LEARN Journal: Language Education and Acquisition Research Network

AI in Foreign Language Learning and Teaching: Theory and Practice By Marcel Danesi

Slamet Mulyani, Efan Chairul Abdi — Wed, 30 Jul 2025 00:00:00 +0700

Book Title: AI in Foreign Language Learning and Teaching: Theory and Practice Author: Marcel Danesi Publisher: Nova Science Publishers Year of Publication: 2024 Pages: x + 147 ISBN: 979-8-89113-384-6

Revisiting English-in-Education Policies in Thailand: Ambitious Goals, Contradictory Outcomes

Jirada Wudthayagorn — Wed, 30 Jul 2025 00:00:00 +0700

This paper reviews the development and challenges of English-in-education policies in Thailand over the past two decades. While the adoption of the Common European Framework of Reference (CEFR) reflects a clear governmental intention to upgrade English proficiency, implementation across basic and higher education has been marked by fragmented responsibilities, unrealistic expectations, and contradictory outcomes. Policies set ambitious CEFR goals, from A1 at Grade 6 to C1 or higher at the graduate level, often assuming linear language development, which overlooks the complex and non-linear nature of language acquisition and development. Additionally, the increasing use of commercial English tests poses financial burdens on institutions and learners, raising concerns about equity, especially in institutions with limited funding. Despite these challenges, the CEFR offers a shared and internationally recognized framework that enables policymakers, administrators, and teachers to align curriculum, instruction, and assessment. This paper promotes the use of complementary classroom-based formative assessments and CEFR-aligned learner portfolios to ensure a more equitable and sustainable implementation. These methods not only reduce the high-stakes pressure of standardized testing but also empower teachers as key agents in the assessment process. Teachers can design tasks that are developmentally appropriate and responsive to learners’ needs. Overall, a more coherent and context-based approach is needed to close the gap between the goals of the CEFR policies and learners’ achievement.

Unlocking EMI Listening Skills: ASIAN EFL Teachers' Insights on the Power of BYOD

Hambalee Jehma — Wed, 30 Jul 2025 00:00:00 +0700

This study investigates the Bring Your Own Device (BYOD) implementation and its pedagogical impact in enhancing students' English listening skills in English as a Medium of Instruction (EMI) contexts across Asian countries. Data were collected from 147 English language teachers from Thailand, Malaysia, Vietnam, Indonesia, Taiwan, China, and the Philippines through online surveys. The in-depth interviews were conducted with 49 selected participants. The quantitative data were analyzed using SPSS, while qualitative data underwent thematic analysis. The findings reveal both opportunities and challenges in applying BYOD, including increased student engagement, risks of distraction, and the need for equitable access to technology. Teachers emphasized the importance of structured guidelines to mitigate overreliance on devices and promote critical thinking. The study also suggests that successful BYOD integration requires comprehensive teacher training, inclusive policies, and alignment with educational frameworks such as the Technology Acceptance Model (TAM).

‘Fierce Girls, Flower Guys’: The Discursive Representation of Gender Identities through English in K-pop Lyrics

Jiayin Bao, Raksangob Wijitsopon — Wed, 30 Jul 2025 00:00:00 +0700

K-pop music has enjoyed growing popularity in the global market over the years, resulting in research on the industry in various sociocultural aspects. Among these is its high relevance to gender norms and identities, which has been approached in analyses of several K-pop music components, including corporate practices, costumes and choreography. However, little attention has been paid to the language of its lyrics. At the same time, a huge literature on discourse and gender, which is constituted by studies on a wide range of text types, seems to fall short in research on lyrics as a gendered discourse. The present study therefore seeks to fill these gaps by analyzing English parts of K-pop lyrics performed by girl groups and boy bands to investigate how male and female identities are represented to international audience. For this purpose, contemporary K-pop lyrics that contain English, launched in 2023-2024, were collected. The English parts of the data were processed by corpus software to extract common words that constitute the texts. It is found that first- and second-person pronouns and determiner are among the top-10 most frequent lexis in the English parts. They were analysed qualitatively in terms of transitivity and collocational patterns. Their textual patterns point to the ways gender stereotypes are debunked in English parts of the given lyrics, e.g. women represented as powerful, assertive, confident, and taking control of the relationship and men as desperately love-struck, vulnerable and submissive.

“Dead at the Scene” and More: Lexical Bundles in Accident News

Muthurin Leelasetakul — Wed, 30 Jul 2025 00:00:00 +0700

This study explores lexical bundles in vehicular accident news with the goal to provide a lexical bundle list for students learning to write this genre of news in English. A corpus of accident news is constructed from vehicular news articles from four English news sources over a period of one year. The lexical bundles are extracted from using the frequency-based approach in which the frequency cut-off point for this study is at 60 per million words, and they must also appear at least in three different texts and in two subcorpora. In total, there are 79 lexical bundles identified for vehicular accident news and they are further categorized based on their functions as stance expressions, discourse organizers, referential expressions, and news-specific functions. The patterns and contexts of usage for each lexical bundles are discussed in detail so that they can be of use for teachers and students.

Needs Analysis for Developing an English Textbook for Doctoral Students in the Context of Buddhism: Enhancing Listening and Speaking Skills

Nopporn Sarobol, Phrakhrupalad Wisithakul Sudaruk — Wed, 30 Jul 2025 00:00:00 +0700

Needs analysis is essential for designing materials or textbooks, as it ensures that the content meets the specific needs and context of target learners. This research aims to explore the needs of doctoral students and stakeholders at a Buddhist university in Thailand to inform the design of an English textbook for doctoral students in listening and speaking skills. The study involved 155 doctoral students from various fields of study and 19 university administrative staff. Data were collected through a questionnaire focusing on the desired content and language functions for listening and speaking skills. The survey results identified topics and language functions related to Buddhism that met the needs of both students and additional stakeholders. Content areas such as traditions and festivals, education, science and technology, and social issues were rated highly by students and very highly by the administrative staff. In terms of language functions, listening for the main idea and details, making suggestions, giving instructions, expressing opinions, and providing reasons were perceived highly by students and very highly by administrative staff. These findings have implications for the development a textbook for an English course focused on Buddhism.

