LEARN Journal: Language Education and Acquisition Research Network

Assessment for Language Teaching By Aek Phakiti and Constant Leung

Alya Faiqoh Tamam — 2025-01-31

Book Title: Assessment for Language Teaching

Authors: Aek Phakiti and Constant Leung

Publisher: Cambridge University Press

Year of Publication: 2024

Pages: 112

ISBN: 978-1-009-46815-2

A Corpus Linguistics Analysis of Food Metaphors “Eat Up” and “Consume” through the Lenses of Conceptual Metaphor and Lexical Priming Theories

Baramee Kheovichai — 2025-01-31

Research has shown that food metaphors play an important role in humans' conceptualization of various domains of experience. However, insufficient attention has been paid to the phraseology of food metaphors. This research aims to investigate food metaphors and their phraseology. Particularly, this paper focuses on the lemmas “consume” and “eat up.” These words were searched for in the Corpus of Contemporary American English. One hundred instances of each grammatical form of “consume” and “eat up” were analyzed, using Conceptual Metaphor Theory (Lakoff and Johnson, 1980) and Lexical Priming tTheory (Hoey, 2005). The results indicate that 16 target domains are conceptualized using both words, with some target domains being exclusive to each word. Analyses of collocations, semantic preferences, and semantic prosody reveal that these two words have different connotations. This research casts light on food metaphors, how they are used for conceptualization, and the collocations that distinguish metaphorical and non-metaphorical uses, as well as the meanings of “eat up” and “consume.”

Washback of Vietnamese Standardized Test of English Proficiency (VSTEP.3-5) on Undergraduate Students’ Learning Strategies

Phuong Ai Ngoc Doan — 2025-01-31

Studies on washback of not only international standardized proficiency tests, but also localized high-stakes tests have been increasingly attracting considerable interest. The current study explores the washback effects of a Vietnam-made localized English proficiency test named “Vietnamese Standardized Test of English Proficiency, level 3-5” (VSTEP.3-5) on undergraduate students’ learning strategies. This research employed a mixed-methods design featuring two major research instruments labeled as questionnaires and semi-structured interviews. Quantitative data were collected from the survey questionnaires delivered to 600 English-majored sophomores at a public university in Central Vietnam. Additionally, qualitative data were obtained and analyzed from semi-structured interviews with 12 student participants through a prudent coding process. The findings indicated that a majority of undergraduate students claimed that VSTEP.3-5 affected their learning strategies in a positive way, especially “cognitive and metacognitive strategies”. Besides, preferences for distinct strategies utilized in specific English skills were particularly evident in such productive skills as Speaking and Writing.

Putting in the Last Piece: A Comprehensive Profiling of Learners’ Collocational Competence

Zhiliang Yue — 2025-01-31

This study aims to provide a comprehensive profile of collocational competence, a key component of one’s overall linguistic competence. For the maximum of ecological validity, we elicited naturalistic oral/written production data from 84 Chinese intermediate EFL learners and performed a 2×2 fashion of analysis on their performance in each of the six aspects, namely, collocation accuracy rate, collocation associative strength, collocation density, collocation diversity, and two relevant lexical levels. The findings not only show learners’ various inadequacies compared to native speakers, but also reveal the substantial discrepancies between their implicit and explicit collocational knowledge. Our result largely bears out Wray’s Dual Model, and some pedagogical implications are suggested accordingly, including a learning mode shift from bottom-up to top-down to remedy the situation.

What exactly are NESTs in Thailand?: Understanding among Thai Students Regarding the Concept of ‘Native English Speaking Teachers’ in EFL Classrooms

Jenjira Jitpaiboon — 2025-01-31

In Thailand, where students encounter both Native English-Speaking Teachers (NESTs) and Non-Native English Speaking Teachers (NNESTs)—with a significant portion of NNESTs being Thai and Filipino—a gap exists in understanding how Thai students interpret the terms Native English Speakers (NESs) and NESTs. This study aimed to explore this understanding among 279 Thai undergraduate students majoring in English, ranging from 1st to 4th year, focusing on their perceptions of countries considered as NES nations and using Kachru’s (1985) Three Concentric Model as a framework. It examined the relationship between students’ educational backgrounds and comprehension of these terms, as well as their expectations and experiences with NESTs and NNESTs. Data were collected via a mixed-methods approach, encompassing questionnaires and semi-structured group interviews, and analyzed using SPSS for statistical measures and AntConc for frequency analysis of questionnaire responses. Interview recordings were transcribed and analyzed for emerging themes. Key findings included that students identified countries from Kachru’s outer and expanding circles as NES nations, in addition to commonly recognized ones such as the US and the UK. The study highlighted a correlation between the students’ four-year education and their broader understanding of English. Moreover, this research found that students judge NESTs by their teaching skills and education quality rather than origin. This study underscores the importance of examining participants’ preconceptions of NESs and NESTs to enhance the accuracy of future research. It also suggests potential for further research, such as comparative studies with participants in NES countries.

Examining Rater Reliability When Using an Analytical Rubric for Oral Presentation Assessments

Sasithorn Limgomolvilas — 2025-01-31

The assessment of English speaking in EFL environments can be inherently subjective and influenced by various factors beyond linguistic ability, including choice of assessment criteria, and even the rubric type. In classroom assessment, the type of rubric recommended for English speaking tasks is the analytical rubric. Driven by three aims, this study analyzes the scores and comments from two raters on 28 video-recorded Thai engineering students’ oral presentations using a detailed analytical rubric that covers content, delivery, and visuals. First, it investigates rater reliability by comparing raters’ scores using Intraclass Correlation Coefficient (ICC) and ANOVA. Second, applying generalizability theory (G-theory), the correlations between the scores are examined to understand the relationships between different assessment dimensions and how they contribute to a comprehensive evaluation of speaking proficiency. Third, a thematic analysis is performed on raters’ comments to gain a deeper understanding of raters’ rationale. The findings suggested that a higher number of raters increases the reliability of the ratings, although diminishing returns are observed above a certain threshold. Also, several key themes emerged in relation to the criteria. The study highlights the crucial role of detailed analytical rubrics and cooperation sessions between raters in improving the reliability of oral EFL assessments.

