. southwestern yunnan, china, northern laos, and northern thailand are all called khap. some western scholars have pointed out that khap lue, a singing lue, is similar to the form of music in southern laos called mor-lam. mor-lam is a traditional lao form of folk song in laos and isan (in thailand). mor lam means “expert song” or “expert singer,” referring to the music or artist, respectively. other romanizations used include mor-lam, maw lam, maw lum, moh lam, mor lum, and molum. in laos, music is simply referred to as “lam”; “morlum refers to the singers and musicians; and “khaplue” or “khapthom” refers to the southern buddhist subculture and has a similar form of rap. the sound in central and northern laos music (southern laos khaplue, of which chiang mai province khaplue is mainly concentrated in the doi ministry called lam), which is specifically used to refer to saket, is generated from the designated text voice tones; in nan province, khap lue is mainly concentrated near the nong pua melody. kammuang is recognized in northern thailand, in the regions of chiang mai, lamphun, lampang, nan, parae, phayao, and chiang rai. seven provinces until they can be linked together and expressed as khaplue sooyoo. in his traditional music of the lao, miller (1985) identifies five factors that helped to produce the various genres of lam in isan: animism, buddhism, storytelling, ritual courtship, and male-female competitive folksongs; these are exemplified by lam phi fa, a nangsue, lam phuen, and lam gon (for the last two factors), respectively. through research and analysis, the author finds that foreign scholars mainly focus on macrostudies that span different dialect regions and different types of khap (an, 2008; chao, 2015). xishuangbanna is located at the northern edge of the tropics, with a tropical monsoon climate. xishuangbanna governs one county-level city and two counties (luo, 2014). in 2019, xishuangbanna has a population of 790,300 ethnic minorities. dai is the main ethnic group, and 13 ethnic groups live around the world (xiao, 2016; zhang, 2018). according to the data of the seventh census, on november 1, 2020, the permanent resident population of xishuangbanna dai autonomous prefecture was 1,301,407. however, this is a continuation of ruiji’s (2022) study of the “june spring warm look forward to lovers,” which was composed by yuguang in ga sa village, xishuangbanna field 124 study in 2021, using an anthropological approach to explain characteristics of yuguang's. contemporary compositions, based on dai culture and zhangha cultural symbols. the study results were as follows: “zhangha, a cultural symbol, constitutes the materialized carrier of people's concept of the harmonious particular culture of people under the unique context and religious spirit of the dai people. there are two interesting musical characteristics: 1) it vividly depicts the lively and jubilant scene of guests arriving to celebrate the new year in the dai new year, with a beautiful, vivid melody and passionate lyrics. that describes the happy and sweet mood of lovers when they get together. 2) the song's musical structure is a typical multi-period variation structure. at the same time, the rhythm of the whole song is distinct, and the melody range changes freely. therefore, the researcher went deep into the dai villages of xishuangbanna dai autonomous prefecture to participate in the local zhangha cultural entertainment activities, record in detail the process of the local dai zhangha cultural entertainment activities, and collect and sort out local dai daily singing zhangha songs. this is a field of music data collection that researchers contact to arrange for students to collect information in order to record knowledge and heritage. the main contents of this paper are as follows: to study the teaching teacher’s perception of the zhang ha tradition’s worship ceremony. on august 10, 2020, i scheduled and conducted a field study on the covid-19 situation. at the same time, we interviewed 20 zhang ha volunteer students and five zhang ha specialists. it is hoped that the results of the report will be recorded and disseminated regarding the teacher worship ceremony and perception of the zhang ha tradition culture of the dai people at xishuangbanna. this paper aims to study the teacher worship ceremony and perception of the zhang ha tradition culture at xishuangbanna. 2. methodology the phenomenon research methodology is used in this paper by studying the teacher worship ceremony and perception of the zhang ha tradition culture for the dai people at xishuangbanna, which is the dai folk culture of the students. collecting folk culture data and enhance the experience of collecting data from the reality of studies in chinese musicals employed. instrument performance majors at shenyang normal university research tools, structured interviews, observations, and formal and semi-formal audio and video recordings were used during data collection and descriptive analysis of the data (luo, 2014). research process: the process of collecting or recording data at dai villages, recording, collecting, and sorting out dai zhangha songs. 1. contact and coordinate with information providers 2. prepare students and teach data collection, especially structured interviews, video recordings, and observation and review of data 3. field work on the covid-19 situation (august 2021) 4. presentation and review of informal interviews 5. presentation of writing a report the structured interview form was collected and conducted among 20 students who volunteered to participate in the informal small-group discussion. it comprehensively recorded the teaching activities of dai zhangha culture inheritance in xishuangbanna, the motivation of teenagers in this area to learn dai zhangha culture, the cognition and contact channels of dai zhangha culture, and received feedback from dai zhangha culture learners on questions and word choices focusing on issues that need to be known and addressed, including: 1. the language pronunciation is different from the official chinese pronunciation in china, and many students find it difficult to adapt. 125 2. there is no systematic teaching material. the main teaching methods are oral and heart-to-heart. although there are some paper materials, it is difficult to carry out systematic learning after class. 3. the teaching content is relatively scarce, and the teaching methods are not popular with young people. it can be seen from the questionnaire that the older local people prefer the traditional dai zhangha culture. young and middle-aged people have little interest in the traditional dai zhangha culture. 3. result and discussion 3.1 the traditional of zhangha's singing zhangha is a solo performance by one person holding a fan in his right hand and halfcovering his face in some places, or by some actors. in order to let the audience see the whole picture of zhangha's singing, the singer did not cover his face but put his hands on the handle of the fan in front of his chest to show his respect to the audience. performance by up to three people, sometimes less than three people zhangha in xishuangbanna has two forms: solo and duet, accompanied by another person. when singing solo, there are only two people on the stage; when singing in pairs, there are three people on the stage. another person was playing the accompaniment of the folk music "she." they sit side by side and take care of each other, mainly singers. duet singing is challenging. it is conducted in the form of one question and one answer, which is full of speculation. zhangha is the melody tone of the song, and the melody of the song is determined by the pronunciation of the lyrics. the audience mainly focuses on the singer's singing content and facial expression and pays less attention to the accompanist. those who can't answer will lose, and those who win will be proud. in order to win the duet, zhangha often flows everywhere to enrich their experience, increase their insight, and improve their singing art so as to be invincible in the song competition. in the past, during the feudal lord system, the four levels of zhangha were produced through traditional duet forms. the feudal lords gave zhangha four grades: zaipaya's the highest level, lesa (high level), alon (intermediate level), and nawan (primary level); female zhangha is called saibang or kanglangmie (highest level), lemeng (advanced level), boya (intermediate level), and nawan (primary level). those who win will be proud. in order to win the duet, zhangha often flows everywhere to enrich their experience, increase their insight, and improve their singing art so as to be invincible in the song competition. in the past, during the feudal lord system, the four levels of zhangha were produced through traditional duet forms. the feudal lords gave zhangha four grades: zaipaya's the highest level, lesa (high level), alon (intermediate level), and nawan (primary level); female zhangha is called saibang or kanglangmie (highest level), lemeng (advanced level), boya (intermediate level), and nawan (primary level). this challenging form of duet singing is rare, and most of them are solo forms. 3.2 zhangha performers researchers found zhangha five highly qualified performers with more than 20 years of experience to interview in dai villages in xishuangbanna for this fieldwork in august 2021 (figure 1). they are: 1. name: yu erbian; date of birth: february 1979 experienced: engaged in dai zhangha performance and inheritance for 20 years. 2. name: ai liang was born in november 1935. experienced: engaged in dai zhangha performance and inheritance for 56 years. 3. name: ai sanshuai was born on june 1972. experienced: having been engaged in dai zhangha performance and inheritance for 28 years. 4. name: ai yingnan, date of birth: july 1959 126 experienced: engaged in dai zhangha performance and inheritance for 22 years. 5. name: bo hanbing, date of birth: may 1963 experienced: engaged in dai zhangha performance and inheritance for 35 years. bo hanbing, work unit: head of the dai elephant foot drum and the dai wushu training institute. engaged in dai zhangha performance and inheritance for 35 years. (dai elephant foot drum national inheritor, dai martial arts provincial inheritor, and dai elephant foot drum famous craftsman). yu erbian ai liang ai sanshuai ai yingnan bo hanbing figure 1 musician zhangha performers at dai villages of xishuangbanna (source: ruiji (august 3, 2021)) 3.3 teacher worship in this local study, the researchers learned about and recorded the teacher worship at the zhangha teaching center in xishuangbanna autonomous prefecture through fieldwork. to record and describe the learning difficulties of zhangha, the pronunciation and tone of the dai language in xishuangbanna, and the pronunciation of the ancient dai language and the new dai language. teacher worship: as a traditional dai folk art, zhangha learners' teacher worship is the first step in learning zhangha singing. teacher worship is the only way to identify zhangha's learners. by following zhangha's teacher for 3 to 5 years and a large number of performances on the stage, zhangha's learners can perform independently until zhangha believes that they are successful (figure 2). figure 2 the disciples pay their respects at the teacher worship ceremony (source: ruiji (august 3, 2021)) 127 teacher worship ceremony: it is used on the site. the researcher saw that the steps of zhangha's students' teacher worship are as follows: the students should prepare two candles in advance, place white cloth, white rice, a wine glass, and money on the table, light the candles, let the big monk go home to read scriptures, and then zhangha pray to the gods. after that, zhangha began to teach students to sing zhangha. at first, when zhangha was teaching, he usually taught some simple things first and let the students go back to practice (figure 3). when zhangha students return to class and sing to zhangha’s teacher, if zhangha’s teacher is satisfied, they begin to teach dai and enter the zhangha singing learning stage. if zhan ha thinks the student is unqualified (e.g., lack of talent), he or she will no longer teach the student. figure 3 zhangha teacher and the artists who attended the ceremony (source: ruiji (august 3, 2021)) the teacher-worship ceremony is a symbol or representation of zhang hao, who is rooted in the mind. this is a ceremony to show respect to the benefactor. such ceremonies can be found throughout asia, especially in southeast asia. an offering is something that's easy to find. flowers, joysticks, candles, and a small amount of money all represented the disciple's kindness. many areas have different items, different details, and different prayers. organizing a teacher worship ceremony is not only a tradition but also an activity to strengthen the spirits of students who are studying knowledge that has been accumulated and transmitted since ancient times. in 2019-2022, covid-19 caused activities and rituals to be curtailed and participants limited. but on the other hand, the pictures of the activities are published and gain more appreciation from the online community. therefore, the small activity of a small group of people is accepted by online communities to encourage relevant parties to continue and increase their activities. 3.4 culture learning student interview results: the researcher used a structured interview form to collect data from 20 volunteer students at the xishuangbanna and zhangha culture teaching centers and sorted out the collected information during august 2021, classifying the information by problem as follows: problem: 1. when did you first come into contact with dai zhangha culture? where did you first come into contact with me? 128 answer: among the 20 young zhangha students, 9 came into contact with zhangha culture for the first time with their parents in dai villages when they were young. six students grew up in dai villages and were exposed to dai zhangha culture on a regular basis. another four zhangha students were in middle schools (chinese junior middle schools, 12 to 15 years old). the school's classroom is exposed to dai zhangha culture. another student first came into contact with dai zhangha songs on the internet. the first question shows that most young zhangha learners contact zhangha in the daily life of dai villages, and a small part comes from schools and the internet. it shows that dai zhangha culture is popular in dai villages. to summarize the issue, the students are aware that they have contact with zhangha in their daily lives, through schools and the internet. problem: 2. why do you want to learn dai zhangha culture? answer: among the 20 young zhangha students, six students from the dai nationality think that as members of the dai nationality, they should learn about contact the traditional culture of the dai nationality. eight students like to contact zhangha culture because they like the life culture of the dai nationality. they learn dai zhangha because they are interested in dai culture. four students want to make money while learning dai zhangha culture as a career. the other two students were asked to learn dai zhangha art because their families liked dai zhangha culture. to summarize the issue, we can see that the motivation for young zhangha learners to learn zhangha falls into three categories: 1. interested in learning; 2. learning zhangha art is necessary for future survival. 3. because of their sense of national identity, they should learn and carry forward their national traditional culture. problem: 3. what parts of dai zhangha culture do you think attract you? answer: among the 20 young zhangha students, 14 students like dai’s new zhangha songs because they are not only easy to understand but also have a rhythm and melody that are relatively popular with young people. some people even added modern pop music elements to the traditional zhangha art. four students came to learn zhangha art because dai zhangha had a high status in dai and because it was well known that zhangha could earn a high income. they were attracted by the income. to summarize, new zhangha songs that are popular with young people, have a high status in dai, and are well-known zhangha could earn a lot of money. problem: 4. what are the difficulties you encounter in learning dai zhangha culture? answer: after collecting feedback from 20 young zhangha students, the researchers sorted out the difficulties encountered by the 20 young zhangha students in learning zhangha art, mainly as follows: 1. the language pronunciation is different from the official domestic chinese pronunciation, which is difficult for many students to adapt. 2. there are no systematic teaching materials. the main teaching methods are oral and heart-to heart. although there are some paper materials, it is difficult to carry out systematic learning after class. 3. the teaching content is relatively scarce, and the teaching methods are not welcomed by teenagers. problem: 5. what is the attitude of people around you towards dai zhangha culture? answer: among the 20 young zhangha students, 8 students said that their grandparents liked zhangha art, especially zhangha drama art, which is very popular with the elderly, while 5 students were parents who liked zhangha art, especially the new zhangha songs. they said that their parents also received influence from their grandparents. three students said that their parents and surrounding relatives were not very clear about dai zhangha culture before they studied dai zhangha. four students said that their parents and grandparents knew dai zhangha-art, but they were not very interested. 129 summing up this problem, dai zhangha culture is still an art that most people know and respect. from taking lessons from the problems encountered by students. researcher and experts on dai zhangha culture have a small group meeting to acknowledge the problems of dai zhangha culture, which is still an art that is well known and accepted by most people. some students and parents are not paying attention to the growing urbanization and the diversity of social media, so experts suggest the following solutions: 1. enhancement of dai culture and zhangha. enhancement of dai culture and zhangha means making dai culture more widely known and in other forms, such as language, food, clothing, customs, and other activities of the dai people. there are more outside circles. the more interested people will come to study first, and then the less interested people will follow. it will boost the local economy and cultural activities of the dai people. 