Effects of the Shadowing Technique on English Listening Comprehension for Chinese EFL Senior High School Students

Yating Mu, Sukham Wasuntarasophit — Wed, 30 Jul 2025 00:00:00 +0700

The shadowing technique has gained attention in language education for improving listening comprehension and linguistic skills (Hamada, 2024; Lestari, 2022). This study examined the impact of the shadowing technique on enhancing listening comprehension among 30 Chinese EFL senior high school students through two months of targeted instruction. Data were collected through a listening comprehension test, a questionnaire, and student logs. Analyzed test scores using paired-sample t-Tests indicated significant improvements in listening comprehension. Questionnaire results, evaluated through Mean and Standard Deviation, highlighted progress in linguistic skills such as speaking, pronunciation, vocabulary acquisition, and intonation. Log data were examined using qualitative content analysis, revealing cognitive benefits, including enhanced working memory, improved listening focus, reduced anxiety, and increased motivation. Despite these positive outcomes, challenges were encountered, including unfamiliar vocabulary, complex sentence structures, fast speech delivery, and tedium from repetitive exercises. These findings underscore the importance of scaffolding linguistic knowledge, segmenting tasks into manageable stages, and providing structured support to optimize the application of the shadowing technique in language learning.

Thai EFL Students’ Ability to Reason as Results of Training in Written Argumentation

Chamnong Kaewneam — Wed, 30 Jul 2025 00:00:00 +0700

Written argumentation involves providing reasons to support the writer's stance on a contentious issue. A question arose in the study regarding how training in written argumentation would impact Thai EFL learners' ability to reason. The research adopted a quasi-experimental design. A group of English for Communication students received training in writing argumentation, guided by an updated set of criteria for written argumentation: relevance, reasoning, organization, language use, and the writer’s voice (Kaewpet, 2018). Three sets of argumentative essays were collected from 38 students, providing data from before, during, and after the training. The essays were evaluated by three assessors using the same criteria. Differences in the students' abilities were measured using ANOVA, followed by Tukey's HSD (beta). Patterns of differences were also examined. The influence of argumentation and writing elements on the overall quality of the essays were assessed using Pearson correlations. The results revealed that students’ ability to reason differed significantly between the pre-training and post-training stages, with 39.47% of the students showing improved scores after the training. Both the ability to argue and the ability to write had a positive influence on the overall quality of argumentation written by students of all ability levels. The quality of most argumentation elements was rated as moderate. These elements had varying influences on the overall quality, ranging from weak to moderate to strong. The present study confirms the effectiveness of explicit training in written argumentation for enhancing English learners’ reasoning abilities and suggests the need for further investigation into students' ability to engage in real-world situations that require critical thinking skills and intellectual capacity.

An Exploration of EFL Students’ Perceptions of English Critical Reading: A Case of Thai Undergraduate Students in Songkhla Province

Phanlapa Khathayut, Caroline Walker-Gleaves — Wed, 30 Jul 2025 00:00:00 +0700

Teaching critical reading has posed challenges for Thai educators, but research on this topic in Thailand has been limited, particularly studies examining university students' perceptions of English critical reading. This study provides original knowledge of Thai university students’ views on English critical reading and offers recommendations for universities to improve their students' English critical reading skills. The mixed-method approach has been employed and the qualitative data generated provided insights into students’ views on their understanding of critical reading and how the university helps students increase their critical reading skills. The revised Bloom’s Taxonomy served as a framework for interpreting and examining the issues. The findings demonstrate the students’ low perception of English critical reading although positive attitudes concerning its importance were expressed. The students showed uncertainty of reading strategies used when they read a text although some strategies were at the lowest level of the revised Bloom’s Taxonomy. The study recommends that the university should implement effective teaching methods, utilize suitable materials, and foster a positive learning environment to enhance students’ critical reading skills. The findings of this study offer valuable guidance for instructors, curriculum designers, and university administrators to improve students' critical reading skills and cultivate a supportive reading and learning environment.

Implementation of English Competency-Based Curriculum in Public Sandbox Schools in Thailand’s Deep South

Singhanat Nomnian, Watcharin Fonghoi, Nasree Pitaksuksan — Wed, 30 Jul 2025 00:00:00 +0700

An English competency-based curriculum (CBC) policy has recently been proposed and implemented by the Ministry of Education (MoE) at public sandbox schools in education innovation areas around Thailand. Little is known about CBC policy implementation in Thailand’s Deep South. This study explores voices of the key stakeholders—school administrators, teachers, teacher educator and parents—regarding CBC policy implementation in Narathiwat, one of the three southernmost provinces. Drawing upon a reflexive thematic analysis of the interview transcripts of fifteen stakeholders, the findings reveal four key factors underpinning effective English CBC policy implementation: policy implementation at the school level, influence of sociocultural and linguistic contexts, the support of the MoE, and the inclusive engagement of stakeholders. Though this study was conducted in only one southern province, its implications may help policy makers, educational administrators, and relevant parties recognize issues attending the implementation of English CBC in public sandbox schools in all of Thailand’s southernmost provinces—this corresponds to the advocacy of equal opportunities and education equity (SDG 4 Quality Education) for all.

