LEARN Journal: Language Education and Acquisition Research Network

Global Englishes, Global Voices and Global Approaches to ELT – Facilitating a Glocalised Community of Practice in the Thai Context

Nicola Galloway — 2026-01-31

This paper examines the challenges and developments in Global Englishes Language Teaching (GELT) within the ASEAN region, with a particular focus on Thailand. Despite increasing academic discourse on GELT, the integration of these ideas into Thai English Language Teaching (ELT) practices faces barriers, such as entrenched "native-speakerism" and limited practical application. Our paper underscores the importance of engaging local voices—teachers, students, parents, and other key stakeholders, and argues for the need for more collaborative, practice-oriented research to ensure meaningful and lasting curriculum innovations. The creation of the Education, Languages and Internationalisation Network (ELINET) is introduced as a platform to foster such collaboration, aiming to bridge the gap between academic theory and practical implementation. We provide an overview of this global network and also highlight the need for longitudinal studies, practitioner-led research, and further exploration of how to empower educators to embrace and apply GELT frameworks. We also examine the broader need to critically examine emerging communities of practice such as ELINET to ensure that GELT research and GELT-informed educational policy and practice reflect the linguistic and cultural diversity of the context in which it is being applied.

Enhancing L2 Writing: The Role of Feedback and Writing Conferences in Critical Thinking and Argumentation

Gulsah Kirsan — 2026-01-31

Critical thinking is an essential skill for effective L2 writing. By thinking critically, learners can construct well-reasoned arguments, support their claims, and deal with opposing ideas. The role of corrective feedback and feedback conferences is pivotal in this process, because they provide learners with targeted guidance and opportunities for iterative development. This study explored the development of critical thinking skills in L2 learners' writing. Participants were students enrolled in the Intensive English Program of a large university in Türkiye. They had B1 level of English proficiency at the time of the study. A feedback cycle was designed, and primary data were obtained from multiple drafts of students' essays and interviews. To track the development of argumentation in the subsequent drafts of students, a qualitative text analysis was conducted using Stapleton’s (2001) criteria regarding the number of arguments, the extent of evidence, the recognition of opposition, corresponding refutation, and the existence of fallacies. Overall results indicated that L2 learners had substantial difficulty generating arguments and thinking critically. There were few instances of clear arguments, evidence, refutation, and supporting ideas in their drafts. However, the students were really motivated to develop their argumentation skills when appropriate instruction and scaffolding were provided.

Mapping Out the Importance-Difficulty Matrix: Students’ and Teachers’ Perceptions of English Oral Presentation Skills

Valaikorn Charoensuk — 2026-01-31

The importance-difficulty matrix, a strategic business planning tool, could enhance course design and optimize resource allocation in an English course where university teachers face time constraints while balancing competing objectives. Therefore, this study aimed 1) to examine students’ perceptions of the difficulty associated with English oral presentation skills; 2) to investigate teachers’ perceptions of the importance of these skills; and 3) to examine how English oral presentation skills are positioned on the importance-difficulty matrix. The participants were 374 undergraduate EFL students enrolled in an English oral presentation course and 14 instructors from a Thai university. Questionnaires and semi-structured interviews were utilized for the data collection. Descriptive statistics, specifically mean and standard deviation, were employed in order to analyze the questionnaire data, while the interview data were examined to support these statistics. The overall results indicated the following: 1) the students perceived vocal delivery as the most challenging skill; 2) the instructors viewed the story message as the most important skill; and 3) all four main skills of English oral presentations were placed in the first quadrant of the matrix, reflecting high importance and low difficulty. The findings hold practical implications for further development of an oral presentation course within an EFL undergraduate context.

Beyond Exams: Understanding the Impact of Classroom-Based Language Assessment through a Scoping Review

