Rongdara Rochanahasadin
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Rongdara Rochanahasadin
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Rongdara, Rochanahasadin
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  • Publication
    Comparative study of language learning strategies used by first-year students at Prince of Songkla University, Pattani Campus, Thailand and UniMAP, Malaysia
    ( 2019-12)
    Rongdara Rochanahasadin
    ;
    Liew Khe Li
    ;
    Masturah Sabri
    ;
    Kanya Pornwasanying
    The purposes of this study were (1) to explore language learning strategies used by firstyear Prince of Songkla University (PSU) and UniMAP students; and (2) to compare their use in terms of gender and nationality. The instrument used to collect data was the Oxford’s Strategy Inventory for Language Learning (SILL) Version 7.0, which consists of six categories of language learning strategies: memory, cognitive, compensation, metacognitive, affective and social strategies. The 68 subjects were 10 first-year English majors and 58 first-year students enrolled in Foundation English courses required at each university. The data was analyzed for mean and standard deviation. Results showed that both Thai and Malaysian students used English learning strategies at a high level in all the categories. Metacognitive strategies were most frequently used among the students while memory strategies were employed the least. It was also found that genders and nationalities did not affect learning strategy use.
      20  24
  • Publication
    The analysis of course and teaching evaluation for language classes during COVID-19 pandemic
    ( 2021-06)
    Yuziana Yasin
    ;
    Harshita Aini Haroon
    ;
    Noriha Basir
    ;
    Rongdara Rochanahasadin
    ;
    Mohd Azrizal Mohd Salleh
    ;
    Nur Farhinaa Othman
    The need for educational innovation to train educators to teach online is becoming more critical as online learning in higher education has increasingly grown over the past decade. Some researchers have suggested that teachers need a radical shift in their approach to teaching as they move from traditional to online classrooms. The COVID-19 pandemic has affected students and lecturers in higher education institutions, as well as teaching-learning processes, leading to the inevitable acceptance and implementation of online teaching and learning. Coping with online teaching challenges provides an opportunity for the lecturers to work as a team in empowering each other to deliver lessons online. In this study, four key considerations of online teaching and learning which are learning tools, pedagogy, assistance for learners and administration (CoL, 2020) were used as a guideline in designing the course content for, and delivery of Preparatory English course. This paper will discuss the students’ overall course evaluation and teaching evaluation of two lecturers who taught the course. One hundred sixteen engineering and technology students participated in this study between Week 1 to Week 6 (face to face classes) and Week 7 to Week 14 (online classes). A quantitative method was used to assess the lecturers’ teaching performance, based on students’ course and teaching evaluation. The study revealed the success of the course delivery and teaching evaluation with students’ rating of the two at 93.9% and 94.5% respectively. The study supports Vygotsky’s social constructivism theory which claims that a person has not only a set of abilities but also a set of potential skills that can be realised if given the proper guidance from others. The results of this study help us to understand that a proper key considerations of online learning have played positive impact towards students’ evaluation results.
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