Reporting Verbs Used in In-Text Citations of EFL Undergraduate Students’ Theses: Focus on Surface Forms, Tenses, and Writer Stances

Titik Rahayu — 2025-01-31

As an important practice for researchers, citing sources is a challenging task for undergraduate students as they deal with the types of citation forms, the variety of reporting verbs and their tenses, and the writer stances through reporting verbs. Therefore, the current research is aimed at investigating the surface forms, reporting verb tenses, and writer stances from the uses of reporting verbs. In total, the data sources included 30 theses written by undergraduate students of the English and Literature Program in one of the Indonesian state universities. The theses were taken randomly from the year of 2020 till 2022 by considering the data availability and accessibility. All sections of the thesis were analyzed by utilizing AntConc. The results indicated that an integral citation was preferable and most reporting verbs were shown in the present tense. In accordance with the reporting verbs, the students tended to endorse a source by using the words “state,” “mention,” and “explain” in the present tense. These results are different from those commonly shown by experts in their in-text citations. This implies that it is necessary to teach or advise undergraduate students to use various reporting verbs, tenses, and writer stances in in-text citation practices.

Investigating Thai EFL Students’ Metaphorical Perception on Social Media

Monthon Kanokpermpoon — 2025-01-31

Social media is widely used in many different sectors worldwide. In language education, it can impact students’ language learning, and students may have diverse opinions about its use. This study aimed to explore how Thai university students conceptualise social media and their perceptions of it. An elicitation task, “social media is like … because …”, was used in an online questionnaire to gather responses from 145 students enrolled in an English course on language and social media at a university in Thailand. The results revealed six categories of social media: “personal space,” “society,” “information,” “communication,” “addiction,” and “necessity,” based on the participants’ local contexts, such as “7-11,” “Thai market,” “Oreo frappe.” The perceptions of social media included positive aspects related to personal storytelling, social connectivity, and information access; negative aspects concerning addiction, inauthentic behaviour, and FOMO (fear of missing out); and mixed perspectives on both its potential for personal expression and connection alongside risks to mental health and unrealistic self-presentation. These findings suggest practical applications for using social media in language education and highlight aspects of social media perceptions that could be incorporated into the English classroom.

The Effects of the ILH-based DDL on the Ability of Thai EFL Learners to Use Academic Collocations

Kietnawin Sridhanyarat — 2025-01-31

The purpose of this study is two-fold: 1) to investigate the effects of Data-Driven Learning (DDL) framed within the Involvement Load Hypothesis (ILH) on Thai learners’ use of academic collocations and 2) to examine how Thai learners utilized the involvement load (IL) components (need, search, and evaluation) to master academic collocations. It is hypothesized that the more learners actively engage with the IL components in a DDL task, the greater their development will be in acquiring new collocations. Participants (n = 31) were provided with repeated exposure to authentic L2 input (COCA) through DDL. They explored and analyzed three collocation patterns: adjective-noun, verb-noun, and adverb-past participle. The learners also verbalized their thoughts while completing the DDL tasks. A multiple-choice test and a collocation judgement test were constructed to assess the students’ academic collocation competence. The results demonstrated that the ILH-based DDL generated a significant effect on Thai learners’ performance of academic collocations. Thai learners also utilized all of the IL components in acquiring academic collocations through DDL. The search component was used most frequently, followed by the evaluation and need components. These findings provide useful insights into both the predictions of the ILH and L2 pedagogy regarding academic collocation learning

A Study of Taylor Swift’s Pop Songs for EFL Learners: Categorizing Words Based on the Oxford 3000 and 5000 Word Lists and CEFR Levels

Wimonsinee Yuanjai — 2025-01-31

This study aims to evaluate the extent to which Taylor Swift’s song lyrics incorporate vocabulary from the Oxford 3000 and 5000 word lists and to categorize these words based on CEFR levels. The goal is to narrow down the vast selection of songs available to EFL learners, focusing on the most essential vocabulary to enhance their learning effectively and effortlessly. The Taylor Swift Pop Song Corpus (TPC) was compiled using the AntConc 4.2.4 program. The analysis involved three steps: data preparation, lexical profiling, and word categorization. The results revealed that 18.08% of the words in the songs appeared in the Oxford 3000 word list, while 1.99% were found in the Oxford 5000 word list. The highest frequency CEFR level in the songs was A1, with a lexical coverage of 41.44%. In summary, Taylor Swift’s songs can serve as valuable materials for learning or teaching essential vocabulary for general purposes and beginners.

Development of a New ‘Engineering English for Intercultural Communication’ Online Course to Prepare New Engineers for Working in Intercultural Workplace Settings

Chalida Janenoppakarn — 2025-01-31

This study aimed to develop a tailor-made online course called “Engineering English for Intercultural Communication (EEIC)” for undergraduate engineering students based on the self-report on English language proficiency, intercultural communication competence (ICC) as well as needs of a diverse set of stakeholders in the engineering professions and education. It comprises two phases: (1) analyzing the data from the stakeholders, and (2) designing and developing a course. In the first phase, a mixed-methods approach was adopted. A questionnaire was employed for a self-report on English language proficiency and problems in language use, as well as the ICC of 108 Thai engineering students at an autonomous university in Thailand and 22 Thai engineering professionals working in international companies. Then, semi-structured interviews on the necessity of engineering English and ICC for novice engineers were conducted with 16 engineering course lecturers. The second phase involves the design and development of the EEIC course. The ADDIE model was adopted and the findings from the analysis of the data collected in the first phase were used to guide the design and develop such a course with four units, each with a different focus, specifically. This study contributes to the ELT field by showcasing a course design process to meet the needs of a set of diverse stakeholders. Specifically, the course was developed based on real-life information obtained from both educational and professional contexts analyzed to provide guidance for the course design and development.

