Holiday in Phon district in Khon Kaen province (from 28^th July to 3^rd of August 2023)

We had a long vacation of around a full week due to government holidays at the end of July and the beginning of August 2023. I planned to travel to an Esan province where I have a Thai friend. On the 28^th of July, I took a bus from the Morchit bus terminal and traveled to the Phon district in Khon Kaen province, Thailand, and stayed at SeasonSawat Resort, located in the Phon district, which is a unique attraction for local visitors. The resort features separately constructed houses elevated on steel posts, standing around 2.10 meters above the ground level. The roofs of these houses are designed in a triangular shape. Each house comprises a bedroom, a bathroom, and a balcony at the back, offering visitors a relaxing spot to enjoy meals or coffee while admiring the sunset or night view. The resort features breathtaking night views once the lights are illuminated. However, internet access can be challenging like most hotels and resorts in Mueang Phon. Additionally, the water in the bathroom may be salty.

Eating Esan food

I had the opportunity to sample various types of delicious Esan cuisine from both restaurants and the homes of friends. One of the special meals was the bamboo shoot soup mixed with pumpkin and other vegetables collected from my friend’s garden. It is a common practice among female Thai friends who live in remote provinces to get together and prepare their meals and enjoy together over a lengthy talk filled with jester and amusement. They generally take no care about time or other family matters when it comes to having get-together parties. They said that they hold such parties at least once a week. One day we went to see a local market a few kilometers away from Khon Kaen City. This market is famous for wild food which consists of a kind of Mushroom that is collected from jungles and sold at the market at high prices. In addition, different varieties of insects can be bought at this market. Easan people have extraordinary taste buds for fried insects and ants. People who cannot buy them generally go to jungles and collect them to satisfy their longings. Most village people in Phon district engage in paddy and cattle farming, while some do poultry.

The photos below show some events or places where the writer engaged in or visited.

 

 

Writing a Research Abstract

For inexperienced researchers, the task of writing research abstracts can be overwhelming. Recently, I conducted a seminar for a group of faculty members at Silpakorn University's Sanam Chandra Campus, focusing on crafting effective abstracts for research papers.

Please refer to the content below.

What is an abstract?

An abstract summarizes a research article, thesis, review, conference proceeding, or any in-depth analysis of a particular subject. It helps the reader quickly determine the paper’s purpose. An abstract always appears at the beginning of a manuscript.

What does it include?

An abstract should include the research topic, research questions, participants, methods, results, data analysis, and conclusions. Additionally, include the potential implications of your research and suggest future directions for related studies.

What is a Genre?

Genre is the form of your writing (a business letter, memo, report).

A medium is how you deliver your writing (email, a mailed paper copy).

Genre and medium are both determined by audience and purpose.

For example, (How do you want to inform your staff members in your workplace about an oncoming meeting?) 

A letter of invitation to a guest. Formality will affect your chosen genre—the more formal the purpose, the more formal the genre.

Which genre is appropriate for your text?

Questions to ask yourself:

What is the purpose of this text?                        To convince? To analyze?

What is my topic?                                               A question? A case study? A project you

                                                                                                                            worked on

Who is my intended audience?                            Your professor? Your colleagues? The

                                                                                                                    General public?

What structure do I need to follow?                    Format? Sections? Headings? Length?

Basics of Abstract in APA Format

In APA format, the abstract page should follow immediately after the title page.

An abstract written in APA format should be:

•        Accurate and objective: The abstract should accurately reflect what the paper is about.

•        Brief and complete: The abstract must be short and focus on only essential points, concepts, and findings.

•        Steps to Take When Writing an Abstract in APA Format

•        Include a running head: a shortened version of your paper’s title that should be aligned to the top left corner of the page.

•        It should be capitalized with characters not exceeding 50. The page number is on the top right corner of the page.

•        Use the standard font: Use 12-point Times New Roman unless instructed.

•        Make it double-spaced.

•        Write your abstract last: use the present tense when you refer to the results and conclusion and the past tense when discussing the methods and research instruments used.

•        Two types of abstracts: informational and descriptive. Descriptive abstracts are not common. So, use an informational abstract. An informational abstract should include the purpose, methods, results, conclusions, and recommendations.

•        Avoid using the first person and abbreviations: In an abstract, do not use “I.” Instead, you can use “We” or “the researcher/s.” Write in active rather than passive verbs. Abbreviations and acronyms should not appear in your abstract.

