Thai Learning Management Approaches Based on the Implementation of 5Ls Technique to Improve Learners' Standardization in the 21st Century

Abstract

This research article aimed to present the Thai learning management approach and implementation of the 5Ls technique to improving learners' standardization in the 21st century.The 5Ls technique included: 1) Learning to Question; 2) Learning toSearch; 3) Learning to Construct; 4) Learning to Communicate, and 5) Learning to Serve; moreover, this technique conceptualized by the UNESCO was classified into 4major learning steps:1) ‘Learning to know’; 2) ‘Learning todo’; 3) ‘Learning to live together’, and 4) ‘Learning to be’. For research methodology, 58 Thai language teachers teaching for both primary and secondary education levels in upper northern regions (Chiangrai, Chiangmai, Phayao, Nan, and Lamphun provinces), as well as attending the training project for teacher’s self-academic development held in the 2015 academic year were all carried out for data collection. Research instruments drawn for this study encompassed 1) An assessment test on guest lecturer’s on-site supervision affecting the Thai language teachers’ 5Ls technique-based learning management, and 2) An assessment test on the Thai language teacher’s learning management competencies obtained from their training project for teacher’s self-academic development. The data were statistically analyzed using Mean, and Standard Deviation.The findings of the study revealed that this 5Ls technique-based Thai learning management could be all implemented for the learners’ Thai language learning enhancement; moreover, the teaching steps could be served for the learners’ learning behaviors because of the learners’ importance of their roles in autonomous learning. According to the assessment of the guest lecturers’ on-site supervision, it was also stated that the Thai teachers’ 5Ls technique-based learning management, with its mean of 4.62, were mostly found; otherwise, the assessment of the Thai teachers’ learning management competencies obtained from the training project for teacher’s self-academic development, with its mean of 4.76, were mostly found.