Teaching and learning in the 21st century is not as focused on lecture notes as in the past. Students must listen to the teacher and answer exactly as the teacher teaches but emphasizes as the instructor is a coach or a facilitator is not a teacher that teaches only and must be organized Learning for change (Transformative Learning) is learning to make changes within oneself including worldview affective attributes cognitive attributes and behaviors (psychomotor attributes) is to change dramatically complete in all aspects it is a change known as the Holistic Change” (Thitirat Raksasri 2019). Learning with digital technology is considered a learning style suitable for the new generation. Because it is a model that can use technology to be useful in teaching and learning both inside and outside the classroom. Result in new learning styles such as massive open online courses (MOOCs) or other learning channels such as video computer games social media and audio media (OKMD 2019). It is therefore a good opportunity for students to be able to choose a learning style that is suitable for themselves. According to a study by Jiratan Prayaruwong (2019). It was found that learning English using digital media technology allows learners to develop and develop proficiency in English. It can be used to study and search for knowledge and information by oneself in the 21st century and achieve complete and effective lifelong learning skills. Therefore teaching and learning English integrated with digital technology and practical training it is a suitable idea for the development of English communication skills of Thai youth in the 21st century and in line with the education reform policy the national strategy for the development and enhancement of human resource capacity of Thailand at present (Nattaphon Teepsuwan 2019).

It is a must for Thai citizens in this digital era to be able to absorb internationalization skills to survive in the connected world. The study entitled The development of a 3D application for teaching English with integrated digital technology and practical training aims to develop a 3D application for integrated English teaching with digital technology and practical training. Academic literature about 3D application systems the achievability of problems and instructional system design frameworks were reviewed. Additionally in- depth interviews were conducted with 10 key informants using a snowballing technique. The informants were English-teaching experts teachers and social science students. The main findings from the in- depth interviews revealed that most participants did not use HMD VR to learn and practice English language skills while traditional styled teaching was used more often. There had not been much technology-integrated learning compared to language- related games and applications were used. Moreover VR was not applied much to English learning. Accordingly with the devices of Unity Oculus Blender and C# language the development of 3D applications for teaching English with practical training has been developed as an appropriate and optional tool for Thai students with an educational opportunity in English communicative skill practice in the virtual world and accessibility to the useful technology.

This research intends to study the English language learning strategies of students in the faculty of Liberal Arts Rajamangala University of Technology Phra Nakhon and to compare the learning strategies among gender three fields of study and English language achievement. The population group is 215 second-year Liberal Arts students in the second semester of the academic year 2016. The instrument was the Strategy Inventory for Language Learning (SILL) questionnaire. The obtained data were analyzed to find percentage mean and standard deviation. The study findings revealed that the overall use of English language learning strategies was at the medium level (=3.19). When considering each strategy the highly used learning strategy was compensation learning strategies (=3.46) and followed by affective learning strategies (=3.36) metacognitive strategies (=3.15) social strategies (=3.13) memory strategies (=3.03) and cognitive strategies (=3.01) respectively. The result also indicated that the learners’ fields of study and English language achievement significantly affected the overall learning strategies but gender did not show significant differences.

The purposes of this research were to (1) study the needs of teachers and students in Secondary Education Service Area Office 11 in English instruction using mobile electronic devices (m-Learning) and (2) to develop the model of English language instruction using mobile electronic devices (m-Learning) for Upper Secondary Students in Secondary Educational Service Area Office 11. The samples were 222 teachers and 394 students taken from Secondary Educational Service Area Office 11 using a Taro Yamane’s formula with the significant level of .05. The research procedure was divided into two phases. Phase one was the study of the needs of teachers and students in teaching and learning using mobile electronic devices two sets of questionnaires; one set for teachers and one set for students were used to collect data. A model of English instruction using mobile electronic devices was created in this phase. Phase two was the verification of the developed model by the experts. A verification form was used to collect data. Data were analyzed through mean and standard deviation. The research findings were as follows: