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Please use this identifier to cite or link to this item: https://rsuir-library.rsu.ac.th/handle/123456789/2928
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dc.contributor.advisorAnchalee Chayanuvat-
dc.contributor.authorJianfei Lin-
dc.date.accessioned2025-10-01T03:40:28Z-
dc.date.available2025-10-01T03:40:28Z-
dc.date.issued2024-
dc.identifier.urihttps://rsuir-library.rsu.ac.th/handle/123456789/2928-
dc.descriptionThesis (M.Edu. (Bilingual Education and English Language Teaching)) -- Rangsit University, 2023en_US
dc.language.isoenen_US
dc.publisherRangsit University. Libraryen_US
dc.subjectEnglish language -- Study and teaching -- Conversation and phrase booksen_US
dc.subjectEmotions in childrenen_US
dc.subjectProblem solving -- Study and teachingen_US
dc.subjectTeacher-student relationshipsen_US
dc.subjectEmotional intelligence -- Study and teachingen_US
dc.titleInvestigation into the social-emotional competencies and opinions on English language learning activities of middle school Chinese studentsen_US
dc.typeThesisen_US
dc.description.other-abstractThis study aimed to (i) assess the social-emotional competencies of middle school students in China and to (ii) understand their opinions regarding English learning activities. A mixed-methods approach was adopted, utilizing both the questionnaire and semi-structured interviews. From the total student population of 264 at Duyun Xiangcai School in Guizhou, 160 students were randomly chosen to answer the questionnaire. Additionally, 12 students voluntarily participated in interviews. The questionnaire, structured on a 5-point Likert scale, measured the students' social-emotional competencies across various activities and their preferences towards English learning activities. The interviews provided in-depth qualitative insights into the students' perspectives on English learning activities. The study revealed middle school students in China demonstrate notable skills in decisionmaking, relationship management, and social awareness, with less emphasis on selfawareness and self-management. Preferences for English learning activities leaned towards interactive elements like video watching and role playing, while activities such as cloze reading and pair work were less favored. The English language teachers are recommended to integrate more interactive English learning methods, focusing on enhancing self-awareness and self-management skills. A balanced curriculum that caters to diverse competencies and preferences is suggested to promote a holistic approach to learning and personal development.en_US
dc.description.degree-nameMaster of Educationen_US
dc.description.degree-levelMaster's Degreeen_US
dc.contributor.degree-disciplineBilingual Education and English Language Teachingen_US
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