This research was aimed to 1) investigate the attitudes of learners towards literature, and 2) discover the impact of literature and literary texts on cultural awareness and language skills in Thai EFL undergraduate students. A blend of qualitative and quantitative research configuration was embraced. An abstract content was coordinated into an EFL class with 100 English major students at Buriram Rajabhat University. It is one of universities in the Northeast of Thailand. The samples were chosen by a simple random sampling method. Semi-structured interviews were done with the illustrations by the analyst. The discoveries of the research showed consistency between the participant Thai EFL students' points of view. They all pointed out the advantages of utilizing literature and literary texts as integrating students' cultural awareness and language skills.

The aims of this study were 1) To identify the general description of the frequency of use of DMs (adding something) in the Thesis' Abstracts of Ph.D. writing, and 2) To investigate the relationship between the numbers of DMs (adding something) contribute in the Thesis' Abstracts of Ph.D. writing. The quantitative and qualitative in discourse markers (DMs) focused on the type of adding type i.e. moreover; in additionally; further; furthermore; further to this; also; besides; and what is more used in the educational theses' abstracts. This investigation examinations 108 abstracts works in the field of education were chosen by purposive sampling from American top-ranking universities. It intended to analyze the relations between the use of DMs, and their functions in the abstracts. The study also identified some qualifications that characterize a Ph.D. Students' writing expertise on DMs selection and use. The key finding has been that learners use a range of discourse markers, some of which are more popularly used than most others. There are lots of DMs (adding), the writers used only some of them when writing the abstracts. Some words were determined as DMs, but the functions were not DMs because they were not at the initial position. "In addition" markers were the most commonly used, abided by "Furthermore" markers. Analysis of the papers suggests guiding results for further research on developing abstracts writing quality.

This study aimed to investigate the average level of intercultural sensitivity and communication apprehension of EFL teaching assistants learners. In addition to propose the correlation between intercultural sensitivity and communication apprehension. In this study, the researchers selected and applied the mixed-method research paradigm. According to the findings of the research, intercultural sensitivity and communication apprehension have some positive effects on the performance of EFL teaching assistants (TA). The correlation and recognition can be measurably important in the intercultural sensitivity and communication apprehension for social contrasts in the temporary workplace with a high level. Proposing collaboration and adaptability in intercultural sensitivity and communication apprehension with EFL teaching assistants (TA) in order to modify negative respect, enjoyment, and open-mindedness caused by cultural differences. This furthermore encompasses the ability to deal with the tension and anxiety that comes with situations characterized by cultural variances.

The empirical studies have now proven the integration of Buddhist Principles (Buddhadhamma), and Psychological Principles. Encouragement is important for learners assertive in speaking English one’s success also communicate is always high even among motivated and self-confident English language learners. The present study seeks to encourage the law of nature of the process of human learning motivational self-system. It draws on mixed methodology was qualitative and quantitative research.A research design that involved analysis and synthesizes Buddhist Principles (Buddhadhamma), and Psychological Principles also include teaching and learning English. The data was subsequently collected and analyzed in parallel with in-depth interviews to collect data from 18 key experts' specialized informants. As well as data analysis using 6'C techniques presenting the Buddhist Principles Model (Buddhadhamma model) to encourage assertiveness in speaking English for students.The three major findings were identified as confident English language skills and potential. First, is the Buddhism Principles Model. Second, take the three attributes and six skills in English, and third, a self-assertive activities book. Based on these, the present article ends with an encouraging assertiveness suggestion in speaking English.