Darrel Lee Sze Wong — 2026-01-31

Traditional language assessments have often relied on standardized tests, which emphasize discrete skills and overlook real-life language use. These assessments frequently result in test anxiety and reduced motivation among English language learners (ELLs). To address these challenges, policymakers in countries such as Finland, Australia, Japan, and Malaysia have implemented Classroom-Based Language Assessment (CBLA). This approach emphasizes teachers’ professional judgment, ongoing monitoring, and feedback. However, concerns persist regarding the subjectivity and reliability of CBLA in measuring language proficiency. It is therefore essential to examine whether CBLA is an effective alternative despite these criticisms. This scoping review investigates the impact of CBLA on ELLs’ language proficiency. Following Arksey and O’Malley’s framework for conducting scoping reviews, 15 studies published between 2011 and 2024 were retrieved from the Web of Science and Scopus databases, with additional relevant studies sourced from ERIC and JSTOR. The review focused the impact of CBLA on various areas of ELLs’ language proficiency. Key areas examined included language skills, grammar and vocabulary knowledge, and intercultural competence. The findings indicate that the effectiveness of CBLA depends on ELLs’ proficiency, age, targeted skills taught, and classroom settings. Future mixed-method studies should combine observation of classrooms, interviews of teachers and ELLs to develop CBLA models that promote effective language development for ELLs in diverse settings.

Mapping STOU-EPT Scores with the CEFR Framework: A Standard Alignment Approach

Thanyasinee Laosum — 2026-01-31

This study examined the alignment of the Sukhothai Thammathirat Open University English Proficiency Test (STOU-EPT) with the Common European Framework of Reference for Languages (CEFR) using Webb’s alignment method, and mapped STOU-EPT scores to CEFR levels with a modified Angoff method. Ten panelists evaluated alignment, ten panelists participated in standard setting, and 1,272 STOU-EPT test-takers were used. The STOU-EPT aligned with the CEFR as follows. Categorical Occurrence: Items across listening, structure, and reading were aligned to the A2–B2. Listening was more evenly distributed across levels, more structure items were included in A2–B1, and more reading items were included in B1–B2. All three sections met Webb’s minimum requirement, with high rater agreement on listening and moderate agreement on structure and reading. Depth of Knowledge (DOK): Cognitive demand on listening and structure aligned with CEFR expectations at B1 and B2 but did not at A2. Reading showed appropriate cognitive demand across all targeted levels. Balance of Representation: The distribution of items across CEFR levels was balanced on listening, structure, and reading. CEFR-mapped scores were identified for each skill and overall performance, categorizing total scores as A2 (1–55 items), B1 (56–76), and B2 (77–100).

Enhancing Academic Outcomes: The Role of AI-Driven Personalized Learning in Thai Higher Education

Rusma Kalra — 2026-01-31

This paper explores the transformative roles and potential of artificial intelligence (AI) in education, emphasizing its impact on teaching methodologies and learning experiences. The study employs semi-structured interviews and focus group with both faculty members and undergraduate students who have interacted with AI. Key findings indicate that AI technologies optimize personalized learning, increase student engagement, and improve academic performance. It should also be noted that respondents showed resistance and training gaps, and highlighted concerns for ethical issues and data privacy. Previous studies have highlighted AI's role in individualizing education, fostering critical thinking, and supporting adaptive learning platforms. However, concerns about over-reliance on AI underscore the necessity of balanced methodologies. The paper concludes that a strategic integration of AI with traditional practices can enhance educational outcomes, necessitating ongoing evaluation of ethical implications and teacher roles in an increasingly automated landscape of education.

Implementing the Use of Google Translate with Grammarly to Enhance Thai Upper Secondary School Students’ English Writing Ability

Nicha Kitbamrung — 2026-01-31

Correcting translation errors from Thai to English in machine translation outputs presents a significant challenge for upper secondary school students in Thailand. One way to address this challenge is to implement Google Translate with Grammarly, the AI post-editing tool, in Thai EFL writing classes. This study assesses the integration of Google Translate and Grammarly in EFL writing classes to improve writing skills conducted at a government school in Chiang Mai with 18 tenth-grade Arts-English students. The research employed the pretest-posttest design, collecting data through writing tests, questionnaires, and instructional periods. The findings indicated that students faced 11 translation errors, namely noun agreement and word choice, with punctuation being the least prevalent. After training with Google Translate and Grammarly concurrently, they showed significant improvements in writing performance, with higher post-test scores of 55.43% (p < 0.05). In addition, most participants reported positive attitudes toward the training due to its effectiveness in improving their writing skills and confidence in English. Educators gained valuable insights into implementing a translanguaging approach in student interactions when applying the instructional periods. However, the study revealed limitations such as small sample sizes and technological challenges. Further research should explore the long-term effects of AI-driven instruction on enhancing English language skills across diverse educational settings.