Investigating Communication Apprehension in English Among Thai High School Students: A Two-Pronged Study on Speaking Anxiety and Attitudes

Kamonchanok Muengnakin — 2025-01-31

This study explored speaking anxiety and attitudes towards speaking English in the classroom setting. The data collected from 91 Thai EFL grade 11 students, using questionnaires, classroom observations, and semi-structured interviews. The findings showed moderate levels of speaking anxiety and attitudes among grade 11 students. The Pearson correlation coefficient reported that there was a statistically significant, moderate negative correlation between speaking anxiety and attitudes. Regarding the study program, English-Japanese students exhibited a strong negative correlation. This suggested that students who experienced lower level of anxiety tended to be more positive attitudes towards speaking English in the classroom. Furthermore, qualitative data identified learner characteristics and classroom environment as two main factors affecting speaking anxiety. To cope with speaking anxiety, grade 11 students employed six strategies: self-practice, maintaining concentration, building confidence, managing emotions, positive thinking, and seeking support from friends. Among these, self-practice was the most used strategy.

Factors Contributing to Speaking Anxiety and Anxiety Reduction Techniques in Thai adult EFL Learners

Natthakit Suratin — 2025-01-31

The aim of the study was to identify the factors that contribute to speaking anxiety in Thai adult EFL learners working in an online media company and enrolled in an English course provided by the company, as well as to discover the anxiety reduction techniques used by these learners. The results showed that significant contributors to speaking anxiety among participants can be categorized into internal and external factors. Internally, a learner’s personality traits, such as self-inferiority, fear of making mistakes, lack of confidence, and their level of proficiency—including lack of vocabulary knowledge, grammatical inaccuracy, improper pronunciation, lack of skill in scriptwriting, and being unable to articulate things concisely—were major sources of anxiety. Externally, classroom activities, such as public speaking and impromptu speech activities, unclear explanations from teachers, and time constraints, also contributed to learners’ anxiety. This study also showed that learners employed various techniques to reduce their anxiety, including preparation, relaxation, positive thinking, peer thinking and task-focused. This underscores the importance for teachers and companies to provide a learning environment appropriate for adult EFL learners and to equip them with tools to create an atmosphere that is less anxiety-inducing.

Evaluating the Effectiveness of Blended Learning in an EFL Undergraduate Classroom

Kwanchanok Nusong — 2025-01-31

With the rapid advancement of technology and the need for flexible learning solutions, educational institutions are integrating more and more digital components into their curricula. Blended learning (BL) has emerged as a promising approach, combining the strengths of traditional classroom instruction with the advantages of online learning. This mixed-methods study investigates the effectiveness of BL in an EFL undergraduate course on students’ English proficiency and through their attitudes. In the second semester of the academic year 2022, 269 students at a university in the west of Thailand participated in BL for a course named Basic English I. Data were collected via online pre-and post-tests, questionnaires, and semi-structured interviews. Of the 269 participants, 194 students from 13 majors completed the pre-and post-tests and questionnaires, and 20 volunteers were interviewed for in-depth information. The paired samples t-test and Cohen’s d indicated significant improvement in students’ English proficiency post-intervention, demonstrating the effectiveness of BL. The questionnaire analysis also revealed positive attitudes towards BL, while a thematic analysis of the interviews highlighted BL’s flexibility, accessibility, and ability to enhance engagement and understanding. Participants suggested improvements to the instructional methods and technical support as well, in order to further enhance the learning experience.

A True Longitudinal Corpus Study of the Lexical Competence of L2 English Major Students: Determining the Effectiveness of the Writing Track

Jiraporn Dhanarattigannon — 2025-01-31

This true longitudinal study explored the lexical development of L2 university English major students in Thailand using two learner corpora. This study analyzed the natural learners’ English language writing assignments from two writing courses and tracked their lexical development over a relatively long period (three years with five batches of students). The data included four academic writing assignments for the first learner corpus and a research project for the second corpus. The two corpora comprised 619 pieces of writing with 462,842 tokens in total. The results from the VocabProfile program show that the students used academic words at a high level in their research project, revealing that they tended to develop their lexical competence after being exposed to more advanced English reading sources. The findings also suggest the effectiveness of the course management of the B.A. Program in English, which helps students improve their lexical competence to achieve the requirements for high-quality journals.

Uncovering the Linguistic Issues in Tourism Promotional Texts: The Case of the Tourism Authority of Thailand's English Website

Pasakara Chueasuai — 2025-01-31

After the pandemic has ceased, high expectations have been raised for the tourism industry to generate quick and substantial income for Thailand as a remedy for the sluggish economy. The Tourism Authority of Thailand (TAT) plays a key role in informing and inviting foreign tourists to visit the country. TAT's official English website is another channel for the dissemination of tourism promotional texts (TPTs) to prospective visitors around the world. Quality TPTS are thus considered crucial not only for the provision of necessary information but also for the first impression of the country. This paper identifies linguistic issues found on the TAT's English website about the capital city of Bangkok and suggests revisions. The Bangkok webpage comprises 12 sub-menus, with a total of 232 sentences, all of which were used as data. Two assessors verified the analysed data to confirm the correct analysis. The study found syntactic and semantic issues at the word and sentence levels and stylistic issues at the sentence and paragraph levels. The syntactic flaw (79.22%) is found to be more problematic than the semantic one (20.78%). As for the stylistic mismatch, the TAT's English TPTs are not in line with the suggested web writing style consisting of the use of simple sentences, conciseness, one idea per paragraph, and the pyramid writing style. Basic revisions to maintain the original sentences were justified by an online English grammar checker QuillBot in order to improve the TPT's quality.

