Post-graduate program

Category: Liberalarts-Academic Activities

School of Liberal Arts Post Graduate Programe

MA/PhD Program Philosophy

  • Constructivism

The EPD students are required to co-construct knowledge with their EPD fellow colleagues and faculty members.   They are also expected to be independent, critical and innovative thinkers.   

Teaching & Learning Approach

  • Critical pedagogy, Inquiry-based learning, Project-based Learning

The students are encouraged to examine and discuss socio-political and socio-cultural issues and the role of English language.

Teaching & Learning Activities

  • learner-centered focus

Seminar or class discussion, students’ presentations and term project with the instructors serving as facilitators

MA-EPD

Vision

Be a leading graduate program in  English language education and professional communication with international standards

Missions

  1. To provide a graduate program in English for academic and professional development

      2To produce graduates who are proficient in research in English language disciplines

 

PhD-EPD

Vision

Be a leading graduate program in English language education with international standards

Missions

  1. To provide a graduate program in English for academic and professional development

      2To produce graduates who are proficient in research in English language disciplines

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EPD Faculty Members

Assistant Professor Dr.Sasima Charubusp

 

Ph.D (English as an International Language), Chulalongkorn University, 2012

M.Ed. (TESL), Brock University, 2004

M.Ed. (Teaching English as a foreign language), Chulalongkorn University, 1993

B.Ed. (English), Chulalongkorn University, 1986

Specification: English as an International Language, Intercultural Communication

Research

Jantadej, K. & Charubusp, S. (2018). A Case Study of Thai Secondary School Teachers’ English Intercultural Teaching and Perception. International Journal of Progressive Education, 14(5), 39-56.

Srimalee, P. & Charubusp, S. (2018). The Use of Reader’s Theatre in Extensive Reading to Enhance Thai Students’ Reading Motivation.    

  NIDA Journal of Language and Communication, 23(33), 43-66.

Charubusp, S. & Sivell, J. (2016). Plagiarism Policies: Cross-Cultural Similarities and Differences. NIDA Journal of Language and   Communication, 21(28), 43-58.

 

Dr. Bhornsawan Inpin

  • Ph.D (English), Naresuan University, 2015
  • M.A. (English), Naresuan University, 2000
  • B.A. (English), Naresuan University, 1997

Specification: Blended Learning, Innovation in English Language Teaching, ESL Reading, Online Learning

Research

Chuaphalakit, K., Inpin, B., & Coffin, P. (2019). A Study of the Qualitative of Feedback via the Google Classroom-Mediated-Anonymous Online Peer Feedback Activity in a Thai EFL Writing Classroom. International Journal of Progressive Education, 15(5), 103-115.

พรสวรรค์ อินทร์ปิ่น. (2562). การใช้กิจกรรมการเล่าเรื่องผ่านสื่อดิจิทอลเพื่อส่งเสริมชุมชนการเรียนรู้ แบบร่วมมือออนไลน์. รายงานสืบเนื่องจากการประชุมวิชาการและการนำเสนอผลงานวิจัยระดับชาติ  “มสธ.วิจัยประจำปี2562. มหาวิทยาลัยสุโขทัยธรรมาธิราช. หน้า 54-66.

Jittisukpong, P. & Inpin, B. (2017).  Collaborative Learning Techniques: An

Emphasis on Reading Comprehension for Thai EFL Students. Humanities and Social Sciences Journal, Suan Dusit University, 13(1) January-April 2017, 223-237.

Sriwichai, C. & Inpin, B. (2017). Enhancing Self-directed Learning for EFL University Students in Blended Writing Instruction. Proceedings, Burapha University International Conference, Pattaya, Thailand, 121-133.

Nantawon, P. & Inpin, B. (2017). EFL Students’ Attitudes toward Vocabulary Instruction: a Survey of 12th Grade Students. Proceedings of Burapha University  International Conference, Pattaya, Thailand, 162-171.

Nakin, P. & Inpin, B. (2017). English Consonants Pronunciation Problems of EFL Students: A Case Study of EFL Students at Mae Fah Luang University. Proceedings of Burapha University International Conference,  Pattaya, Thailand, 185-197.

Nantawong, P., & Inpin, B. (2017).   Developing Instruction Based on the

  Integration of Collaborative Strategic Reading (CSR) and Mobile Learning   

  (ML) to Enhance Students’ Reading Ability. Proceedingsof13th

  International Conference on Humanities and Social Sciences, Khon

  Kaen University, Khon Kaen, Thailand, 691- 701.

Inpin, B. (2017). High School Teachers’ Proficiency in English Language Teaching and Learning Based on the 21st Century Learning Skills: A Case Study in Chiang Rai Province. Proceedings of13th International

  Conference on Humanities and Social Sciences, Khon Kaen University, Khon Kaen, Thailand, 653-667.