The Art of Naming Pokémon: Morphological Creativity in English Translation

Theera Roungtheera — 2026-01-31

As one of the most globally popular games, Pokémon captivates players with its imaginative universe, where the names of its creatures play a critical role in gameplay. So, translating Pokémon names are considered significant for players to understand, thus enhancing the capacity of the characters they are playing. Therefore, this study investigates the morphological creativity of English Pokémon names, designed to be transparent and informative. The concepts of proper-name translation and transcreation are adopted as the study’s analytical framework. A dataset of 836 Pokémon names was analysed. Ten naming strategies were identified: blending, compounding, derivation, repetition, abbreviation and initialism, clipping, borrowing, phonetic alteration, wordplay techniques, and onomatopoeia. These strategies do more than merely label the Pokémon; they provide insights into a Pokémon’s physical traits, abilities, and types, enhancing player engagement and strategy. Blending, borrowing, and derivation dominate balancing innovation with familiarity, while less common techniques such as clipping and abbreviation may diminish name complexity. Overall, this study highlights how English Pokémon names reflect the franchise’s core values of creativity, playfulness, and cultural resonance, contributing to its enduring global success and informing broader discussions on linguistic creativity in media translation.

Recognition in the EFL Profession: Teachers’ Needs and Professional Identity

Sureepong Phothongsunan — 2026-01-31

Every individual seeks to be acknowledged for who they are, and EFL (English as a Foreign Language) teachers are no exception. This study investigates the recognition needs of Thai EFL teachers and how these needs influence their professional identity. Employing a mixed-methods approach, the study draws on data from two research instruments: a structured questionnaire responded to by 24 Thai EFL teachers and a mini portfolio survey completed by twelve Thai EFL teachers of the same group. A purposive sampling method was used to include participants from a selection of secondary schools in Thailand. Findings reveal that EFL teachers require various forms of recognition, both formal and informal, to reinforce and reshape their professional identities. Pearson correlation analysis indicates strong relationships between recognition and both professional identity (r = .62) and intrinsic motivation (r = .57), while extrinsic motivation proved less influential (r = .28). These insights underscore the essential role of intrinsic validation and professional acknowledgment in sustaining morale, enhancing motivation, and ultimately ensuring instructional quality in EFL contexts.

Interrelation between Humans and Environment in Folk Literature: Ecocriticism in Higher Education

Yaowarut Mengkow — 2026-01-31

As environmental issues have been of global interest for decades, this study investigated the interrelation between humans and the environment in folk literature through the lens of ecocriticism in higher education. The research aimed to assess students’ understanding before and after lessons emphasizing ecocriticism theory and explore changes in their perceived environmental attitudes and behaviors. The study employed a mixed-method research methodology, combining qualitative and quantitative approaches. The population consisted of English major students enrolled in an undergraduate literature course, with a sample of 48 students selected conveniently from the first semester of the 2023 academic year. Data analysis utilized descriptive statistics (mean, standard deviation, frequency, and percentage) and parametric inferential statistics. Key findings indicate that students’ understanding of ecocriticism theory improved significantly after the lessons. Additionally, there were noticeable changes in students’ perceived environmental attitudes and behaviors following the intervention.

The Role of Tone Similarities in Thai-Mandarin Bilingual Lexical Access

Pimhathai Sonsuphap — 2026-01-31

Tone is a crucial factor in lexical access for tonal language speakers and for tonal bilinguals, even when processing a non-tonal language (Lee, 2007; Malins & Joanisse, 2010; Shook & Marian, 2016; Shuai & Malins, 2017; Wang et al., 2020). This study investigated how high-proficiency Thai learners of Mandarin perceived and categorized L2 Mandarin tones and whether tone similarities affected their lexical access. In Experiment 1, 30 Thai learners of Mandarin listened to 200 Mandarin-Thai pairs of segmentally overlapped monosyllabic words with different tones, e.g., /pi-pì:/, and rated the similarity of the items using a 7-point Likert scale. The results showed that participants’ ratings were likely based on acoustic similarities of tone contour. In Experiment 2, the same group of participants participated in an auditory lexical decision task with phonological priming to investigate the role of interlingual homophones (IHs) with similar tones in bilingual lexical access. The results revealed that reaction times (RTs) of IHs with similar tone contours were significantly faster than those of IHs with different tone contours and non-IHs, demonstrating facilitation effects. The facilitation effect corresponds to previous studies (Duyck, 2005, among others), indicating that lexicons of both languages may be phonologically integrated (Dijkstra & Van Heuven, 2002). Also, the RTs of IHs with different tone contours were not significantly different from those of non-IHs. Overall, this study highlights the prominent role of F0 properties for bi-tonal speakers, as tone contour similarities can induce a facilitatory phonological priming effect.