 

The abstract should be one paragraph that is NOT indented, and it should include the following information:

•        An introduction to the research topic (context). (Some authors do not write an introduction)

•        Purpose of the study (aim or objectives of the study)

•        Methodology.

•        Findings.

•        Significance and implication.

•        Keywords related to the research topic.

The relationship between sleep and student performance

Purpose: This research paper analyzes the correlation between sleep and high school student performance in class.

Methodology: To answer this question, we compared academic performance against questionnaires that detailed the sleep schedules of 122 high school students.

Findings: Our results showed a positive correlation between poor academic performance and fewer than 8 hours of sleep a night. The results also revealed poor sleep patterns can lead to concentration and behavior issues.

Significance: The implications of this study could be used to encourage high schoolers to sleep at least 8 hours a night.

 Keywords:   academic performance, sleep, high school student 

Read the abstract carefully and identify its components (Introduction (context), purpose, methodology, findings, and significance. (Write 3 keywords)

 Can TED Talks Help Improve Undergraduate Non-English Major Thai EFL Students’ Listening and Speaking Competencies?

The test results (mid-semester and final examinations) of various English courses indicate that most non-English major undergraduate students studying at the university where the current study has been undertaken leave the university after four years without acquiring the required proficiency in English. This condition can deprive them of local and international social and educational opportunities. Given the situation described above, this study explored the effectiveness of an instructional intervention supplemented with authentic materials, including TED Talks videos, to enhance English as a Foreign Language (EFL) tertiary-level learners’ listening and speaking skills in Thai tertiary education. The study employed a pre-test and post-test research design in which two study groups (Teaching Chinese as a Foreign Language (N = 44) and Teaching Elementary Education (N = 38) were chosen using a random purposive sampling technique. The study groups were instructed with TED Talks: Keynote 4 teaching materials for one semester, and the study used two research instruments (pre-test and post-test). The pre-and post-test data were analyzed using descriptive and inferential statistical tests. The results were statistically significant at .05, indicating an improvement in both groups' listening and speaking competencies equivalent to the B2 level in the Common European Framework of Reference for Languages (Council of Europe, 2020). In addition, a large effect size between variables was reported. This means that this study is practically significant. Assuming the study’s positive outcomes, it can be concluded that the instructional intervention supplemented by TED Talks: Keynote materials can effectively enhance non-English major EFL undergraduate learners’ listening and speaking competencies. 

Keywords: 

Now check if you have correctly identified the components.

 

Can TED Talks Help Improve Undergraduate Non-English Major Thai EFL Students’ Listening and Speaking Competencies? 

The test results (mid-semester and final examinations) of various English courses indicate that most non-English major undergraduate students studying at the university where the current study has undertaken the university after four years without acquiring the required proficiency in English. This condition can deprive them of local and international social and educational opportunities. Given the situation described above, this study explored the effectiveness of an instructional intervention supplemented with authentic materials, including TED Talks videos, to enhance English as a Foreign Language (EFL) tertiary-level learners’ listening and speaking skills in Thai tertiary education. The study employed a pre-test and post-test research design in which two study groups (Teaching Chinese as a Foreign Language (n = 44) and Teaching Elementary Education (n = 38) were chosen using a random purposive sampling technique. The study groups were instructed with TED Talks: Keynote 4 teaching materials for one semester, and the study used two research instruments (pre-test and post-test). The pre-and post-test data were analyzed using descriptive and inferential statistical tests. The results were statistically significant at .05, indicating an improvement in both groups' listening and speaking competencies equivalent to the B2 level in the Common European Framework of Reference for Languages (Council of Europe, 2020). In addition, a large effect size between variables was reported. This means that this study is practically significant. Assuming the study’s positive outcomes, it can be concluded that the instructional intervention supplemented by TED Talks: Keynote materials can effectively enhance non-English major EFL undergraduate learners’ listening and speaking competencies.

 

Read the abstract carefully and identify its components (Introduction (context), purpose, methodology, findings, and significance.

Engaging students in dialogic interactions through questioning

This paper presents a study of EFL classroom talk focusing on how teachers successfully encourage and elicit student dialogic talk through questioning. It is based on observation data from forty-nine classes involving eleven teaching staff in a university in central China. The findings reveal the difficulty of engaging students to be the first to participate in dialogic interactions in a culture where the deeply engrained reserve is the accepted norm. Two teacher questioning patterns are identified that effectively elicit students’ first dialogic contribution in each interaction. These patterns can also serve as a profitable investment to elicit subsequent productive student talk. This study also argues for a situated, contextualized analysis of classroom talk.

