NIDA Journal of Language and Communication

A Book Review of Using English to Teach Content – A Practical Guide for Non-Native Teachers

2025-07-31T23:09:06+07:00

This book review discusses Using English to Teach Content is a practical guide for non-native English-speaking teachers who teach academic subjects in English. This book is very supportive to the fields of English Medium Instruction (EMI) and Content and Language Integrated Learning (CLIL) and provides a step-by-step framework for developing teacher communication, lesson planning, and language support in multilingual classrooms. It is relevant in Asian educational contexts where teachers are expected to use English as the medium of instruction although teachers are not native speakers.

AI Technologies in Optimizing Language Learning: A View of Vocabulary Acquisition

2025-11-10T10:28:20+07:00

As educational paradigms shift in the digital era, artificial intelligence (AI) technologies have emerged as pivotal tools in language teaching and learning. However, many educators remain unaware of the significance and components of AI technologies in education. This paper provides an overview of AI in optimizing language learning, particularly vocabulary acquisition, through four main aspects. The first aspect covers how AI aligns with theoretical language foundations, especially in constructivism, reinforcement learning, multisensory learning, and incidental learning. Second, it highlights AI features that facilitate language learning, such as personalized language learning, natural language processing, machine learning, adaptive learning, gamification, and computational thinking, with a specific focus on vocabulary acquisition. Third, three types of AI tools are discussed in facilitating vocabulary learning: asynchronous language learning, synchronous interactive platforms, and language assessment. The final aspect addresses the challenges and limitations of AI capabilities, including data privacy, bias, accessibility, over-reliance on technology, and ethical concerns. This paper underscores the potential of AI to transform vocabulary acquisition, enhancing its accessibility and effectiveness for diverse learner populations, while highlighting the need for collaborative efforts among educators, researchers, and technology developers. Ultimately, it contributes to the ongoing discourse on the role of AI in education, providing insights into best practices and future directions for research and implementation in language learning environments.

Enhancing Learning Outcomes and Students’ Satisfaction Through Flipped Classroom and STAD Integration in Thai EFL Students’ Syntax Learning

2025-11-10T13:14:50+07:00

This study explores the impact of integrating the Flipped Classroom model with the Student Teams-Achievement Divisions (STAD) technique on Thai EFL students’ syntax learning, focusing on learning outcomes and student satisfaction. The quasi-experimental study was conducted with 16 first-year Thai Bachelor of Education students in English. The study involved administering pre-immediate posttests and delayed posttests each consisting of 60 items. The tests assessed students’ knowledge and application of English grammar, focusing on the types and functions of words. The results of the comparative analysis show significant improvements in student achievement. Pretest scores (M = 25.25, SD = 7.08) increased substantially in the posttest (M = 52.81, SD = 6.92), with a statistically significant difference (Z = -3.521, p = .000). Retention was supported by the delayed posttest scores (M = 51.75, SD = 8.28), which remained high but slightly lower than the immediate posttest. Students expressed high satisfaction with the integrated approach, highlighting enhanced engagement, active participation, and personalized learning. The flipped classroom promoted self-directed learning by encouraging students to prepare before class, while the STAD technique facilitated peer collaboration, fostering teamwork and communication skills. The combined approach also developed higher-order thinking and a growth mindset, as students engaged in analytical and practical tasks. Despite these strengths, some students found pre-class preparation tasks less engaging, indicating a need for improved task design. Overall, this integration significantly enhances academic performance and satisfaction.

Academic Writing Anxiety and Coping Strategies of EFL Postgraduate Students at a Thai University

2025-11-10T14:10:50+07:00

This study aimed to investigate symptoms and causes of academic writing anxiety among Thai postgraduate students of English as a foreign language, as well as the strategies that students use to cope with academic writing anxiety. The participants were 30 postgraduate students majoring in English in a Master of Arts (MA) program at a Thai university. The primary research instruments used in this study were the Academic Writing Anxiety Inventory (AWAI) and semi-structured interviews. The quantitative results revealed that cognitive anxiety emerged as the highest category. Additionally, the data indicated that a lack of topical knowledge was the most significant source of academic writing anxiety among the participants. The qualitative results demonstrated the participants' perceptions of academic writing and their strategies to cope with anxiety during the academic writing process. These strategies can be categorized into four main groups: seeking support from others, taking breaks or pausing during the writing process, adopting a positive mindset, and employing cognitive strategies such as effective time management. These insights contribute to a deeper understanding of the challenges associated with writing anxiety in a graduate context.

Task‐Based Language Teaching to Develop Japanese Language Speaking Skills among Thai Secondary Students

2025-11-10T15:00:49+07:00

Japanese is a widely taught foreign language in Thailand, with secondary school students being the largest group of learners. However, many students struggle with speaking Japanese. This study aimed to address this issue by: (1) developing task-based language teaching (TBLT) lesson plans to improve the speaking skills of Thai learners, targeting an efficiency criterion of 75/75; (2) evaluating the influence of TBLT on students’ anxiety related to speaking Japanese; and (3) exploring students’ attitudes towards the TBLT lesson plans. The study used a single-group quasi-experimental design. Data were collected over four action research cycles, involving 42 purposively selected secondary school students enrolled in a Japanese elective course. The instruments used included post-cycle tests, post-tests, and questionnaires. The findings revealed that: (1) the TBLT lesson plans achieved an efficiency criterion of 83.13/85.94, exceeding the target of 75/75; (2) a paired samples t-test indicated a significant reduction in students’ anxiety levels, with scores before the intervention (M = 20.190, SD = 1.131) compared to after the intervention (M = 16.595, SD = 1.594); t(41) = 14.217, p < .01; and (3) the questionnaire results showed positive attitudes towards the TBLT lesson plans. Additionally, the study discussed the challenges encountered and provided pedagogical implications for future practice.