Vocabulary Learning Through Word Cards, Collaborative Activities, and Assessment Techniques

Robert Sheridan — 2026-01-31

When reading about a specialized subject, a significant proportion of the text consists of specialized vocabulary. When the SDGs Service List was created in 2023, it joined a small number of specialized vocabulary lists that learners need to know when reading about a particular subject area. Research has shown that repetition is crucial for vocabulary learning, with the number of occurrences a learner needs to encounter a particular word to have a chance of successfully learn it ranging from six to 20. Unfortunately, most EFL materials fail to adequately recycle vocabulary items, often resulting in students lacking the necessary encounters to acquire them. This paper first demonstrates strategies to overcome this gap in vocabulary recycling through the use of electronic or paper-based word cards. It introduces the 600-word SDGs Service List and shows how electronic study sets can be used to help students study specialized vocabulary. It then builds on the work of Sheridan and Markslag (2017) and presents a new word card activity using paper-based word cards that effectively reinforces the learning of new vocabulary and prepares students for vocabulary tests. Finally, it introduces two assessment techniques that teachers can use to evaluate students’ knowledge of new vocabulary items. These methods can be easily implemented in most classrooms.

Interpreting English Across Cultures: Mediating Meaning in Shōgun Through a Thai Lens

Natthaphon Tripornchaisak — 2026-01-31

This study explores the nuanced role of interpreters in the 2024 FX adaptation of Shōgun, focusing on how they mediate across linguistic and cultural boundaries. Using a combined approach of Thematic Analysis and Interpretative Phenomenological Analysis, and drawing on dual perspectives as academics and professional interpreters, we examine how interpreters in the series shape dialogue and influence political, religious, and social interactions. Far from being neutral conduits, the interpreters reframe, omit, and adapt messages to reflect personal, cultural, and strategic considerations. Through a Thai–English interpretive lens of intercultural communication and inductive approaches, the study draws parallels between the series and real-world practices, particularly in high-context societies like Thailand and Japan. It argues that interpreters often act as political agents, religious mediators, and cultural gatekeepers, making decisions that maintain harmony, protect status, and guide intercultural understanding. This fictional portrayal offers valuable insights into the real-life complexities of language mediation, underscoring the significance of interpreters in shaping intercultural encounters.

Demystifying a Rare Spoken Genre: Rhetorical Move Structure of Oral Presentations of Thesis Defenses in Applied Linguistics

Xue Luo — 2026-01-31

In recent decades, academic oral presentations have emerged as a significant spoken genre. The oral presentation of a graduate thesis defense (OPTD) has a pivotal role in the rites of passage for graduate students in graduate education. However, this academic spoken genre remains relatively overlooked in current EAP genre research since the majority of genre analyses have historically focused on written academic discourse. This study attempts to redress this gap by examining the rhetorical move structure of 18 OPTDs in applied linguistics. To this end, it has adapted Chen and Kuo's (2012) framework and employs a combined top-down and bottom-up approach. The results show that OPTDs consist of 20 moves which can be divided into seven phases: Initiation, Introduction, Literature Review, Method and Procedure, Results and Discussion, Conclusion and Termination. The rhetorical move structure of OPTDs closely follows the structure of thesis writing while also revealing some unique features particular to oral presentations. The moves and steps identified in the present study enhance an understanding of OPTD genre knowledge, offering comprehensive templates and references for graduate students within the time constraints of an oral presentation.

Vocabulary Size of Thai Graduate Students in Different Disciplines and Their Opinions of Its Influences on the Use of AI in English Language Learning

Sumanee Pinweha — 2026-01-31

This study investigates the vocabulary size of Thai graduate students across science and non-science disciplines, alongside their opinions on the effects of vocabulary size on their use of AI tools in their English language learning. A total of 217 students from a public Thai university completed the Updated Vocabulary Levels Test (Webb et al., 2017) and engaged in semi-structured interviews. Quantitative data were analyzed using descriptive statistics, revealing that most students had a low vocabulary size. The Mann-Whitney U test showed significantly higher performance among science students at the 1,000-, 4,000-, and 5,000-word levels. Qualitative data from interviews showed that vocabulary size may not influence most types of AI-assisted language learning activities, their trust in it, or their reliance on AI for language learning, except for the choice of prompt language. These findings offer implications for English vocabulary instruction and highlight the importance of integrating AI-assisted language learning tools with lexical development in higher education contexts.