Exploring Self-assessment Literacy and Its Impact on Writing Performance: A Case Study of EFL Students

Ima Fitriyah, Utami Widiati, Dewi Nur Suci — Wed, 30 Jul 2025 00:00:00 +0700

This case study investigates the self-assessment literacy (SAL) of English as a Foreign Language (EFL) students and its potential influence on their writing performance. The study focuses on six participants, divided into two groups: three with high levels of writing performance and three with low levels. This study exploited an interview protocol guided by Guo et al.’s (2021) SAL model to reveal students’ literacy in self-assessment, self-assessment checklist adapted from Nimehchisalem (2014), and documentation of students writing performance to collect the data. The study examined whether there is a difference in SAL between the two performance groups and whether SAL impacted their respective writing performances. The findings descriptively showed that the students with high and low writing performance mostly had perceived similar concept of self-assessment comprehension compared to self-assessment implementation, self-assessment interpretation and critical engagement with self-assessment. High-performing students engage more in self-assessment, especially in application, interpretation, and critical engagement. Low-performing writers, in contrast, demonstrate some ability in interpretation but lack application and critical engagement. In addition, self-assessment comprehension is not strongly associated with either group. This suggests that critical engagement and application skills may contribute to the students cognitive and metacognitive growth for their writing performance. These findings may inform writing teachers in designing more targeted interventions to enhance both SAL and self-assessment practice to foster improved writing skills among EFL learners.

Persistent Invisibilities: Discourses, Identities, and Investment in English as a Foreign Language among Yi Minority College Students in Contemporary China

Changlin Chen, Aree Manosuthikit — Wed, 30 Jul 2025 00:00:00 +0700

Research in applied linguistics and language education has well documented that ethnic minority students often face challenges and underperform in mainstream English classrooms due to their limited linguistic capital and proficiency. However, the connections between these students’ English learning experiences and the social contexts that shape their multiple identity constructions have been largely underexplored. This ethnographic case study examines how seven Yi Chinese minority students invest in learning English as a foreign language and construct multiple identities within various Discourses at a large university in China. Utilizing Discourse, investment, and identity theory, as well as thematic analysis of interviews, diaries, and fieldnotes, the study found that: (1) minority students constructed both negative and positive identities across time and space, influenced primarily by Discourse of ethnic differentiation, exam orientation, and blended learning; (2) they selectively invested in English lexical knowledge, listening skills, and spoken English, focusing on areas believed to bring them most benefits in their future lives; and (3) their English learning in college was shaped by their perceptions of the language, their future aspirations, and their socio-cultural dynamics. The study highlights the critical need for language educators to recognize the multiple identities, agency, and diverse learning needs of minority learners.

Navigating the Complexities of Intercultural Sensitivity: A Qualitative Study of Thai Undergraduate Students' Developmental Journeys

Anyarat Nattheeraphong, Züleyha Ünlü, Nitchaya Wattanavorakijkul — Wed, 30 Jul 2025 00:00:00 +0700

This study examines the development of intercultural sensitivity among Thai undergraduate students who have extensive intercultural experiences. Employing Bennett's (1993) Developmental Model of Intercultural Sensitivity as a framework, the research traces students' progression through various stages of intercultural sensitivity—from denial to integration—over time. Data were gathered through Snake interviews and semi-structured interviews, providing a diachronic perspective on the students' developmental journey. The findings reveal that intercultural sensitivity does not follow a linear path; instead, students fluctuate between stages based on their experiences and contexts. The study highlights the importance of sustained intercultural engagements, hands-on workshops, and leadership roles in intercultural programs in fostering this progression. It also critiques higher education internationalization strategies that prioritize the quantity of international students, staff, and mobility programs without incorporating reflective practices and deep intercultural interactions into the curriculum. The research calls for comprehensive intercultural programs in educational institutions to cultivate genuine intercultural competence, equipping students to navigate the complexities of a globalized world.

Using CA-Informed Transcription Symbols in Conversation Teaching to Improve Thai EFL Learners’ English Stress and Intonation

Natnicha Dankanjanakpan, Kemtong Sinwongsuwat — Wed, 30 Jul 2025 00:00:00 +0700

This research explores the effectiveness of Conversation Analysis (CA) transcription symbols in teaching English stress and intonation, as well as students' attitudes toward their role in understanding prosody. A quasi-experimental study was conducted with 43 undergraduates enrolled in an English conversation class. Participants were divided into control and experimental groups, both receiving identical materials. Over five weeks, the experimental group was taught using CA transcription symbols, while the control group used transcripts without these visual cues. The findings indicate substantial improvement in pronunciation accuracy among students in the experimental group, while the control group demonstrated minimal progress. An independent samples t-test revealed a significant difference in post-test performance between the two groups (t = 8.37, p < .001, 95% CI [8.95, 14.65]), with a large effect size (Cohen’s d = 2.614). The experimental group’s mean scores increased significantly from 47.09 (SD = 7.56) to 66.19 (SD = 6.71), whereas the control group’s scores rose only slightly from 54.77 (SD = 8.61) to 62.06 (SD = 7.37). Qualitative data indicated that learners developed greater awareness of English stress and intonation, finding the symbols helpful in enhancing their pronunciation. The study supports integrating CA transcription symbols into English conversation teaching to enhance students' prosodic awareness and pronunciation skills.

Investigating the Perceptions of Thai University EFL Students towards English as a Medium of Instruction at a Tutorial School: A Case Study

Saksit Laohavoravudhikul, Saksit Saengboon — Wed, 30 Jul 2025 00:00:00 +0700

This study investigates the use of English as the medium of instruction (EMI) by a non-native speaker as part of shadow education. Data were collected from a group of Thai students (n = 5) enrolled in an English course at a local tutorial school during their last year of tertiary education. Specifically, the study focused on the perceptions and experiences of the participants' being tutored under EMI by a non-native teacher. Email interviews were conducted with the participants and were later transcribed. In addition, three essays were collected from each of the participants, totaling 15 pieces and analyzed focusing on global, morphological and syntactical levels. Also, interaction behavior and attitudes towards English were observed. Salient findings are as follows: 1) the participants appeared to display positive perceptions towards EMI instruction; 2) drastic improvements were observed in terms of word choices and more correct syntactical structures and 3) most participants were willing to speak English more often among themselves. Limitations were reported and implications discussed about teaching performances.