2. creation and development of dai culture and zhangha guildbooks at different levels development of dai culture and zhangha guidebooks, as well as increased promotion of dai culture. in the meantime, the insiders had to study and rehabilitate arts and culture at the same time. the creation and development of dai textbooks, especially the distinctive zhangha song, will help serve as a protective island and a framework for developing mutual understanding amongst insiders and outsiders. 3. monthly and annual dai culture events. to reinforce and create greatness for the people, plan some large and small monthly activities to create a consistent trend in society. events based on monthly or seasonal cultural calendars will evoke and highlight the diversity and grandeur of dai culture as a tradition that is inherited every month. organizing dai culture events. budget and circular economy, investment, travel, hotel accommodations, and food will all be brought by both organizers and tourists. these activities create business growth with minimal investment based on cultural capital and public relations. 4. an announcement honoring the arts, the person who is an artist of dai culture, and zhangha individual awards benefit both recipients and givers because they raise awareness of the activities and cause people to recognize and remember the person's reputation, particularly for the good that is dai culture and zhangha. constantly researching what dai and zhangha culture is, where it is, and what is good. a number of searches were generated, resulting in follow-ups and follow-up tourism. furthermore, the award winners are encouraged to further promote dai culture in various fields. incidentally, the award is not a high investment, but the money should be given to encourage the recipient to be more encouraging. 5. making information on dai culture and zhangha part of the national heritage and the intangible world heritage. preparing and writing reports on dai culture and zhangha information for national heritage. it is a joint task with internal and external scholars to produce documents for the cultural heritage departments at the city and national levels, up to the world level. there must be research reports on many issues, such as the preservation of primitive wisdom, the extension of awareness, transmission at various levels, the recognition and protection of local people, etc. this information must be passed through a certification seminar. presentation to the commission for assessment as a national heritage in the future. the result of this proposal is that research-backed national and global publicity will surely attract more and more tourists from around the world to experience such beauty and, of course, sustainable purchases. 130 however, dai zhangha culture students discuss the challenges of learning: 1. the language pronunciation is different from the official chinese pronunciation in china, and many students find it challenging to adapt. 2. there is no systematic teaching material. the primary teaching method is oral and heart-to-heart. although there are some paper materials, it is difficult to carry out systematic learning after class. 3. the teaching content is relatively scarce, and the teaching methods are not popular with young people. it can be seen from the questionnaire that the older local people prefer the traditional dai zhangha culture. young and middle-aged people have little interest in the traditional dai zhangha culture. therefore, there are other points of discussion. the dai people have the obligation to protect their own national culture, but it is also the obligation of every individual, collective, and organization with a sense of pride and honor in their national culture to save the art form of zhangha oral singing, which is more likely to disappear and become marginalized in the contemporary context. as members of the dai nationality in xishuangbanna, the researchers have a strong sense of responsibility for the cultural heritage of this nationality, so they put forward the following suggestions: (1) strengthening cultural awareness is a prerequisite. society and history are created by men, while culture is created and inherited by man. therefore, the protection of zhangha requires the universal participation of zhangha inheritors, protection subjects, and the whole nation to enhance cultural awareness and improve the concept and quality of zhangha protection. it is the condition for giving full play to the role of the main body of intangible cultural heritage protection and creating a good cultural space for the inheritance of zhangha. the specific measures are to regularly hold traditional cultural activities, focus on the manifestation of traditional culture, and enhance national pride and confidence in national culture. (2) the uniqueness and continuity of intangible cultural heritage are reflected through their corresponding cultural spaces. during the field investigation in xishuangbanna, the author found that zhang and ha must sing together and play a ritual role in the annual sacrificial activities of dai villages. the roots and continuity of these religious activities and ethnic customs in dai society provide cultural support for zhangha's inheritance. the protection subject should fully respect the performance occasions of zhangha culture, such as religious activities, festivals, wedding productions, etc., and actively create more performance occasions, such as organizing and planning zhangha cultural performances, carrying out dai students' visits, and supporting them to participate in social welfare activities. the purpose is to fully respect the inheritance law of intangible cultural heritage and realize the virtuous circle mechanism of the inheritance of zhangha and kazakhstan heritage. (3) respect the development laws of the inheritors of zhangha and strengthen their protection. as the inheritor of singing content, singing skills, and singing knowledge, singing is a living cultural heritage and a core factor in the inheritance and development of singing. the premise is to give them material support, cultural respect, and social response so as to ensure that they pass on their skills to future generations. only in this way can zhangha continue to develop. (4) fully respect the development law of zhangha as a thing and innovate while maintaining the original form as a product of the social development of the dai collective. zhangha has a fixed form and a cultural core, which means it is permanent. the content and form cannot be tampered with or subjectively erased at will. on the other hand, it has a cultural connotation and has undergone cultural innovation at various times while retaining the main body and spiritual core of the zhangha tradition. (5) respect the development law of the inheritance mechanism, strengthen the training of the new generation of inheritors, and effectively communicate the essence of 131 zhangha and the two generations. for example, zhangha communication college was established to absorb learners with high material returns and artistic charm, provide them with systematic and perfect zhangha knowledge learning, and carry out high-level zhangha learners' inheritance activities and practical exchange activities. 4. conclusion the researchers describe their experiences studying and recording the zhangha teacher worship ceremony at the teaching center in xishuangbanna autonomous prefecture in this paper. to record and describe the teacher worship ceremony as an offering, it's something that's easy to find. flowers, joss sticks, candles, and a small amount of money all represented the disciple's kindness, the learning difficulties of zhangha, and the pronunciation of the ancient dai language and the new dai language. organizing a teacher worship ceremony is not only a tradition but also an activity to strengthen the spirits of students who are studying knowledge that has been accumulated and transmitted since ancient times. 2) the results of interviews and small group discussions on problems and opinions about zhangha revealed that the teaching activities of dai zhangha culture inheritance, the motivation of teenagers in this area to learn dai zhangha culture, the cognition and contact channels of dai zhangha culture, and feedback from dai zhangha culture learners on the difficulties in learning were all related. references an, d. 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(2011). woman are inheriting dai poetry. journal of guangxi normal university for 132 nationalities, 28(5), 26-30. qu, y. (2017). the creation epic of the dai nationality "batamaga pengshangluo": text form and performance tradition. northwestern journal of ethnology, 1, 37-46. qu, y. (2018a). talk about the oral poems of dai ethnic groups in different branches and their inheritors. journal of guangxi normal university for nationalities, 35(3), 6-12. qu, y. (2018b). the narrator and context of the dai epic. national arts, 5, 72-78. ruiji, s. (2022). contemporary dai folk song in xishuang banna by yuguang: june spring warm look forward to lovers. journal of green learning. 2(1), 78-85. wang, z., & qin, y. (2017). the origin and evolution of houses in dai's creation epic. science & technology information, 15(13), 203-204. xiao, z. (2016). ke shuxun's reform and the modernization of xishuangbanna. data of culture and education. 26, 74-76. yan, w. (2012). a comparative study of the burmese burmese's "maharama novel" and the xishuangbanna dai people "langaxihe" [master thesis, yunnan university for nationalities]. kunming. yang, y. (2017). the oral history of kang langliang, the inheritor of the dai folk songs. national music. 5, 50-52. zhang, l. (2018). development of ethnomusicology in china. journal of southwest forestry university (social science). 3, 36-39. journal of green learning journal of green learning, e-issn 2807-890x vol. 2, no. 2, 2022, pp. 106-120. doi: 10.53889/jgl.v2i2.128 ------------------------------------------------------- the aspect of shenyang normal university's undergraduate: thesis on music performance study wang xu 1, pramote danpradit 1 1 department of music, faculty of music, bangkokthonburi university, thailand article info abstract article history: received june 26, 2022 revised november 20, 2022 accepted december 5, 2022 this paper employed document analysis of specific thesis studies in musical instrument performance majors at shenyang normal university.the aim of this study was to study perspectives on topic selection, diversity, literature review, presentation ability, and thesis format.thesis scope studies were chosen between 2016 and 2021.the thesis comprehensive bachelor's and master's thesis 116 as an analysis object, forming undergraduate students of 163 and 26 postgraduate students, totalling 189. on the basis of this research, it was found that the title and content were in a narrow group focusing on music practice studies, an initial analysis of music after developing knowledge integration and innovation, research literacy skills, and a thesis, which directly affected the title to the format of the thesis book, with factors affecting in terms of choosing a major, the level of understanding of the advisors, the importance of educational institutions, lack of relevant courses, students' educational level, students' writing attitude, and various observations were requested to be developed into criteria for evaluating music thesis and curriculum reform and music thesis experiment in order to be a manual for writing science in the future and contribute to the problems found as well as additional research by the authors and other experts. keywords: music performance visual analysis undergraduate thesis this is an open access article under the cc by-sa license. corresponding author: pramote danpradit department of music, faculty of music bangkokthonburi university thailand email: pramote.dan@bkkthon.ac.th 1. introduction the most essential element, the graduation thesis, has finally been handed in at the university's personnel training. it is one of the complete summaries that the students or graduates create, and it helps to expand the students' professional knowledge as well as their professional theory (duxing, 2019). the most important thing is to challenge and strengthen students' comprehensive abilities to use theoretical knowledge and professional competence, as https://creativecommons.org/licenses/by-sa/4.0/ 107 well as their capacity to solve practical problems. this should be done through exercises and activities (everly, 2013). in order to be considered for a degree, candidates are required to demonstrate that they have the fundamental research skills (linlin, 2019). the national standard of undergraduate teaching quality was published by the chinese ministry of education in january 2018, and the undergraduate thesis (design) was published by the same ministry in january 2021. these standards were published with the intention of enhancing the quality of graduation theses and fostering good graduation export. the final graduation design for professional music colleges in china typically takes the form of a concert and a graduation summary at this time. however, the requirements for writing a graduation thesis at comprehensive universities for music majors are the same as those for other liberal arts majors. some educational institutions use a hybrid graduation format, with some students presenting their theses and others giving graduation concerts (higher education steering committee of the ministry of education, 2018). the degree of thesis writing is an important benchmark that is used to judge the overall quality of students' work. this is the most crucial point when it comes time for them to graduate, undergraduate and graduate students in music programs at colleges and universities are required to take the dissertation examination (jizhou, 2002; jizhou, 2004a). the construction level of the music discipline and specialization is directly tied to the quality of the writing in a music thesis. it is also an important foundation for determining the pupils' theoretical levels and their capacity for invention (jizhou, 2004b; jizhou, 2005). the enhancement of students' writing skills as part of their music degree programs has emerged as a critical component in the development of a high-quality undergraduate music education. there has been some research conducted on how the composition of music graduation theses, the majority of which are centered in top professional music colleges and universities, can be standardized and improved (roberts & roberts, 2008; ting, 2013). the research that has been done on graduation theses and evaluation criteria at the majority of general music schools and comprehensive universities still has some holes in it (xiaodong, 2014). the music major has its own distinct concentration. students who major in music have their own unique features that set them apart from their peers in other disciplines. researchers at comprehensive universities have observed over the course of many years of working on the thesis guidance and defense processes that the following issues frequently arise in the field of music graduation (linlin, 2019; yanzhang & yanling, 2021). 1. the overall level of music graduation thesis is not high; writing is not standard, such as single topic selection, incorrect topic selection, insufficient demonstration, insufficient literature review, insufficient research depth, writing format is not standard, writing attitude is not serious, etc. 2. the music graduation thesis evaluation standard is not complete and unified. 3. the theoretical level of the music performance thesis supervisor is not high. 4. the music thesis writing curriculum is not perfect. however, it will also combine the different professional thesis evaluation standards used in various countries with the suggestions made by experts in order to investigate the possibility of establishing scientific and reasonable evaluation standards for music professional graduation theses and the corresponding music thesis writing courses in order to raise the quality of music graduation theses (jizhou & lu, 2011). this will be done in order to improve the level of music graduation theses. as a result, the purpose of this essay is to examine and think critically about the thesis that emerged from this study. the 116 volumes of shenyang normal university's music major performance were published between 2016 and 2021 as a result of research into a variety of aspects of music major performance research, including subject selection, thesis format, literature review, presentation ability, and others. 108 this research was conducted between 2016 and 2021. studying the data by quantitative counting, music visual performance, and quality representation of the graduation thesis, in order to confirm results and further search for problems, confirmed the data. this was done in order to confirm results and further search for problems. this study aims to explore the thesis in the field of chinese musical instrument performance majors at shenyang normal university, focusing on subject selection, literature review, presentation ability, and thesis format. 