International Journal of Integrated Education and Development

Factors Affecting Children’s Second Language Acquisition in a Multilingual Context at an International School in Nonthaburi

Guangjiao Pan — 2018-12-25

This paper sought to identify the factors affecting children’s second language acquisition (SLA) in a multilingual context at an international school in Nonthaburi. The mixed methodology of qualitative and quantitative methods was used. The qualitative instrument was presented by a series of interviews to different four groups, including 1)Five Chinese teachers; 2)One principal; 3)Three administrative staff and 4)Twenty kindergarten children. The questionnaire in quantitative method was used to collect the data from fifty parents. The researcher applied simple calculation in frequencies and percentage for the quantitative analysis and used descriptive analysis to analyze the data collected from the interviews. The findings of this research were 14 factors affecting children’s second language acquisition (SLA). They were 1)School curriculum (50.00%); 2)Parental factors (47.37%); 3)Language environment (44.74%); 4)Teachers’ instruction (39.47%); 5)Personality (15.79%); 6)Age factor (13.16%); 7)Learning Strategies (10.53%); 8)Culture shock (10.53%); 9)Native Language (7.89%); 10)Different social context (7.89%); 11)Cognitive development (5.26%); 12)Investment on study (5.26%); 13)Textbooks (5.26%) and 14)Teaching facilities (2.63%). The top five factors were as follows: school curriculum (50.00%), parental factors (47.37%), language environment (44.74%), teachers’ instruction (39.47%) and personality (15.79%). In addition, learning environment (44.74%) was the most common factor that had been found in the top three listed in both the questionnaire and all interviews.

Accounting in the Cloud

Wiranya Sutthikun — 2018-12-25

In the current financial crisis and being challenged by the impact of globalization, the wide spread of internet-based application, the world has come to rely on technology. A new concept of cloud accounting has become as a revolution to information technology (IT) provision, management and security. In this article authors focuses on the impact of cloud computing, benefits and challenges of the software and comparison on traditional accounting software vs cloud accounting software.

Development of Communicative Chinese Learning Through Task-Based Learning of Thai Students Studying in Chengdu University, PR China

Chulaluc Chopngam — 2018-12-25

The purposes of this research were to compare the students' learning achievement after studying Chinese through task-based learning (TBL) with the set criterion indicated in the course description of “Chinese Culture”, one of the compulsory courses of the UBRU’s curriculum, and to investigate their attitude towards studying Chinese using task – based learning. The purposive samples consisted of 18 Thai students majoring in Chinese who have taken Chinese courses for four months at Chengdu University, PR China in the 2^nd semester of the academic year 2016. The design of this research was a one-group pretest-posttest. The instruments used in this study were six lesson plans using task – based learning, the Chinese achievement test , and the attitude-evaluation form. The study took 18 hours. The statistics used for data analysis were percentage, mean, standard deviation, and One sample t-test. The research findings were: 1) After the students were taught through activities of task – based learning, the posttest score was significantly higher than pretest score at the critical level .05; 2) After the students were taught by the task – based learning, the posttest score was not significantly higher than the set criterion; and 3) The students had positive attitude towards studying Chinese at a high level.

Using Face Detection to Study Students’ Emotion in Classroom Teaching

Thitiphong Raksarikorn — 2018-12-25

The aim of this study was to investigate the students’ emotion and learning in their classroom by using Face Detection technique and to enhance teachers’ teaching and improve students’ emotion. One school was used as the target school which came from the selection by all staffs and Grade 7 to 9 students in this school agree to participate in this research. There were 3 teachers and 58 students (Grade 7 = 23 students, Grade 8 = 19 students, and Grade 9 = 16 students) participated as the experiment group. The camera were used for data collection. The frequency and Normalized confusion matrix were used to interpret the data. The results show that after 12 weeks of classroom teaching, students feel more “Happy” and the results of this will promote how to use students’ emotion in improve classroom teaching.