Now check if you have correctly identified the components.

 Engaging students in dialogic interactions through questioning

This paper presents a study of EFL classroom talk focusing on how teachers successfully encourage and elicit student dialogic talk through questioning. It is based on observation data from forty-nine classes involving eleven teaching staff in a university in central China. The findings reveal the difficulty of engaging students to be the first to participate in dialogic interactions in a culture where the deeply engrained reserve is the accepted norm. Two teacher questioning patterns are identified that effectively elicit students’ first dialogic contribution in each interaction. These patterns can also serve as a profitable investment to elicit subsequent productive student talk. This study also argues for a situated, contextualized analysis of classroom talk.

The following abstract is jumbled, so arrange it in the proper order.

In the week before the start of classes, participants were given two surveys: one on expected college engagement and the second on video game usage, including a measure of video game addiction. Based on the findings, it is suggested that school management should develop awareness campaigns and educational programs to inform students about the potential risks and negative consequences of excessive video game use. These programs can be integrated into orientation programs, workshops, and seminars to reach a wide range of students. This study explored the pattern of video game usage and addiction among male college students. It examined how video game addiction was related to expectations of college engagement and college grade point average (GPA). Participants were 477 male first-year students at a liberal arts college. Results suggested that video game addiction is (a) negatively correlated with expected college engagement and (b) negatively correlated with college GPA. 

Now check and see if you have correctly ordered the abstract.

 

Video Game Addiction and College Performance Among Male Students

This study explored the pattern of video game usage and addiction among male college students. It examined how video game addiction was related to expectations of college engagement and college grade point average (GPA). Participants were 477 male first-year students at a liberal arts college.

In the week before the start of classes, participants were given two surveys: one on expected college engagement and the second on video game usage, including a measure of video game addiction.

Results suggested that video game addiction is (a) negatively correlated with expected college engagement and (b) negatively correlated with college GPA.

Based on the findings, it is suggested that school management should develop awareness campaigns and educational programs to inform students about the potential risks and negative consequences of excessive video game use. These programs can be integrated into orientation programs, workshops, and seminars to reach a wide range of students.

Academic phrases for writing aim & objectives (Purpose)

This study aims to develop more sophisticated methods for __
This work aims to develop __
The overall goal of this work was to __
This project aims to develop an overarching framework to __
The experiment aims to compare __
In this paper, we present a new method for __
Our research aims at finding a solution for this challenging problem of  __
We examine some previous work and propose a new method for __
One of the major aims of this work was to create __
The main objective is to investigate methods for improving __
The objective of this study is to devise and implement a system for __

Significance and advantages of your work

The first main contribution proposed in this field is a __
The contributions of this work are presented as follows: __
The key contribution of this work is the solution it provides __
It has numerous advantages as explained here __
It has significant benefits in terms of __
One of the primary benefits of this __________ is __
This gives a significant advantage because __
The main advantage compared to the previous method is __
This presents some practical advantages.
One practical advantage of the method is that it can be used in __
In comparison with other techniques, this method has the advantage of __
The main advantage is that we can __
The additional advantage of using this method is that it results in __

Choose the most suitable statement for each part of the research abstract below.

Purpose

A. This study will investigate the relationship between coffee consumption and productivity.

B. This study investigates the relationship between coffee consumption and productivity.

Method

A. Structured interviews will be conducted with 25 participants.

B. Structured interviews were conducted with 25 participants.

Findings

A. Our analysis has shown a strong correlation between coffee consumption and productivity.

B. Our analysis shows a strong correlation between coffee consumption and productivity.

C. Our analysis showed a strong correlation between coffee consumption and productivity.

Significance

A. We concluded that coffee consumption increases productivity.

B. We conclude that coffee consumption increases productivity. 

Role play by students in my BA class

Role play by students in my BA Class

Language Revival: Securing the Future of Endangered Languages

I completed the following course and found it quite interesting and challenging as it was a new field for me in linguistics.

                                                                    Certificate

                                                                         Progress chart

Course Details No Prerequisites Required

Course Dates This is a self-paced course so you can learn when it suits you.

Time Commitment Between 2 to 3 hours per week.

