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Abstract: The purpose of this quantitative correlational study was to determine whether there was a significant relationship between. A target student for the study are 164 Grade 6 students from Thai government school in Trang, Thailand. Motivation and Language Anxiety for Learning Chinese as a Foreign Language Questionnaire was used to collect data from a total of 164 students. The survey questionnaire was adapted from the five subscales known as Motivational Intensity, Desire to learn Chinese as a foreign language (CFL), Attitude toward learning CFL, Language use anxiety and language class anxiety from international version of Gardner's (2004) Attitude/Motivation Test Battery The researcher finds the relationship among the motivation and language anxiety for learning Chinese as a foreign language with their Chinese academic achievement using multiple correlation coefficient. Descriptive statistics (means, standard deviation), correlational analysis was used to analyze the data. The research finding indicated that Grade 6 students displayed a slightly low level of motivation and a slightly low level of language anxiety for learning Chinese as a foreign language. The research found that there was very weak relationship between Grade 6 students' motivation and their language anxiety for learning Chinese as a foreign language with Chinese academic achievement at a Thai government school in Trang.

This article explores cultural change and situated approaches to learning as a basis for understanding developments in the daily life of the probation organization. These are highlighted in the concept of 'communities of practice' that describes learning in the everyday activities of practitioners' work. It is argued that the future can be changed by greater attention to context specific knowledge-in-use through practitioner research.

The purpose of this comparative study was to compare academic achievement and studentmotivation under teacher-centered and student-centered instructional methods in science grade eight at Triamudomsuksa Pattanakarn School, a government school located in Bangkok, Thailand. A total of 59 students took part in this study over a period of seven weeks. The research involved six objectives. Objectives 1 and 2 were to determine student motivation under teacher-centered and student-centered instructional methods. Objectives 3 and 4 were to determine student academic achievement under teacher-centered and student-centered instructional methods. Objective 5 was to compare student motivation between the two instructional methods. Finally, Objective 6 was to compare student academic achievement under the two instructional methods. The findings of the study suggested that the instructional methods did not differ significantly in terms of student achievement. Student motivation was higher for the student-centered group than the teacher-centered group.

In recent years much attention has been paid to research into the value and effectiveness of pre‐sentence reports and this has contributed to the emergence of the concept of "quality assurance". This encompasses the practice of monitoring reports for "quality" and "effectiveness" and the assumption that there is a positive association between these two factors. In other words, higher quality will normally be associated with a higher level of agreement or concordance between report recommendation and sentencing outcome. Using evidence gained from a sample of pre‐sentence reports from a busy magistrates' court in the south‐west of England, the authors' three main findings show that this is not the case. First, contrary to expectation, there was little or no relationship between quality of report and concordance rate for the whole sample of pre‐sentence reports. Second, whilst there was some relationship between quality of report and concordance for those reports which proposed community sentences, this was not significant. Finally, whilst report writers were generally in favour of quality assurance systems, they did not have any universal definition of "quality" in relation to pre‐sentence reports. As a result of these findings the authors question existing practice and make several suggestions for improvement, including the replacement of pre‐sentence reports with a new personal social enquiry report and an alternative model of quality assurance based on models from social science. Finally, several key recommendations are identified as essential in order to safeguard the crucial role of the Probation Service as adviser to sentencers.