LEARN Journal: Language Education and Acquisition Research Network

Teaching English as an International Language By Ali Fuad Selvi, Nicola Galloway, and Heath Rose

Patsawut Sukserm — 2024-07-29

Book Title: Teaching English as an International Language

Author: Ali Fuad Selvi, Nicola Galloway, and Heath Rose Publisher: Cambridge University Press

Year of Publication: 2024

Pages: 96

ISBN: 978-1-108-82123-0

EFL Teachers’ expectations and students’ reading-related difficulties at the university level

Muthita Chinpakdee — 2024-07-29

The ability to read English is essential in academic settings, but it can pose challenges for EFL students, potentially impacting their academic performance. This study investigates the expectations that EFL university teachers have for their English major students’ reading and the challenges that the students encounter while reading English. Findings from interviews with teachers and students, as well as class observations indicate that teachers expect their students to read for different academic purposes beyond main idea comprehension. However, these expectations are not always clearly conveyed through classroom discourse and reading activities. While students have some awareness of what is expected of them, they still believed they lack necessary skills to read effectively. This research provides discipline-specific insights into the demands and difficulties English major students face when reading English for general and academic purposes. It highlights the need for more extensive language and reading support in the higher education settings.

A Comparative Corpus-Driven Study of Thai and English Country Songs

Waranya Opasee — 2024-07-29

This study investigated the thematic content of Thai and English country songs, shedding light on commonalities and distinctions in the cultural ideologies across cultures. Using a corpus-driven approach, the lyrics of 200 Thai and 200 English country songs were compiled and examined by analysing the collocational patterns and concordance lines of the top 20 most frequent nouns. The results suggest that Thai country songs emphasize LOVE AND RELATIONSHIP, LIFE AND PEOPLE, NATURE, SORROW, BODY ORGANS, and PROMISE. English country songs feature themes like LOVE AND RELATIONSHIP, LIFE AND PEOPLE, TIME, PLACES, ALCOHOLIC DRINKS, RELIGION, and BODY ORGANS. Findings reveal that Thai and English country songs share some common themes but exhibit notable distinctions, as Thai songs often focus on societal struggles. In contrast, English songs portray life with a sense of hardship and self-reliance. The influence of love and family values is more prevalent in Thai songs, while English songs often rely on alcohol and God in their narratives. This study provides a comprehensive analysis of these themes in both cultures, offering a novel perspective on the thematic content of country songs.

Bhutanese Fourth Grade Students’ Opinions towards Extensive Reading

Kinley Pem — 2024-07-29

The mixed perceptions towards extensive reading (ER) were shown by several studies of higher and university-level students in foreign and second language learning contexts. However, ER perception studies are limited, particularly qualitative ER studies with kids, and Bhutan has yet to implement and evaluate the important concept of extensive reading. Hence, this qualitative study investigates fourth-grade Bhutanese students’ opinions towards extensive reading regarding reading material preferences, ways of book selection, choice of place for reading, and the benefits of extensive reading instruction. Sixteen students participated in the study, and later six students sat for a semi-structured interview. The results revealed that extensive reading had a positive impact on the development of overall language proficiencies. Some participants favored challenging books over easy books, while many others preferred enjoyable books over academic texts. There were varied preferences of reading locations and choices for choosing books. All children enjoyed reading and also expressed the benefits of extensive reading, suggesting ER to be implemented in other similar contexts of Bhutanese primary schools.

Needs Analysis of Empathic Communication Enhancing Program for Health-Science EFL Students

Onwipa Durongtham — 2024-07-29

This research explores the needs of health science EFL students in empathic communication when interacting with foreign patients from various backgrounds. As English proficiency alone is not sufficient in the healthcare context, empathic communication in English is an essential ability that enhances patient satisfaction and has a positive impact on patient outcomes. The study comprised two phases: a curriculum analysis and a needs analysis survey. Data from 40 accredited Thai medical curricula and 300 completed needs survey questionnaires, provided by individuals in the field, including students, healthcare practitioners, and university lecturers, were analyzed. Conceptual content analysis, descriptive statistics, and the Wilcoxon Signed Rank Test were used to analyze the data. The findings revealed that current Thai medical curricula lack empathic communication practice in English-speaking contexts. The needs survey revealed that participants’ expectations regarding healthcare practitioners’ ability in empathic communication and its sub-components exceeded their perceptions of the practitioners’ current abilities (p-value <.001). The sum rank value for empathic expression was greater than empathic perception. The largest gap was observed in Clear Articulation. The preferred learning platform was an onsite classroom with supplementary videos. The study discusses the selection of empathic communication training contents for Thai EFL. Finally, an experiment testing the suggested program elements is recommended for further research and communication course design.

“Should I Submit a Blank Assignment?!!”: The Effect of Machine Translation on the Writing Process and Performance among Thai EFL Students with Low English Proficiency

Nattharmma Namfah — 2024-07-29

This study explores how machine translation (MT) influences the English writing process and performance of 29 9th-grade EFL students with limited English proficiency. Over 10 writing tasks conducted during the semester, participants had varied accessibility to MT. The research compared their performance when MT was permitted versus when it was not, assessed through evaluations of their assignments. Employing the technology acceptance model (TAM) as the analytical framework, the study utilized teacher notes and retrospective think-aloud interviews to glean insights into participants' MT usage and the influencing factors. Results indicate that MT usage significantly enhances final writing outcomes. A closer examination revealed that participants with MT access predominantly used writing strategies during the planning phase but evaded the drafting and reviewing processes. They tended to compose assignments in their native language (L1), which was Thai, and directly translate them into English when utilizing MT. Conversely, when MT was unavailable, many participants abandoned the tasks entirely. Factors like perceived limited linguistic competence, disengagement from the writing process, ease of MT accessibility, perceived effectiveness of MT, and peer influence were critical determinants in their MT usage decisions. This study emphasizes the need for guiding effective integration of MT as a supportive tool, discouraging over-reliance.