2. methodology document research or quantitative text research, thesis paper analysis, and particular thesis studies were conducted on students majoring in chinese musical instrument performance at shenyang normal university for the purpose of this study. the perspectives on subject matter choices, variety, technological advancement, and literary canons the years 2016 through 2021 have been selected for the thesis scope studies. a total of 189 students, 163 of whom were undergraduates and 26 of whom were postgraduates, collaborated to produce a book-length version of the thesis. the remaining students all graduated through the completion of a thesis, with the exception of 73 students who completed their degrees through concert and performance experience. as a result, the thesis was representative of 116 (61%) of the analysis's target group based on the selection of three music professors (figure 1). the researcher applies krippendorff (2004) concept of content analysis. figure 1 number of theses music performances at shenyang normal university no more than 30% of the total number of students should be selected in the form of a graduation concert, and two conditions must be met: ranking in the top ten on the graduation examination, and students' willingness to participate. since it was approved as the provincial first-class major in 2019, the number of concerts and dissertations is limited to a certain proportion according to the requirements of major construction: no more than thirty percent of the total number of students should participate. in the past two years, there has been an increase in the number of students who graduate with the help of a thesis. this rise can be attributed to the covid-19 epidemic elements. in figure 1, the blue line represents the total number of undergraduate graduates from 2016 through 2021, which has stayed consistent at an annual average of 27. the number of undergraduate dissertations, excluding graduation concerts, is depicted by the orange line 109 from 2016 to 2021. the number of undergraduate dissertations has dramatically increased during the previous 2 years. the total number of master's dissertations from 2016 through 2021 is represented by the gray line. it is clear that the minimum number of graduates in 2019 is one, while the maximum number of graduates in 2020 is 10. this means that the minimum number of graduates in 2019 is one. master's enrollment is inconsistent, research process can be provided. 1. the management received a policy to enhance the development of research teaching for final-year students, which is a requirement for graduation. 2. a review of previous thesis work completed between 2016-2021. 3. call a faculty meeting to determine the thesis framework qualification that the music industry requires. 4. choose a thesis that has or has similar qualifications to the qualifications specified by the music field. 5. evaluation of content. 6. to publish the findings of the analysis as articles. 3. result the findings of the investigation are intended to provide a detailed summary of previous thesis compositions in terms of the titles, consistency, and quality of the work. the results will be adjusted in accordance with the operations in the next teaching to start from the national standard for teaching quality of music performance major and the requirements of shenyang normal university for graduation thesis writing. these adjustments will be made in accordance with the national standard for teaching quality of music performance major. the text quantization analysis is employed in order to mechanically categorize the word frequency within the text as the object of the investigation. all of them demonstrate the kids' strong academic breadth as well as their broad thinking breadth. the visualization data were used to compile a summary of the characteristics of the graduation theses written by music majors. the results were shown, evaluated, and explained using a word frequency table and a word frequency distribution map. 3.1 the subject selection: "title" the researcher extracted and summarized the "titles" of all undergraduate and master's graduation theses in the sample of music performance majors, and independently became a pure text. because the software has a slight error in the recognition of chinese words, it is necessary to sort out the text data of the title: delete adverbs, conjunctions, auxiliary words, prepositions, function words, pronouns, and other words that do not affect the theme; retain the main words with practical significance; and then conduct analysis and data statistics. the degree of match between topic selection and major after the software is run and processed, the title word, meaning “cirrus,” is obtained. as shown in the figure (portrayals), subject words form different distributions of thickness and size according to their importance and frequency of occurrence to form word meaning relations. this thesis topic corpus has 1,131 total words and 358 unique word forms. vocabulary density: 0.317, readability index: 16.797. average words per sentence: 9.6. most frequent words in the corpus: work (56), music (32), erhu (23), analysis (19), performance (19), artistic (18), characteristics (14), guzheng (14), playing (14), art (13), development (13), dulcimer (13), study (13), style (12), skills (11), application (9), creation (9), bamboo (8), chinese (8), flute (8), techniques (8), example (7), folk (7), modern (7), and education (6). more details can be shown in figure 2. 110 figure 2 cirrus of title words the core words of the titles of these graduation theses are music, work, analysis, performance, skills, art, style, and other theme words. the theme words of the word cloud map can reflect the main thesis title content of the direction of chinese musical instrument performance in the major of music performance, and it can be seen that the topic selection of the graduation thesis is very consistent with the degree of match with the major, in line with the requirements of the national standard of music performance as shown in the portrayals. figure 3 links to title words due to the limitations of software design, the researcher translated the above title text samples into english. after processing the data, the figure 3 links of title words were obtained. it can be seen that: folk/national, chinese, style, artistic, analysis, characteristics, skills/techniques, instrument, performance/playing, music, application, study, work, 111 development, and other words constitute the theme of this picture. all the graduation theses are mainly around these themes to choose the topic, such as in the autumn, modern dulcimer works well. manjianghong's works on zhongruan playing skills and techniques research on the development and construction of erhu etudes on the importance of timbre in guzheng performance etc. these topics are closely related to chinese musical instrument performance and meet the requirements of the major. the relationships of 19 high frequency words are shown. the first high-frequency word: work has the highest degree of association with music, analysis, performance, technology, playing, and characteristics. the second high-frequency word: music has a high degree of association with works, different instruments, characteristics and styles. the third high-frequency word: erhu has a high degree of association with performance, technology, style, music, works, playing and study. fourth high-frequency word: analysis has a high degree of association with music, works, different instruments, playing and techniques. fifth high-frequency word: performance is highly associated with various instruments, works, performance techniques and music styles. 3.2 diversity of topics an academic perspective, the classification method of the research field is primarily divided into the categories of music forms and music study; instrumental music; vocal music study; music education problems in the research; school music education problems in the research; music teaching methods in the research; the study of music aesthetics; music communication; music history; music archaeology; studies on local folk songs, local other art forms, music creation, music therapy, pop songs and pop musicians (teams), film music, etc. according to the quantity of each classification in the thesis, according to the quantity of each classification as shown in fig.4, the first tier for the first three areas of topics accounted for the largest technology research, 83, accounted for 71.5%, the study of 47 instrumental music works, accounted for 40.5%, and involved in music education research, 20, accounted for 17.2%. these three research areas have the largest number of topics, and most of the topics are overlapping. for example, analysis of music conception and performance of jinling si's thoughts on manxiang preliminary exploration of playing skills in the teaching practice of double bass in middle school, and so on. research on playing technologies for instruments and research on teaching methods are both in accord with the goals of the professional direction's teaching objectives. teachers place a primary emphasis on performance technology, music analysis, and teaching methods in professional teaching and practice. this is because the employment of students majoring in music performance in normal colleges and universities is primarily composed of folk music performers, music teachers in primary and secondary schools, and cultural workers. since the training characteristics of these students are professional and teacher-oriented, their training is characterized by the fact that their training is professional. 112 figure 4 statistical chart of the number of research subjects the second echelon of topics includes research on creative issues; comparative research between china and the west; historical research; regional music research; band research; pop music; film and television games; short videos; etc. this echelon of topics is 510, accounting for about 1/3 of the total. the foreign cello in china’s ancient fusion of music and creativity describe the differences between ethnic percussion and western percussion and fusion. from han to tang dynasty music on the central plains, the influence of music sheng in jiangsu drum music use and development the role of ethnic musical instruments in the band is unclear. chinese national musica linstruments in a music game application, etc. these are based on students' own majors, in-depth thinking on different research perspectives, and reflect the trend of music from research with the times. the third echelon of topic selection includes character research, opera research, psychology research, musical instrument research, innovation and entrepreneurship research, art group research, etc. this section contains a small number of theses that require students to broaden their knowledge, and there are some excellent theses and works. discuss the father of little pipa, mr. wang huiran’s artistic achievement. the evolution of pipa art and opera music is investigated. influence of chinese national instrumental music on autistic children’s psychology students' ability to innovate and practice entrepreneurship in the arts will be enhanced. this article analyzes the current state of the elderly's art learning and development opportunities. erhu performance indicator "sound" preliminary wood shadow investigation of domestic art performance groups, and so on. 113 the researcher translated the above-mentioned title text samples into english. after processing the data, the title words were obtained. it can be seen that folk, national, chinese, style, artistic analysis, characteristics, skills, techniques, instruments, performance, playing, music, application, study, work, development, and other words constitute the theme of this picture. all the graduation theses are mainly around these themes to choose the topic such as, in the autumn, modern dulcimer works well. manjianghong's works on zhongruan playing skills and techniques research on the development and construction of erhu etudes on the importance of timbre in guzheng performance, etc. 3.3 thesis quality evaluation this part will carry out data analysis from the aspects of thesis content, evaluation score, plagiarism rate, knowledge integration and innovation, literature reading amount, topic repetition rate, and so on. 1. analysis of thesis content the body part of the sample thesis was selected for analysis as the analysis data. firstly, the thesis is translated into english, and the cirrus diagram of text meaning is generated in images through voyant-tools software analysis. it can be seen that the content of the thesis mainly focuses on music, performance, instrument, performance, melody, nationality, ensemble, technology, timbre, development, rhythm, style, etc., which fully meets the requirements of national standards for music. attract attention according to the number analyzed, as shown in figure 5. figure 5 thesis body cirrus this corpus has 116 documents with 65,205 total words and 6,727 unique word forms. vocabulary density: 0.103. readability index: 13.098, average words per sentence: 74.9. most frequent words in the corpus: music (860), musical (258), performance (256), national (223), playing (223), chinese (195), melody (190), sound (184), instruments (183), string (178), development (175), guzheng (173), flute (170), bamboo (168), dulcimer (161), students (161), ruan (158), instrument (157), time (152), different (149), folk (139), erhu (138), rhythm (138); pipa (136), orchestra (135), people (135), play (135), traditional (134), training (132), hand (131), tone (131), band (129), western (128), section (115) and new (112). 2. performance evaluation through the analysis of the score distribution of undergraduate graduation theses, it is possible that the overall score distribution meets the requirement of normal distribution 114 and there is no unqualified undergraduate graduation thesis. the quality analysis data, as shown in the table, was categorized between 2020 and 2021. table 1: sy normal university undergraduate thesis music statistics, 2016-2021 the thesis was completed in book form by undergraduate students (163) and postgraduate students (26), totalling 189. among them, 73 students (39%) graduated in the form of concert and performance experience, while the rest graduated in the form of a thesis. therefore, from the selection of 3 music professors, the thesis presented 116 (61%) of the analysis target group. from the table, the percentage of excellent theses in 2020 and 2021 is lower than that in the previous two years, as the percentage of excellent theses has been set at a maximum limit of no more than 20% after 2019, and stricter and standardized evaluation criteria for theses have been re-established. the good rate above 80 is gradually increasing, while the pass rate between 60 and 70 is decreasing year by year, indicating that the overall thesis level is improving. 3. certification for knowledge integration and innovation the researcher chooses five core words as a group of data: erhu, works, performance, art, and music to generate the relative trend chart of core words in figure 6. music, sound, performance, and art frequently cross paths, indicating a high level of integration between these various forms of content. the intersection of erhu and performance shows that performance technology is the key research direction of erhu’s thesis. figure 6 trends in core words data item 2016 2017 2018 2019 2020 2021 total 1 total number of graduates 28 29 23 27 26 30 163 2 number of thesis defense 12 15 11 13 17 22 90 3 excellent rate (4.0%) 16.6 17.7 24.2 24.1 16.6 13.1 4 good rate (3.0%) 36.6 41.2 42.4 41.4 33.3 65.2 5 moderate rate (2.0%) 36.6 26.5 21.3 20.7 43.3 21.7 6 pass rate (1.0 %) 10.2 14.6 12.1 13.8 6.8 0.0 average plagiarism rate 5.42 4.37 7.76 6.40 9.7 16.5 50.15 115 the answer to thesis diversity and innovation can be found in the bubblelines of word frequency in figure 7. there are not many studies involving "traditional," indicating that due to a large number of research works of literature and fewer research blank points in this field, it is difficult to avoid the repetition rate, so students have fewer choices. "development" and "chinese and western" studies are evenly distributed in each position, which shows that there are many studies on the development of folk music and a comparison between chinese and western studies in the graduation thesis, which meet the requirements of professional development in the new era. there are also fewer parts involving "innovation", indicating that there is insufficient innovative research in students' theses. figure 7 bubblelines of word frequency more emphasis and teaching efforts should be directed toward innovation research. in the bubblelines of word frequency of figure 8, by comparing the proportion of word frequency in different musical instruments, it can be seen that there are more theses on guzheng, erhu, pipa, dulcqin, bamboo flute, and ruan, while there are relatively fewer theses on suona, sheng, and percussion. this is caused by the number of musical instrument students: guzheng, bamboo flute, erhu, pipa, dulcimer, and other directions of undergraduate students. figure 8 bubblelines of word frequency 3.4 the amount of literature the researchers presented the average number of references, the mean repetition rate, the number of topic repeats, and the mean number of article words in the graduation thesis of each academic year in figure. 