The Influence of Grammatical Number on Cognition of Bilinguals: A Test of the Linguistic Relativity Hypothesis

Chatchanok Chanyeam — 2025-01-31

The linguistic relativity hypothesis has focused on the influence of grammar in language on speakers’ cognition. Previous studies show that speakers of languages with grammatical number (e.g., English) are more aware of the number of objects. Additionally, recent studies reveal that bilinguals who speak languages with different grammatical structures may alter their cognitive preferences based on their level of language proficiency. This research builds on these findings, following Lucy’s approach (1992a), to compare the cognition of monolingual speakers among members of a group consisting of thirty native Thai speakers and thirty native English speakers, with that of bilinguals (Thai-English) with varying proficiency levels in a group consisting of thirty basic-level Thai-English bilinguals, thirty intermediate-level Thai-English bilinguals and thirty advanced-level Thai-English bilinguals. Attention tests and memory tests were implemented to test the level of cognition of each participant, the results being analyzed using ANOVA and Scheffe’s test. The results showed that the English-speaking subjects paid more attention to the number of objects and memorized a greater number of them than the Thai-speaking subjects, suggesting that the presence of grammatical number in English and its absence in Thai played a significant role. The advanced-level Thai-English bilinguals paid more attention to the number of objects and memorized a greater number of them than the intermediate-level Thai-English bilinguals, the basic-level Thai-English bilinguals, and the monolingual Thai speakers, respectively, but paid less attention than the monolingual English speakers. However, there was no significant difference between the basic-level Thai-English bilinguals and the monolingual Thai speakers. This finding may lead us to conclude that: 1) grammatical representation affects speakers’ cognition, supporting the linguistic relativity hypothesis; and that 2) bilingualism affects cognition at different levels. This finding suggests the possibility that acquisition of a second language affects bilinguals’ cognition, and highlights the importance of promoting bilingualism in Thailand in order to enhance English proficiency and global competitiveness. By highlighting how grammatical differences affect attention and memory, the study suggests language education policies should focus on bilingualism and address cognitive impacts, helping Thai learners overcome linguistic challenges and enhance cognitive and language skills.

Trends in English Language Teaching Research among Thai Scholars: A Bibliometric Analysis of Scopus-Indexed Publications from 2010 to 2024

Patcharapan Suwanmanee — 2025-01-31

This bibliometric study reveals the dominant research topics, methodologies, contexts, and publication outlets utilized by researchers in the field of English Language Teaching (ELT) in Thailand from 2010 to 2024. Bibliometric analysis was conducted using Microsoft Excel 2019 and VOSviewer 1.6.19 as research tools. The dataset was retrieved from 428 documents indexed in the SCOPUS database. The findings revealed that in addition to English as a Foreign Language (EFL) and English Language Teaching (ELT), the popular researched keywords include English for Specific Purposes (ESP), global Englishes, perceptions, English as a Lingua Franca (ELF), Covid-19, and Conversation Analysis (CA). The predominant research methodologies employed were qualitative and mixed-methods. The primary context of the study was higher education, followed by secondary and primary education. The top three publication outlets were LEARN Journal, rEFLections, and 3L: Language, Linguistics, Literature. These findings offer insights into the prevalent themes, methodologies, contexts, and publication outlets in the ELT research landscape in Thailand, providing essential information for educators, researchers, policymakers, and stakeholders in the ELT community.

The Implementation of Extensive Reading to Foster EFL Thai Undergraduates’ Narrative Writing Performance and Attitudes

Pasika Tantipidok — 2025-01-31

The study examined the enhancement of EFL Thai undergraduates’ narrative paragraph writing through extensive reading (ER) and investigated the attitudes of EFL Thai undergraduate students towards ER. Forty-nine non-English major students at a public university in Thailand participated in the study over ten weeks. Two experimental groups were assigned. Twenty-five students were assigned to read graded readers one level beyond their current level of competence (i+1), and the other twenty-four students read graded readers at one level beneath their current level of competence (i-1). Quantitative data were collected through the pre- and post-narrative writing tests. A questionnaire was delivered to both groups after testing the participants. Semi-structured interviews were conducted to get qualitative data. The results revealed that ER improved the writing performance of EFL Thai undergraduates in both i+1 and i-1 groups. However, no significant difference was found between the two experimental groups on overall writing performance and the other five specific writing features including content, organization, vocabulary, language use, and mechanic. Moreover, the results indicated that both i+1 and i-1 groups had positive attitudes towards ER. The findings suggested that ER is an effective method for EFL students to improve their narrative writing performance, and it should be promoted in English classrooms.

Identity Formation of a Filipino Transwoman EFL Teacher in Thailand

Genesis Oculares — 2025-01-31

As a haven for the LGBTQIA+ community, Thailand has become a niche for EFL teachers from around the world, particularly Filipino transwomen. Despite gender discrimination in academia and being non-native English educators, they hold pivotal roles in connecting Thai students to the inner circle. This case study delves into the perceived and negotiated teacher and gender identities of a Filipino transwoman EFL teacher in Thailand, examining how these identities impact her teaching practices. Through a semi-structured interview, the participant’s experiences in a primary school were meticulously explored. Her narratives were captured through recordings and analyzed using Stake’s (1995) four-phase analysis framework: description, categorical aggregation, establishing patterns, and naturalistic generalizations. Results revealed predominantly positive perceived identities, such as possessing a neutral accent, versatility, and relatability, significantly influencing her EFL teaching practices. However, challenges included the absence of ELT credentials due to Thailand's lenient recruitment practices. The participant negotiated her gender identity as a woman in interactions with students and colleagues, highlighting the complex intersection of gender and professional roles. Future research should include comparative studies with Thai transwomen teachers and explore the impact of English proficiency and nationality on identity formation, offering valuable insights into fostering inclusivity in Thailand's EFL teaching community.