Motivation and Challenges During and Post COVID-19 Pandemic Among Lao EFL Undergraduate Students in the Scientific Disciplines

Vixai Ketphommavong — 2024-07-29

The COVID-19 pandemic has compelled global higher education institutions, e.g. in Laos, to suddenly switch to online learning platforms without planning for multidimensional challenges to overcome. This study aimed to investigate Lao EFL undergraduate students’ motivation and challenges for learning English during and post COVID-19. The participants comprised 75 students studying in various food science programs at a Lao university. This research adopted a mixed-methods design that integrated quantitative and qualitative approaches. The research tools consisted of questionnaires and semi-structured interviews. The results showed a moderate level of integrative motivation among students during the pandemic, which subsequently escalated to a high level after the COVID-19 pandemic. Meanwhile, their instrumental motivation remained consistently high throughout both pandemic periods. The findings also revealed a slight decrease in student challenges during the pandemic, transitioning from high to moderate levels compared to the post-pandemic period. Students encountered difficulties in developing self-regulation skills during and after the COVID-19 pandemic, along with added financial burdens, including increased living costs in the post-pandemic period. Face-to-face learning was preferred by students. Moreover, these findings provided valuable insights, pedagogical implications, and recommendations to address emerging technological trends in English language education.

Scaffold the Writing of Argumentative Texts to Undergraduate Students through Genre-based Pedagogy

Iskandar Abdul Samad — 2024-07-29

English is a demanding language for EFL students especially ones without access to additional support like tutorials, extra classes, and opportunities to use English in their daily lives. Scaffolding the writing process for students and making automatic use of genre knowledge would help them improve their English writing performance. Little is known about how genre knowledge with scaffolding instruction can help undergraduate students write an argumentative text in English that is composed of complex stages and sub-stages, for them to write a good thesis. This study aims to explore if the use of scaffolded genre-based pedagogy applied in a writing process can improve the argumentative writing skills of undergraduate students. This study employs two-cycle action research involving 25 students enrolling in Argumentative Writing subject at the university. An observation form and documentation are used as the research instruments. Data from the observation and documentation were analyzed qualitatively. The results of the analysis have indicated that scaffolding students to write argumentative texts based on the genre of the text has assisted them in developing their writing skills.

Statistical Analysis of Cultural Items in the International Chinese Education Network Course Resource Database: Based on the “Chinese Bridge” Delegation Online Experience Platform

Lang Bin — 2024-07-29

This research aims to analyze cultural items in the international Chinese education network course resource database found in the “Chinese Bridge” delegation online experience platform. Data were collected from 878 culture-themed courses implemented by 106 schools (including 64 universities, and 39 vocational colleges, 3 high schools) around China during the year 2023. After utilizing “The Framework of Reference for Chinese Culture and Society in International Chinese Language Education” as classification criteria and applying statistical analysis method, three primary cultural items categories and 27 secondary cultural items categories were showcased. The results showed that schools focused more on society and lifestyles (N=350; 39.9%) and traditional culture (N=301; 34.2%) compared to contemporary China (N=227; 25.9%) in the primary category. The most popular secondary category items were leisure (N=178), art (N=109), cultural heritage (N=102), food (N=83), and inventions (N=59) the above five accounted for more than 60%. These two category levels systematically reflected the synchronic and diachronic characteristics of cultural teaching from supra-regional and regional cultural content. However, two shortcomings were identified, namely homogenization of cultural items presentation and simplification of teaching medium language. The high-frequency recurring cultural items were Chinese tea, Chinese painting, and Tai Chi, which in total were presented in 107 courses and accounted for more than 12%. English is the most important medium language after Chinese, while teaching other languages is relatively lacking. The results of this study also provide valuable insights of improvement strategies proposed by precise learning demands, diversified cultural narration and technology assisted teaching to inspire the schools’ international Chinese education network course resources.

Hope You Guys Enjoyed this Vlog: Lexical Bundles and Moves within English Travel Vlog Discourse

Piyapong Laosrirattanachai — 2024-07-29

Lexical bundles and moves are essential for vloggers to communicate clearly and purposefully within travel vlog discourse. It is crucial for L2 learners and practitioners aiming to enter the industry to master these bundles and understand the moves used in creating travel vlogs. This corpus-based study compiled a list of 239 four-word lexical bundles serving as fixed slots and their 98 variable slots from the Travel Vlog Corpus, which comprises 434,809 running words. These bundles were categorised by function: 79 as stance expressions, 75 as discourse organisers, 80 as referential expressions, and 5 as special conversational functions. The study also identified four move types and their 19 component steps necessary for creating travel vlogs. It emphasised that lexical bundles and moves are critical knowledge with important functions for generating travel vlog discourse. The study concluded by proposing pedagogical implications and discussing future research directions.

Investigating Effective Instructional Approaches for Vocabulary Expansion through Extensive Reading: Emphasizing Volume or Focusing on Unknown Words?

