Browsing by Author "Nutthaporn Owatnupat"

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    Assessment for Learning (AfL): An Assessment Method Easing University to Workplace Transition of the Early Childhood Preservice Teachers
    (Suan Dusit University, 2021) Sasanun Bunyawanich; Chayapon Chomchaiya; Nutthaporn Owatnupat
    The transformative world driven by computer technology and globalization changes the nature of work. Thus, it is essential that preservice teachers need to be prepared for coping with the demands of the changing job market. The 21st-century skills highlight collaboration, communication, ICT literacy, critical thinking, problem solving, and social and cultural competencies. Assessment for learning (AfL) enhances development of teacher identity of preservice teachers which eases their transition from university to workplace. AfL can foster identity of early childhood preservice teachers because of two main reasons. Firstly, the preservice teachers need to have assessment literacy to help promote students’ learning in school. Having experience AfL in a teacher training program creates understanding of preservice teachers concerning its approach which they can apply AfL strategies in their own early childhood classrooms. Secondly, AfL enhances preservice teachers to have self-regulation in monitoring, designing, and assessing their own learning performance supported by self-reflection. Successfully implementing AfL as a classroom practice greatly relies on decision making of instructors and preservice teachers, and other external factors such as state accountability testing and district policies.
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    Foreign Language Learning in Older Adults: Benefits, Challenges, and Suggestions for Teaching
    (Springer, 2021) Nutthaporn Owatnupat; N. Owatnupat; Suan Dusit University, Bangkok, Thailand; email: nutthaporn@hotmail.com
    When it comes to foreign language learning, researchers tend to pay more attention to children and adolescents than older adults despite the fact that the proportion of older adults worldwide has increased significantly. Even though there is a growing number of studies reporting several benefits of foreign language learning particularly in improving cognitive abilities of older adults (Antoniou et al., Neuroscience & Biobehavioral Reviews 37:2689Ð2698;2013; Antoniou & Wright. Frontiers in Psychology 8:2217;2017, Bak. Linguistic Approaches to Bilingualism 6:205Ð226;2016; Wong et al., Journal of Speech, Language, and Hearing Research 62:2411Ð2424;2019), older adults have still been neglected as a cohort by researchers in this field. This may be because very few older adults who are over 60Êyears of age take part in foreign language learning whether in the contexts of formal, informal, or non-formal education. In addition, teaching older adults a foreign language can be very challenging because instructors have to dispel some misconceptions about older adultsÕ learning abilities and deal with self-defeating attitudes commonly adopted by older learners (Ram’rez G—mez. Educational Gerontology 42:136Ð143;2016). In this chapter, I discuss the benefits and challenges of learning a foreign language in late adulthood and provide some suggestions for instructors to create an educative and collaborative learning environment appropriate for foreign language learning in older adults. In addition, I have included some suggestions on how to integrate technology into foreign language teaching as they could provide a safe learning environment for the elderly amid the COVID-19 pandemic. © 2021, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.