Fostering Epistemic Expertise and Research Rigor among EFL Doctoral Students in English Studies: A Follow-Up Study Using a Self-Efficacy Lens

Saneh Thongrin — Wed, 30 Jul 2025 00:00:00 +0700

This follow-up study examines whether participation in the Research-Publication (Res-Pub) Training Workshop influenced the epistemic expertise and research rigor of 20 doctoral students in English Studies. The workshop was designed using a reframed Community of Practice (CoP) approach situated within the Disciplinary Writing Expertise (DWE) framework. To enhance research publishability, this study introduces the Scholarly Rigor-Expertise (SR-E) model, integrating eight methodological components—(1) Critical Literature Navigation, (2) Domain-Specific Knowledge, (3) Epistemological Awareness, (4) Conceptual Framework Development, (5) Methodological Justification, (6) Transparent Data Collection Design, (7) Analytical Rigor and Interpretation, and (8) Reflective and Contextual Conclusions. A mixed-methods design integrated a self-constructed self-efficacy survey with qualitative data from focus groups and in-depth interviews. Findings showed strong self-efficacy in six areas (means = 3.26 -3.42) and moderate self-efficacy in Conceptual Framework Development, and Reflective and Contextual Conclusions (means = 3.20, 3.14). Qualitative data enrich the quantitative findings, offering deeper insights into the SR-E model’s effectiveness. Focus groups interviews emphasized Domain-Specific Knowledge, while in-depth interviews deepened Methodological Justification–both central to research expertise. The findings suggest the Res-Pub Training Workshop, grounded in the Reframed CoP model, could enhance the participants’ scholarly rigor and expertise, fostering research and practice to support doctoral students and young scholars’ development.

The Impact of Internet-Based International Small-Group Activities on Students in the Countryside

Muhammadheesam Mayuroh, Shigenori Wakabayashi, Jun Iio — Wed, 30 Jul 2025 00:00:00 +0700

This study investigates the impact of collaboration classes through the internet carried out amongst Thai and Japanese students under the Students Meet Internationally through Language Education (SMILE) project on a group of Thai high school students in a rural area. This study examines how online collaboration classes increased their confidence and self-evaluation of their own English abilities, cultural awareness, and skills with Information and Communication Technology (ICT). The duration of the program’s collaboration was three weeks; each week, two Thai students were assigned to meet online with the same two Japanese students to discuss different topics and exchange information with one another. The participants included twelve students from upper secondary schools in Thailand and Japan (i.e., N = 24). Data were collected from the Thai students via an online questionnaire and an interview after the course. Our data show that collaboration classes through the internet had strong positive effects on the students: They provided them with a genuine international environment in which to communicate in English, helping to raise their cultural awareness alongside other important points that should be cultivated in pre-secondary education. Most students were eager to join collaboration classes through the internet once again because they enjoyed utilizing their second language, English, as an authentic tool for communication. The overall project made a significant impact on the students, raising their confidence and enhancing their internal motivation.

Investigating Intercultural Awareness Development and Attitudes towards Intercultural Activities in an English for Intercultural Communication Course: A Case Study of Thai University Students

Nattida Pattaraworathum — Wed, 30 Jul 2025 00:00:00 +0700

The study examines the development of 24 students’ intercultural awareness and their attitudes towards intercultural activities based on Baker’s (2022) model of Intercultural Awareness (ICA) in a course on English for Intercultural Communication. In addition to the university’s course evaluation, pre- and post-test questionnaires, classroom observations, and document archives were used to collect data over a semester. The data were analyzed using qualitative content analysis. The findings reveal a significant change in students’ intercultural awareness through the use of intercultural activities. However, as a reversion of students’ ICA levels is also observed, this study suggests that the development of their knowledge and attitudes may progress at different rates. Nonetheless, students hold high satisfaction with the content and methods.

Exploring Self-Regulated Learning and Motivational Strategies in a Flipped Classroom: Implications for Academic Achievement

Nutchayaporn Jartitngarm — Wed, 30 Jul 2025 00:00:00 +0700

In recent years, there has been a growing shift in education towards learning that extends beyond traditional classroom settings. With the rise of digital technologies and the prevalence of self-directed learning environments, teachers are increasingly interested in how students take control of their learning. As traditional classroom structures give way to more flexible, learner-centred environments, understanding how students engage in self-regulated learning (SRL) and self-motivation outside the classroom has become crucial. The flipped classroom provides a unique context for investigating SRL strategies and motivational beliefs, as it requires students to take greater responsibility for their learning both in and out of class. This study aimed to explore students’ perceptions of (1) self-regulated learning strategies and (2) motivational beliefs, as well as to investigate the relationship between SRL strategies and academic achievement, based on a sample of 52 first-year EFL students. The data were collected using a Likert-scale questionnaire, semi-structured interviews, and an English achievement test. The findings highlight the importance of self-evaluation and intrinsic motivation in maintaining academic focus. Pearson correlation analysis revealed significant relationships between English achievement scores, learning strategies, and self-evaluation, underscoring the importance of structured self-regulated learning practices in supporting language proficiency development.

