ABSTRACT
Even before the COVID-19 pandemic, experts warned of the increasing rate of mental well-being issues among university students. The pandemic impacted the university-age populations, which studies have found to be particularly at risk for COVID-related stress, anxiety, and depression. There is cause for concern, particularly in countries such as Thailand that have relatively underdeveloped mental health systems and greater stigmatization of psychopathology. As a step toward addressing this concern, this study assessed student well-being at a Thai university (N = 367) using three online survey instruments: the EPOCH Measure of Adolescent Well-being, the Subjective Happiness Scale (SHS), and the Satisfaction with Life Scale (SWLS). Participants' scores on all three scales were relatively low compared to the results of previous studies conducted in Thailand and internationally. Based on these results, the authors call for further investigation and interventions to address the growing need for the cultivation of well-being among university students in Thailand.
ABSTRACT
In the wake of the COVID-19 pandemic, transitions to online L2 learning have rapidly emerged. However, the impacts of these transitions on students’ attitudes toward online language learning are largely unknown. This study investigated how participation in remote EAP instruction impacted the attitudes of Thai university students (n = 263) toward online language learning. The study employed a longitudinal survey design and utilized a questionnaire instrument designed for the study containing 33 Likert scale items. The questionnaire was administered at the beginning and end of students’ first fully remote semester. Within- and between-groups comparisons were made of participants’ mean attitudinal ratings on eight multi-item subscales to measure the extent to which, and in what ways, students’ attitudes changed over time. Statistically significant differences were evident in the subscales of open-mindedness, autonomy, effectiveness of instruction, interactivity, and engagement over time;the general trend was toward a more positive perspective on online learning. Results indicated no statistically significant differences on three of the multi-item subscales (motivation, anxiety, and convenience) over time. The analysis showed a significant interaction between proficiency level and time in ratings for the effectiveness of instruction subscale only. Most subscales were weakly correlated with motivation at the beginning of the term;however, all subscales except interactivity showed a higher correlation at the end of the term. The results of this study will be of interest to educators who are seeking to understand learners’ attitudes toward online language instruction during times of crisis and emergency remote teaching (ERT). © The Author(s) 2022.
ABSTRACT
The COVID-19 pandemic has precipitated an unprecedented and mandatory shift from face-to-face to online education. This has occurred in numerous contexts worldwide, including language education. Little research, however, has investigated language education under such conditions of emergency remote teaching (ERT). This article focuses on the transition experience of five English for Academic Purposes (EAP) teachers in geographically diverse contexts. Semi-structured interviews were used to collect verbal accounts of the teachers' experience transitioning to ERT. The accounts were analysed qualitatively to produce vignettes of each instructors' experience. Further analyses were made to identify similarities and differences across cases. Their experiences have implications for others facing similar challenges and for educators striving to readjust their teaching post-pandemic. Language teaching in ERT is inextricably intertwined with educational technology, and the pandemic and resulting ERT will shape language education for years to come. © 2021. All Rights Reserved.
ABSTRACT
Background The COVID-19 pandemic was characterized by difficult communication challenges due also to scientific uncertainty regarding the nature and management of the new coronavirus. The aim of the study was to assess the impact of media information on the population's COVID-19-related knowledge, behavior and emotional state. Methods In a cross-sectional study, data from July to September 2020 was collected via survey posted on social media (SM). It included also an analysis of participants' e-health literacy (e-HEALS), and depression, anxiety, and stress symptoms using DASS-21 tool. Results Of the 2,140 subjects, as a main source of information, 69% indicated institutional websites and 26% SM. Fifty-four percent believed expert information to be crucial in changing their behavior. However 30% of health professionals (HP) and 37% of non-HP found expert (scientists) communication hard to understand. Despite high education level (44.3% graduates), 19% denied knowing of the virus origin. Others believed the human manipulation theory (33% of the total and 29% of HP). The e-HEALS score in these subjects was lower than those reporting the natural origin of virus (28.4 ± 6.2 vs 30.5 ± 6.1, p<.001). Young people aged <35 y reported signs of depression (41%), anxiety (28%) and stress (36%) more than older participants (p=.0001). As for infection concern, it was higher in females (58% p<.001), those not living alone (56% p<.01), those living with a senior (62% p<.01) or with those at high risk of COVID-19 (64%p<.001). Greater worry meant stricter guideline adherence (hand washing 56% p<.0001;surface sanitation 42% p<.0001;social distancing 77% p<.0001) and mask usage before mandate (45% p<.0001). Conclusions Although the sample was overall well informed and followed preventive measures, institutional communication was found to be confusing especially by experts. The findings highlighted the strong psychological impact on the community, young people especially. Key messages The study confirms the importance of putting effort on population health literacy and more effective institutional communication strategies. Proactive and timely psychological interventions should be provided to address the mental health needs of the population resulting from the pandemic.
ABSTRACT
The COVID-19 pandemic has spurred a rapid transition to online teaching and learning. This research investigates the impact of the pandemic on a liberal arts college in Thailand. Data was gathered via email correspondence and interviews with executives at the college. The texts of the exchanges were analyzed using a general inductive approach, and the findings were triangulated with relevant documents. The analysis yielded a series of first-order themes, which centered on the four second-order themes of actively engaging through technology, facing hardship, rebalancing, and education globally. The findings of this research contribute to the body of knowledge on liberal arts, online education, crisis management in higher education, and emergency remote teaching (ERT), providing a snapshot of the college's reaction to a highly complex and evolving situation. This article will be of interest to practitioners and researchers who wish to compare the responses of the college to those of other similar institutions in Southeast Asia, East Asia, and beyond. © 2021 (individual papers), the author(s).