Exploring the Transformative Effects of Gamified Learning on Writing and Metacognition in an EFL University Context: An Account of Blended Learning Landscape

Kittichai Nilubol — 2025-01-31

This study investigates the effects of a Gamified Learning Model (GLM) on the writing skills and metacognitive awareness of Thai EFL university students within a blended learning environment. Employing a quasi-experimental one-group pretest-posttest design alongside a Concurrent Embedded mixed-methods approach, the research scrutinizes the efficacy of GLM in enhancing English language writing skills and metacognitive awareness. Quantitative findings, obtained from the paired t-test, revealed significant improvements in students’ writing skills post-intervention, with average scores escalating from 11.97 to 19.92 (p<0.01), alongside a notable enhancement in metacognitive awareness, as evidenced by increased mean scores in metacognitive awareness questionnaire items. Qualitative feedback, gained from semi-structured interviews and reflective journals, further illuminated students’ positive perceptions towards the GLM, highlighting its role in fostering engagement and facilitating a deeper understanding of writing tasks and strategies. The study underscores the transformative potential of gamified learning in EFL contexts, advocating for its integration as a dynamic component of language education pedagogy. Implications for future research include exploring varied gamified learning approaches across diverse educational settings to validate and extend these findings.

Bridging Borders with a Project-based Approach to Enhance Bidirectional Cultural Awareness in Foreign Language Teaching and Learning

Korakoch Attaviriyanupap — 2025-01-31

Cultural awareness is essential in foreign language education. This paper explores two projects that exemplify the integration of cultural elements into foreign language learning involving both first language (L1) and second language (L2) cultures. The first project was initiated in the course “German Cinema”. It focuses on the legendary English-language sketch “Dinner for One”, which has been part of traditional New Year’s Eve entertainment in the German-speaking world for over sixty years. Students explored its significance within German culture through surveys, translation, creative adaptations and organised an imaginary festival. These activities foster intercultural dialogue and understanding. The second project, “Die goldene Meergundel” (The Golden Goby), is an extracurricular activity that integrates Thai culture with the German language. A Thai fairy tale was performed in Likay-style theatre, but was spoken and sung entirely in German. The blending of Thai folklore with German pronunciation can enhance both cross-cultural appreciation and linguistic proficiency. These case studies underscore the significance of enhancing bidirectional cultural awareness in foreign language teaching and learning. Educators can act as facilitators by engaging students in projects that transcend linguistic boundaries, effectively bridging cultural borders, and cultivating foreign language learners to be equipped with intercultural competence and global citizenship.

The Evaluation and Comparison of Translation Technologies on the Learning Outcomes of Legal Text Translation Studies

Ann Margareth — 2025-01-31

This paper analyses the relationship between translational technology and learning outcomes and investigates the type of translational technology most beneficial towards students’ translations of legal texts. This study tests whether differences were found in the learning outcomes of legal text translation for students with high and low placement test scores using Machine Learning. Translations were conducted from Indonesian to English and vice versa, encompassing students from leading Indonesian universities enrolled in a professional legal translation certification programme. This research was designed with a treatment by level 3x2, quantitatively analysing the impacts of Machine Learning, Google Translate, and Online Dictionaries. The study revealed statistically significant interactive effects among the variables of translational technology in relation to the outcomes of legal translation learning. The data indicated variances in the students' learning with Machine Learning demonstrating the most substantial influence. We also found that low-scoring students on the placement test who used Machine Learning in translating legal texts revealed better learning outcomes than high-scoring students. This insight is useful for educators and scholars designing legal translation courses. This could also serve as a foundational element in the field of English for Specific Purposes particularly concerning the integration of technology in legal translation education.

Digital Plagiarism in EFL Education during the AI Era: A Comparative Study of Perceptions among Learners and Instructors in Korea, Mongolia, and China

Yousun Shin — 2025-01-31

This study aimed at examining the issue of digital plagiarism within EFL education across Korea, Mongolia, and China in the era of Artificial Intelligence, focusing on how AI technologies affect academic integrity. It investigated both learners’ and instructors’ perceptions of digital plagiarism, shedding light on the impact of cultural and role-specific factors. The research utilized 11 scenario-based survey items, categorized by the extent of AI usage, from direct to indirect use. Through a quantitative analysis of these survey items, the study uncovered variances in perceptions of digital plagiarism not only between nationality groups but also between instructor and learner groups within particular cultures. The findings highlighted the imperative for explicit policies, ethical guidelines, and pedagogical strategies that are culturally attuned to confront digital plagiarism and uphold academic integrity, especially in L2 writing education.

Investigating the Impacts of a Task-Based Extensive Reading Program on Reading Ability in Thai High School Students

Wongsathorn Samutkao — 2025-01-31

This study aimed at investigating the impacts of a Task-Based Extensive Reading (TBER) program on the reading abilities of Thai high school students at a demonstration school in Thailand. Nine Mattayomsuksa 6 students from a Math-English program, selected through purposive sampling, participated in this TBER program. In this program, each student was required to read eight graded readers and complete task-based post-reading activities after finishing each book. Data were collected through pre- and post-tests to assess the effectiveness of the TBER program. In addition, verbal reports and semi-structured interviews were used to explore students’ perceptions. The test results revealed that all students in the experimental group showed considerable improvements in their post-test scores, whereas the comparison group indicated variations in their post-test scores, with some students showing gains, others experiencing declines, and some demonstrating no change. Furthermore, the students in the experimental group reported that they perceived improvements in reading ability, vocabulary acquisition and confidence in reading English books. Moreover, reading habits were gradually developed through this program. The results of the study indicate that the effectiveness of extensive reading can be enhanced when it is integrated with task-based language teaching, with supporting evidence discussed further in this article.

