The document describes a study that designed a multilanguage blended learning system (MBLS) for Thai agricultural science students. The MBLS uses Moodle and translation tools like Google Dictionary and Imtranslator to allow course content to be viewed in both English and Thai. It addresses challenges for Thai students related to language barriers and traditional classroom learning. The system architecture and design process are explained, and examples of the user interface in both English and Thai are provided. The MBLS is intended to help overcome language barriers and engage students in a blended learning environment.

1. Designing a Multilanguage Blended Learning System for
Thai Agricultural Science Students
Pornchai Taechatanasat
Edith Cowan University
School of Science
Perth, Western Australia
Email: ptaecha0@our.ecu.edu.au
pornchai_tae@yahoo.com
Leisa Armstrong
Edith Cowan University
School of Science
Perth, Western Australia
Email: l.armstrong@ecu.edu.au
Prachyanun Nilsook
Department of Technological Education,
King Mongkut's University of Technology North
Bangkok, Thailand
E-mail: prachyanun@hotmail.com
8 December 2016

2. Presentation Outline
1. Introduction
2. Research aims
3. Bilingual and multilingual websites
4. The architecture of multilanguage blended learning
system (MBLS)
5. Utilizing the MBLS
6. Designing units’ content
7. Examples of users interface
8. Conclusion

3. 1. Introduction
A number of challenges have been identified for the
delivery of courses to Thai agricultural science students.
These problems include
1. The language barrier of Thai agriculture students
2. Challenges to the uptake of new technologies in agriculture
3. The disadvantages of the traditional classroom learning
.

4. 1. Research aims
Design a new learning system which was based on two
concepts
• multilanguage
• blended learning
For Thai agricultural science students

5. 3. Bilingual and multilingual websites
Coward [9] has defined a multilingual website
as “a website where the content is written in more
than one language”.
Google Inc. [10] have defined a
multilingual site as “any websites that offer content
in more than one language”.

6. 3. Bilingual and multilingual websites
Key terms Definition
Bilingual blended
learning
environment
(BBLE)
Learning environment provides two languages
content in the blended learning environment [8].
Bilingual blended
learning system
(BBLS)
A blended learning system is a system designed to
support the concept of BBLE.
Multilanguage
blended learning
environment
(MBLE)
A blended learning environment that provides
blended learning content and environment in
multiple languages. The environment may have the
same content in different languages; and additionally
may be customized for the alternative languages [8,
9, 15].
Multilanguage
blended learning
system (MBLS)
A blended learning system is a system designed to
support the concept of MBLE.
Table I Definition of key terms

7. 4. The architecture of multilanguage
blended learning system (MBLS)
List of software
process [16]
Details of proces
1. Software
specification
Listing characteristics of MBLS
1. The system should motivate and engage students in
learning content from English
2. The system should provide English dictionary
3. The system should provide English to Thai (Non-
English dictionary) to facilitate learning content from
English.
4. The system should provide content translated into
learners’ preferred language
5. The system should also be easy to use so that it will
encourage both teachers and learners to accept in
using system
6. The system should be designed based on the essential
attributes of a good software system.
2. Software
design and
implementation
The MBLS was developed by selected from off-the-shelf
software based on activity on and essential attributes of
good software (Sommerville, 2011).
3. Software
validation
Ensure that software meets the customer requirements
4. Software
evolution
The activity to ensure that software meets changing
customer needs
Table II Software process in designing MBLS software

8. 4. The architecture of multilanguage
blended learning system (MBLS)
• Freeware software which included
– Moodle 2.7,
– Google Chrome web browser,
– Google Dictionary Chrome 4.0.2
– Imtranslator
has been used for designing MBLS.

9. 4. The architecture of multilanguage
blended learning system (MBLS)
Fig. 1. Activities in Moodle LMS

10. 4. The architecture of multilanguage
blended learning system (MBLS)
Fig. 2. Resources in Moodle LMS

11. 4. The architecture of multilanguage
blended learning system (MBLS)
Fig. 3 Architecture of MBLS
LMS
Translation
Tools
Content in
English
Language
Content in
Other
Languages
Lectures
Students

12. 4. The architecture of multilanguage
blended learning system (MBLS)
Fig. 4. Accessing course content in MBLS
Users access courses
content
via
Google Chrome Users and lecturers access data via
Chrome browser that installed
Google Dictionary chrome extension
and ImTranslator
Lecturers create and manage
courses content

13. 4. The architecture of multilanguage
blended learning system (MBLS)
Fig. 5. Searching Google Dictionary add-on

14. 4. The architecture of multilanguage
blended learning system (MBLS)
Fig. 6. Google Dictionary add-on

15. 4. The architecture of multilanguage
blended learning system (MBLS)
Fig. 7. Searching Imtranslator add-on

16. 4. The architecture of multilanguage
blended learning system (MBLS)
Fig. 8. Imtranslator add-on

17. 4. The architecture of multilanguage
blended learning system (MBLS)
Fig. 9. Imtranslator services

18. 5. Utilizing the MBLS
Fig.10. Example of English FAO website

19. 5. Utilizing the MBLS
Fig. 11. Example of translated FAO website to the Thai language

20. 6. Designing units’ content
Discuss with lecturers
Design course content of each week
Develop content of next weeks
until completed all units
Start
Stop
Translate course content of each week
review course content
Create course content of each week
Fig. 12 The process of designing units’ content

21. 7. Examples of users interface
Fig. 13 Home page of multilanguage blended agricultural science course in English

22. 7. Examples of users interface
Fig. 14 Home page of multilanguage blended agricultural science course translated into
Thai language

23. 7. Examples of users interface
Fig. 15 Multilanguage blended agricultural science course

24. 8. Conclusion
This study has provided a description of the utilization of
the translation tools and the MBLS and examples of the
user interface.
Further research
•This MBLS is the first step in the development of a
framework for traditional classroom training for agriculture
through the multilanguage blended course.
•The efficacy of this bilingual learning blended course for
agricultural science students needs further investigation.

25. References
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26. References
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27. References
[15] Google Inc. (2014, March 21, 2014). Multi-regional and multilingual sites. Available:
https://support.google.com/webmasters/answer/182192?hl=en
[16] I. Sommerville, Software engineering, 9th ed. Boston: Pearson, 2011.
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[20] imtranslator.net. (2015, 29th January 2015). ImTranslator: Google Translate. Available:
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28. Questions
Taechatanasat, P., Armstrong, L & Nilsook, P. (2016)
Designing a Multilanguage Blended Learning System
for Thai agricultural Science Students.The 5th IEEE
International Conference on Teaching, Assessment,
and Learning for Engineering. December 7-9,
2016;Dusit Thani Bangkok Hotel, Bangkok, Thailand.

29. Acknowledgements
www.prachyanun.com Edith Cowan University

 Research Centre for Vocational Education Technology,
 Science and Technology Research Institute
 King Mongkut's University of Technology
North Bangkok (KMUTNB)
 Dr. Leisa Armstrong
 eAgriculture Research Group ,
School of Computer and Security Science ,
 Edith Cowan University (ECU) , WA, Australia