Bulletin De L' Association Thaïlandaise Des Professeurs de Français

Parent’s Perceptions of Thai Secondary School Students regarding French Language Learning for Professional Purposes

Sirima Purinthrapibal, Kesinee Chaisri — Tue, 24 Jun 2025 00:00:00 +0700

This study aims to explore Thai parents’ perceptions regarding the teaching of French for Specific Purposes (FSP) to high school students. Data were collected from 363 parents of high school French learners across the four regions of Thailand, resulting in a response rate of 94.29%. A mixed-methods approach, integrating both quantitative and qualitative data (through questionnaires and interviews), was employed to gain a multidimensional perspective. Results reveal that most parents have not participated in discussions or shared their opinions on French and FSP teaching in schools (73.55%). They also have not been involved in implementing French and FOS teaching activities (74.10%). However, the majority believe that FSP education at the high school level aligns well with current global changes (80.72%) and that FSP activities in high schools are based on active learning methods (79.34%). In terms of parental efforts to support their children’s French and FSP learning, over half (58.13%) enrolled their children in private courses. Additionally, parents acknowledge that FSP education is beneficial for their children’s future ( = 3.67, SD. = 1.09), particularly in enhancing job prospects (= 3.66, SD. = 1.09) by potentially increasing future job opportunities, higher earnings ( = 3.66, SD. = 1.09), and broadening their children’s professional outlook (= 3.66, SD. = 1.09).

Generative Artificial Intelligence in Teaching French as a Foreign Language (FFL) in Southeast Asia: Ethical Challenges Towards Computational Creative Writing

Bruno Marchal , Montiya Phoungsub — Tue, 24 Jun 2025 00:00:00 +0700

This research explores the use of Generative Artificial Intelligence (GenAI) in the written productions of Thai students learning French as a foreign language, analyzing their motivations, practices, and ethical perceptions. The findings reveal that, while GenAI can improve the structuring of written work, it raises questions about students' autonomy, creativity, and skills. The study emphasizes the indispensable role of teachers in promoting the responsible and ethical use of digital tools, as well as the importance of integrating specific GenAI training. Finally, it proposes pedagogical strategies, such as training students in digital ethics, integrating collaborative writing projects, and supporting them in formulating prompts, with the aim of developing skills such as computational thinking and digital creativity, while highlighting the need for larger and longitudinal studies.

An Analysis of the roles of non-verbal communication in didactic interactions in a French classroom observed at Burapha University

Parkpoom Jaimeearee — Tue, 24 Jun 2025 00:00:00 +0700

Interactions between teachers and students in language classrooms occur in both verbal and nonverbal forms. The statement, "We cannot speak without moving our bodies," clearly confirms that verbal and nonverbal communication are essential and inseparable components of communication, both in everyday conversations and in language teaching and learning contexts. Nonverbal communication, therefore, plays a crucial role in language education. Based on observations of French language classes, the researcher found that nonverbal communication in the classroom can be categorized into two types: teacher’s nonverbal communication and student’s nonverbal communication. Teachers use eye contact, smiles, and pauses to check students' understanding and foster the smooth progression of lessons. Meanwhile, students use smiles, laughter, frowns, and nods to express their anxiety due to a lack of understanding and their inability to answer the teacher's questions.

Surveying Knowledge Landscape of the French Linguistics, French Translation, French Language Teaching and French Literature in Thailand

Natthaporn Kanjanapinyowong, Arthit Wongsanga, Marut Hantaley — Tue, 24 Jun 2025 00:00:00 +0700

This research aimed (1) to survey the knowledge landscape in the fields of French linguistics, French translation, French language teaching, and French literature in Thailand during the period 2013–2022; (2) to analyze the strengths and weaknesses of research conducted in Thailand through a comparative study with research published in academically recognized journals in France, in order to provide guidelines for future research development in Thailand; and (3) to establish and publicly disseminate a database on the knowledge landscape of French linguistics, French translation, French language teaching, and French literature in Thailand, which will contribute to the advancement and promotion of humanities research in the country. The study synthesized 217 research articles and theses produced in Thailand. The findings revealed the following ranking of research areas by frequency: (1) French language teaching, (2) French literature, (3) French linguistics, and (4) French translation. When compared to 567 research articles published in academic journals in France during the same period, it was found that a key strength of research in Thailand lies in its “context-based” approach, rather than in theoretical frameworks. The study highlights gaps in knowledge and suggests directions for research development in Thailand, with the aim of aligning with global academic trends, promoting a more comprehensive study of the French language across various dimensions, and enhancing the international visibility and competitiveness of Thai academic research.

Île-de-France’s Railway Stations: Names and Reflections on the Place of Women in France

Kantaphong Chitkla, Supreeya Pongrua, Wanrudee Kurawan — Tue, 24 Jun 2025 00:00:00 +0700

The study titled "Île-de-France’s Railway Station: Names and Reflections on the Place of Women in France" delves into the significance of train station names in the Île-de-France area while exploring the impact of women in French society as reflected by these names. Utilizing a methodological approach that combines toponymic research with feminist critique, the findings reveal a remarkable trend in the 20th and 21st centuries toward acknowledging and honoring women who have played pivotal roles in driving social change across various fields, such as politics, education, science, the arts, and activism. The names of these influential women, including prominent figures like Simone Veil, Lucie Aubrac, Rosa Parks, and Marie Curie, are prominently displayed at each station, showcasing a significant transformation in French society that embraces women's contributions and champions gender equality. These names serve not only as a tribute but also as a powerful source of motivation and advocacy for gender equality in contemporary society. However, it is noteworthy that figures like Simone de Beauvoir, a key feminist thinker, and Marguerite Yourcenar, the first woman elected to the Académie Française, are absent from this recognition. This suggests a tendency to celebrate women known for their societal impact over those recognized for their literary achievements. This research highlights the interplay between naming conventions and socio-political ideologies, as well as the collective memory that shapes the urban landscape of France.