Connecting Reading and Writing in Foreign Language Instruction: A Process-genre Approach

Orathai Chaiya Jarunthawatchai, Wisut Jarunthawatchai, Lester Gilbert — Wed, 30 Jul 2025 00:00:00 +0700

This study explores how connecting reading and writing through a process-genre approach enhances EFL learners’ academic writing competence. Based on quantitative and qualitative data, the study demonstrates that students made statistically significant improvements across seven writing traits, with the most substantial gains observed in discourse-level features—interestingness, organization, content, and cohesion. These developments were supported by students’ growing genre awareness acquired through scaffolded reading and analyzing of model texts, collaborative and independent writing tasks, and reflective activities. The findings also reveal how students systematically applied genre knowledge to their own compositions, particularly in understanding writing contexts, communicative purposes, and audience expectations. While improvements in linguistic accuracy and appropriacy were more moderate, students reported that they gained more confidence in writing. Through engagement with the reading and writing activities, students could observe how meaning is constructed in texts and apply these insights into their writing. This study underscores the pedagogical significance of connecting reading and writing within a process-genre instruction to enhance meaningful writing development.

Writing Problems of Thai Candidates for Academic Writing Tasks in IELTS Standardized Test

Nalinporn Laohasawad, Monnipha Somphong — Wed, 30 Jul 2025 00:00:00 +0700

This research examined the writing difficulties faced by Thai students taking the International English Language Testing System (IELTS) Academic Writing module. The study examined error patterns in IELTS Writing Tasks to highlight how English writing proficiency impacts international university admission prospects. Despite universities commonly requiring IELTS scores between 6.0 and 6.5, Thai test-takers have historically achieved mean scores of 5.5-5.7 in the writing section. Analysis of writing samples from 15 Thai candidates revealed prevalent challenges including time allocation, grammatical accuracy, organizational structure, and logical flow. The research sought to develop evidence-based recommendations for test preparation and inform pedagogical approaches, with the ultimate goal of helping Thai students improve their IELTS writing performance.

Politeness and Speech Acts in Cross-Cultural YouTube Interview Discourse: A Comparative Study of Thai and Chinese Hosts and Guests

Chamaipak Maiklad, Kanokporn Numtong — Wed, 30 Jul 2025 00:00:00 +0700

This study investigates how cultural norms influence English-language communication by examining speech acts and politeness strategies in informal digital discourse. Focusing on ten YouTube interviews—five from Thailand’s KND Studio and five from China’s ICON—the study analyzes how Thai and Chinese hosts and guests use English as a lingua franca. Guided by politeness theory and speech act taxonomy, the analysis found that both groups primarily used representative and directive speech acts, with positive politeness strategies being dominant due to the casual interview format. Notably, Thai hosts often adopted a relaxed and informal tone, reflecting Thai cultural values of approachability and friendliness, which some viewers perceived as less polite. In contrast, Chinese speakers were viewed as more formal and indirect, contributing to perceptions of higher politeness. To triangulate the findings, interviews were conducted with Thai undergraduate, graduate, and academic participants, who provided interpretations of politeness based on the clips. The study highlights the impact of cultural values on English use in intercultural settings and supports the integration of pragmatic awareness into language education. It contributes to cross-cultural pragmatics and digital discourse analysis, while acknowledging limitations such as the small sample size and focus on only two Asian contexts.

Effects of Narrow Reading on the Reading Comprehension, Vocabulary Acquisition, and Perceptions of L2 Students in an ESP Classroom

Chutima Bunparit, Pennapa Riabroi — Wed, 30 Jul 2025 00:00:00 +0700

This mixed-methods study examined how narrow reading affects L2 undergraduate students of forestry and agriculture in terms of their reading comprehension, vocabulary growth, and perceptions of their language knowledge and skills. To collect the data, three instruments were employed, namely pre- and post-tests, online questionnaires, and journal reflections of 37 undergraduate students. The test scores were analyzed using mean, standard deviation, and paired samples t-test, while the qualitative data were analyzed through content analysis. The findings showed enhancement in reading comprehension and increased lexical knowledge. All the participants perceived narrow reading as a beneficial activity for their studies and future careers, and they found the texts interesting and meaningful. They were also aware of their improvement in language skills and vocabulary knowledge. Qualitative data from journal reflections also indicated that students gained more discipline-related contextual knowledge and improved their analytical and learning skills. The results provide various suggestions for language teachers and students, especially in ESP classes.

Decolonising the TESOL Curriculum in Thailand through Global Englishes: A Wake-up Call

Banchakarn Sameephet — Wed, 30 Jul 2025 00:00:00 +0700

In Thailand’s schools, after almost 20 years of using the Basic Education Core Curriculum 2008, alarm bells are finally ringing. We know well that native speakerism ideologies are embedded in the curriculum, but we know little about their impact on TESOL practices. Native speakerism stems from colonial power structures, privileging White Western knowledge and culture over non-native perspectives. It perpetuates unjust discrimination and biased values by assuming that native speakers are inherently superior. My study employed the decolonial turn as its theoretical framework alongside Global Englishes (GE) as the conceptual framework to decolonise the Thai TESOL curriculum. I investigated the negative impact of native speakerism ideologies, examined teachers’ need to emphasise GE, and identified barriers to integrating GE into the curriculum. I utilised a qualitative approach, drawing on texts, images, and oral accounts as data sources. The curriculum was analysed to examine language ideology and norm. Eight teachers were interviewed to gain insight into their experiences and perspectives as curriculum users. Images reflecting native speakerism were collected as empirical evidence of their practices to support the interview findings. The data was analysed using grounded theory. The findings confirmed that native-speakerism played a crucial role in language models and teaching culture in implementing the curriculum. Teachers expressed concerns about the resistance to varieties of Englishes in teaching practices and the exclusion of qualified non-native English-speaking teachers in hiring practices at their schools. Their colleagues’ strong preference for American and British English, as well as the school authorities’ firm favouritism towards White native English-speaking teachers, hindered the promotion of GE awareness in the curriculum. This paper is a call for Global Englishes in action to decolonise the TESOL curriculum to better reflect the realities of today’s world.