9. the average number of references increased gradually from 7.5 to 13.1. it shows that the literature reading percentage of students' graduation thesis is increasing year by year, which is caused by the improvement of the literature requirements of the college and the guidance teachers’s being more rigorous and responsible to broaden students' research horizons. the repetition rate increased but was lower than 20%, in line with the national standard. this is because the graduation theses of shenyang normal university uniformly 116 adopt a data similarity analysis system. the comparative resources include about 2.8 million books, nearly 50 million journals, and more than 2 million dissertations. before 2019, the super star database had a large number of electronic books and kinds of literature, and the number of periodicals was not perfect enough, so the repetition check rate was generally low, around 5%. in the past two years, the database has been updated quickly and the data has become more perfect, so the repetition rate of the thesis has also increased. but overall, keep within the scope of the national standard requirements. the number of topics repeated meets the requirements. the statistical data in this study are the number of theses with repeated topics compared with those in the previous three years. basically, in line with the national standard (2018) encouraging innovation, the school in the past three years could not show substantive repeat requirements. occasionally, the topic selection of undergraduate and master’s theses is repeated, mostly among different students of the same advisor, which indicates that some advisors have problems with new academic knowledge and the slow update of professional frontier information. musical instrument intonation control, similar works, and so on are examples of related topics. the average number of words in the thesis is 6-7 thousand, which is generally higher than the national standard of 3 thousand words. this indicates that the music performance major at shenyang normal university has high requirements on the writing ability of the thesis and attaches great importance to the quality of the thesis and the writing ability. figure 9 other relevant data of the thesis in summary, it can be seen from the above quantified and visualized data that the quality of the graduation thesis of shenyang normal university's music performance major meets the requirements of the national standards (2018). the topic selection meets the requirements of training objectives; can achieve the purpose of comprehensive training; can be closely combined with research, art, and teaching practice; can be based on the forefront of academic research in the field of chinese musical instrument performance; has a certain degree of professionalism, academic and novelty; and it not only conforms to the actual situation of academic learning but also enables students to improve their original level and ability to achieve comprehensive innovation. the thesis meets academic standards, and the entire proposal, guidance, writing, and defense process is thorough and rigorous. the thesis 117 can reflect the students' grasp of the basic knowledge and skills of the major, have a certain ability in literature collection, and can use the basic discipline methodology to carry out research; accurate language, clear hierarchy, accurate point of view, rigorous argumentation. it can reflect the good teaching effect of a music performance major. 3.5 influencing factors of thesis quality the above data, combined with many years of teaching experience and through the thesis guidance teachers’ and students’ interviews, summarizes the adverse factors affecting the quality of music graduation thesis mainly have the following points: special attributes of the major: a music performance major has a long training cycle of practical skills, heavy time arranging, high practical requirements, and less in-depth connection with theoretical disciplines, which to some extent affects the depth of relevant research and the breadth of knowledge horizon. the teacher’s level: with the expansion of education and scientific research tasks is aggravating, time spent on the teaching of teachers gradually reduces. despite professional teachers with higher performance standards, academic quality varies. part of the teachers' theoretical knowledge updates slower. the inquiry learning of students produces a certain adverse effect. the importance of the school: the music graduation thesis has not been promoted to the key work, there is no systematic thesis writing course, and there is no thesis evaluation standard in line with professional characteristics and corresponding process management rules. in particular, undergraduate education does not place the same importance on graduation thesis work as on graduation concerts. lack of relevant courses: most music colleges and universities (departments) do not offer systematic music thesis writing courses according to the characteristics of the music major and only introduce them simply in the form of lectures, lacking systematicity, pertinence, and depth. students have only a superficial knowledge of the thesis. the educational level of students in music colleges (departments) is generally lower than that of science, engineering, and liberal arts students, especially in the past few years due to the expansion of art enrollment in colleges and universities across the country, which makes the cultural course foundation and writing ability of music students generally low. the knowledge gained outside the major is relatively simple, and the poor scientific research ability to observe, analyse and summarise things is the factor that affects the thinking of thesis writing. students' writing attitude: they do not realize the importance of music theses, especially undergraduates, who often start to write in their senior year, facing the pressure of employment and postgraduate entrance examinations at the same time. the thesis is frequently addressed; writing time is limited; and eastern and western criticism collide. 4. discussion based on the above quantitative analysis of a number of data points of the graduation thesis of music performance major and existing problems, the author puts forward the following suggestions in combination with years of thesis guidance work experience and teaching experience of music thesis writing course. the importance to the quality of the graduation thesis for the music major. colleges and universities with music majors should attach great importance to graduation thesis work, formulate relevant rules, and perfect and standardize the graduation thesis writing work plan (fan, 2021). the school, teachers, and students should pay attention to the three aspects through necessary measures to improve the quality of students' thesis topic selection. develop standardized evaluation criteria for music graduation theses. the reference to different regions, different majors, and different experts on the music graduation thesis 118 evaluation standards of the provisions and suggestions is combined with the characteristics of each school to develop a scientific and reasonable music graduation thesis evaluation standard (fuxiao, 2012; fuxiao, 2016; fuxiao, 2018; fuxiao, 2020a; fuxiao, 2020b). give quantitative assigned points for each evaluation point of view sub-item refinement and change the impressionism score of the overall total score. and according to the evaluation standard’s reverse derivation, develop the corresponding music essay writing curriculum content. some colleges only offer writing lectures or elective thesis writing courses for a few weeks and are unable to teach the content of music thesis writing systematically. there should be a full academic year (2 semesters) of music thesis writing courses, whether or not you graduate as a thesis. it can be set in the 6-7 semesters for undergraduate students and the 2-3 semesters for graduate students. according to the evaluation criteria of the thesis and the concept of outcomes-based education, the goal-oriented design of teaching course content can effectively train students' thinking logic and academic research ability. explore the "dual tutor" system of major + theory. in music colleges and universities, music performance teachers mostly focus on practice and skilled stage performance, while music theory teachers mostly focus on academic theoretical research. can carry out a professional + theory "dual supervisor" thesis guidance system. in this way, the optimal allocation of teaching resources can be realized, and the students' professional knowledge and theoretical knowledge can be fully guided (goold et.al., 2010). thesis supervisors should constantly improve their own academic accumulation and broaden their academic horizons, not limited to the performance and singing itself, but also the need to strengthen theoretical learning and academic renewal (yuan, 2014; liang, 2020). the individual guidance teacher's own field of vision is limited, and just appears to guide topic selection to repeat, topic selection obsolete, and so on. research advisors should also give more research to other types of research and writing, which can not only guide work analysis and technical analysis research but also review and comment on research, data analysis research, teaching experiments, empirical speculation, investigation reports, and other research (limin, 2014). this improves students' research abilities and broadens their academic horizons. there is still a certain gap between chinese universities and american universities in terms of classroom challenges, autonomy, and in-depth research. baosheng (2018)according to the requirements of the ministry of education of the people's republic of china on "taking the foundation as the foundation and returning to the fou", it is necessary to reasonably "increase the burden" on college students, improve the degree of academic challenge of college students, reasonably increase the difficulty of courses, expand the depth of courses, and strictly control the exit, so as to truly reflect the connotation construction and quality improvement in the learning results of each student (kewen & sha, 2006). music major students should pay attention to the reading and accumulation of music literature in the daily learning process, broaden their academic horizons, take the initiative to conduct in-depth research, actively participate in academic lectures, be good at discovering problems, and solving problems through different research methods (yao & jizhou, 2021; junrui & suyang, 2022). students should not only pay attention to the innovation of topic selection but also pay attention to the development of discipline and social progress. they should find a suitable topic through practice and study, and write high-quality theses that meet the requirements. strengthened subject selection guidance and improved process supervision. it can establish the thesis database of the school and the speciality over the years. the organizing teachers have to carry out quantitative analysis of previous topics and make statistics of the distribution map (zhaojin & yongan, 2022). the study on quantity, and trend of topics in various fields, it can guide students to expand their horizons, avoid the repetition of topics, 119 and conduct research in blank fields, cross fields, and emerging fields. it is a perfect the whole process of topic selection, writing, guidance, modification, and defense, and strengthen the supervision and management of the process (li et.al., 2021). however, the benefit of this study lies in that we can master the quality of music students and the status of graduation thesis, get the factors that affect the quality of the thesis, and stablish a thesis evaluation criterion suitable for music performance majors that can provide reference and guidance for music undergraduate graduation thesis. it can put forward beneficial suggestions on teaching reform and, finally, effectively improve the level of the graduation thesis of a music performance major (qinru, 2016; panchao, 2018). 5. conclusion this study conducted quantitative research on bachelor's and master's theses in music performance. the author analyzes the structure, content, quality, and existing problems in the thesis. through information and recommendations that play a role in the establishment of music thesis assessment standards, reform of music thesis curricula, and supervision of students in the completion of the music thesis writing process, it continues to specialize in music and also hopes to provide references for music performance tutors. on the basis of this research, it was found that the title and content were in a narrow group focusing on music practice studies, an initial analysis of music after developing knowledge integration and innovation, research and literacy skills, and a thesis, which directly affected the title to the format of the thesis book, with factors affecting in terms of choosing a major, the level of understanding of the advisors, the importance of educational institutions, lack of relevant courses, students’ educational level, and students' writing attitude all play a role. it was requested that the various observations be developed into criteria for evaluating music theses, curriculum reform, and music thesis experiments. this is in order to be a manual for writing science in the future and contribute to the problems found, as well as additional research by the authors and other experts. references duxing, l.(2019). research on intelligent key indicators evaluation academic theses. phd. dissertation, jilin university. everly, m. c. 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(2022). knowledge map and value orientation of ideological and political education: based on visual analysis of doctoral dissertations in some science and technology universities. journal of henan normal university (philosophy and social sciences), 2, 138-143. edulearn journal of green learning, e-issn 2807-890x vol. 1, no. 2, december 2021, pp. 52-60. doi: 10.53889.v1i2.39 ------------------------------------------------------- forwarding strategies for online multiple-choice tests pramote danpradit1, tanit kongkumnerd2 & pranrapee boonplian3 1 daprtment of music, faculty of music, bangkokthonburi university, thailand 2 department of music, faculty of music, bangkokthonburi university, thailand 3 faculty of humanities and social sciences, nakhon pathom rajabhat university, thailand article info abstract article history: received november 3, 2021 revised december 14, 2021 accepted december 25, 2021 after the final test of the semester 2/2020 test results of the aesthetic appreciation courses (focus music content), learners did not score satisfactorily. the aesthetic appreciation courses committee analyzed the problem together with the assessment results. this article is a study that compiles knowledge and ideas from academic documents and teaching experience in aesthetic appreciation courses, resulting in an article improving teaching using strategies do online multiple-choice tests as follows: 1) ability to use a computer and typing skills. 2) ability to read comprehension. 3) ability to create multiple-choice, 4) teaching as a tutor role, and 5) the online test, and points to be aware in online testing. in addition, the researcher will continue to apply this concept and create an online test in teaching. there are also ideas for teaching design. this research can be used for guideline in other courses in the future. keywords: strategies online multiple-choice reading comprehension teaching-tutoring role this is an open access article under the cc by-sa license. corresponding author: pramote danpradit department of music faculty of music bangkokthonburi university thailand email: pramote.dan@bkkthon.ac.th 1. introduction clinton & hokanson, (2012) present research and theoretical perspectives on creativity and instructional design. it presents a conceptual model of the connection between clinton's structure, creativity, and design. design/creativity loops (dcl). the center of the model is a representation of an iterative solution cycle. it is the reason why instructional designers often encounter problems with project design. these tasks or delima create repetitive mental excursions, which lead to opportunities for creative thinking. in, addition yates (2011) presents the research examines the experiences of several beginning teachers who completed their initial teacher education solely in the online mode. the methodological approach was a multiple case study underpinned by a constructivist paradigm. this thesis identified recommendations to improve the online initial teacher education learning experience. lecturers need to make full use of web 2.0 tools to develop tasks that create learning communities and dispel the feeling of isolation. since the second semester of 2019, with the coronavirus disease pandemic (covid-19), teachers and students have to search for guidelines for teaching and learning and choose to teach online. electronically examination with various programs (nakhon pathom rajabhat university, 2021). the aesthetic appreciation courses are compulsory fundamental courses that possess students in different fields at the undergraduate level to focus on enrollment. the content of the courses creates experiences in visual arts, musical art, thai classical drama, performance art, aesthetic perceptions, and appreciation. the research team, therefore, chooses to develop a test and promote the teaching in the content of music (aesthetic appreciation course, 2021). the results of the meeting of the aesthetic appreciation courses committee at the end of semester 2/2020 were concerned about the low average scores of the tests in each subject matter. due to the high performance in https://creativecommons.org/licenses/by-sa/4.0/ 53 other areas, the average student's assessment results pass the criteria, so the meeting is worried and wants the teacher to focus on enhancing the experience in various fields, further wants the students to test the results. average higher than last semester (aesthetic appreciation committee, 2021). every meeting we agreed to stay connected to learn through the zoom application like teaching in a real classroom. the communication through line application can organize suitable group and doing exercises, and quizzes through google forms. this strategy lets the research team to improve and design learning materials to be suitable especially for music samples, audiovisual systems, and all tests. creating an understanding experience mixed with a question-answer and a discussion of the song samples that were watched each time. forwarding strategies to online multiple-choice tests are academic papers that offer guidelines for teaching online and to address learners' reading and interpreting skills. the author, therefore, proposes five strategies: the ability to use a computer and typing skills, the skill of changing the meaning, creating a consistent test, teaching as a tutor role, and technique taking the student's online test. to make teaching more direct and successful, give learners more knowledge and score above median, through the adjustment of both the teacher and the learner. based on the concept of assessment and investigation of the test. upon learning of the resolutions of the aesthetic appreciation committee, the researcher contacted some of the learners, to have an informal dialogue, and to find out about problems taking the exams of the previous semester. the researcher summarizes the difficulty and solutions for improving teaching and online testing in the next semester, the trials can be done away with after the discussion issues: 1. ability to use a computer and typing skills. 