Determinants of L2 English Reading Proficiency among Thai Learners of English in Tertiary Education: A Multicomponent Perspective

A. J. Benjamin Clarke — 2025-01-31

Multicomponent perspectives on second language reading proficiency offer a contemporary understanding of reading and its development (e.g., Yamashita, 2022). In this web-based experiment, we investigated the relationship among L2 reading proficiency measures—reading comprehension, listening comprehension, reading fluency—and component reading skills in English, assessed through tests of vocabulary, grammar, and orthographic knowledge. A sample of 101 L2 learners from a Thai university participated, providing demographic and language background information and completing a survey regarding their motivation to perform well. As expected, reading and listening comprehension were strongly correlated. Moreover, a three-factor model emerged, with word-decoding skills, linguistic comprehension, and word-processing speed as latent constructs explaining just over half of the overall variance in L2 reading proficiency. Notably, component skills in English contributed more significantly to individual variability in reading and listening comprehension than to reading fluency. These findings suggest that while both comprehension and fluency are important facets of reading proficiency, a different set of skills may underlie reading fluency in a second language. The findings are discussed in relation to current theories of reading proficiency, with implications for L2 reading instruction considered.

Upgrading English Public Speaking Skills in Thai EFL Students through Imitating TED Talks Videos

Praweerata Sukrutrit — 2025-01-31

This research investigates the enhancement of English public speaking skills among Thai EFL (English as a Foreign Language) students through imitating TED Talks videos. By applying Vygotsky's Zone of Proximal Development (ZPD) and Krashen's Input Hypothesis, the study integrates authentic materials for effective learning. A mixed methods approach, incorporating quantitative surveys, qualitative interviews and observation was used to assess students' perceptions and improvements in speaking skills. Fifty-five students from a government university in Northeastern Thailand participated in activities involving watching, imitating, and recording their own videos posted in a Facebook group. Results show significant improvements in vocabulary, grammar, body language, and overall speech structure. Students reported increased confidence and more engaging presentations. Initial challenges included understanding diverse accents and reliance on scripts, which decreased with practice. The study underscores the benefits of selective imitation over full imitation, allowing students to maintain individuality while acquiring new skills. These findings suggest that TED Talks are a valuable resource in English language teaching, fostering both linguistic and communicative development, and highlighting the importance of authentic materials and guided practice in language acquisition.

Voices Beyond Text: Unravelling Perceptions and Experiences of Thai Students with Visual Impairment using Microsoft’s Reading Progress - A Narrative Inquiry Approach

Buarattana Attachoo — 2025-01-31

Students with disabilities have been facing issues in English proficiency improvement and limitations in material accessibility. This, too, happens to Students with Visual Impairment (SVIs). However, as announced in the United Nations' commitment to create equity in inclusive education, particularly in SDG Goal 4, it is vital for educators to draw attention to this issue. This qualitative study explores the perceptions and experiences of SVIs using Microsoft's Reading Progress program to develop English reading skills, particularly fluency and pronunciation, at a university in Thailand. Through a narrative inquiry approach, six Thai undergraduate students with visual impairments (SVIs) were purposively selected to narrate their perceptions and experiences through semi-structured interviews on the program assisting SVIs with English reading skill improvement. The collected data were analyzed and categorized into six themes regarding Pronunciation Improvement, bridging the Gap between Silent Reading and Pronunciation, Enhancing other English skills, and The Role of Microsoft’s Reading Progress Program in Enhancing Confidence in English Reading. However, challenges were revealed in the areas of accessibility facilitating SVIs users. Lastly, additional experiences also emerged under the themes of Balance Between Pronunciation and Comprehension. The study's implications are beneficial for educational institutions and policymakers to take accessible learning solutions into account under the unique needs of students with visual impairment and, importantly, to enhance equity in inclusive education.

English Plosive Consonants Produced by Thai Speakers: An Analysis of Voice Onset Time

Thanachporn Varapongsittikul — 2025-01-31

This study aims to investigate the VOT values of English word-initial plosive consonants produced by young Thai learners to understand current trends in English pronunciation among Thai speakers and its future direction. The study analyzes how phonological mismatches between Thai and English affect the pronunciation of Thai learners, using a speech corpus produced by 49 seventh-grade students. The results reveal recurring patterns of consonant pronunciation, classified into Consistent and Inconsistent groups. While voiced plosives /b/ and /d/ were mostly pronounced with voicing lead, resembling Thai phonetic norms, velar /g/ was frequently substituted with /k/ due to the absence of /g/ in the Thai sound system. However, some participants demonstrated a shift toward more native-like English pronunciation. Voiceless plosives were generally produced with long-lag VOT, aligning with both Thai and English norms, although some inconsistencies in aspiration were noted. The findings highlight the dynamic shift of English pronunciation among young Thai speakers. This research contributes to a deeper understanding of English spoken by Thais and facilitates instructors in designing targeted pronunciation tasks.