Exploring Rural EFL Lecturers’ Perspectives on the Integration of Artificial Intelligence (AI) in Foreign Language Pedagogy

Wed, 30 Jul 2025 00:00:00 +0700

Artificial Intelligence has significantly reshaped foreign language pedagogy, encouraging rural EFL lecturers to move beyond traditional methods. This study aims to investigate the perspectives of rural EFL lecturers in Indonesia on integrating AI into their teaching practices. Using a qualitative design and case study approach, the study explores how rural lecturers perceive the role of AI in language teaching and integrate foreign language pedagogy for classroom dynamics and learning outcomes. The participants included four EFL lecturers from different institutions selected through a purposive sampling technique to ensure a variety of teaching contexts and exposure to AI tools. The data collection method included semi-structured interviews and observation focusing on AI integration and challenges. This study analyzed the data using thematic analysis to identify the key themes of rural EFL lecturers’ perspectives. The study revealed that AI offers significant benefits, including streamlining lesson preparation, facilitating interactive and personalized learning experiences, and fostering independent learning among students. However, infrastructural limitations such as unreliable internet connectivity and gaps in digital literacy hinder AI’s optimal implementation. The result shows that integrating AI into rural foreign language pedagogy has a significant role in enhancing teaching.

Exploring Public Speaking Preparation: Insights from Vietnamese EFL Students

Long Viet Le, Anh-Thi Tran Ho — Wed, 30 Jul 2025 00:00:00 +0700

Public speaking (PS) is an important skill for English as a Foreign Language (EFL) students, yet it often presents significant challenges to these learners. This study sets out to explore PS preparation among Vietnamese EFL students enrolled in an advanced speaking course at a university in Vietnam. Adopting a mixed-methods approach, data were collected from 100 students via questionnaires, followed by in-depth interviews with 10 volunteer participants. The research reveals that while students demonstrate a strong understanding of PS competencies, including topic development and organization skills, they face considerable hurdles such as language anxiety, idea generation, and audience engagement. Most preparation activities in which students engaged focused on self-directed practices like rehearsals and visual aid creation, with limited reliance on collaborative feedback and audience analysis. These findings highlight the need for targeted interventions, such as structured peer reviews, instructor-led guidance, and technology-driven tools, to foster confidence and competence. This study not only deepens our understanding of EFL students’ experiences but also offers insights for educators to bridge gaps in PS instruction and empower students to excel.

The Interplay of Perception and Production: Southern Thai EFL Learners’ Native Language and Dialect Contact Influence on English Pronunciation

Jomjai Sudhinont — Wed, 30 Jul 2025 00:00:00 +0700

This study investigates variations in English short vowel sounds and their correspondences within the context of Southern Thailand, focusing on how these variations may affect intelligibility and comprehensibility in spoken English. It also examines the interplay between speech perception and production, focusing on the impact of mother tongue interference (MTI) and language contact (LC). A group of 88 tertiary students whose native language is either the Southern Thai dialect or the Standard Thai language was examined. A questionnaire and tests were employed to explore the correspondence and to assess speech perception and production. The descriptive statistics and post hoc test for one-way ANOVA results indicated that MTI and LC affect the pronunciation of English words, especially the vowel /e/. Furthermore, a new vowel sound correspondence was observed. Cross-tabulation analyses revealed comparable effects of MTI and LC on perception and production abilities. Specifically, speech production tended to mirror perceived sounds, and this effect resulted from MTI and LC. The study highlights the impact of MTI, LC, and vowel variation on English pronunciation among Southern Thai students.

Subject-verb Concord of Nouns with Latin Plural Endings in Philippine English

Audrey B. Morallo, Shirley N. Dita — Wed, 30 Jul 2025 00:00:00 +0700

This study investigates the subject-verb (SV) concord of nouns with Latin plural endings in Philippine English. Despite the seemingly straightforward nature of SV agreement, it poses challenges for first-language (L1) and second-language (L2) English learners. Data from the GloWbe and NOW corpora were analyzed to identify the nouns’ SV concord frequency patterns in Philippine, American, and British English. The findings show that the nouns can be categorized into three groups based on agreement patterns. Some, like "agenda," favor a singular interpretation, while others, such as "criteria," are treated as plural. A third group demonstrates ambivalent agreement. These findings emphasize the tension and confusion between the notional and grammatical agreement. By analyzing agreement patterns, this study sheds light on learning complexities and language acquisition and education, and encourages a normative rule evaluation surrounding subject-verb concord. This also highlights the importance of recognizing and understanding usage variations in usage as vital language learning components.

“Gender” in English Political News in Thailand: A Keyword and Collocational Analysis of LGBT

Thayakorn Klomkaew, Monthon Kanokpermpoon — Wed, 30 Jul 2025 00:00:00 +0700

This study examines how LGBT people are represented in Thai political online news discourse by analyzing the use of the term “gender.” Utilizing a corpus of English-language articles from Prachathai and Bangkok Post published between 2020 and 2024, the research employed corpus-assisted discourse analysis, combining quantitative keyword and collocation analyses with qualitative thematic analysis. The quantitative analysis identified “gender” as the most prominent keyword, uncovering key themes such as “gender equality,” “identity,” “recognition,” “markers,” and “neutrality.” Collocational analysis provided further insights, revealing strong connections between “gender” and terms with the aforementioned emerging themes. Also, the qualitative thematic analysis added context and nuanced interpretations to these findings. The results highlighted both advancements in LGBT advocacy and ongoing issues, such as discrimination and negative representations. This study sheds light on the news media’s role in shaping societal views on gender and sexuality within a specific socio-political framework. The use of methodological triangulation enhances the reliability and depth of the interpretations.