Exploring the Impact of Repeated TOEIC Test-Taking on the Motivation and Performance of Fourth-Year EIC Majors at a Thai University

Atipat Boonmoh — 2026-01-31

English proficiency is crucial for success in variety of careers, especially in non-English-speaking countries. The Test of English for International Communication (TOEIC) is a widely used benchmark for assessing professional communication, with large numbers of English for International Communication (EIC) majors in Thailand being required to achieve a high score for graduation. In addition, many Thai companies require TOEIC scores for job applications and promotions, which further increases the pressure on students. However, a large number of students face challenges in meeting the required TOEIC score, leading to repeated test attempts. This study investigates the impact of repeated TOEIC test-taking on students' motivation, future test performance, and overall well-being. Data from a sample of 58 fourth-year EIC students were analyzed, combining quantitative survey results with qualitative interviews. The findings highlight significant emotional and psychological impacts, including discouragement, anxiety, and increased test fatigue. While some students develop improved familiarity and confidence with the test format, most report negative effects on their academic goals and self-esteem. The study contributes by suggesting concrete implications for teaching practices and institutional policies, such as designing more holistic TOEIC preparation courses, integrating stress management strategies, and providing support systems for students facing repeated failures.

Insights into Vietnamese EFL Students’ Engagement in Academic Writing Through Translanguaging

Tham My Duong — 2026-01-31

English-only classes are a common trend across various EFL contexts; however, many students struggle due to limited English proficiency. Consequently, they employ their linguistic repertoire to construct knowledge and skills through translanguaging (TL). To address this, this convergent mixed-methods study explored EFL students’ engagement in an academic writing class through TL. Using convenience sampling, Vietnamese English majors (N = 113) completed a 5-point Likert questionnaire, followed by semi-structured interviews (n = 24). Quantitative data were analyzed descriptively, and qualitative data were analyzed through content analysis. The results revealed a high level of engagement. Specifically, TL facilitated students’ emotional engagement to a greater extent than their cognitive and behavioral engagement. These findings have pedagogical implications for fostering an inclusive and supportive learning environment that values students’ linguistic diversity.

Recognition in the EFL Profession: Teachers’ Needs and Professional Identity

Sureepong Phothongsunan — 2026-01-31

Same-Turn Self-Repair in Decision-Making Tasks: A Conversation Analysis of Thai EFL Group Discussions

Sumita Supakorn — 2026-01-31

Self-repair is regarded as evidence of the development of spoken language, and this forms an important component of an individual’s interactional competence (Gass & Selinker, 2008; Wong & Waring, 2020). However, most previous research in the Thai context has focused on students’ use of form-focused correction and corrective feedback from teachers, leading to insufficient insights into student self-repair in meaningful interactions. The present study thus investigates same-turn self-initiated self-repair (SISR) in a group decision-making task undertaken in an English language lesson involving 15 Thai undergraduate students. This employs Schegloff’s (2013) ten repair operations framework within a sequential microanalysis of conversation analysis (CA) methodology suggested by Wong and Waring (2020). The dataset comprises three hours of video of a classroom discussion task carried out by five groups of students. Overall, 129 instances of same-turn SISR were seen. These were used as an interactional resource to maintain progressivity, reasoning and task alignment. Additionally, the study shows how replacing is used to improve lexical accuracy and conceptual clarity, searching is used as a marker of lexical awareness and turn-holding, and recycling is a strategy for emphasis and fluency. Sparingly but strategically adopted, inserting is used to add precision and expand arguments, while aborting is deployed as a strategy for reformulation and group alignment. The findings offer insights into the relationship between linguistic and social dynamics within a specific decision-making discussion task, and this has implications for English as a foreign language (EFL) instruction in Thailand. Pedagogically, this study underscores the importance of teaching same-turn self-repair strategies to students for use in self-monitoring in high-stakes conversations. The research also compliments prior CA literature on same-turn SISR in a specific task, as well as literature applying Schegloff’s framework to Thai students’ use of repair strategies.