Kazuma Fujii — 2024-07-29

Extensive Reading (ER) emerges as a promising approach for acquiring a foreign language, allowing for a large amount of language exposure. However, the influence of supplementary activities within ER programs has yet to be thoroughly investigated, despite previous studies suggesting their potential effectiveness. This research investigated the effects of ER combined with supplementary instructional approaches on vocabulary acquisition and reading strategies among university EFL students in Japan. Two supplementary instructional approaches were implemented within ER programs of equivalent duration, learner proficiency levels, and grade levels: one emphasizing reading volume and the other focusing on directing attention to unknown words while and after reading. The results revealed that directing learners' focus to unknown words led to more pronounced growth in vocabulary size. However, when attention was directed towards unfamiliar words, students were less inclined to infer their meanings from context and more likely to resort to using dictionaries. Conversely, placing emphasis on increasing reading volume increased the likelihood of students encountering engaging books and series, and reading materials at a specific readability level. These findings indicated that supplementary activities within ER programs influenced learning outcomes and reading strategies. Consequently, when integrating supplementary activities into the ER program, educators should carefully consider the program's objectives and incorporate suitable activities accordingly.

“Why Can’t I Use ChatGPT for My Academic Learning?” Voices from Ph.D. Students in a Thai University

Adcharawan Buripakdi — 2024-07-29

Amidst the integration of AI tools in education, ChatGPT is considered prevalent for its potential capacities. Although research into this phenomenon has been conducted by worldwide scholars, little has been known about the perceptions of Ph.D. students of non-English speaking countries. Hence, this qualitative study shifted the focus to this marginalized group of participants in a specific university in Thailand. Based on the constructivist worldview, the study featured interviews with four Ph.D. students. Data were analyzed using thematic analysis. The findings of the study uncovered a nuanced view of the use of ChatGPT in empowering academic advancement for Ph.D. students while the challenges are also significant, including the impacts on critical thinking, ethical issues, and specialized terms. The findings further advocated responsible ChatGPT use and called for institutional support in terms of academic integrity. This research design contributes a unique perspective to the discourse on using ChatGPT in education, emphasizing a contextualized experience and the needs of non-native English-speaking Ph.D. students in utilizing ChatGPT for academic purposes.

Noun Phrases in ELF Authors’ Academic Writing

Napasri Timyam — 2024-07-29

Studies of English academic writing have revealed a shift to a compressed style, with preferences for lexical and phrasal types of noun modifiers over clausal modifiers. However, condensed noun phrases may result in a loss of explicitness since they lack grammatical markers specifying the semantic relations between head nouns and modifiers. This study examines the types and characteristics of nominal modifiers in the academic prose of ELF, which has been found to be marked by explicitness and clarification to ensure efficiency of communication among non-native users. Data were from the introduction and method sections of 60 research manuscripts in language and linguistics submitted to a Scopus-indexed journal. The results show that ELF authors conform to the modern norm of academic prose, producing compressed noun phrases with lexical and phrasal modifiers, particularly adjectives, nouns, and prepositional phrases. However, these noun phrases are structurally explicit: many of them have only one or two modifiers, facilitating the comprehension process. Also, the most prevalent modifier is prepositional phrases, with prepositions explicitly signaling the semantic relationship between head nouns and modifiers. The results reflect the way experienced users shape ELF to achieve a balance between the contrasting goals of conciseness and explicitness, which are both vital in ELF academic prose.

Students’ and Teachers’ Voices for Language Learning Materials Design in an English for Science and Mathematics Subject

Anonglak Nhoomork — 2024-07-29

English is widely recognized as an international language for education communication, which has led to the development of several English for Academic Purposes (EAP) subjects for Thai students learning English as a Foreign Language (EFL), especially in specialized school programs. The primary objective of these EAP subjects is to prepare Thai students for academic success in an increasingly interconnected world. Therefore, appropriate learning materials are needed to enhance students’ academic language proficiency and ability to engage in interdisciplinary studies. As part of a full research and development project, this preliminary study was conducted to investigate the voices of Thai secondary school students and teachers for theme-based learning materials design in an English for Science and Mathematics (ESM) subject. Focus group and individual interviews were used to explore the experiences and opinions of students and teachers in the Enrichment Program of Science, Mathematics, Technology, and Environment (SMTE). The study identified specific academic English literacy needs, including reading strategies, planning for paragraph writing, sentence structure, knowledge of vocabulary and grammar, and learning materials preferences of the SMTE students. These empirical findings could offer valuable insights for materials developers and English language teachers engaged in designing learning materials for students with specific needs.

The Relationship of Factors Influencing Behavioral Intention to Participate in Hybrid Education: Undergraduate University Students Majoring in English, Chengdu, China

Xiaoyi Zou — 2024-07-29

The purpose of this study was to investigate the relationship of factors influencing behavioral intention to participate in hybrid education of undergraduate university students majoring in English in Chengdu Universities, China. Questionnaires were collected with 450 respondents from three public universities in Chengdu with the reliability (Cronbach Alpha Coefficient) of 0.918. Confirmatory Factor Analysis (CFA) was run to identify the factors influencing behavioral intentions to participate in hybrid education. Subsequently, Structural Equation Modeling (SEM) was used to ascertain the causal relationships between factors. It was found that perceived usefulness, perceived ease of use, and perceived convenience indirectly influenced behavioral intention to participate in hybrid education and was mediated by attitude towards use with the direct impact of social influence and effort expectancy on behavioral intention. It is expected that, the model of the relationship of factors influencing behavioral intention to participate in hybrid education created in this study would be beneficial for undergraduate students majoring in English, in Chengdu Universities or alike, to achieve their goals in learning English both online and onsite effectively.