From Tutors to Influencers: Content Types and Micro-Celebrification of English Teaching TikTok Creators in the Thai Context

Sichon Koowuttayakorn — Wed, 30 Jul 2025 00:00:00 +0700

This research paper explores the subculture of English language teaching on TikTok among Thai-language content creators who take on the role of English tutors. The study adopts a descriptive qualitative approach through content analysis, examining public data from 75 recent posts across five TikTok profiles collected in December 2022. The study’s aim is to understand how these tutors create video content and engage in the micro-celebrification process. The findings reveal four main types of frequently published videos: educational, promotional, experiential, and intimate content. Additionally, the study observes that these tutors adopt micro-celebrification practices to create relatable and credible personas across four dimensions: humor and entertainment, shared linguistic and cultural repertoires, audience interaction, and the absence of teaching credentials. The research contributes to an understanding of how informal English language tutors utilize social media platforms like TikTok to disseminate knowledge, negotiate identities, build teacher-learner relationships, and cultivate fame. These findings provide implications for teacher and professional development in the 21st century.

From Passive Answers to Active Inquiry: How AI Supports Critical Reading in EFL Classrooms

Nuchsara C. Thongsan, Neil J. Anderson — Wed, 30 Jul 2025 00:00:00 +0700

This study investigates the integration of ChatGPT, a generative AI tool, into critical reading instruction for university-level EFL learners. Recognizing the importance of higher-order reading skills such as evaluating arguments, recognizing bias, synthesizing information, and generating counterarguments, the research explores how AI-supported tasks influence both skill development and learner perceptions. Using a mixed-methods sequential explanatory design, the study engaged 35 second-year English majors in an eight-week intervention. Data collection included pre- and post-tests, five AI-integrated reading tasks, a structured questionnaire, and semi-structured interviews. Quantitative results revealed significant improvements in students’ ability to recognize bias, generate counterarguments, and identify main ideas. Qualitative analysis of ChatGPT interaction screenshots and student reflections demonstrated behavioral progression from surface-level clarification-seeking to more critical inquiry and evaluative questioning. Students reported high motivation and appreciation for AI's role in supporting comprehension and analysis. However, they also expressed skepticism, frequently verifying AI outputs and reflecting on potential bias. These behaviors contrast with earlier studies that emphasized uncritical reliance on AI tools, highlighting the emergence of critical digital literacy in this context. The findings suggest that AI can serve not only as a comprehension aid but also as a scaffold for cognitive and ethical engagement. When paired with explicit instruction, AI tools hold promises for fostering critical literacy and responsible use of technology in EFL education.

Scrutinizing Critical Literacy Pedagogy in the Institutionally Developed Foundation English Textbooks for Thai Undergraduate Students

Phachara Saiphet — Wed, 30 Jul 2025 00:00:00 +0700

This paper examines critical literacy pedagogy in two institutionally developed foundation English textbooks used in a public university in Thailand. The study has two main objectives: 1) to investigate the essential features of critical literacy pedagogy within the textbooks, and 2) to assess the extent to which these textbooks promote critical literacy among Thai undergraduate students. Instructional activities in these textbooks were analyzed using a critical literacy pedagogical framework through qualitative content analysis. The findings revealed that these textbooks embodied three essential features of critical literacy pedagogy including engaging, guiding, and expanding students’ thinking pertaining to societal issues and unequal power relations. The intermediate-level English textbook contained more activities that provided greater opportunities for students to critically reflect on social issues compared to the pre-intermediate textbook. This paper highlights the importance of critical literacy in English language courses and offers valuable implications for the development of English language textbooks and materials for Thai undergraduate students.

Thai Science and Social Science Undergraduates’ Perceptions toward Effective English Language Teacher Characteristics

Kanchana Cheewasukthaworn — Wed, 30 Jul 2025 00:00:00 +0700

This mixed-methods study investigated and compared the perceptions toward forty-five effective English language teacher characteristics of Thai undergraduates in science and social science programs at a private university. These characteristics were categorized into five categories: rapport, delivery, fairness, knowledge and credibility, and organization and preparation. A total of 417 undergraduates (215 in science programs and 202 in social science programs) were purposively selected to participate. A 4-point rating scale questionnaire and focus group interviews were employed to collect data. Quantitative data were analyzed by descriptive and inferential statistics, while qualitative data were analyzed by content analysis. Triangulation of the quantitative and qualitative findings revealed that the science and social science undergraduates had similar perceptions of effective English language teacher characteristics, although the independent samples t-test’s findings indicated some significant differences. Both groups identified rapport as crucial, with commonalities including high ratings for the teacher’s enthusiasm and low ratings for asking questions and randomly calling students to answer. The findings largely align with existing theories on effective English language teaching and offer practical insights for educators and administrators.

A Corpus-based Study of English Near-synonyms: Careful, cautious, and wary

Preeyanan Assawawattanasuntorn, Vanlee Siriganjanavong — Wed, 30 Jul 2025 00:00:00 +0700

This corpus-based study investigates the similarities and differences among the three synonymous adjectives: careful, cautious, and wary in terms of genre distribution, collocational patterns, semantic preference, and semantic prosody. Data were drawn from the Corpus of Contemporary American English (COCA). The results reveal that careful occurs widely across both formal and informal genres, with the highest frequency in TV and movie subtitles. In contrast, cautious and wary are predominantly found in more formal genres, such as newspapers and academic text. Collocational patterns further distinguish that careful frequently co-occurs with nouns such as attention, consideration, analysis, planning, and examination. Cautious commonly collocates with approach, optimism, step, investor, and consumer. Wary tends to appear with nouns such as eye, investor, look, consumer, and glance. While cautious and wary share several collocates and semantic preferences, careful does not overlap significantly with either. The majority of noun collocates with careful fall under the theme reflecting cognitive or analytical processes. Most noun collocates of cautious tend to appear in financial or economic contexts, while those of wary primarily relate to people and social perception. In terms of semantic prosody, careful exhibits neutral tones, whereas cautious exhibits neutral to negative prosody and wary is generally associated with a more negative connotation. These findings demonstrate that, despite their synonymous definitions, careful, cautious, and wary are not fully interchangeable across contexts due to distinct linguistic and semantic patterns.