2. ability to read comprehension. 3. ability to create multiple-choice 4. teaching as a tutor role 5. the online testing, and points to be aware to do online testing from the earlier issues stated. this article is not intended to create a standardized test or experiment. various platforms. the goal of the presentation is simply to teach learners to be aware of self-examination, and to listen to advice on how to do the test consciously while using their mobile devices for study, entertainment and personal business. simultaneously not cause any negative effect on any part. the author has tried to revise it for the students to return to develop the comprehensive test again, and will likely present five strategies to further improve teaching. 2. ability to use a computer and typing skills laborda (2007) presents an academic paper entitled introducing standardized esl/efl exams. this paper will present the features, and a brief comparison, of some of the most well-known high-stakes exams. the greatest challenge is not preparing the test or producing a testing platform that can test faster and more efficiently than teachers do today, but rather, first, being able to develop specific items only designed for computers and, second, studying how the results and correction of online tests can lead to learning (chapelle & douglas, 2006). using some testing platforms includes comments from the raters but it is not clear whether these comments lead to language learning. from a traditional perspective, computer-based tests are usually composed of multiple-choice questions. traditionally set as a vertical list of questions with answers, today most exams present only one question at a time. this allows for both a bigger font size for questions and answers as well as larger displays of any media when they occur as prompts for a question. additionally, laborda (2007) has reviewed high stakes tests for the testing platform from several articles, providing examples and guides on how to choose appropriate trials. in the future, most standardized tests will go online or be based on intranet technology. there are some issues with technical access, test items that are not tailored to the computer platform, and the unknown effects of computerized tests on language instruction that need to be addressed. therefore, this report is a guideline to convey to learners before taking the online test further. in case of having to take down and organize the test before yourself. the author solved the problem by introducing computers and utilizing microsoft word 2016 in the file management content. speeding up basic computer systems page setup (layout-margins) column arrangement (layout-columns) bracket test (line number), selection, and format of characters. (font-spacing) page number format setting the first page and different pages (headers and footers). adding special characters and (equation) set the printing options. it also introduces related video clips by using keywords such as teaching microsoft word usage, microsoft word shortcut keys, microsoft word techniques for doing quizzes, classwork to use time in class, and appointments outside of class. these skills are hard skills or skills used in fundation work that students must study or have previous experience. however, with the code of conduct, instructors have to improve hard skills together with soft skills go at once in addition, teachers must not forget that many learners use their mobile phones to do online exercises. that is necessary if the learners have to type text, causing delays and wasting time. therefore, the reading 54 perspective the pressing of different answers also the inability to go back and correct the error again. here puts pressure on mobile or computer users and must have the aptitude to use the device. 3. ability to have reading comprehension reading comprehension or the skill of changing the meaning is a fundamental ability to read, in other words. acclimated and use summarizing the knowledge and understanding in the content to lead to the creation of questions and options to study and solve reading problems, judith & keith (2008) presented a comprehensive reading research report on cost or benefit meaning. with enhanced reading comprehension and deep learning, the candidate’s help is necessary for developing reading strategies that enhance this process. the coercion of interest does not necessarily increase meaning or well instruction. the reward from simple reading or this essay it's just a study of the theory about deep learning and its impact (mekrat, 2012). for example, participate in reading and recommend multi-faceted assignments and continue to strengthen reading comprehension for success, in line with troy et.al. (2019) used text-based reading discussions. the author uses the practice guidelines to accompany clear instructions. follow a close reading of four steps (discussion norms, principle text accompanying, and discussion) with five primary-level candidates, suitable for use with a small number of learners, per the test-takers in research that only numbered five people and had the poor reading ability. therefore, the said concept was put in for editing by teaching reading comprehension. with introducing the principles of reading comprehension according to the four processes by the following reading comprehension principles. 1. read the story on various topics from beginning to end when understanding it once. 2. readers must always have questions in mind, “what? when? where? why? and how?” 3. read round 2 with tick or mark. find such questions or answers. 4 . apply the notes or text on the stroke or use different colors. marked come to compose to keep the original message or get concise or change some words or have more examples but still have the same meaning. to check such reading comprehension requires constant reading and writing practice. however, the rationale given by the example may vary in scope and time frame, for that reason an interpretation from the perspective of the reading experience is imperative. the author then describes the content of the critical reading twice and gives a review question for every sample. simultaneously, the same or similar documents and tests are used as examples. by focusing on building knowledge and understanding of asking questions and making decisions (clinton & hokanson, 2012). based on this method, the authors found that test-takers tend to create quizzes that focus on asking questions and answers literal or from memory. by choosing the necessary sentences, specific names, dates, times, and places. i remember carefully the story. choose to remember numbers, the order of concepts. (judith et.al., 2008; mekrat. 2012) as a result, test-takers themselves are unable to answer more complex questions. another thing is that test takers and respondents often use copying of clue sentences from a book to ask or answer questions without changing the format, confusing the reader with the copied sentences. therefore, the excerpt is not an understandable question, but the options may be variables that determine the correct clause, however, in the wrong form of the linguistic syntax. therefore, evaluative reading comprehension and writing well before taking the test will help modelers get more accurate. therefore, after the introduction, reading comprehension, and typing/writing. based on the above problems, the author proposed the development of reading comprehension by creating a test. it is a tool to reinforce, read, comprehend, reflecting or measure the results of questions and quiz choices. the researcher selected the old test, mixed with the newly created test, sort out accordingly and according to the content that focused mainly on knowledge, and used two groups of students in semester 1/2021 as an experimenter. finding errors and difficultyeasy values before implementing them for improvement and practical use in semester 2/2021, but only 1 group of teachers used a tutor role style. 4. abilty to create multiple-choice test the ability to create a test means writing questions and options, consisting of questions and choices from which test takers must select the correct option and one accurate or best answer. (tarrant and mohammed. 2009; little, bjork, e., bjork, r., and angello. 2012) therefore, to focus on explaining and pay attention to reading and writing the thai language, for developing write questions under the goals. the test covers the content by determining the degree of knowledge and memory understanding, application, and analysis in the cognitive domain. the authors reviewed the documentation for enhancing the ability to create a good test by siri peng (2 0 1 8 ) , report at develop a thai reading and writing test to establish normal and use test manuals in primary students, the quizzes are multiple-choice, matched and subjective, prepaid-answer in two areas: reading test and writing test. besides, there is a report by onnangyai (2 0 1 2 ) that proposes a thesis to create an analytical thinking test. according to marzano's approach (marzano's taxonomies), five sides were; matching, classification, analysis of errors, summarizing general guidelines, and summarizing specific. this approach is used by the authors to guide 55 learners to use in the construction of quizzes, most of the quiz creator's problems involve writing questions and options following the content set. besides, the choice must also consider the probability of being close to the correct, so that students' answers are difficult to guess. the author also notes that several tests ask questions about number, date, sequence, all of which emphasize memory levels too much. such is not a test created to promote understanding, application, and analytical thinking. thus, the question design will become more complex, as pichitrit (2012) khunkaew (2019), and danpradit et.al. (2021) suggested that choosing a question that is more explicit and complex. they have adapted from nouns to verbs to help create different levels of quizzes. based on the revised concept of bloom's taxonomy (lorin et al: 2013), the author offers example questions at different levels according to the above idea. where music teachers and or other fields can choose to use, the author leaves "x" for you to choose to add keywords. until the question, the sentence is complete and can be used further, as in the example in table 1. table 1 text to choose from when asking questions according to the cognitive measurement level cognitive domain text to choose from when asking questions 1. remember which is...x… , ... x ......, where? when did ... x happen? which of the above means...x..? , ... x ... is how much the order. ... x ... how many levels are divided? 2. understand which is different from the group? which of these is an example of ... x .., please give an example that relates to ... x .. which of the following is related to .. x ...? 3. apply which of these is the first step of ... x ..? ... x .. can be used in any other occasion which of these is the preparation process ... x ..? normally..x..has a function..y.. : which of the following relates to...y..? 4. analyze ... x .., what kind of instrument is it? which is different from group ... x ..,? which is the opposite of ... x ..? about ... x .. ; which one is not correct? which of the following is the strength / disadvantage of ... x ..? (compare) what is the difference between ... x and ... y ..? what is the similarity between ... x and ... y ..? 5. evaluate from the index criteria ..x.., you have...y.. corresponds to which one? you get the measurement results..x..shows that you get..y..at what level? “.. x ..” from the above situation, which one corresponds to? 6 .create “..x..” from the above statement, which of the above is the direction of ..x..? after improvement ...x.., will the result correspond to any of the above? “...x..” from that message, what action can you take continuously? based on the sample text, test takers can select to design, challenge the test questions to suit their desired behavior level and content. as this is a high-level thai language strategy, designers tighten their language proficiency due to massive content and quizzes. the authors and learners jointly set goals for the equivalent of each exam and the level framework for creating the test. 5. teaching as a tutor role it is an unrecorded teaching used by educational institutions, but it is popular with test-takers at different level out of elementary level to various jobs. teaching e-tutors for large online classrooms have a role similar to face-to-face tutoring. (goold et.al., 2010) the problem of differences between generations, that is, generation x test takers added at the beginning of the tutoring school and improved their academic performance. slowly when they are parents, they send their children to a particular school. result in generation students y–z focuses on learning with high scores rather than the performance-related skills (the ability of performance). with the author as a parent, one is concerned and wants to reduce extra learning rather than experience life skills. we, therefore, tried to present the teaching method by analyzing the form of a tutor to show the issue of testing as follows. 1. search for questions searching for questions is a precisely observed for the question you want to ask by reading reviews to find questions, in addition to reviewing the questions, the test taker has to find out absolutely what the questions 56 they want to ask. for the reason that the use of language can be a negative question, a sentence overlap, a question overlap question, a negative overlap, a sentence that will confuse the reader. 2. find the answer finding the answer had an important issue that test takers have to make the right choice, but which one to choose with a quarter or one-fifth chance of being correct? sometimes going to an answer may not be necessary, such as 1 in 4 questions. options will have one different option. especially for options that were distinctly different, such as ducks, chickens, geese, and dogs, dog choices will be different from most groups. the respondent had to choose immediately by guessing the question if the dog was the wrong answer next choice was unsatisfactorily. on the other hand, the shrimp, shellfish, crab, and fish options are similar to each other, which can raise questions on a variety of angles, such as: which of these is an animal with a shell? which of the following are animals with short bones? which of these is an aquatic animal? readers think about what questions should put a question. however, if you ask which one is different or which one is different? apply overlapping questions respondents need to analyze their answers in terms of the nature and differences of each option, such as type, benefit, etc., where the choice may be wrong or correct if the question or choice was unclear. 3. choose the most correct answer. getting the accurate answer if you have questions: which is the right or the most wrong? here indicates that every option is practically all correct, but one is the most complete. techniques, frequently the author selects the question with the longest answer first, assuming that the option with the shorter text was likely to be less or less complete. such may not always be accurate, as long options can be irrelevant options. so, we need to go back and analyze other options again. examples of questions to choose the cheapest one: what is the meaning of thai music? (the cheapest?) but don't need to enter, you have to choose the cheapest one) a. learners' brain ability to remember. evaluation, appreciate sound b. learners' brain ability to remember. evaluation, analysis, sound experience. c. the ability to bring knowledge understanding can be listened to, arrange the sounds to be beautiful. from option, item c. has the longest message. if you use guessing, there will be left b. and c. part a. repeat before the text with b. therefore, the a. is eliminated. the respondents have c. 50% more chance of being right. 4. selection of situation analysis and conditional response. 4.1 selection of situational analysis answers. so far analytical answers or situation or chronological questions. in general, which principle or theory will it relate to? the stories raised are often directly or complex in hypothesis. there may be questions that follow. from the above situation, how will the problem be solved? therefore, at this point, the test taker has to memorize or understand the principles and theories. or give more complex examples of assumptions. creating and choosing scenario-type responses is complex, for example: “what is the name of a stylized instrument? : a. jakea, b. jorakea c. krajab d. pi” from the example of the above questions, what is the exam grouped under the concept of music? a. strum/pluck b. stringed instruments c. classification of musical instruments by behavior this question first, the respondent must know what the b. jorakea means amphibian or crocodile (in thai). c. krajab means one plant, the root part is boiled as food. a. jakea and d. pi is the names of thai musical instruments. question 2, what is the meaning of the instrument group, according to the answer in c., but the question may confuse the reader. therefore, the respondent should read the choice to make a decision. the principle used to make this decision is the principle of classifying musical instruments according to playing behavior (thai style). 