Assessment To qualify for a certificate, all challenge questions and self-check reports must be completed. edX will only issue certificates to participants that have chosen the verified track and complete the course with a grade of 50% or higher.

When your certificate is available, you will be notified in your edX dashboard.

Grading Scheme Pass (50% or higher) Fail (under 50%)

Course Syllabus

Course Overview

Language is an integral part of society. Wherever we come from, the words we use and the way in which we use them are fundamental to our cultural identity. In today’s increasingly globalized world, however, ‘linguicide’ – the loss of a language – is becoming all too common. But there is hope. The language revival movement has emerged as an important and effective response, and this course will introduce you to its key principles and techniques. After discussing powerful answers to the question of why languages should be revived, we’ll investigate how. Far more than just a simple process of recovering literacy and lost letters, language revival involves a deep and complex engagement with history, human rights, identity and wellbeing. You will also learn what’s being done around the world right now, and how effective these techniques have languages should be revived, we’ll investigate how. Far more than just a simple process of recovering literacy and lost letters, language revival involves a deep and complex engagement with history, human rights, identity and wellbeing. You will also learn what’s being done around the world right now, and how effective these techniques have been.

What you'll learn

• Explore connections between language and identity.

• Understand the impact of language loss on people around the world.

• Examine what is being done to revive languages today.

1. Linguicide (Case for Revival)

Week 1 Learning Objectives

• Understand the ethics of language revival.

• Discuss the aesthetic considerations.

• Explore the political and economic imperatives for

   language revival.

Week 1 Assessment Requirements

You'll be assessed on the following items:

• Completion of the weekly challenge questions.

• Completion of the weekly self-check reports.

Important: it is also expected that you engage in all weekly discussions and activities.

2. Revivalistics (New Transdisciplinary Field of Enquiry)

Week 2 Learning Objectives

• Express how and why working closely with your community is the best practice for language

  revival.

• Discuss ways in which to coin new terms for new concepts and modern terminology.

• Detail how and why language revival is a transdisciplinary, including linguistic, endeavor.

Week 2 Assessment Requirements

You'll be assessed on the following items:

• Completion of the weekly challenge questions.

• Completion of the weekly self-check reports.

Important: it is also expected that you engage in all weekly discussions and activities.

3. Israeli (Case Study: Revived Hebrew)

Week 3 Learning Objectives

• Describe the history of Hebrew and Israeli.

• Start coining phono-semantic matches in order to expand the vocabulary of your revived  

  language.

• Analyse multiple causation and cross-fertilization between languages, which are an inevitable

  byproduct of language revival.

• Apply the Founder Principle and the Congruence Principle in various contexts.

Week 3 Assessment Requirements

You'll be assessed on the following items:

• Completion of the weekly challenge questions.

• Completion of the weekly self-check reports.

Important: it is also expected that you engage in all weekly discussions and activities.

4. Kaurna (Case Study)

Week 4 Learning Objectives

• Discuss what happened to Kaurna and why it should be reclaimed.

• Detail the sources and methods used to transform the language.

• Explain how Kaurna language in used in the public domain.

• Outline how to overcome the challenges for reawakening a language.

Week 4 Assessment Requirements

You'll be assessed on the following items:

• Completion of the weekly challenge questions.

• Completion of the weekly self-check reports.

Important: it is also expected that you engage in all weekly discussions and activities.

5. Saving Languages (Recapitulation, Comparative Analysis)

Week 5 Learning Objectives

• Discuss and apply the rigour of the Language Revival Diamond (LaRD).

• Differentiate and compare the key components of language revival as applied to the spectrum

   of reclamation, revitalization and reinvigoration.

• Detail the various methods employed to revive a language in a given state of loss.

• Discuss ways in which languages might be preserved, revived or reclaimed, for future

   generations.

• Contrast and compare the constraints and limitations of languages under revival.

Week 5 Assessment Requirements

You'll be assessed on the following items:

• Completion of the weekly challenge questions.

• Completion of the weekly self-check reports.

Important: it is also expected that you engage in all weekly discussions and activities.

DISCUSSION FORUM ETIQUETTE AND FREQUENCY

We expect you to follow the edX Code of Conduct at all times and keep your posts/responses positive on the learning forums. Post regularly, at least once per discussion activity and be sure to respond to your peers, as instructed.

FACEBOOK COMMUNITY

Please share your insights with all of us at the Language Revival Facebook Group:

https://www.facebook.com/Revivalistics/