The Ditransitive Construction of the Synonyms ‘Give’, ‘Offer’, and ‘Provide’: A Corpus-Based Study of Twenty English Varieties

Kanokwan Phongpanya, Natcha Khamhaengrit, Atikhom Thienthong — Wed, 30 Jul 2025 00:00:00 +0700

While synonymy has been extensively studied, few studies have examined the ditransitive construction of synonyms across English varieties. Informed by construction grammar viewing pattern-meaning combinations as constructions and using a 1.9-billion-word corpus of texts from 20 countries, this article analyzes four different ways of expressing ditransitivity by the synonyms give, offer, and provide, which share the core sense of ‘giving’. This analysis enables the exploration of syntactic variation between standard and variant patterns across 20 English varieties. The results show that the double-object pattern (e.g., give me a book) is preferred over its prepositional variants (e.g., give a book to me); while this pattern is standard for give and offer, it is not true of provide. As regards the varieties, ditransitive patterns are similar across the synonyms, except provide which alternates frequently among four syntactic variants across the varieties. The cluster analyses also show that, despite belonging to the same concentric circle, the varieties differ in the ditransitive patterns of the synonyms. Overall, the results demonstrate that semantic similarity tends to contribute more to syntactic frames than regional factors. This article offers several implications for teaching synonymy and ditransitivity from constructional and World Englishes perspectives.

How Thai EFL Pre-service Teachers Develop Materials: A Grounded Theory Study

Nuttanun Niwesworakarn, Kittitouch Soontornwipast — Wed, 30 Jul 2025 00:00:00 +0700

This research is a grounded theory study that aims to generate a theory to account for Thai EFL pre-service teachers’ materials development. The participants were twenty-two EFL pre-service teachers. Three rounds of stimulated recall interviews, consisting of five main research questions, were implemented. The resultant data was then analyzed using three coding processes: open, axial and selective coding. Peer debriefing and member checking were used to strengthen this qualitative research. The theory explains that Thai EFL pre-service teachers’ materials development processes comprise four main stages. The first stage is the pre-development stage. The process is affected by two main aspects: personnel and school. These aspects are influential in terms of opportunities, awareness, and regulation. The second stage is the development stage, which deals with developing materials. The third stage is the implementation stage, in which pre-service teachers analyze the materials and either implement them as planned, or with difficulty. In the final, post-implementation stage, they reflect on the suitability of their materials used in the classroom. The research demonstrates the professional development concerns of the pre-service teachers and has implications for the teaching profession community.

Dissecting Vocabulary Usage Across TED Talks Topics: A Corpus-based Perspective

Wed, 30 Jul 2025 00:00:00 +0700

Autonomous learning strategies, supported by diverse media, have become essential tools for enhancing vocabulary acquisition. Among these, TED Talks stand out due to their accessibility, topical diversity, and authentic linguistic input. Although previous research has highlighted the educational value of TED Talks, limited attention has been given to their vocabulary characteristics across different topics. This study addresses this gap by examining the lexical profile, CEFR alignment, lexical level, and lexical density of TED Talks across 20 topics using a corpus-based approach. A dataset of 1,000 Talks (2,348,137 tokens) was analysed using computational tools and established linguistic frameworks. The findings reveal significant variation in vocabulary characteristics among topics, indicating their suitability for learners at different proficiency levels. Topics such as Relationships and Psychology cater to beginners; Education and Social Change are appropriate for intermediate learners; while advanced learners benefit from topics like Science and Government & Politics, which exhibit higher lexical density and complexity. The study highlights the importance of aligning TED Talk topics with learners’ proficiency levels to optimise vocabulary acquisition. These findings provide practical guidance for educators and learners, supporting targeted language development through the tailored selection of TED Talks.

Exploring English Learning Resilience among Thai EFL Learners: A Structural Equation Modeling (SEM) Approach

Chuanpit Sriwichai — Wed, 30 Jul 2025 00:00:00 +0700

This study aims to examine the construct validity of the English Language Resilience Scale (ELRS), explore how English learning resilience can be predicted through the six factors of resilience (i.e. planning, self-control, persistence and continuity in English learning, growth mindset, flexibility, and sociability), investigate how English learning resilience can predict English learning achievement, and examine the mediating effect of English learning resilience on the relationship between the aforementioned six factors and English learning achievement. The ELRS with seven sub-scales (i.e. planning, self-control, persistence and continuity in English learning, growth mindset, flexibility, sociability, and English learning resilience) was validated by distribution to 150 second-year undergraduate students. The results of Pearson Correlation Coefficient revealed positive correlation among the seven variables in the ELRS, and the goodness of fit measures found in the Confirmatory Factor Analysis (CFA) indicated construct validity of the ELRS. Then, the ELRS was distributed to 300 second-year students in English for Specific Purposes courses in the second semester of academic year 2023 at a university in Thailand. Structural Equation Modeling (SEM) revealed that the six factors positively predicted English learning resilience. Moreover, English learning resilience significantly predicted English learning achievement. Furthermore, the six factors had significant and positive indirect effects on English learning achievement through English learning resilience. The ELRS used in this study was rigorously developed and validated, so it could serve as a valuable instrument for future research on resilience in ESP and other academic contexts. Applying it to further studies can also enhance result comparability and support the advancement of resilience-focused educational practices.