Understanding Frontline Needs: Perspective of Indonesian Nurses on the English Coursebook Materials

Fitri Handayani — 2024-07-29

English proficiency is critical for nurses to provide optimal patient care and in advancing careers, but existing course materials often lack authentic workplace needs. Therefore, this study aimed to explore Indonesian nurses' perspectives on the English coursebooks needed to effectively perform professional duties. A mixed-methods design combined both questionnaires (n=60) and semi-structured interviews (n=5) conducted with nurses working in Indonesian healthcare environments. The results showed that nurses prioritized the course material topics directly related to core nursing tasks, such as administering medication, educating patients, and explaining symptoms. Additionally, the course materials should enhance writing skills for clinical documentation and job applications. Concerning language skills, participants emphasized the need for authentic listening, speaking, reading, and writing activities adapted to the nuanced communication demands of healthcare. Examples included understanding detailed medical reports, writing observation notes, reading textbooks, and presenting at conferences. This study further discussed the valuable insights gained from frontline nurses to determine topics and skill focus in the coursebooks to correlate with the authentic language needs faced by nurses in the clinical practice environment. By incorporating target workplace demands, nursing graduates could enter the profession equipped to provide safe and high-quality care. Integrating the needs analysis of frontline nurses was crucial to developing effective English coursebooks and adequately preparing students for the transition from nursing education to clinical practice.

It’s the Mind That Matters: A Factor Analysis of L2 Positive Psychology Constructs in Limited English Exposure Language Learning

Pariwat Imsa-ard — 2024-07-29

This study diverges from conventional psychological perspectives that often concentrate on language learning deficiencies necessitating remedial interventions. Instead, it emphasizes the pivotal role of positive psychological constructs in facilitating optimal language development, particularly in contexts characterized by limited exposure to English. Through an exploration of positive psychology dimensions among Thai EFL secondary school students, the research examined the nuanced interplay of positive psychological factors shaping language learning in such contexts. Employing an Exploratory Factor Analysis (EFA) with the inventory and interviews, this study examined the underlying psychological determinants guiding the language learning experiences of 255 Thai EFL secondary school students from diverse regions. Factor analysis, complemented by Kaiser-Meyer-Olkin (KMO) statistics, contributes to refining the inventory and reveals four crucial positive psychology factors that collectively explain 61.158% of the variance in positive psychology levels. The resultant 18-item, 4-factor model encompasses processes within four categories of positive psychology constructs—Engagement and Enjoyment, Grit and Perseverance, Interest and Focus, and Future Intentions. This model culminates in the development of the EFL Positive Psychology Inventory (EFLPP), which exhibits commendable validity and reliability. Additionally, insights gleaned from semi-structured interviews elucidate three sources of L2 positive psychology constructs: learning environment, pre-determined goals, and personal interests. This study emphasizes the significance of these positive psychology constructs in informing pedagogical strategies aimed at cultivating efficacious language learning experiences. By elucidating learners’ positive psychology constructs, the research attempts to equip English educators in EFL contexts with tailored instructional methodologies that align with learners’ positive aspirations, thereby augmenting English language learning outcomes.

Exploring Chinese Students’ Lived Intercultural Experiences Studying Abroad in Thailand through a Narrative Inquiry with a Collage Self-Portrait Method

Jiang Xue — 2024-07-29

Most study abroad research has predominantly investigated international students studying in Western Anglophone countries, where English is the native language. However, this study shifted the context of study abroad research by exploring Chinese students’ experiences studying abroad in Thailand, a unique context where English is regarded as a foreign language and has no colonial history. Utilizing lived intercultural experiences as an analytical lens, we employed a narrative inquiry design with a collage self-portrait method, a type of arts-based qualitative data elicitation, to capture the complex, multimodal, and creative nature of the lived intercultural experiences. Combining the theme-weaving technique and the coding method revealed that Chinese students studying abroad in Thailand reported experiencing academic adaptation between different cultures, embodying fluid translanguaging use, and undergoing complex emotions of living between cultures. These experiences are central to Chinese students’ adjustments to a new academic and living environment, which international programs in Thailand must consider when offering myriad kinds of support for Chinese students or other international students coming to study in Thailand.

A Corpus-Based Vocabulary Analysis of First-Year Undergraduate Economics Textbooks in an International Program

Pongsathon Wasikarat — 2024-07-29

The purpose of this current study was to (1) investigate the text coverage that the BNC/COCA Word Family Lists (Nation, 2017) and the Academic Word List (Coxhead, 2000) provided in the first-year undergraduate economics textbooks, and (2) estimate the vocabulary size required to read the textbooks. A corpus of 1,343,493 words from the economics textbooks was compiled into the ECON corpus, and it was then analyzed using the AntWordProfiler software program (Anthony, 2020). The study suggests that for 95% coverage, a vocabulary size of approximately 3,500-4,400 word families is necessary for a reasonable reading comprehension level, while for 98% coverage of an optimal level, around 8,500-9,900 word families are required to read economics textbooks in an international program. However, it does not imply that readers have reached a certain word level; it will automatically result in good reading comprehension (Laufer & Ravenhorst-Kalovski, 2010)

Online Grammar Checker for Syntactic Error Detection and Correction in English Writing