4.2. conditional selection of answers choosing a conditional answer must be consistent with the question. the respondent must analyze the question and answer in detail and be competent to identify the procedure in which such conditions are consistent with that question. in this regard, students must use the comprehensive resolution and review every option to see if it is coherent or relevant. by educator’s suggestion eliminating irrelevant options first if they are pertinent or similar, then all options must be checked to see if they comply with the conditions instead. examples of conditional questions. question: there are several levels of listening, which should a student have a level of listening ability comparable to? 57 a. guest b. musician-artist c. instructor-music critic d. composer-arranger respondents, must first understand the level of listening ability that requires entertainment or content, then bring yourself to compare, but don't forget that, the question asked about general students is not specific to music students or music teachers. question: why is "using too much pressure on both the string and the fiddle bow, resulting in unsatisfactory fiddle sound?" from the message which corresponds to. a. understanding the playing skills b. sound production c. sound source from the example, good vocal production is an early skill of playing stringed instruments. respondents, must know the bow and practice in order to produce quality sound. putting down conditions can be more complicated to ask, for example: question: the 1st guitar is the string with the highest pitch: if i want a lower pitch (normal guitar), which one should i choose? a. pick line 6 b. pick a call that is low tone. c. change the 6th line to a larger one. d. press the string at the low noise position. in terms of the conditional questions refering to the highs, the question asks about the intonation, indicating that it is not a normal or normal guitar. so, the options can be more complex and conditional, the reader has to debate, find and make the correct choice. therefore, both situation and conditional questions, are behavioral questions at the analytical and valuation level. with a point of observation that there must be 2 or more variables and that is the cause of the continuous hair because of the condition, it cannot be done for the reason of one thing. for tutoring as a tutor, it does often recommend skipping this as it will waste time on the simpler ones. if you have time then come back and do it again. such tutoring may be a tactic of doing quizzes or teaching "guess teaching", which introduces a method for choosing correct guesses, using guesswork. without a basic understanding of the subject, only 5-10 percent of the test may be performed. with prior knowledge or practice, there was a higher chance of doing it right. after the author has recommended the test. i have chosen to review and re-evaluate the test. even with higher scores, on median fifty percent of the number of people taking the exam. the author inquired and found additional problems about the online test system, which made the test taker nervous because each time the test was different. the system will toggle both the sequence of questions and alternate options, further significantly, the opportunity to go back and revise the previous one, or the time is not enough, so the online exam has other factors that unchecked. however, i was aware of the output here, referring to the outcome of the test, measurement, and evaluation of each group of students. this is a teaching that integrates project-based research. the instructor acts as a coach to assist in reporting rather than as an instructor in the original sense, therefore introducing, offering examples, sharing, analyzing, solving problems does part of the process that the trainer provides. successful support does no different from nguyen (2020) reports using stem-based teaching, solving learning problems by having students design a bamboo toothpick house. the author uses the report on the findings of the test, measurement, and evaluation. causing students to study the principles thinking of solving problems practice reviewing the use of thai language until you can finally create and take the online test. therefore, doing the test will establish knowledge that the learner has accumulated. take it out for analysis and answer the questions. teaching as a tutor must point out both knowledge and use in analysis in which the example using the original test or the test with the same content as the subject taught is an issue that tutors need to search from the old sample or create a new one to be a teaching example. enabling learners to have both strategies and content concurrently 6. the online testing and points to be aware online exams have come with online teaching management (carol, 2020), but in this case, this is typical teaching only delivered through asc (https://assess.com/online-testing) classmarker, (https://www.classmarker.com), quizizz (https://quizizz.com), tencent (https://wj.qq.com) , zoom application, and google forms etc, so it's a semi-online teaching system. the online test is a new method for thai teachers and students, from previous experience there was only some agency online questionnaires (anderson & gerbing, 1991; danpradit et.al., 2021) therefore, the authors review the reports. found problems and consistent guidelines by introducing them to learners before taking the test. in 58 addition, the author exchanged inquires from the examining teacher-related person. it is put in place that there were some systematic problems in the systematic test and the feeling was not exceptionally different in the areas of panic. 1. excitement, anxiety, time, and the online system of examining candidates reflected much of their anxiety. with the problem of increasing the number of remaining times at that time, even though the time was remaining more than usual. this does a system of each program that is used. continuing with the problem of needing to revisit, but with the online system in a forward-thinking manner, it may not be designed to be able to go back and view past quizzes or to revise it again, making the timeline doing most of the rest of the test. 2. to take the test, it was necessary to have a short trial period, to build familiarity with the system and check if the email is correct or not, because the test taker found that the password was remembered. you cannot receive your email address, so you need to change your email address. if the author specifies the name and password there are other problems, but it is just a problem for the teenagers. 3. the number and duration of the test, based on a lot of content and no experience in doing the test. as a result, the number of tests that were created resulted in a large amount of time. the researcher asked the test takers to agree that, the duration should not exceed 60 minutes of each set. but there are fewer tests even more attracted to the exam. 4. do not take the online test for repeating the test. to study or assess various, because test takers can record their screens, making the test a secret to the next exam. examples of programs or websites to create online exams: in this article, we offer 2 programs, hmmquiz and google forms. program hmmquiz the author chose to use the hmmquiz program because it does not block from some countries and, more importantly, it was a convenient program to use, able to choose from many types of exam types, including multiplechoice, filling in matching words, can add, reduce, edit questions and words. reply to insert a still image, a movie can increase the weight of the test individually. also, the difficulty of the test can be calculated. access for exam takers hmmquiz website (https://app.hmmquiz.com). administrators were required to set the class and add the name of each class member in the classes menu according to the quiz taker menu. users can do 2 types. the exam schedule arrives, the system will send it to the person's email address. the test taker will use each person's email and password to enter the system and 2) use their id and last name. the system will set a new name and password. administrators must submit a username and password for specific people. method 2, the system assigns a name and password to will be difficult for people to distribute to each candidate. the method of using the test taker's e-mail will be typed in error copying and remembering the password of the candidates themselves. there may be times when the test taker's e-mail cannot be used with the system. program google-forms google forms is owned in google drive (google workspace) where educators can design multiple-choice questions, fill in words, and more just like any other online quiz program but it's free. the creator simply sends the address link to the test-takers, then the test taker can take the test and complete the test. you can switch questions, switch answers, and send the results of the exam as you like. it can also show the average and wrong answers to the creators. therefore, in this research, being a thai student, the researcher chose google forms to develop the exam. one thing to be aware of, the use of different programs is that the program that will be used in the test should be introduced to the learner in advance, especially the menu of each program may create a misunderstanding during the exam, therefore an acquaintance guide, along with a lab test may be necessary for the first trial. note: points to be aware to do online testing 1. convenience, speed, cost savings in paper usage, examination, and achievement assessment facility. 2. reduce the problem of peeling tests or not being able to peel each other due to the exam system using random questions and answers during the exam time, making each test inconsistent. incidentally, with a limited time, the test takers do not have much time to inquire as everyone is doing the test at the same time. 3. online exam, attracting more people to take the exam take a lot of tests. but the number of exams should not be more than 30 per set or 30 questions each time, because going to do it for a long time may have problems with the speed of the internet. therefore, after teaching as a tutor, using test development as a teaching management tool. benefits that occur to the candidates. get both pieces of knowledge in the content that created the quiz obtain methods for checking the validity, consistency of content, and level of measurement behavior. which the author has explained with the main content from the book document with the knowledge of the principles before. but after assessment by creating a preliminary test. therefore found a very low evaluation. the test taker did not care that the test he had created would return to be tested for himself, but when the author revisited it. has raised awareness of learners and has better overall assessment results in which the destination of the measure of learning achievement is the measure of knowledge the ability of the learners according to most of the learning topics that was a measure of the brain or cognitive domain. it is all a process of enhancing the experience of developing a test that is a skill that does take by the students. 59 so in the next research process, the author will use it to create a test to trial, the tests of each group were examined and tested. to find the difficulty of wrong words, right, and so on with people taking the examination, a total of 24 participants were tested during september-october 2021 through the online system with a test program (try out) to check the structure and displayed messages. the author using the program google-forms able to pass all tests of 61% of all tests and found that the number of difficult tests reached 14%. for music content, instructors choose to use the zoom or the voov meeting program for lectures, appreciation of sample songs, line groups, and quizzes through the google forms program. the teaching was conducted 5 times (3 hours/time) and the scores were collected 5 times according to the content area that emphasized enhancing the experience of thai and western music, especially the enhancement of taste through listening. the created test section focuses on measuring memory and comprehension, categorizing different content types. in which the teacher and research team choose from the tests that have been used in the past semester. the researcher designed and selected a test that was related to the old questions. or adjust a new question and volunteers to test the system in the amount of 15 x 5 = 75 items (table 2). table 2 number of quizzes with defined weight values, behavior levels and chapter content the content of test design number of tests with weight value behavior level bloom/s taxonomy number of tests knowledge understand apply analyse 1. musical elements western style music 5 4 4 2 51 2. types of musical instruments and thai bands 5 4 4 2 51 3. thai music style 5 4 4 2 51 4. western musical instruments and bands 5 4 4 2 51 5. western music style 5 4 4 2 51 total 75 table 2, the assignment of weight, number of exams in each chapter, and behavioral level according to the concept of bloom’s taxonomy (lorin, et al. 2013). the author is required to create only four quizzes. the behavior level, for reason, is to create multiple-choice tests, assigning learners to perform as a group, to create 75 quizzes. this was to reserve the right to select the appropriate test for testing, by faculty or experts to reexamine. this table had been used to examine checking the validity of content that may be used continuously to allow experts to examine content validity and criticize the level of behavior in the creation. (danpradit, suttamart and boonplian. 2021) all 5 lessons, which is based on writing questions and options for validation, test quality, as well as selecting the appropriate exam content and behavior to measure results. the researcher chose google forms to exam. future research can explore how these areas interact with each other and how the movement between layers is further verified. however, the relegation of music learning to a model can be both helpful and restrictive. it is hoped that the “envelope” of creativity as previously described by clinton & hokanson (2012) welcomes the freedom to flow between the layers such that authentic musical learning is achieved. 7. conclusion from what the author has stated, this paper is only to offer a solution to the problem of doing online testing. with five strategies: 1) ability to use a computer and typing skills, 2) ability to read comprehension, 3) ability to create multiple-choice/quizzes, 4) teaching as a tutor role, and 5) the online test, and points to be aware to do online testing. teachers and students have to adapt to find problems and solutions in online testing, just like doing exercises and take the test online only. however, the authors will use this approach to enhance teaching in order to increase scores in online assessments in the aesthetic appreciation courses and other courses. the model proposed in this paper considers key elements focus on reading comprehension and practice while taking the online test. this may be used as a teaching guide at the high school level, to emphasize music performance continues to grow, the understanding of the intricacies of music performance interactions within an online educational environment. the complexities of combining the teaching of artistic skills and freedom of artistry within an online structure can be overwhelming for future music experts should some type of pathway not be hewn for informed guidance. it is understood that this model. 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(2012). unit 7 reading in gel 1001 using thai language. office of general education and electronic learning innovation: suan sunandha rajabhat university. nakhon pathom rajabhat university. (2021). announcement: schedule and teaching management model for the first semester of the academic year 2020. retrieved from https://news.npru.ac.th/u_news/ detail.php?news_id=21004&ref_id=pr nguyen, n. (2020). using the problem-based learning in stem teaching about bamboo toothpick houses. international education studies, 13(12). 70-89. onnangyai, p. (2012). the construction of an analytical thinking ability test for exam takers grade 6, office of education bangkok. bangkok: srinakharinwirot university. pichitrit, j. (2012). principles of measurement and evaluation of studies. 7th ed. house of kermist co., ltd. roberts, j. c., & roberts, k. a. 