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This Author published in this journals
All Journal Journal of English Language Teaching and Linguistics Indonesian Journal of Educational Research and Technology (IJERT)
Sithane Soukhavong
National University of Laos
Chemical Engineering, Chemistry & Bioengineering Education Engineering Materials Science & Nanotechnology Other

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The Effect of Contextual Factor on Learning Styles Preferences of English Majors in Lao Public Universities Souksakhone Sengsouliya; Sithane Soukhavong; Say Phonekeo; Vanmany Vannasy; Vanthala Souvanxay; Chanmany Rattanavongsa
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(3), December 2021
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v6i3.667

Abstract

This research is a quantitative correlational design, which investigates the English learning styles preferences of English major in Laotian public universities in Lao PDR and tests the effect of contextual factors on the participants’ learning styles preferences. The sample of this research involved 542 university-level students who major in English at a bachelor-degree program in four public universities in Lao PDR. The instrument of the study was Reid’s (1987) Perceptual Learning Style Preference Questionnaire (PLSPQ), which includes six different learning styles (Audio, Visual, Kinesthetic, Tactile, Individual, and Group learning styles). Participants were invited to rate their learning style preference towards the scale. The analysis was conducted based on Reid’s (1995) guide of categorizing preference levels, such as Major, Minor Learning Style Preference, and Negligible. The results indicated that the participants had three major preferences towards Kinesthetic learning (M=41.20), Audio learning (M=39.18), and Tactile learning styles (M=38.14), respectively. The study also found that there are significant differences in English learning styles preferences among students from different institutional contexts. Further research on testing the effect of contextual factors on learners’ learning choice is strongly recommended.
An Investigation into the Conditions of ICT Application at the Teacher Education Institutions Vannasouk Bouasangthong; Say Phonekeo; Sithane Soukhavong; Khamseng Thalungsy; Thongsay Phongphanit; Phonesy Vathana; Phoutsakhone Channgakham; Senglamphanh Dyvanhna; Khammeung Sybounheaung; Chintana Phengphilavong
Indonesian Journal of Educational Research and Technology Vol 4, No 1 (2024): (ONLINE FIRST) IJERT: March 2024
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijert.v4i1.60398

Abstract

Information Communication Technology (ICT) has become an indispensable part of teachers in most countries in the world to keep up with the needs of learning and teaching. This paper aims at investigating the conditions of using ICT, exploring the need for ICT training, and examining the guidelines for developing ICT works in the Lao teacher education institutions, Lao PDR. The sample group for this research was 460 teachers and 32 administrators from 16 teacher education institutions throughout Lao PDR. The questionnaire and semi-structured interviews were employed to collect the data. The data were analyzed by using descriptive statistics for the quantitative data and the thematic and content analysis was used for the qualitative data. The findings reveal that the overall conditions of ICT application were at a moderate level in terms of the ICT Infrastructure, ICT facilities, and ICT personnel. The needs for ICT training range from how to use applications to using software for data analysis. The guidelines and suggestions for developing ICT works include: encouraging teachers to undertake ICT, conducting ICT professional training, providing sufficient financial support, supporting ICT facilities/tools, creating ICT resource rooms, and inspecting and monitoring the ICT integration of the teachers. It is recommended that regular support and training from related stakeholders, ICT can be best facilitated and fostered in the Lao teacher education institutions to provide a high-quality education in the new era.
Co-Authors Chanmany Rattanavongsa Chintana Phengphilavong Khammeung Sybounheaung Khamseng Thalungsy Phonesy Vathana Phoutsakhone Channgakham Say Phonekeo Senglamphanh Dyvanhna Souksakhone Sengsouliya Thongsay Phongphanit Vanmany Vannasy Vannasouk Bouasangthong Vanthala Souvanxay