Chutinan Noobutra — 2024-07-29

The present study investigates whether or not Thai students’ English writing skills can be improved by using an online grammar checker. First, typical syntactic errors made by undergraduate students majoring in English and English for Careers were examined. Secondly, possible reasons for syntactic errors in English writing in the light of Lado’s (1957) CAH and Corder’s (1967) EA are explored. Thirdly, it is determined if the number of syntactic errors can be reduced when an online grammar checker is used. Sixty participants were selected employing purposive sampling from students majoring in English and English for Careers. Two sets of test papers were used as the research tool, and errors were analysed before and after the use of an online grammar checker. A comparison of errors made in the two phases could then be used to assess the effectiveness of the online grammar checker. Spelling errors were found to be the most common errors in the present study. The next three most common errors involved capitalisation, verb forms and fragments. All of the students’ errors were caused by L1 transfer, and are referred to as interlingual errors. The findings support the notion that interlingual errors, as predicted by Lado’s (1957) CAH, are the predominant cause of inaccuracies. Meanwhile, English for Careers students made fewer syntactic errors in Phase 2 after learning how to use an online grammar checker to identify and correct syntactic errors, whereas those majoring in English made more errors overall.

Voices of the Future: Exploring Students’ Views on the Use of GenAI in Academic and Professional PR Writing

Napawan Tantivejakul — 2024-07-29

As generative AI (GenAI) policies in higher education in Thailand have been introduced, inquiries regarding GenAI integration and adoption in teaching and learning have been raised. Delving into a relatively unexplored interdisciplinary area in this context, this study aimed to investigate students’ responses towards the use of GenAI in academic and professional public relations (PR) writing, employing the Diffusion of Innovations (DOI) and the Technology Acceptance Model (TAM) frameworks. This qualitative study was conducted using semi-structured focus group sessions among native Thai PR major university students, with a workshop on GenAI prior to the discussion on its adoption. The findings revealed that all participants were aware of GenAI and most had utilized it for daily and academic purposes, but never in professional PR writing. Despite having positive attitudes towards its use after the trial, they recognized certain drawbacks and concerns and expressed some reservations towards adopting GenAI in their future academic and professional PR writing, rather in English than in Thai. Besides knowledge and perceptions, individual characteristics were also attributed to hindering GenAI adoption among some participants. Therefore, providing adequate resources and practical guidelines on appropriate GenAI use are crucial. Future research in other subject areas and languages is suggested.

Exploring Continuing Professional Development Practices among English Teachers in Thailand after a Large-Scale Teacher Training

Punjaporn Pojanapunya — 2024-07-29

Engaging in continuous professional development (CPD) is crucial for teachers to enhance their learning and teaching quality. A large-scale training has been debated as a one-stop training, while the investment’s value remains debatable. This study examined the impact of a large-scale training program called the Bootcamp, organized in Thailand, on teachers' development through the analysis of questionnaire responses, interviews, and observations of teacher training activities. The findings reveal that the initial training led to the arrangement of several projects that utilized the resources of the initial project and facilitated the teacher development, as well as teacher trainers and support personnel. Furthermore, the training generated an indirect impact through the establishment of networks and collaboration in various forms, although ongoing support and encouragement are still required to transform these networks into sustained collaboration. The findings highlighted the importance of comprehensive long-term planning by stakeholders, including policymakers and CPD providers, to align immediate, follow-up, and future activities, foster collaboration through teacher networks, and leverage practical and cost-effective approaches like Professional Learning Communities (PLCs) to promote long-term impact on teacher development.

Preparing EFL Pre-Service English Teachers: Challenges and Solutions for Integrating Local and Global Reading Materials

Lalana Pathomchaiwat — 2024-07-29

Despite ongoing effects to improve Thai children’s reading competency, particularly their engagement with reading strategies, concerns remain regarding EFL pre-service English teacher’s (PSTs) ability to effective instruction these strategies. This study investigates stakeholders’ perspectives on PSTs’ reading proficiency and instructional skills, alongside their own needs in these areas. Data was collected through surveys and semi-structured interviews with five English teaching specialists, three ELT instructors, five school mentors, fifteen English education program alumni, and twenty-two current undergraduate students. The findings highlight key dimensions for improving reading strategy instruction, including addressing challenges and promoting best practices. A crucial theme emerged: the need to align locally-set contexts with global reading materials. This research identifies both problems and needs that can inform the development of curriculum and course design for PSTs, specifically in the creation of reading strategy materials. Furthermore, it emphasizes the importance of integrating cultural awareness and cross-cultural understanding into English reading instruction to effectively prepare Thai students for 21st century learning.

Senior High School Students’ Attitudes and Grit in EFL Learning: Insights from Indonesia

Dayan Domisianus Toar — 2024-07-29

This study examined the possible relationships between Indonesian Senior High School (SHS) students’ attitudes and grit levels in EFL learning. The authors believed that EFL learners displaying positive attitudes and high grit would be successful in EFL learning. A quantitative method using questionnaires was administered in this correlational study. Thirty-one senior high school students in Central Java, Indonesia, participated in the study after giving their consent. The authors employed the adapted L2 attitude questionnaire of Abidin et al. (2012) and Somblingo and Alieto (2019) and the L2 grit questionnaire of Teimouri et al. (2022) to gain data on EFL attitudes and EFL grit and how EFL attitude affected EFL grit. The students self-assessed their EFL attitude and grit with the questionnaires. The results revealed students’ moderately positive EFL attitudes, particularly a positive cognitive EFL attitude. Moreover, a positive significant correlation between EFL attitude and EFL grit suggested that the research participants could explain variance in their EFL grit. The results will enlighten EFL teachers on the importance of cultivating EFL grit supported by the positive EFL attitude in the EFL teaching and learning context. EFL students should aspire high and cultivate English language grit to become successful English learners.