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(2011). something old, something new: initial teacher education in the online mode. retrieved from https://www.researchgate.net/profile/anne-yates/publication/50874959_something_old_something_ new_initial_teacher_education_in_the_online_mode/links/54dd78dc0cf28a3d93f94fbd/somethingold-something-new-initial-teacher-education-in-the-online-mode.pdf journal of green learning journal of green learning, e-issn 2807-890x vol. 3, no. 1, june 2023, pp. 1-16. doi: 10.53889/jgl.v3i1.213 ------------------------------------------------------- a reform of solfeggio course and application pdca cycle for music majors at dalian university zhang lina & pramote danpradit department of music, faculty of music, bangkok thonburi university, thailand article info abstract article history: received february 14, 2023 revised may 1, 2023 accepted june 6, 2023 the purpose of the paper is to present the concept of the reform of the solfeggio course by application pdca cycle for music majors. research and teaching tools built with a small group of 26 volunteer students. the pdca process is used to increase learning management, company management, and instruction enhancement. in order to further progress instructional methodologies and ideas. the solfeggio course syllabus from 2006 is being rewritten for the 2020 edition. the practicability of the course has also improved, and student enthusiasm for the course has increased in the classroom. general survey outcome found that 90% of students agree that lecturers should raise the quality of teaching, dare to innovate, and increase the attractiveness of the classroom to students. the results indicated that 12.4% of the students are extremely, 77% are somewhat satisfied, 17% are not satisfied, and 9.3% are very dissatisfied. keywords: dalian university music majors pdca cycle solfeggio course this is an open access article under the cc by-sa license. corresponding author: zhang lina faculty of music bangkok thonburi university thailand email: 505205114@qq.com 1. introduction this paper is an attempt to apply the concept of dr. edwards deming to the solfeggio course for music majors at the dalian university of the arts college. the key strategy is the deming cycle concept, which is used to address two significant issues: the development of selfpaced learning in response to the issue of online learning under the threat of the covid-19 outbreak and the issue of identifying one's own needs or taking into account one's own skill development. that is to say, during the pandemic school closure when there was still teaching or learning online, students and teachers were split up and unable to react or address issues with their skills right away. another option for addressing issues with teaching and learning is to select alternative methods of instruction. in order to better understand the pdca, which has turned into a lesson plan, this post will also discuss some of its consequences and potential remedies. https://creativecommons.org/licenses/by-sa/4.0/ 2 the dalian university of the arts college places a strong emphasis on practical qualities and excels at teaching from repertory. repertory is the focus of art practice teaching, which combines teaching and performance. a project is a vehicle for the integration of learning, doing, and producing; competition is the pull; exhibition and competition integration is the leader; industry, university, and league integration is the goal; and social service is the goal. the three classes that make up art instruction are linked together, with the first class consisting of theory and practice lessons that follow the lesson plan. the second classroom will be used for extracurricular art practice instruction, while the third classroom will be used for extracurricular art practice activities. dalian university of arts has recently produced nine big plays in a row, which also makes it a great place to conduct research on real-world music instruction. one of the works, "silk road youth," was incorporated into the solfeggio training teaching system by the researcher, who also used the concepts of applicability and practicality to create a solfeggio training teaching manual that could adequately represent our college. show deep and contains the culture, young people's beautiful and rich flavor, the element of time and space of historical and modern, east and west, optimize integration, to the beginning and end, the veins of the four chapters are combined, presents a picture of ancient and modern, an audio-visual feast, and the exchanges with stage drama artistic rendering. the authors created a tool to be used for trials with some students in the first semester of the 2022 academic year. the tool and preliminary trial were conducted with a small group of 26 volunteer students, and the contents and trial results included the deming cycle, the solfeggio course syllabus, teaching for the solfege course with the pdca cycle, and the application pdca cycle. 2. the deming cycle the deming cycle, or pdca process, is credited with being developed as a result of dr. edwards deming's presentation in japan in 1950. starting in the 1600s with galileo and the philosophy of science, the presentation will trace the evolution of the scientific method and the science of improvement. the founder of modern science, galileo galilei (1564–1642), made fundamental contributions to experiment design. francis bacon (1561-1626) believed that knowledge should follow a predetermined pattern and that humans learn by deduction and induction. in 1872, william james and charles peirce asserted that conduct is influenced by knowledge and that truth is established by the best possible outcomes. building on the pragmatist model and providing a bridge for the pdca, clarence irving lewis (1883-1964) theodore irving, charles pierce, and william james had a big impact on lewis. according to clarence irving lewis, conceptions are presumptuously applied to every given experience, whereas truth is unquestionable and must be differentiated by empirical verification. both dr. deming and dr. walter a. shewhart were greatly influenced by lewis's book (sallis, 2005; matsuo and nakahara, 2013; mine, 2012). deming introduced the plan-do-check-action, or pdca cycle, in his lectures from 1950 and 1951. the activities of the japanese qc, tqc, and qc circles all included this cycle. pragmatism was strongly supported by john dewey (1859–1952) in his lifetime. clarence irving lewis (1883–1964) establishes a link for the pdca cycle by building on the pragmatist model. clarence irving lewis was greatly influenced by both charles pierce and william james. clarence irving lewis argues that whereas ideas are automatically applied to any given experience, truth is indisputable and must be distinguished by empirical verification. dr. eming and walter shewhart both credited lewis' book with having had a significant influence. deming first discussed the plan-do-check-act (pdca) cycle in his lectures from 1950 and 1951. this cycle was incorporated into the activities of the japanese qc, tqc, and qc circles (sallis, 2005; moen & norman, 2009; bo, 2010). 3 sallis (2005) argues that the deming cycle, also known as the plan-do-check-act (pdca) cycle, is an established tool frequently used in the process of improving teaching. it is a collaborative professional development strategy. understanding the pdca cycle's history allows us to conclude that the pragmatic model had a significant impact on the cycle's inception. (matsuo & nakahara, 2013) the pdca cycle is a strategy that can be used to improve instruction and advance teaching. we can therefore combine them for study. as mentioned above, most music teachers are unaware of the concept of the deming cycle, which has long been used to improve education, learning management, and business management (mine, 2012). the author is aware of the concept of the deming cycle and therefore applied this concept to designing and planning learning according to the deming cycle. 3. solfeggio course syllabus to improve the teaching of solfeggio, dalian art college monitored the entire process and implemented four changes between 2006 and 2020. to improve solfeggio's teaching, dalian art college monitored the whole process and implemented four reforms from 2006 to 2020. the fundamental goal of education is to identify such tactics that respect individual diversity while also working to ensure that students develop to their greatest potential. in the solfeggio course syllabus (2006) for the 2020 edition, the solfeggio course's "results-oriented education" approach is being revised in order to better advance instructional strategies and ideas. the teaching curriculum has once again been scientifically adjusted in accordance with the "learning" and "learning" two kinds of knowledge, making it obvious that the aesthetic situation of music theory has been liberated from the "complicated technical theory" (palmer, 1998; matsuo and nakahara, 2013). students are allowed to develop their understanding of music beyond the theoretical level by being taught about its composition, the occurrence and application of the law, how to restore the actual sound of music, and the role of theory in directing creative practice (stauffer, 2003; chien, 2007). solfeggio training course relevance to other related professional courses is enlarged (lena & feng, 2009; jingxing & hong, 2011), the practicability of the course improves, and student excitement for the course increases in the classroom (table 1). the following is how the directors outlined the problems with the reform: 1. teaching form: change to a small class with about 20-25 students in each class. 2. examination methods and paper structure; 2.1 test format: closed-book written exam and solfeggio oral exam. 2.2 solfeggio: solfeggio in the first and second semesters of the designated range of songs learned; in the third and fourth semesters of songs not prepared, solfeggio three up and three down. 2.3 performance evaluation: 30% in normal time (questions in class) and 70% in paper test (60 points in written test + 40 points in solfeggio). 3. the training of the student's ability to listen to music, the students' sense of style, sense of rhythm, beat, melody, and phonoreception; after taking this course, the students' rich music language; the pupils' music memory; the students' taste; and to help the students learn music and establish a solid foundation for the performance of music (jingxing & hong, 2011). 4. refer to 2011: the teaching materials for solfeggio practice were changed to the practical solfeggio practice course, which focused on developing students' practical skills in the areas of tone perception, rhythm, multi-sound thinking, and style while also emphasizing the applicability and practicability of teaching solfeggio practice to music majors in art colleges (lena & feng, 2009). there are five chapters in this book. the first chapter is toning exercises; the second chapter is the practice of c 4 clef; chapter three is multi-voice practice; chapter four is the practice of playing and singing; and chapter five is style practice. 5. refer to the 2015 version: in the 2015 version, the solfeggio and ear training courses and teaching techniques have been updated to meet the demands of applicationoriented ability training. utilizing the development of employability for music service occupations as the guiding premise for instruction, students are encouraged to actively engage in social art practice activities by using classroom practice as the teaching method and practical situational audio listening experiences. for instance, massive off-campus music rehearsals (concerts, variety shows); musically themed activities; competitions at the state and federal levels, etc. dalian jinzhou cultural center, gangxi primary school, dongju primary school, green primary school, xinqiao primary school, and jinyuan primary school are some of the institutions in the dalian development zone. 6. refer to 2020: the solfeggio course's "results-oriented education" approach is being revised in order to better advance instructional strategies and ideas. the teaching curriculum has once again been scientifically adjusted in accordance with the "learning" and "learning" kinds of knowledge, making it obvious that the aesthetic situation of music theory has been liberated from the "complicated technical theory." allow students to develop their understanding of music beyond the theoretical level by teaching them about its composition, the occurrence and application of the law, how to restore the actual sound of music, and the role of theory in directing creative practice. the usefulness of the solfeggio training course is improved in the classroom, as is its connection to other courses. table 1 the teaching syllabus of solfeggio course revised in 2020 teaching reform using solfeggio and ear training improves in-class and out-of-class instruction, helps students understand the sound of music and its reduction applications, fosters students' proficiency in singing and music practice activities, and improves their capacity for course course objectives 1 basic knowledge: 1. master accurate knowledge of solfeggio and sight-reading works 2. master the basic theoretical knowledge of music 2 core knowledge: 1. master the knowledge of music teaching in primary and secondary schools and kindergartens 2. master the professional knowledge of self-playing and self-singing 3 expand knowledge: knowledge of multi-part music singing 4 basic skills: 1. ability to accurately solfege and play new works 2. ability to analyze and judge new songs 5 professional skills: 1. have the ability to music teaching in primary and secondary schools and kindergartens 2. have the ability to play and sing 6 development ability: practical application ability of basic knowledge of various music theories 5 deductive reasoning about music. diminishing power and esteem. through the reform of the solfeggio course, which actively explores the reform of teaching content and exam format, increases practice of the teaching content in class and outside of class instruction, and helps students learn and comprehend the sound of musical compositions while regaining application skills, develop pupils' sound and accurate reductive, deductive, and musical appreciation skills in the classroom (bo, 2010; shakman et.al., 2017). however, the continuous development of the curriculum, especially in terms of content, does not prevent the study of solfeggio and ear training from achieving higher learning outcomes. upon re-examination, it was found that there was still a lack of teaching that the learners had to rely on for self-improvement practice. therefore, the trial used another teaching method. therefore, it is another alternative to experimentation for teaching development. they expect to have better academic performance and an attitude toward developing their skills to a higher level. 4. the teaching for solfege course with pdca cycle the pdca cycle theory is included in the solfeggio course to enhance teaching strategies and teacher effectiveness. a diverse and multi-directional evaluation system for the solfeggio ear training course is built by detecting difficulties, examining causes, devising solutions, and compiling experience. make the entire closed loop truly useful for teaching solfeggio, making the teaching process as a whole more seamless. practicality is the guiding premise of the pragmatic teaching philosophy, and the pragmatic method is an activity-based approach (matulich et.al., 2008; moen & norman, 2009; bo, 2010; mine, 2012; matsuo & nakahara, 2013; shakman et.al., 2017). 4.1 solfege course by pdca teaching cycle solfege course has a guiding relevance for the instruction of music theory. it is a philosophy that is both pragmatic and forward-thinking. it views education as an ongoing, dynamic process. the educational process is one of progressive growth, john dewey once stated in one of his writings. pdca teaching cycle, through the continuous cycle of four stages of plan, do, check and act, repeated deliberation (figure 2), check and fill in the gaps, forming an effective closed loop of classroom teaching practice (lena & feng, 2009; jingxing & hong, 2011). 6 figure 2 pdca teaching cycle for solfeggio curriculum (lina, 2023) plan: according to the index point matrix diagram of the graduation basic requirements of the solfeggio ear training course, the provisions for graduates are put forward from three aspects: knowledge structure, ability structure, and quality structure. according to this requirement, the teaching syllabus for solfeggio and ear training was prepared. according to the syllabus, a 12-week curriculum plan was prepared. the expert group will submit the syllabus and lesson plan for evaluation. this section can be used as the "big loop" in the pdca loop. lessons 1 and 2 are part of the "12-week course plan." think of it as a "small loop" in the pdca loop. in "taking the lesson plan of lesson 1 as an example", the teaching purpose, teaching requirements, and teaching difficulties in this lesson become the plan. you can also think of it as a "smaller loop." do: course plan, lesson 3-8 is the doing part of the overall plan. this section of content can be used as a "small loop" in the pdca loop. guided learning during class periods: teachers evaluate students' completion of preparation class tasks in class, guide students to further strengthen the training content, and complete the training of knowledge, ability, and quality. something like this is the doing part of this lecture. this section can be used as a "smaller loop" within the pdca loop. the teaching method is a combination of online and offline. therefore, teachers can also publish after-class tasks online to better consolidate the knowledge points in class and strengthen the learning content in class. check: the course plan, lesson 9-10 are the check parts of the overall plan. this section of content can be used as a "small loop" in the pdca loop. this part includes the course assessment and evaluation plan. assessment and evaluation methods of this course, the proportion of process evaluation, and summarized evaluation, assessment, and evaluation requirements are necessary. 7 act: course plan, lesson 11-12 are the check parts of the overall plan. this section of content can be used as a "small loop" in the pdca loop. feedback includes improvement and optimization of the course, a student satisfaction table, improvement of teaching results, and timely adjustment and improvement of problems. 4.2 fish bone diagram to find the cause of various problems fishbone diagram: for investigations to identify each accountable party's role in the origin of various issues. the root cause of a student's failure to produce the required results was examined by the researcher using the fishbone diagram (figure 3). we shall learn from the research and root cause analysis that there are five main groups into which all the causes may be divided: students, administration, teachers, the environment, and curriculum design. (yoshio, 1993; stauffer, 2003) the particular circumstance is examined as follows: pupils lack initiative in individual practice; they lack confidence in their artistic abilities; they are unable to put their theoretical knowledge into practice; some teachers struggle to appropriately and efficiently guide their students during practice sessions, which affects the development of the students' capacity for independent learning. it starts with the four stages of the pdca cycle, from "facing the problem" to "solving the problem". figure 3 fish bone diagram to find the cause of various problems (lina, 2023) plan: plan what you will study that day. motivation is enough attention until the goal is achieved. preparation time for practical courses should also be incorporated into the plan. cut back on tasks that affect productivity, such as playing mobile games and chatting with friends. do: use all the time in your budget. don't lose motivation to get more interesting information related to the topic. for example, when completing solfeggio training, find the background of the work and the characteristics of the music creation style of the period in which it is located. and the relationship between art forms, such as art, architecture, and poetry. in combination with other theoretical courses, i will conduct in-depth thinking and analysis from the aspects of melody, musical form structure, and harmony, and discover the beauty of the 8 works. the study process doesn't need to take breaks. before you go to bed, think about your classes throughout the day. check: now take a break and ask yourself how much you've improved. analyze and compare the completion of the "do" process. identify the factors that you want to change but still haven't. and plan for them to repeat the process. act: this link is the most important, but it is easy to ignore in the actual improvement learning. therefore, in the action section, we should keep the original rhythm, summarize the successful experience and methods in time, and discuss with friends to try to solve some problems together. the new problems are summarized as the key problems to be dealt with in the next cycle. 