RILCA World: Task-Supported Collaborative Learning with 3D Virtual World for Enhancing Thai Communicative Skills of Non-Native Learners in New Normal Era
Head of Project:
Researcher:
- Associate Professor Dr.Watcharapol Wiboolyasarin, Research Institute for Languages ​​and Cultures of Asia, Mahidol University
- Assistant Professor Dr.Ruedee Kamonsawad, Bansomdejchaopraya Rajabhat University
- Dr.Kanokpan Wiboolyasarin, Chandrakasem Rajabhat University
- Dr.Phoenrat Tiranant, The University of Hong Kong, Hong Kong
- Dr.Poomipat Boonyakitanont, Looloo Technology, Thailand
Duration:
Background and Significance of Research
This research study aims to enhance the communication skills of foreign learners in accordance with the guidelines outlined in the National Language Policy. The policy emphasizes teaching and learning approaches that align with the natural process of language acquisition (Office of the Royal Society, 2018). Accordingly, the initial stages of this research project have prioritized the acquisition of general Thai language communication skills over strict grammar instruction. To facilitate this objective, a novel instructional approach called “RILCA World” has been developed. This innovative approach to Thai language teaching and learning leverages a three-dimensional virtual environment and incorporates collaborative learning within professional contexts. The primary goal is to foster the development of language and communication competencies among foreign learners studying Thai as a foreign language, regardless of their geographical location.
Objectives
- To examine the essential components for the design of a three-dimensional virtual world intended for the purpose of language instruction.
- To devise a novel collaborative learning intervention employing a three-dimensional virtual world to facilitate the advancement of Thai language communication abilities among non-native learners.
- To evaluate the efficacy of the collaborative learning intervention utilizing task support within a three-dimensional virtual world, as well as its impact on the development of Thai language communication skills among individuals who are not native speakers.
Output
The research findings hold significant implications for the three primary stakeholders involved, namely:
- Foreign learners stand to gain numerous advantages from the research outcomes, primarily in the form of an innovative three-dimensional virtual world. This virtual environment is designed based on the principles of collaborative learning and incorporates workload support to foster the development of high-quality Thai communication skills. These advancements align with the strategic objectives outlined in Part 1 of the National Language Policy B.E. 2018-2021, which emphasizes the teaching and learning of Thai language in accordance with the innate nature of human language acquisition. This is particularly beneficial for learners whose mother tongue differs from Thai.
- Teachers of Thai as a foreign language can derive substantial benefits from the research outcomes as well. The guidelines derived from this study offer a systematic framework for designing a three-dimensional virtual world that integrates collaborative learning and workload support, effectively facilitating the development of Thai communication skills across various dimensions. By providing concrete components and processes for effective instruction and learning, these guidelines empower teachers to enhance their pedagogical practices.
- Other educational institutions can leverage the research findings to implement a collaborative learning innovation model, supported by workload management and a three-dimensional virtual world, for the purpose of fostering Thai communication skills among non-native speakers. This model holds particular relevance in the context of the “new normal” era, as it offers educational institutions both locally and internationally, which provide Thai language instruction to foreign learners, an avenue for learning Thai beyond the traditional classroom setting. Particularly during crises or situations where face-to-face classroom learning is not feasible, this model serves as a valuable alternative for learners.