Okay, what we’re just going to do now is…: Discourse functions of wh-clefts in YouTube How-to Videos

Mark Hammond — 2024-07-29

Procedural knowledge is often transferred by spoken ‘how-to’ instructions delivered with simultaneous hands-on demonstration. As reflected by the popularity of YouTube instructional videos, such spoken texts have become a common way to learn how to learn a wide range of things. Surprisingly, there is a lack of research concerned with salient linguistic features and communicative functions associated with this type of discourse, referred to in the paper as procedural monologues. This study moves towards filling this gap by investigating discourse functions in procedural monologues associated with wh-clefts (e.g., What you want to do is use a screwdriver). This construction, considered as a highlighting device to mark relevant important points in spoken discourse, is frequently found in instructional videos. Extracted from a specialized corpus of 100 how-to-videos posted on YouTube, 130 wh-clefts were categorized by function to better understand how speakers shift between guiding listeners through the essential sequence of procedural steps and providing additional content to produce a coherent and cohesive text. With the underlying goal of supporting pedagogical approaches to prepare learners of English as a second or foreign language to produce communicatively dynamic procedural monologues, the study describes seven possible functions highlighted by wh-cleft utterances.

Intercultural Communication Apprehension (ICA) among BA and MA Students

Sucharat Rimkeeratikul — 2024-07-29

The research was conducted at a public university in Bangkok, utilizing the Personal Report on Intercultural Communication Apprehension (PRICA) to measure Intercultural Communication Apprehension (ICA). The study aimed to compare the ICA levels among three groups of students within the same university: bachelor’s degree students majoring in Business Administration, MA students majoring in English, and MA students majoring in Political Science. All classes were held on the same campus. An Analysis of Variance (ANOVA) was employed to analyze the differences in anxiety levels among these groups. The findings indicated that undergraduate students exhibited higher levels of ICA compared to the MA students from different majors. These results provide valuable insights for EFL teachers and the administration, enabling them to develop strategies to reduce student anxiety. This, in turn, could help ensure that intercultural communication does not become a barrier to societal development in the era of globalization.

Implementing the CLT Approach in Online Instruction during the COVID-19 Pandemic: Opportunities and Challenges Encountered by Thai EFL University Lecturers

Patchaya Panpistharwee — 2024-07-29

As a consequence of the COVID-19 outbreak, Thai EFL teachers have been assigned to change their teaching platform from traditional face-to-face to online classes during lockdown periods. In light of this change, the study attempts to explore the teachers’ views and their implementation of the CLT approach in online education in consideration of the fact that the approach was claimed to be the preferred approach in classroom-based instruction. Accordingly, three research instruments; namely, questionnaire, individual interview, and focus group discussion were applied to elicit information and access the teachers’ viewpoints and their in-depth online teaching experiences. Thai EFL teachers perceived that communicative-based online teaching increased classroom interaction, encouraged student engagement, and promoted student’s self-directed learning. However, a number of challenges, including the lack of student attention and discipline, large class size, and technology difficulties, were revealed as the perceived barriers to implementing the CLT approach in the Thai EFL online classroom context. Overall, this study is assumed to shed light on Thai EFL teacher’s communicative-oriented online teaching practices and contribute to the existing body of knowledge in the field of online English language teaching in Thai higher education.

Discursive Construction of OnlyFans and Its Content Creators in the British and Thai News Media: A Cross-Linguistic Corpus-Assisted Discourse Study

Phanupong Thumnong — 2024-07-29

This comparative study examines the way the news media in the United Kingdom and Thailand discursively portrayed the platform OnlyFans and its content creators. Two specialized corpora of news articles about the platform published between January 2016 and July 2022 in both countries formed the data. Using the approaches of Cross-linguistic Corpus-assisted Discourse Studies (CL-CADS) and Critical Discourse Analysis (CDA), this study found two common themes, portraying the platform as a pornographic site and monetization opportunities. Specifically, the British news media construct a discourse of objectifying female content creators, while the Thai counterpart portray sexual content creators as illegal and immoral. This analysis speaks to the significance of media discourse in producing and maintaining stigma among online sex workers across different cultures.

Needs of English-Nursing Communicative Skills, Functions and Content for Nursing Students in a Thai Program: Perspectives of Nursing Lecturers at a University in Northern Thailand

Krerk Chetsadanuwat — 2024-07-29

This study examines the English-nursing communicative skills, functions, and content needed by Thai nursing lecturers to define the specifications of the English for Nursing Purposes (ENP) coursebook for nursing students in the Thai curriculum. All faculty members (N=40) from the school of nursing at a public university in northern Thailand participated, responding to a four-point Likert scale questionnaire on needs of English-nursing communicative skills, functions, and the ENP coursebook. A set of inclusion criteria was used to select participants with ‘good’ English for the semi-structured interview. Quantitative data was analyzed for frequency, percentage, mean, and standard deviation while thematic analysis interpreted qualitative data. From 37 completed questionnaires, proficiency in reading, listening, speaking, and writing are needed in respective order. Thirteen qualified interviewees highlighted three key findings: 1) structuring ENP content around physiological systems with their common diseases, signs, and symptoms can align well with nursing subjects; 2) utilizing a five-step nursing process with basic nursing communicative skills and procedures validates a coursebook related to learning outcomes; and 3) improving precise pronunciation, command of medical and general vocabulary, nursing-related grammar, and the growth of cross-cultural communication abilities should also be emphasized in the coursebook.