The Role of Reverse Linguistic Stereotyping in Thai English Learners’ Language Attitudes toward English Speakers

Naratip Jindapitak — 2025-01-31

This study explores how reverse linguistic stereotyping (RLS) affects Thai English learners’ evaluations of English speakers and their choices of pronunciation models. Ninety-five first-year Thai English majors were divided into an uninformed group, unaware of speakers’ nationalities, and an informed group, knowledgeable of the same. Participants listened to six speakers both native and non-native and rated them using a modified verbal guise technique before choosing the speaker(s) they think exemplify good pronunciation models. Knowledge of the speakers’ nationalities was found to influence the participants’ social ratings and their selection of speakers as pronunciation models. This study contributes to understanding how listeners’ language perception may be shaped by expectations about a speaker’s social identity rather than the speaker’s actual linguistic abilities. This study advocates the importance of English language teaching (ELT) in addressing the issue of RLS and its impact on language perception, calling educators to raise students’ understanding of stereotypical judgments of language variation and promote unbiased communication.

Effects of Cloud-based Gamified Instruction Integrating Peer Assessment on Primary Students’ English Writing and Critical Thinking

Norphealey Eang — 2025-01-31

English writing and critical thinking are not only fundamental to academic success but also play a crucial role for the holistic development of primary students. This study investigated the effects of a cloud-based gamified instruction integrating peer assessment on primary student English writing and critical thinking. A pre- and post-test with a delayed pos-test research design was used; thirty-five grade sixth students participated in the study. The research instruments included writing and critical thinking tests. The data were analyzed using repeated measures ANOVA. There was a significant improvement writing from a pre-test through and post-test and delayed post-test (F = 853.76, p < 0.001). The F-value indicated a significant difference between pre- and post-test, but there was little difference between post- and delayed post-tests. The high effect size (η² = 0.96) confirmed the effectiveness of the intervention on writing. Similarly, analysis also indicated a significant effect the intervention on the critical thinking improvement over time (F = 632.89, p < 0.001). The high effect size (η² = 0.95) emphasized the practical significance of the improvements across the three time points. This confirmed the positive effects of the cloud-based gamified instructional model on writing and critical thinking.

Measuring the Effectiveness of an Online Teacher Training Program for In-Service Secondary School Teachers: Trainees’ Reactions and Learning

Mintra Puripunyavanich — 2025-01-31

This study evaluates the effectiveness of a 48-hour online training program designed for in-service secondary school English teachers across Thailand. Using Kirkpatrick’s model (Kirkpatrick & Kirkpatrick, 2006), the research examines the participants’ reactions to the program (Level 1: Reaction) and changes in their attitudes, knowledge, and skills (Level 2: Learning). A mixed-methods approach was adopted, with 38 trainees completing an online questionnaire and 17 subsequently joining focus group interviews. Findings indicated that the program was well-received, achieving a high satisfaction score (M = 4.87) at the reaction level. At the learning level, the participants reported increased knowledge, particularly in ELT methods. Questionnaire and focus group interview data further revealed that the program positively impacted their attitudes toward online teacher training and motivation to engage in further learning. Additionally, the training enhanced both their teaching competencies and their English language skills. The study’s findings offer baseline data for further development of online professional development programs tailored to in-service secondary school English teachers’ needs.

The Effects of Task-Based Learning and Graphic Organizer Techniques on the Developing Student Teacher Professional Competency in Listening and Speaking Skills

Suneeta Kositchaivat — 2025-01-31

This study aims to evaluate the impact of task-based learning and graphic organizer techniques on enhancing student teacher professional competency in English listening and speaking skills. The study used a One-Group Pre-Test Post-Test Design, which involved 30 undergraduate math-major students in a Thai public university. Over eight weeks, the study group was instructed using teacher-prepared materials delivered through task-based learning and graphic organizer techniques. Pre- and post-tests were conducted to measure listening and speaking proficiency progression. In addition, the participants completed a self-evaluation form with professional competencies relating to listening and speaking before and after the study to measure the extent to which they have progressed. The results showed a significant improvement (p < 0.05) in listening and speaking proficiency, with learners advancing from beginner to independent user levels on the CEFR Global Scale. While most learners demonstrated substantial improvement, some showed moderate progress. This research emphasizes the potential of task-based learning and graphic organizer techniques as an effective method for tertiary-level undergraduate EFL student teachers. The findings offer valuable insights for designing and implementing language learning programs, emphasizing the importance of learner commitment and motivation. This study can serve as a practical guide for similar learner populations and provide implications for future language learning initiatives.

The Role of Input Frequency and Different Proficiency Levels on the Perception of English Nominal Suffixes by L1 Thai Learners: A Case of the Usage-Based Account

Chanikarn Thatchatham — 2025-01-31

This study investigated how input frequency (i.e., type frequency and token frequency) and proficiency levels enhanced the perception of English nominal suffixes by first language (L1) Thai learners. Based on the Usage-based Account (Tomasello, 2003), it was hypothesized that input frequency, i.e., token frequency (frequency of derived forms containing the particular suffix) and type frequency (suffix frequency), facilitates SLA. A Grammaticality Judgement Test (GJT) was administered to 60 L1 Thai learners at the intermediate and the advanced proficiency levels, 30 per group. The four frequency conditions were as follows: Condition 1 (HH) – high type and high token frequency (e.g., ‘alteration’); Condition 2 (HL) – high type and low token frequency (e.g., ‘chemist’); Condition 3 (LH) – low type and high token frequency (e.g., ‘dependence’); and Condition 4 (LL) – low type and low token frequency (e.g., ‘partnership’). The results showed significant effects of input frequency and proficiency levels. However, the interaction between them was not significant. The study also revealed that the intermediate group perceived Condition 3 (LH) most accurately, whereas Condition 1 (HH) was perceived most accurately by the advanced group. The findings supported the Usage-based Account, indicating that input frequency influenced SLA of English nominal suffixes, with token frequency having a greater impact than type frequency.