Inpin, B. (2016). Employing Online Interactions in English Critical Reading

Classroom. Proceedings of 12th International Conference on Humanities and Social Sciences: Socio-Cultural Geography, Khon Kaen University, Khon Kaen, Thailand, 491- 499.

Inpin, B. (2016). English Vocabularies Learning Strategies Employed by   EFL University Students in English Language Use as a Medium of Instruction. Proceedings of 12th International Conference on Humanities

  and Social Sciences: Socio-Cultural Geography, Khon Kaen University,

  Khon Kaen, Thailand, 952-959.

Inpin, B. (2016). Smartphones: Noteworthy Tools for Enhancing EFL Students’ English Language Learning. Academic Journal Uttaradit Rajabhat University 11(1) January- June, 168-180.

 

Assoc.Prof.Dr.Sorabud Rungrojsuwan

  • Ph.D (Linguistics), Chulalongkorn University, 2003
  • B.A. (Japanese), Chulalongkorn University, 1998

Specification: First Language Acquisition, Psycholinguistics, Sociolinguistics

Research

Wiboonwachara, L. and Rungrojsuwan, S.(2020). Hedging in English Research Articles of Thai Academic Writers. The New English Teacher, 14(2), 82-98.

Yu, R. and Rungrojsuwan, S. (2020). The Linguistic Characteristics in Anti-aging Cosmetic Advertisements. Thoughts, 2020(1)  (January-June), 81-94.

Rungrojsuwan, S. (2019). The Development of  Narrative Macrostructure of Thai Children. rEFLections, 26(2) (July-December 2019), 1-23.

Rungrojsuwan, S. (2019). Naming Characters in Thai Children’s Narratives: A Developmental Perspective. Journal of Letters, 48(2), 76-94.

Sun, H. & Rungrojsuwan, S. (2019). Parental Involvement in Students’ English Writing Competence: A Model at Chinese Junior Middle School. Asian Culture and History 11(1), 41-51.

Sangkaong, N., Rungrojsuwan, R. and Rungrojsuwan, S. (2018). The Development of Temporal Event Construction in Children’s Narratives. Vacana: Journal of Language and Linguistics, 6(2), 33-49.

Pletikosa, J. and Rungrojsuwan, S. (2018). A Study of Filled Pauses of Thai Learners of English with Different Levels of English Language Proficiency. Vacana: Journal of Language and Linguistics, 6(1), 21-35.

สรบุศย์ รุ่งโรจน์สุวรรณ. (2559). วัจนลีลาในเรื่องเล่าสำหรับเด็กไทย: นัยสำคัญต่อการส่งเสริมพัฒนาการ ทางภาษา.วารสารนิด้าภาษาและการสื่อสาร, 21(29). 92-109.

 

Dr.Wilawan Champakaew

  • Ph.D (Curriculum and Instruction), Chiang Mai University, 2013
  • M.A. (Teaching English as a foreign language), Chiang Mai University, 2004
  • B.A. (English), Chiang Mai University, 1994

Specification: Curriculum Design, Material Development, Communication Skills

Research

Champakaew, W. (2019) Out-of-class English Language Learning and the Communication Skills of University Students. Journal of International Studies, Vol.9(2), July-December, pp.185-210.

Chhum, P. & Champakaew, W. (2018) Effects of Mobile Assisted Language Learning on Learners’ Willingness to Communicate in English. Proceedings of 10th International Conference “Global Goals, Local Actions: Looking Back and Moving Forward”, Suan Dusit Rajabhat University, 40-54.

Dawilai, S., Kamyod, C., & Champakaew, W.  (2018). Proposed Problem-based Blended Learning in Creative Writing: Self-Regulated Learning in EFL Learners. International Journal of Applied Engineering Research

  13(7), 4834-4841.

Dawilai, S., Champakaew, W., & Kamyod, C. (2017). Effectiveness comparison between the Problem-Based Blended Learning and

Traditional Learning Method. Proceedings of the 14th International Conference on Electrical Engineering/Electronics, Computer, Telecommunications and Information Technology, 27-30 June, Phuket,

  Thailand. 834-837.

Nuon, P. & Champakaew, W. (2017). Effects of ICT-Aided Flipped Classroom on Grammar Achievement. Proceedings of 7th International Conference on Language, Education, Humanities and Innovation, 5-6

  August, Bangkok, Thailand.

