59-05-032 Proceeding

170 Proceedings of the Princess Maha Chakri Sirindhorn Congress which is higher than the criteria 3.50 at significance level .01. After item analysis, all of them are rated at the “Good” level, and are also higher than the criteria 3.50 at significance level .01. These results are related to the following factors. - the mentors’ assistance - the school’s cooperation in terms of experiment permission - the novelty of what the undergraduate learn throughmentorship leading to the quality production e.g. teaching materials, which draw primary and secondary students’ attention very well. 3. The results of the students’ listening skills based on the criteria for Grade 1 - 8 (Starters- Movers-Flyers) on the given criteria 13.00 are generally found at “Good” level. (X _ = 14.77), which is higher than the criteria 13.00 at significance level .01. After item analysis, all of them are rated at the “Good” level, and are also higher than the criteria 13.00 at significance level .01. The progression of students’ listening skills can be explained by the effectiveness of the undergraduates’ teaching methods as well as learning management skills and materials. 4. The independent project listening portfolio, teaching listening skills and students’ listening skills were positively related at the significance level .01. The independent project listening portfolio has a direct effect positively on teaching listening skills at significance level .01 (TE= .521) and has an indirect effect on students’ listening skills through teaching listening skills at significance level .01(IE = .259). Teaching listening skills has a direct effect positively on students’ listening skills at significance level .01. As mentorship is mainly discussed, so far, such a model is proved to be effective for enhancement of either undergraduates’ teaching skills or primary and secondary students’ listening skills. It raises the roles of mentors to cope with the excessive numbers of learners. This is supported by the study of Cunningham & Eberle (1993). They describes the benefits of mentoring in relation to training personnel and gives guidelines on selecting suitable role models as mentors. The whole bigger group of the class is, by principles, divided into small groups consisting of at least 5 - 6 members. Exchange of ideas and knowledge via many channels e.g. e-mail, Facebook, and Line appears automatically prior to the application of those insights to the real context of language teaching. 5. The third year undergraduate students’ satisfaction to study throughMentorshipmodel in 4 aspects is generally found at the high level. After item analysis, benefits are rated with the highest mean and are interpreted as the ‘High’ level of students’ satisfaction followed by advisor proficiency and time as the one with the lowest mean. Regarding benefits, application of knowledge gained frommentorship seems to be the most distinct realization of the participants (performance). They are also highly motivated by this approach, including are trained to employ knowledge and skills of technology.