Online English Grammar Instruction at a Thai University during the COVID-19 Pandemic: An Exploratory Study

Apakorn Chamavit — 2024-07-29

The COVID-19 pandemic, which began in early 2020, had a significant impact on education worldwide, including the adoption and acceleration of online learning in the English language curriculum. This mixed-methods study aims to explore the opportunities and challenges encountered by a group of Thai university students (n = 33) while learning English grammar online. The participants were given pre- and post-tests involving eight English tenses in addition to quantifiers, all conducted through three phases. These grammar points were based on the set textbooks they were using in class. Findings suggest that, as far as quantitative analysis is concerned, the participants’ grammar knowledge was increased satisfactorily, albeit through online instruction. Further, students’ behavior while the classes were in session varied considerably. This might have been a result of socio-economic status affecting their access to technological resources deemed relevant in online education.

Exploring the Effects of Customized CLIL Training on Teacher Competency: Insights from Upper-Secondary Biology Teachers in Myanmar

Sandar Htay — 2024-07-29

This study examined upper-secondary school biology teachers in Myanmar viewed the impact of a customized CLIL teacher training model on their English language knowledge, content knowledge, and teaching skills. Before the training, a needs analysis was conducted to shape the training topics, which were then integrated into this study’s training framework based on Coyle et al.’s (2010) CLIL model. Data collection occurred during and after the training. Questionnaires, interviews, and micro-teaching self-evaluations were used to reflect the perceived impact of the model on teachers’ competency development. Findings showed a positive impact of the model on teachers’ subject content teaching knowledge, language knowledge and skills, as well as pedagogical skills though its effectiveness varied based on teaching experience. This study suggests that the teacher training model should address the unique needs of Myanmar teachers.

Frequency Analysis, Distribution, and Coverage of Academic Words in Materials Science Research Articles: A Corpus-Based Study

Chariya Prapobratanakul — 2024-07-29

This study explored words in materials science research articles using New Academic Word List (NAWL) and New General Service List (NGSL) created by Browne at al. (2013) as reference lists. The objectives of this research were to explore the frequency and coverage of the NAWL and the NGSL in materials science research articles and identify frequently occurring academic words in materials science research articles that were not included in the NAWL and the NGSL. The corpus used for the analysis was compiled from 115 research articles published in five international journals related to the field of materials science. The findings revealed that the coverage of the NAWL words in the corpus of the present study was at 6.18 percent, together with the NGSL, the cumulative coverage of both word lists in the corpus of the present study was at 75.97 percent, and that there were 356 content words which did not appear in both the NAWL and the NGSL but did occur frequently in the corpus of materials science research articles. The pedagogical implications of these findings are discussed in relation to teaching academic vocabulary to EFL learners of materials science who read and publish academic articles in English.

English Listening via Online Applications: Tool-mediated Language Learning by EFL University Students

Le Pham Hoai Huong — 2024-07-29

This study probes into what features of online applications assist English language listening and how EFL (English as a Foreign Language) students use the features to practice listening. Five EFL university students were recruited to use online applications to practice listening for five weeks. During this period, the students chose to use 12 online applications: Daily Dictation, English Central, TEDEd, English Daily, BBC Learning English, Cake, Wannalisn, Easy English, VOA Learning English, British Council Learn English Podcasts, Test English Listening, and Talk English. Data were collected from their journals, interviews, and visual analysis. The results indicate that the students applied self-directed learning to practice listening. They acknowledged the technological features of online applications that could ease their learning by providing personalized learning suggestions, engaging them in listening activities, giving timely feedback and correcting errors. They also revealed that the digital technological tools mediated their listening practice, resulting in the ability to work on higher-level listening activities, learning more vocabulary, and better English pronunciation. From the study’ findings, implications for online language learning are discussed with reference to making use of the online application features to mediate their listening more effectively.

Applying and Assessing a Genre-Based Approach for Personal Statement Writing in the Context of Thai EFL Upper Secondary Education

Karanpat Siangsanoh — 2024-07-29

This research was an investigation of the application of genre instruction to the unique purpose teaching Thai secondary students to write personal statements for undergraduate university admission. The goals of this small-scale case study were to 1) investigate the effects of genre-based instruction on students’ writing abilities and 2) examine students’ attitudes toward this instructional method. The participants were eight students in grade 12, four defined as high-ability and four as low-ability. The students completed a didactic sequence developed for this study, beginning with the pre-test and concluding with a comparable and administration of a questionnaire and individual interviews with the participants. The test results revealed that while the overall scores for the entire group showed slight improvement in the students’ writing abilities, it was due to the noticeable improvements in the low-ability students’ scores, whereas those of the high-ability group decreased. Qualitative analysis of their work revealed interesting but varied improvements in both groups. The attitude results from the questionnaire and interview data were positive for both groups, yet some concerns were also raised. The study demonstrates both the benefits of and concerns about applying the genre-based approach to this specific context while asserting its possibility for further development.