Analyzing EMI Medical Classroom Discourse to Identify Language Strategies for Teachers: an Application of the ‘English-for-Teaching' Framework

Teaka Sowaprux — 2025-01-31

Conceptualizing how EMI teachers use language in multilingual university settings remains a challenge. While previous studies have explored the language challenges faced by EMI science teachers, few have operationalized ‘classroom routines’ for understanding classroom language use. This feasibility study applies Freeman et al.'s (2015) ‘English-for-Teaching’ framework to a graduate-level EMI medical training program in Thailand, the first of its kind, designed to prepare students for residency in Thailand and BANA (Britain, Australasia, and North America) countries. Findings suggest that the EMI medical teachers under study heavily relied on their lesson content, with opportunities for teachers to situate student learning more through language strategies in assessments and feedback to enhance student understanding and engagement. The study highlights the importance of EMI medical teachers preparing language strategies for higher-order communication tasks, such as when using metaphors or analogies. Overall, the ‘English-for-Teaching’ framework can allow EMI medical teachers to reflect on the language strategies they employ to achieve their teaching goals by focusing on producing comprehensible input rather than on being measured by native-speaker standards.

Videos Posted on Social Network Effects on Speaking Performance in Peruvian EFL Students

Vladimir Román Gutiérrez- Huancayo — 2025-01-31

The present study aims to investigate how social media can influence the development of oral skills in 60 students from a higher education institution in Peru. In this regard, mixed-methods research was conducted, with pre and post-tests, to evaluate the before and after of implementing a program that involved uploading videos recorded by the students on Facebook, Instagram, and YouTube. Additionally, an effort was made to design a model that measured the relationship between the constructs of oral skills (OS), psychological aspects (PA), comment effects (CE), and social networks (SN). In the last stage of this work, a semi-structured interview aimed to gather students' opinions on social networks. Among the most relevant results, a significant difference can be mentioned after applying for the referred program, with a remarkable improvement in oral skills (pre-6.03± 2.30, post-16.85±1.38, p=<0.01) with effect-size 0.9433. On the other hand, an appropriate model was obtained considering the constructs mentioned earlier (RMSEA 0.044; CFI 0.971; and TLI 0.963). Regarding the responses given by the interviewees, Facebook stands out as the most frequented social network by them, with a certain indifference to comments made by others, an improvement in their oral production, and a noticeable motivation. The results obtained in this work could help understand the complexity faced by today's youth and their learning on social media, as well as the possibility of replicating this at other educational levels in Peru.

The Impact of ChatGPT on Academic Writing Skills and Knowledge: An Investigation of Its Use in Argumentative Essays

Dararat Khampusaen — 2025-01-31

This study investigates the impact of ChatGPT on EFL students' argumentative writing development of 30 third-year English majors. The research examines writing quality improvements, student perceptions, and patterns of AI tool usage across a 16-week period. This study employed a mixed-methods design to investigate both students' writing development and their perceptions of AI integration. Writing development was assessed through comparative analysis of participants' first and fifth drafts as pre-test and post-test assessments, while perceptions data were collected through a validated 17-item questionnaire (Cronbach's α = 0.89) focusing on confidence and concerns in AI-assisted writing. Essays were evaluated using an adapted AIAS framework focusing on six dimensions: content, organization, language use, critical thinking, AI integration, and academic integrity. The quantitative analysis revealed significant enhancements in writing performance, with the most substantial improvements in academic integrity (+3.0 points. Furthermore, the thematic analysis of the draft comparisons demonstrated marked progression in argument construction, evidence integration, and academic voice. This research provides insights for developing pedagogical frameworks that optimize AI integration while fostering independent writing competencies.

Quantitative Reconsideration of an L1 Effect on Asian Learners’ L2 English Writing: A Study Based on the ICNALE

Shin’ichiro Ishikawa — 2025-01-31

A writer’s L1 is generally believed to influence their L2 English writing significantly. However, the extent to which L1 backgrounds influence Asian learners’ L2 English writing has not been wholly elucidated due to the lack of data covering various learners in Asia. Therefore, this study analysed more than one-million-word essays written by 2,318 Asian students with 18 regional backgrounds and more than 14 L1 backgrounds, which were taken from the International Corpus Network of Asian Learners of English (ICNALE) Written Essays and the ICNALE Written Essays Plus, currently under construction. The analytical focus was whether learners with the same or similar L1 backgrounds were agglomerated in a single subcluster despite the difference in the other parameters, such as essay topics. Hierarchical agglomerative cluster analyses that focused on the surface layer (words), the deeper layer (lexicogrammatical features), and the latent layer (textual factor scores) of student writing revealed that the degree of L1-based output similarities may be much lower than generally believed, which requires us to reconsider the traditional view that a writer’s L1 is an absolute factor in determining the aspects of their L2 use and establish a new analytical framework for discussion of Asian learners’ L2 English.

Exploring the Lexical Approach for Vocabulary Learning Through AI-Driven Feedback

Montri Tangpijaikul — 2025-01-31

Despite the significant impact of the lexical approach for vocabulary learning, its classroom implementation has not been uniform. While related activities share the common Observe-Hypothesize-Experiment (OHE) elements, practitioners and researchers do not highlight how language input from the observing stage is turned into output and at what stage of learning it is likely to be most challenging for learners. The article reports on one classroom action research conducted on two groups of non-English-speaking university students. This present study investigates whether language proficiency plays a role and which stage of the OHE learning process deserves special attention. Different types of learning behaviors were found, and pedagogical implications that contribute to implementation of the approach are discussed. The paper argues that the OHE paradigm is not complete without immediate feedback, a component that has historically been impractical in formal EFL contexts and that AI-driven feedback should fill in the gap by enhancing the effectiveness of the lexical approach.