 

 Dr.Maneerat Chuaychoowong

  • Ed.D (Management and Policy), University of Bristol, 2010
  • M.A. (Applied Linguistics), Mahidol University, 1998
  • B.A. (English), Khon Kaen University, 1989

Specification: Language Planning and Policy, Linguistic Landscape

Research

Chuaychoowong, M. (2019) Linguistic Landscape on Campus: A Case Study of a Thai University. In K. Wongwailikhit (Ed.), RSUSS 2019: Proceedings of the 4th RSU International Research Conference on Science and Technology, Social Science, and Humanities 2019(pp. 1242-1249).

  Pathumthani, Thailand: Rangsit University.

Chuaychoowong, M. (2018). Analysis of Higher Education Policy: A Look Back at Two Decades of University Autonomy in Thailand. วารสารปัญญาภิวัฒน์ 10(2) (พฤษภาคม-สิงหาคม  2561). 303-314.

Boonwirat, N., Chuaychoowong, M. & Boonsathorn, S. (2018). Effects of Inquiry- Based Mobile Learning (IBML) on University Students’ Questioning and Public Speaking Skills. วารสารวิชาการมหาวิทยาลัยฟาร์อีสเทอร์น 12(1)

  (มกราคม-มีนาคม 2561) , 283-303.

Nayos, S. & Chuaychoowong, M. (2017) Thai Students’ Perceptions towards Self-Study and the Use of a Self-Access Language Learning Center. MFU Connexion 6, MFU Connexion, Vol.6 No. 1 Jan-Jun 2017 p.243-268.

Xu, L. & Chuaychoowong, M. (2017). A case study of teachers’ beliefs and practices with English-Medium Instruction (EMI) at Mae Fah Luang university. Proceedings of International Conference 2017Doing

  Research in Applied Linguistics 3 and 19th English in South-East Asia Conference 2017 (DRAL 3/19th ESEA) 22-24 June 2017,  KMUTT Knowledge Exchange for Innovation Center (KX), Bangkok, Thailand.

Chuaychoowong, M. (2016). Reflection and journal writing: A case study of Thai EFL learners. Proceedings of GEN TEFL International Conference, Phitsanulok, Thailand.

Denprapat, O. & Chuaychoowong, M. (2016).  Using Flipped Classroom Model to Develop English Competency and Independent Attributes of Mathayom Suksa 1 Students at Mengraiwitthayakhom School. วารสารสังคมศาสตร์

  วิชาการ 9(2) พ.ค.-ส.ค. 2559,   

 

Dr.Sirikorn Bamroongkit

  • Ph.D (Curriculum and Instruction), Khon Kaen University, 2018
  • M.Ed. (Teaching English), Chiang Mai University, 2008
  • B.A. (English), Chiang Mai University, 2005   

 Specification: Curriculum and Instruction, English as a Lingua Franca

Research

Kewsuwun, N., Bamroongkit, S., & Theppaya, T. (2020). Influencing Factors of Teachers’ Acceptance on Applying Information Technology in Classrooms: A Systematic Literature Review from 1997 – 2007. Solid State Technology, 63(2). July, 688-692.

นวพล แก้วสุวรรณ ธัญญาลักษณ์ ใจเที่ยง และสิริกร บำรุงกิจ. (2563). การจัดการความรู้เพื่อก้าวสู่องค์กร ดิจิทัลในยุคเทคโนโลยีพลิกผัน  วารสารมหาวิทยาลัยศิลปากร 40(4), 120-135. https://doi.org/10.14456/sujthai.2020.34

จตุรงค์ จิตติยพล นวพล แก้วสุวรรณ ฐะปะนีย์ เทพญา และสิริกร บำรุงกิจ. (2563).  สารสนเทศและความรู้เพื่อ การแข่งขันขององค์กรธุรกิจไทย ในยุคเศรษฐกิจฐานความรู้: การประชุมวิชาการและการนำเสนอผลงาน วิจัยระดับชาติ ครั้งที่ 7 เรื่อง นวัตกรรมการเรียนรู้สู่การพัฒนาชุมชน (น. 1000-1011). ขอนแก่น: ผู้แต่ง.

 

Special Instructors/Guest Speakers/Visiting Professors

 

Professor Dr. Hayo Reinders 

Anaheim University, USA.

Professor Dr. Paul Kei Matsuda

Arizona State University, USA.

Dr. Willy Renandya

National Institute of Education, Nanyang Technological University, Singapore

 

Associate Professor Dr. Phanintra Teeranon

University of Phayao

Dr. Anuchit Toomaneejinda

Thammasat University

 

EPD VIDEOS

Why choose an MA in English for Professional Development at MFU?

 

 

Why choose a PhD in English for Professional Development at MFU?

 

| writer Hathaichanok Wansong | อ่านข่าวทั้งหมด 271 ครั้ง