4.3 mind map of teaching method an investigation to determine the role of each responsible party in the origin of various problems. the root cause of a student's failure to produce the required results was examined using the mind map method. the curriculum for learning solfeggio should be built on a mind map of teaching methodology (figure 4). these are integration, utility, interest, and experience. the elements that lower teaching quality are enumerated. the teaching cycle mode should be opened to let students know what to learn and the expected learning effect, then to each class, to let students know what to learn and what to do, and then to the project acceptance, to let them know how to improve and meet the project requirements (yoshio, 1993; stauffer, 2003). this is done according to different objects, different majors, and different teaching conditions. do students serve as the major focus, and is improvement ongoing? the teaching is made more rigorous and adaptable through this sequence of cyclical processes, which also encourage students' intense interest in learning and enhance the effectiveness of instruction in the classroom. figure 4 mind map of teaching method in solfeggio teaching (lina, 2023) 9 according to the mind map of the pragmatic teaching technique for solfeggio, the foundation of the solfeggio curriculum should be a set of fundamental values. these are integration, utility, interest, and experience. the elements that lower teaching qualit y are enumerated. the teaching cycle mode should be opened to let students know what to learn and the expected learning effect, then to each class to let students know what to learn and what to do, and then to the project acceptance, how to improve and meet the project requirements. this is done according to different objects, different majors, and different teaching conditions. do students serve as the major focus, and is improvement ongoing? this cycle of teaching methods makes instruction rigorous and adaptable so that students can readily understand the material. the learning styles of the students and the requirements of art practice at each learning stage should be taken into consideration when choosing the course's theme. through the characteristics of music ontology and other related humanities such as the characteristics of music creation styles in different periods and the relationship between music and other art forms such as fine arts, architecture, poetry, etc. students can organically integrate the knowledge of music with other disciplines through participation in practice activities. these results result in the overall improvement of students' individual comprehensive cultural accomplishments. the aforementioned curriculum objective is identical to dewey's proposed idea of a comprehensive curriculum. dewey himself did not support the categorization of art into music, dance, painting, and other forms. 5. the application pdca cycle the application of pdca cycle follows the four stages combined with an inductive approach to problem-solving or process improvement. it follows the table of how we acquire knowledge through constant reflection, standardization, and modification. plan: target, strategy and system. formulate course objectives and learning objectives, understand students' learning situation, prepare information base, key points and difficulties of the course, and set test plans. the index point matrix diagram of graduation basic requirements of solfeggio course puts forward three requirements for graduates: knowledge structure, ability structure and quality structure (table 2). table 2 the relationships between solfeggio training course and basic requirements index graduate to seek the point of reference knowledge structure capability structure quality structure basic know ledge core know ledge expa nd know ledge basic capa city profe ssion al abilit y expa ndin g capa city huma nistic quali ty physic al and mental quality occu patio nal quali ties 1. master the basic theoretical knowledge of music ● ● 2. master the knowledge of self-playing and selfsinging ● 3. ability to solfeggio or visually read new works accurately ● ● ● 4. ability to analyze and judge new music ● 5. ability to teach music ● javascript:; javascript:; javascript:; 10 the author has used the table of these relationships to offer the following example of the solfeggio course teaching plan that adheres to the pdca principles (table 3). table 3 solfeggio course teaching plan that adheres to the pdca principles lesson 1 classroom teaching output use the artistic color sense of harmonic intervals to master the nature of intervals. analysis and understanding of harmony function in classical works content phase/time resources and technologies used active learning learning outcomes assessment methods introduce teaching requirements and teaching methods plan 15 min learn the common task points students work together to design/plan a lesson. clear the key, difficult content of this lesson, consolidate knowledge points. complete the learning mission point listen for the colors of the harmonic intervals do 1015 min piano, multimedia assisted teaching students can pronounce or sing at the right pitch. with the help of color elements in visual arts, students can improve their listening and completion of class dictation training is credited to the usual grade 6. have the ability of selflearning and selfimprovement ● 7. practical application of basic knowledge of music theory ● 8. have the right way to analyze and solve problems. ● ● 9. have the firm ideal belief and the lofty life pursuit ● 10. have better chinese traditional cultural accomplishment, literature and art accomplishment ● 11. have a sense of innovative practice ● ● 12. have good social adaptability ● 13. with primary and secondary school, kindergarten teachers professional ethics ● 14. with modern aesthetic education and educational quality ● javascript:; 11 understanding ability of music. major triad and minor triad listening do 20 min the piano auxiliary students can listen to the nature and pitch of chords familiar with chord structure and sound characteristics completion of class dictation training is credited to the usual grade chord connection do 15 min on-site faceto-face explanation, multimedia assistance students can tell the function of chords will multi-source timbre; the timbre of wind, string and electronic music are all included in the teaching. shorten the distance between theoretical study and practical work. completion of class dictation training is credited to the usual grade q&a on theoretical knowledge chec k 15 min face to face questions and answers, multimedia assistance students can accurately write relevant theoretical knowledge theoretical knowledge of scales, diatonic intervals, reduced triads, augmented triads the team leader is responsible for recording the completion conclusion after class act 10 min face to face, multimedia assistance student feedback summarize the students' grasp of this lesson and how to improve it. complete class discussion the author has used the table of these relationships to offer the following example of the solfeggio course teaching plan that adheres to the pdca principles. preparation class self-study: instructors give students a preparation class task list before class and advise them to look for stories, common sense, and examples concerning music, painting, architecture, and other characteristics of the classic works to be explained and trained in the "lesson examples." finish your learning exercises and report your learning outcomes. guided learning in class: following an evaluation of the preparation class assignments, teachers work with students to further develop the training material and achieve the learning objectives of knowledge, aptitude, and quality. consolidation exercises after class: teachers assign situational exercises for students to perform in order to improve the lesson material and better integrate the knowledge points discussed in class. do: content, process, and attitude. apply the solfeggio and ear training lesson plan and include it in the particular teaching procedure in accordance with the different lesson implementation plans that were developed during the planning stage. the blend of theoretical and practical instruction is reflected in the lesson plan materials. 12 figure 5 online independent learning for students and combine it with offline face-to-face instruction (lina, 2023) this focuses on students and offers a range of personalized experiences, in keeping with the "internet plus" era's approach to teaching. a range of teaching settings that incorporate flipped classrooms and only provide online courses will be developed, combining students' independent online learning with offline face-to-face instruction (spoc). the obe education paradigm is integrated into the solfeggio and ear training teaching construction, and a range of teaching tactics are employed to conduct result-oriented education, leading students to "learn by doing" and emphasizing the student-centered teaching strategy. table 4: the obe education, the internet plus era's approach to teaching. basic statistical data of resources number content data proportion of resources 1 the total number of videos 8 1.78% 2 the amount of audio 157 34.97% 3 total number of documents 7 1.56% 4 total number of animations 0 0 5 total other resources 0 0 6 total number of pictures 277 61.69% through the use of online hybrid teaching, the teaching approach is neither a fully liberated teacher who moved the classroom and online, nor is it a "line" and "offline" simple machines combined, but rather a class leader, online autonomous learning, a challenging topic on sex in the classroom, depth of online discussion, process evaluation, an increase in the students' interest in learning independently, and an exercise in their capacity for independent thought. check: the effectiveness of a teaching program's implementation is assessed utilizing evaluation and evaluation methods. plan for reviewing and evaluating the course. clarify the 13 course's assessment and evaluation procedures, including the proportion of process and summarized evaluations as well as the assessment and evaluation requirements. act: feedback, improvement and optimization, then summarize the teaching process, survey students' satisfaction, discuss the unresolved or remaining problems in the learning process, and adjust and improve the problems. 6. result and discussion on november 12, 2022, the preliminary results were used in the study. with 26 participants, including 6 piano majors, 6 vocal music majors, 8 musicology majors, and 6 instrumental music majors, the researcher and other interested parties performed a small group experiment. the teacher reviewed and watched the lesson, and the satisfied, performance, concerned, and preliminary evaluation results were as follows. 1. the satisfied: 12.4% of the students are extremely, 77% are somewhat satisfied,17% are not satisfied, and 9.3% are very dissatisfied with the teacher's classroom instruction level. 90% of students agree that professors should "raise the quality of teaching, dare to innovate, and increase the attractiveness of the classroom to students" when it comes to classroom management during the teaching process. 68 percent of respondents agreed that educators should "strengthen emotional communication with students." 2. evaluating performance: 36% of students believe that evaluating the quality of classroom instruction is "whatever" or "not necessary." 77% of students chose "according to the actual performance of each teacher carefully checked each topic." 12% of students chose "random check, just complete network evaluation task." 11% of students chose "every teacher who gives points, who also don't offend." 3. the assessment of concern: 92% of students, a teacher's severe standards would not cause them to lower their grades. 90% of students claimed that "before the evaluation, the course teacher did not express or imply that the students would provide high marks in the evaluation of the course"; 8% claimed that "because they were concerned that the teacher's rating is too low, therefore they offer the teacher a good grade." for fear of receiving negative assessment scores, 17% of students believed that teachers had decreased academic or behavioral standards for them. the student participant’s speech: the piano major students “lin, wang, chen and sun”: can the number of solfeggio classes be increased? along with their own keyboard major, and several teaching majors. can the training for singing and playing keyboard harmony be increased? i want to use what i've learn in practical ways. vocal music students “wang, chen, and du”: each teacher's control over the classroom is ineffective, and the classroom order is disorganized. hopefully, the musicology teaching and research department will keep up its after-school tutoring programs and highly commend them. lyu, and wang, students of instrumental music: instead of merely evaluating the teaching progress, without taking into account the teaching effect and students' acceptance, i hope that teachers in the teaching and research office can deliver lessons in accordance with the actual circumstances of students. musicology students “zhou, han, quzai, zong, etc.”: i hope some teachers cannot be too casual in teaching, carefully prepare after class, and do not talk about topics unrelated to the course. summary of opinions from listening to stakeholders by summarizing the instructional process, analyzing student achievement, and surveying students on their satisfaction, researchers were able to draw the conclusion that students who received this type of compound multi-element teaching were better able to 14 improve their understanding of the unit material and were most able to combine their study of music theory and other lateral subjects. focused on developing students' collaborative skills, the educational impact is clear and builds a solid foundation for their professional growth and employment. also, it increases students' excitement for and interest in learning, fostering a strong connection between theory and practice. students' input over time led researchers to the conclusion that most students find learning solfeggio to be more engaging than they had anticipated and that their interest in the subject has increased. it is directly correlated with artistic activity in addition to academic study. few pupils indicate that there are few class hours; the teaching strategy should also take into account the professional requirements of students of various majors; increase the amount of time spent by students engaged in active learning in the classroom. these problems will be improved further and put into the next pdca cycle mode. pdca cycle is a mode that spirally rising and continuously improving the performance of the system (chang, 2006). the four steps of pdca combine inductive and deductive interactions were a simple and scientific approach to problem solving (process improvement). it follows the table of how we acquire knowledge through constant reflection, standardization and modification. this diagram of the eight steps in the pdca cycle (table 5). an important factor is to cycle clockwise from the planned time. in one stage of the cycle according to the set goals to solve some problems, and then according to the final results of the adjustment, into the next cycle (sahno & shevtshenko, 2014). table 5 the eight steps of the pdca cycle stage process method plan 1. analyze the current situation and find problems data collection, checklist, permutation chart, minutes of meeting 2. analyze various influencing factors in the problem how to analyze, track and solve problems? 3. analyze the main reasons affecting the problem summarize, review, correct and follow up 4. take measures to solve the main causes what: what is the effectiveness of this work? when: when will it be finished? where: where do i do this? why: why is this measure formulated? who: who is responsible for the completion? how: how to make it successful? do 5. implements the action plan as required action plan check 6. check and compare the results with the required goals check required goals act 7. summarize the successful experience and formulate corresponding standards report from the meeting 8. move unresolved or emerging problems to the next pdca cycle improvement plan the pdca cycle does not run once and finish. instead, it is repeated. it looks like steps going up. before the next cycle is created after one cycle is finished, the quality will increase 15 by one level. the second cycle will then be created, and so forth. each pdca loop has to be focused on a certain objective, which is to address a problem. the large difficulty that has to be handled in practical teaching may be divided into multiple smaller ones. small issues are resolved, which gradually improves larger issues. for example, a significant pdca cycle can be created to increase students' interest in learning solfeggio and ear training. a sub-cycle of pdca should be created in the meantime in accordance with the elements that influence how effectively students learn in a classroom, including the teaching methodology, course material, teaching techniques, classroom management, students' ability to self-regulate, and learning habits. enhance each link's quality to increase students' excitement and interest in studying. 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