The Effects of Role-Playing Gamification on Business Vocabulary Learning and Motivation: A Study of CEFR-based Language Learning Mobile Application for Thai Undergraduate Students

Supong Tangkiengsirisin — 2026-01-31

Role playing games and gamification contribute to enhanced vocabulary learning and increased learner motivation. Little research, however, examines these impacts of role-playing gamification amongst EFL learners practicing business English skills outside of class time. This study aims to investigate the effects of role-playing gamification on business vocabulary learning and motivation through a CEFR-based language learning application. The research participants were 21 Thai undergraduate students who autonomously played language learning games in the mobile application outside of class time for a duration of 4 weeks. Pre-post vocabulary test and intrinsic motivation inventory (IMI) questionnaire were used as main research instruments. Through quantitative data analysis, the paired t-test results showed significant improvement in participants’ business vocabulary performance. Nonetheless, descriptive statistical analysis of questionnaire data showed moderate levels of motivation in all sub-scales (M<4). The results of this study suggest beneficial roles of role-playing gamification in out-of-class language learning. Implications on mobile application game design and motivation for language learning are also discussed.

Towards A Taxonomical Structure of Book Reviews in Applied Linguistics: A Move Analysis

Sirisuda Siripukdi — 2026-01-31

Practice in writing book reviews (BRs) is considered beneficial for graduate students as it helps them develop academic argumentation skills prior to writing their dissertations. Taxonomical differences in BRs exist across disciplines, particularly in their generic and rhetorical structures. As part of a material development initiative in Applied Linguistics, this paper analyses BRs published in the RELC Journal between 2015 and 2020 to establish their taxonomical structures. A total of 32 book reviews were examined, and both their generic and rhetorical structures were analysed using Swales’s (1990) move analysis approach and the framework proposed by Gezegin (2015). The communicative functions of each move were also identified to enhance students’ genre awareness. The analysis revealed four dominant generic structures and their associated rhetorical moves: introducing the book (General topic^, Author(s)^, Readership^, Book insertion^), outlining the book (Organisation^, Topics^, Extra text material^), highlighting parts of the book (Focused evaluation^), and providing a closing evaluation (Recommendation^). Furthermore, the analysis identified four distinct compositional approaches employed by BR writers, generating novel insights and offering pedagogical benefits for second-language writing instruction.

Global Englishes Reading Instruction: An Instructional Reform for Reading Comprehension and Digital Literacy

Karuna Chuenban — 2026-01-31

Reading and literacy have transformed in the digital age, moving beyond print to encompass diverse multimodal formats, which poses challenges for English as a Foreign Language (EFL) learners due to the growing global diversity of English. This study proposes Global Englishes Reading Instruction (GERI) as an instructional reform to address these complexities. The GERI framework integrates principles from Global Englishes Language Teaching and digital literacy into reading instruction. A mixed-methods, quasi-experimental design was employed with fifty Thai undergraduate students at a public university over one semester. Results from the Global Englishes reading comprehension test and digital literacy rubric-based assignments indicated significant improvements in students’ reading comprehension across vocabulary, literal, and interpretive levels. Digital literacy also showed significant progression across all dimensions, including accessing and evaluating, using and creating, and presenting and sharing digital information. A Global Englishes Reading Instruction questionnaire and a semi-structured interview protocol were used to explore the implementation of the instructional design. Students reported positive perceptions of the GERI activities and materials in enhancing reading comprehension and digital literacy. The pedagogical implications offer practical and authentic applications for international and intercultural contexts.

A Gamified Metaverse Approach to Enhancing Motivation in Global Higher Education Learners

Pornpimol Sukavatee — 2026-01-31

This study examines the effectiveness of a gamified metaverse environment in enhancing motivation among non-English major higher education learners in Thailand, with a particular focus on the promotion of global citizenship. Employing a Research and Development (R&D) design, the study initially identified gamified and metaverse components relevant to learner motivation through Exploratory Factor Analysis (EFA). A mixed-methods evaluation was subsequently conducted with 68 participants. Quantitative results demonstrated a high overall level of motivation (M = 4.05, SD = 0.51), with particularly strong effects observed on identified regulation (M = 4.73, SD = 0.41) and intrinsic motivation. Qualitative findings further highlighted enjoyment, novelty, and perceived future benefits as key motivators for participation. Despite some technical and instructional challenges, the findings indicate that integrating gamification into metaverse-based learning environments is a promising approach for sustaining learner motivation in Thai higher education and offers transferable design principles for language educators and policymakers seeking to implement immersive, motivation-enhancing practices in global university contexts.