The Effects of a Task-Based Learning Approach and a Graphic Organizer Technique on the Development of Teacher Professional Competency in English Reading and Writing Skills of Student Teachers

Soranabordin Prasansaph — 2024-07-29

This study attempted to examine: 1) the professional competencies in English reading comprehension of student teachers before and after instruction using a task-based learning approach combined with graphic organizer techniques, 2) the professional competencies in English writing of student teachers before and after the same instructional method, and 3) the self-assessment of these competencies before and after the intervention. The sample comprised 30 student teachers majoring in Early Childhood Education and Mathematics at the Faculty of Education of a university located in Thailand during the academic year 2023. These participants were obtained through cluster random sampling using sections as the sampling units. The research employed an experimental design, specifically a one-group pretest-posttest design. The experiment began with a pretest, followed by 18 instructional sessions aimed at enhancing the professional competencies in English reading and writing through a task-based learning approach combined with concept graphic organizer techniques. Key research instruments included: 1) three learning units for developing professional competencies, 2) tests measuring these competencies, and 3) self-assessment questionnaires. Data were analyzed using basic statistics, including mean, standard deviation, and paired t-tests. The results revealed that: 1) the professional competency in English reading of student teachers significantly improved after the intervention (p < 0.05), 2) the professional competency in English writing also significantly improved post-intervention (p < .05), and 3) student teachers' self-assessments of their competencies in both English reading and writing were significantly higher after the intervention (p < 0.05).

Engaging with Text: Strategies for Critical Reading in TESOL Assignments

Willy A Renandya — 2024-07-29

The aim of this article is to assist TESOL learners in effectively delving into professional literature for both their coursework and future teaching endeavors. It begins by addressing common challenges in critical reading faced by TESOL students, such as complex and technical language, varied writing styles and a lack of familiarity with TESOL theories and contexts. It then offers practical guidelines to help students identify and analyze relevant literature, evaluate evidence and claims, and apply theories in practical classroom contexts. Serving as a practical resource, this article is intended for students seeking to enhance their critical reading skills in TESOL.

Written Corrective Feedback under SLA Lens: From Research to Practice

Ornuma Chingchit — 2024-07-29

It is widely accepted that written corrective feedback (WCF) is an effective tool for helping learners develop their L2 knowledge. Yet, it remains inconclusive as to which type of WCF can best facilitate L2 learning. In recent years, many second language acquisition (SLA) researchers agree that direct and focused WCF may be more effective in aiding learners’ L2 development when compared to indirect and unfocused WCF. Other SLA scholars argue that the type of WCF might not matter as all types have been shown to be effective to some extent. Instead, the focus should be on selecting the appropriate type of WCF that is tailored to the needs of target learners. Recent research has suggested that practitioners consider learners’ proficiency levels and beliefs towards the use of feedback before selecting the type of WCF to be used in class as these factors can significantly determine the success of WCF. To guide practitioners’ practical decision-making on this topic, this article aims to provide a comprehensive review of studies on WCF and offer recommendations on how to best implement it in specific teaching contexts based on current literature.

Beyond teaching “just English”: Blurred Boundaries and Their Implications for Contemporary Language Education

Kristof Savski — 2024-07-29

Reflecting on recent social transformations and technological innovations, this article argues that a holistic change is needed in the scope and identity of English language teaching. I argue that we must embrace a move away from teaching “just English”, that is, concentrating on instruction that targets language in isolation from other forms of knowledge, and instead move toward a more holistic focus on global citizenship skills. These are better able to address the growing importance of the plurality of Englishes likely to be encountered by learners and are central to the development of broader critical literacy skills needed to participate in globalized communication. Finally, I conclude that a refocus is crucial to the long-term viability of English language teaching as a profession in light of the capabilities of emerging AI technologies in language instruction.

Global Englishes Language Teaching: Implications for Feedback in EAL Writing

Caiwang Xiao — 2024-07-29

This short article reviews key literature that problematizes the conventional WCF approach, which adheres to native-speaker norms and fails to reflect the diverse realities of English use in the globalized era. Drawing on Lee’s (2023) proposal, the article discusses the principles and benefits of a feedback pedagogy informed by Global Englishes (GE), which values learners’ linguistic resources, prioritizes communicative effectiveness, and promotes language awareness. In line with Rose and Galloway’s (2019) GELT curriculum innovation cycle, the article highlights the need for further research to examine the feasibility, compatibility, and effectiveness of this approach in various contexts. It also emphasizes the importance of developing guidelines to support teachers in adopting GE principles and incorporating them into teacher training programs, with a specific focus on feedback in writing. The article concludes by underscoring the potential of the GELT framework for transforming feedback practices in L2 writing and fostering a more equitable and inclusive landscape of written feedback research and pedagogy.

Technology-Fused English Teaching and Learning in Higher Education: From Individual Differences to Being Different Individuals

Budi Waluyo — 2024-07-29

This article explores the proficiency variance among English as a Foreign Language (EFL) learners based on my research findings from Indonesian and Thai universities. Key variables influencing English learning outcomes include individual differences, learning emotions, and technology integration. Fostering learner agency—encompassing intentionality, forethought, self-regulation, and self-efficacy—is crucial. Positive emotions such as enjoyment and confidence enhance proficiency, while negative emotions like anxiety hinder it. Integrating Information and Communication Technology (ICT), alongside innovative methods like flipped classrooms and gamification, significantly improves student engagement and learning outcomes. However, a gap persists between teachers' beliefs in ICT and their actual practices. This article emphasizes the need for a flexible, informed approach to EFL education that leverages technology and addresses diverse learner needs to enhance English proficiency.