The Synthesis of research related to teaching reading aloud and writing Thai spelling for foreign students

Abstract

This study synthesized research related to teaching of reading aloud and spelling Thai words for foreign students during the years 2007 to 2020. It aimed at studying innovations used to improve the ability to read aloud
and spell Thai word among foreign learners and studying the target areas in developing such abilities. Data were collected and analyzed using descriptive statistics, i.e., percentages. The sample was 22 master's and doctoral thesis. The tools used in the research were a summary of the details of the research. And presenting the results of the research synthesis together with a description of the findings. The finding of the research were 1. Most of the research innovated the innovations that were designed
to help Chinese learning (40.90%), followed by Japanese (4.54%), Vietnamese (4.54%), and Burmese (4.54%) respectively. It also included the innovation developed for foreigner learners in general regardless of their ationalities
(45.45%). The most used trials were single-group trials and pre-post trials (63.63%), followed by single-group trials and post-experimental trials (13.63%) and there were some studies that did not experiment with the sample (22.7%).
The sampling process was mostly selectively selected (68.18%), followed by simple randomization (9.09%) and No sample (22.72%) 2. The most innovations used to improve the ability of reading aloud and/or spelling Thai words were skill exercises (54.54%), followed by textbooks (22.72%), activity packs (9.09%). Teaching media from computers (9.09%) and teaching Models (4.54%), respectively for the concept, the most used theory is linguistic theories (50 percent) and integrated integration of group processes, games, storytelling activities (59.09) 3. Developing the ability to read aloud and/or spell Thai words in terms of word composition. There are developments in the following areas: Consonants were found the most (36.36%), followed by consonants, vowels and tones (31.81%), consonants and vowels (18.18%), and the least was vowels (13.63%), which was the development of abilities in all 3 areas. Consonants consist of single consonant the diphthong consonants,
preceding consonants, final consonants and consonants marked with a posthumous mark on the vowel side consist of short vowels and long vowels, single vowels, compound vowels, and excess vowel which consists of a fixed vowel, the transforming vowels and the deforming vowels, and
finally, the tonal aspect. These 3 areas are skills that have been developed from 22 researches.