The Role of Socratic Dialogue in Engaging EFL Students in Grammar Lessons: Action Research

Quyen Thi Thuc Bui — 2026-01-31

Learning engagement is one factor fostering effective language acquisition, yet grammar instruction in EFL contexts often struggles to maintain students’ active involvement. This action research (AR) investigated the role of Socratic Dialogue (SD) in enhancing grammar learning engagement with 13 intermediate-level EFL students aged 12-14 at a language centre. Data in this study were collected through two instruments: pre- and post-intervention questionnaires and focus group interviews with students of varying participation levels (low, moderate, high) to capture their perceptions. The results show that SD into classroom instruction fostered immersive learning experiences, encouraged self-directed grammar exploration through thought-provoking questions, and improved engagement across affective, behavioural, cognitive, academic, agentic, and social dimensions. Through interview analysis, despite different learning experiences during the treatment, all groups of students expressed positive perceptions toward the approach and claimed its benefits on their learning. The results suggest that integrating SD in grammar instruction significantly enhances student engagement and fosters critical thinking. This approach shifts the focus from traditional teacher-centred methods, offering students more opportunities for active participation and independent learning.

Primary Location of Difficulty in the Processing of Thai and English Relative Clauses

Pornsiri Singhapreecha — 2026-01-31

We investigated the processing of Thai and English subject- and object-extracted relative clauses (SRCs and ORCs) with native Thai and English speakers using a self-paced reading paradigm. Although both Thai and English exhibit post-nominal RCs, Thai uses neither determiners nor inflectional morphemes, which warrants further investigation. The processing advantage of the SRC over the ORC was predicted and confirmed, while the primary location of difficulty was predicted by the Locality-based Integration or Surprisal/Expectation models. For English, the results indicated that the primary source of difficulty was at the ORC embedded verbs, consistent with predictions from the Locality-based Integration account. Although a similar pattern of findings was obtained for Thai, with significant differences between ORC and SRC at the embedded verbs, there was a tendency for the primary difficulty to occur at the ORC embedded nouns, which aligns more with the Surprisal/Expectation account. Thus, the absence of determiners (e.g., articles) in Thai appears to account for differences in the primary location of difficulty in the processing of Thai and English relative clauses. The English results are consistent with prior studies using phrase-by-phrase segmentation. The results with Thai, particularly from the by-item analysis, indicate a tendency toward an effect of word category frequency. We recommend that future studies investigate post-nominal RCs in other languages to shed light on language-specific properties (such as bare NPs in Thai) and to ascertain the role of word category frequency in initial sentence processing.

Self-Regulated Learning Competences and Instructional Practices Among Thai University EFL Teachers

Pajaree Nipaspong — 2026-01-31

Self-regulated learning (SRL) plays a crucial role in language learning; however, research indicates that teachers often have a limited understanding of it. Using a mixed-methods approach, this study examined the relationships between Thai university EFL teachers’ self-regulated learning competences and their instructional practices, as well as how they implemented SRL in their teaching. Data were collected from 123 in-service EFL teachers through an online questionnaire and from 10 semi-structured interviews. Results revealed a moderate correlation between overall SRL competences and instructional practices (r = .474, p < .01). However, different dimensions of SRL competences showed notable differences: knowledge demonstrated a weak negative correlation (r = -.124), beliefs showed a moderate positive association (r = .357, p < .01), while motivation had the strongest relationship (r = .687, p < .01) with SRL instruction. Teachers reported complementary roles for four instructional components: scaffolding, explicit instruction, implicit instruction, and diagnostic assessment. Qualitative data indicated that teachers’ intuition and lesson-driven requirements are key factors encouraging SRL implementation. Thematic analysis of interviews revealed common patterns in SRL instructional practices: implementation of SRL despite limited conceptual understanding, a preference for implicit over explicit SRL instruction, limited attention to the Reflection stage, and ambiguity between cognitive and metacognitive strategies. The findings also identified challenges in SRL instruction and highlighted a significant gap between theory and practice, which needs to be addressed through appropriate professional development.