Sitthiworachart, Jirarat

Preferred name

Main Affiliation

School of Industrial Education and Technology

jirarat.si@kmitl.ac.th

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Ineffective Online Learning During the COVID-19 Pandemic in Higher Education
(2026-01-01)
Sitthiworachart, Jirarat
;
Hong, Jon Chao
;
Yanwar, Amanda Pradhani
;
Prabowo, Thoriq Tri
;
Suwanno, Phimpawee
The rapid shift to online learning during COVID-19 caused challenges in higher education. Many teachers and students lacked experience with online learning platforms and techniques. The factors why online learning was not effective during the COVID-19 pandemic are examined. A total of 302 questionnaires were collected using Google Form. The quantitative data were analyzed using SPSS and AMOS for item analysis, facet reliability and validity analysis, path analysis, direct and indirect effect analysis, and difference analysis. The effect of online learning flow, online learning cognitive load, and self-efficacy of online learning on unsuccessful online learning was revealed in this study. The result showed that: (1) greater levels of Self-efficacy of Online Learning on Human-system interaction (SOLH) and Self-efficacy of Online Learning on Content (SOLC) were significantly predict higher levels of Flow in Online Learning (FOL); (2) greater levels of Self-efficacy of Online Learning on Human-system interaction (SOLH) and Self-efficacy of Online Learning on Content (SOLC) were not significantly predict higher levels of Cognitive Load of Online Learning (CLOL); and (3) greater levels of Cognitive Load of Online Learning (CLOL) were significantly predicted higher levels of Online Learning Ineffectiveness (OLI). The online learning ineffectiveness can be reduced by decreasing the levels of cognitive load instead the learning flow.
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Unidentified versus Identified Peer Feedback Combined with Teacher Feedback to Improve Second Language Students’ Online Writing
(2026-01-01)
Yanwar, Amanda Pradhani
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Sitthiworachart, Jirarat
;
Morris, John
;
Joy, Mike
This study investigated the effectiveness of the combination of peer corrective feedback (PCF) and teacher feedback (TF) on students’ writing performance and proficiency with an focus on mechanics, style, organization, content, and grammar. The participants were sophomores majoring in English at a state university in Indonesia. Three groups of thirty students each were formed from the students: an unidentified PCF+TF group, an identified PCF+TF group, and a TF group. During the initial phase and at last, each group received pre-and post-tests. For two weeks, students in the unidentified and identified PCF+TF groups were involved in a two-hour in-class feedback training session. Written assignments and transcripts of interviews were used to collect data. In the argumentative essay writing post-test, the unidentified PCF+TF group performed better than the other two groups with considerably higher scores of mean (p < 0.01). Furthermore, there was a substantial increase (p < 0.05) in the post-test scores of mean for the five writing aspects (mechanics, style, organization, content, and grammar) in both the unidentified PCF+TF and identified PCF+TF groups. The whole performance of writing and proficiency substantially increased when PCF and TF were combined with feedback training. This study emphasizes how crucial it is to combine PCF and TF while teaching English in order to increase learning outcomes.
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A PEER CORRECTIVE FEEDBACK-BASED APPROACH TO ONLINE WRITING PERFORMANCE
(2026-01-01)
Yanwar, Amanda Pradhani
;
Sitthiworachart, Jirarat
Writing is one of the key skills in learning English as a Foreign Language (EFL). Numerous teaching strategies have been developed to help students improve their writing; however, teachers often face challenges in determining the most effective strategy to implement in writing classes. Additionally, a combination of teaching strategies and educational technology tools can be applied in English writing activities. This study aimed to investigate the effectiveness of peer corrective feedback provided through Canvas on students’ writing performance. It employed a mixed-methods approach involving 63 junior undergraduate Architecture students at a large public university in Thailand. Essay writing tasks and interviews were used to examine the differences between anonymous and nonanonymous peer corrective feedback on EFL students’ writing performance. The results show that the anonymous group outperformed the nonanonymous group. Additionally, students preferred providing anonymous peer corrective feedback over nonanonymous feedback. Finally, this study offers recommendations for future research on providing other types of feedback to further improve writing performance.
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Keeping Scholarly Papers Simple
(2026-01-01)
Yanwar, Amanda Pradhani
;
Morris, John
;
Sitthiworachart, Jirarat
Many published papers are difficult to read because their authors overuse words that are not widely understood or use new ‘invented’ terms that we could manage without. The first category includes many words that, although they have been used for centuries, are now uncommon and cause readers to pause and search dictionaries to continue. The second contains words that were invented to elevate the significance of claimed new approaches: they commonly exaggerate importance with prefixes like ‘hyper-‘and ‘meta-‘or adding suffixes like ‘-ize’ or ‘-logy’. Whilst many of them were designed to simplify writing, a simple experiment – counting the syllables in the new vs an original simpler form using existing vocabulary – showed that most of them did not achieve any benefit and should not be used - if you want your paper to be widely read. The use of old, but now uncommon, words is more problematical, but writers should be guided by a desire to have their papers read quickly and easily to completion – by both native and non-native speakers; they should proof-read papers with this criterion uppermost. We added a particular caution about the over-use of acronyms, which may add more confusion than the space saved. Overall, the ―Keep It Simple” principle is important in academic writing: it keeps the content accessible to both native and non-native speakers.
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Promoting Student Critical Thinking through Integrated Peer and Teacher Feedback in Online Writing
(2026-01-01)
Yanwar, Amanda Pradhani
;
Sitthiworachart, Jirarat
;
Morris, John
The purpose of this study was to investigate the impact on students' critical thinking of integrating peer corrective feedback (PCF) with teacher feedback (TF) in online L2 writing instruction. Specifically, it examined how this integration affected students' focus, logic, and argumentation. 90 second-year undergraduate students from the English Education Department at a large public university in Bengkulu, Indonesia participated in the study. They were divided into three groups, with 30 students each: an anonymous PCF+TF group, a named PCF+TF group, and a TF group. At the beginning and end of the study, all groups completed pre- and post-tests. Data were gathered from writing assignments and semi-structured interviews. The anonymous PCF+TF group scored significantly higher on the post-test for critical thinking in argumentative essay writing compared to the other two groups ( p < 0.05 ). Furthermore, both PCF+TF groups showed significant improvements across the three critical thinking aspects—focus, logic, and argumentation—from pre- to post-test ( p < 0.05 ). These findings emphasize the pedagogical value of integrating PCF with TF, particularly under anonymous conditions, to enhance critical thinking in second language writing contexts.

Sitthiworachart, Jirarat

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