The aim of this paper is to introduce the importance of emotional intelligence and the extent to which emotional intelligence can be implemented and used to improve language teaching and learning. Since emotional intelligence is perceived to play a crucial part in every aspect of people’s lives, it can be extended to language teaching and learning. Language teaching and learning typically includes communication; therefore, emotional intelligence is beneficial. Emotional intelligence is still not widely known, used, or studied in the world of language teaching and learning, although increased efforts to popularise this term have occurred in the past two decades. For this to be achievable in language teaching and learning, scholars and researchers need to pay attention to emotional intelligence. Therefore, both language teachers and students should be aware of and cooperate together to improve emotional intelligence and to create a more effective learning atmosphere for language teaching and learning.

The aim of this study is to compare the results of blended learning with face-to-face learning among university students studying English as a foreign language. The participants were separated by gender, and the following variables, intrinsic motivation for learning English, attitudes towards English as a subject, and satisfaction with the learning climate, which was either a blended learning environment or a face-to-face learning environment, were analysed. The participants of this research are bachelor’s degree students enrolled in English courses. The two class samples were drawn at random. The first class was the control group, and the other was the experimental group. The experimental group was taught using blended learning, and the control group was taught using face-to-face learning. The results of the research did not differ by gender. The students had significantly higher levels of intrinsic motivation for learning English, a better attitude towards English as a subject, and better satisfaction with the learning climate after they were taught by blended learning. Finally, the students who were taught using blended learning had significantly higher levels of intrinsic motivation for learning English and a better attitude towards English as a subject, as well as greater satisfaction with the learning climate than the students who were taught using face-to-face learning.

Abstract-This study aims to investigate whether the English phonemic awareness of Thai grade one students can be enhanced through a multimedia CALL program while learning the English language through the whole word approach. It also explores Thai grade one students' views on improving phonemic awareness through a multimedia CALL program while learning the English language through the whole word approach. The research participants were 50 Thai grade one students who were classified into good, fair, and poor groups according to their English proficiency scores. The students in each group were divided equally into experimental and control groups: 25 students in the experimental group and 25 students in the control group. Then, three participants from each good, fair, and poor group were randomly selected to participate in a semistructured interview. Three phonemic awareness tests were used to collect quantitative data obtained from the experimental and control groups. These tests were analyzed using descriptive statistics (Mean and SD) and ttest. In addition, a semi-structured interview was used to collect qualitative data with the data being analyzed using content analysis. The results of the study revealed that the experimental group made significantly greater gains in English phonemic awareness than the control group at the .001 level. Moreover, the finding of the qualitative data indicated that the students who were provided with the multimedia CALL program had positive views on enhancing phonemic awareness through this supportive tool while learning the English language through the whole word approach.

This study aimed to investigate the levels of emotional intelligence (EI) of business consultants who work for a consulting firm in Bangkok, Thailand, and to compare the EI levels of these consultants based on gender and years in the industry. A questionnaire adapted from the theoretical framework of Goleman (1995) was completed by 80 business consultants. This instrument comprised of 45 items that can be grouped into fives EI competencies referred to as: (a) self-awareness, (b) self-regulation, (c) motivation, (d) empathy, and (e) social skills. The results were calculated in terms of percentages, mean scores, and standard deviations. T-test was also employed to determine the differences between levels of EI and the independent variables which are gender and years in the industry. The results revealed that the EI level of the business consultants was at a high level. However, there was no significant difference between levels of EI based on gender and years in the industry.

This research aimed to examine the effectiveness of using blog with high school students, and investigated students' perception when they learn writing through the blog. The participants for this study were 50 secondary school students selected by using purposive sampling method. Both quantitative and qualitative data collection and analyses were applied. The quantitative data were collected from the score of pre-test and posttest. The qualitative data were derived from the content analysis of group interviews. The result revealed that students significantly performed better scores on English writing ability test after being taught through the blog. In addition, students showed positive views because using blog was very interesting and it provided more cooperation between teacher and students.