Journal of Studies in the English Language
https://so04.tci-thaijo.org/index.php/jsel
<p>The <strong><em>Journal of Studies in the English Language</em></strong> <strong>(<em>jSEL</em>)</strong> is a well-established, peer-reviewed journal managed by the Department of English and Linguistics at the Faculty of Liberal Arts, Thammasat University, Thailand. Since its founding in 2003, the journal has given academics from the ASEAN region and beyond a vital platform to publish their creative works on English, especially in relation to the difficulties associated with teaching and learning the language and the perspectives of non-Western scholars on Western literature. The journal's strict double-blind peer review procedure, which guarantees that all published articles fulfil the highest criteria of academic integrity, is proof of its dedication to high-quality scholarship.</p> <p><strong>AIMS AND SCOPE</strong><br /><em>jSEL</em> publishes works written in English and on the topic of the English language, including empirical research articles, academic articles, review articles, and book reviews. <em>jSEL</em> welcomes work done by ASEAN scholars that focuses on the unique challenges and issues surrounding the use of English in this part of the world. <em>jSEL</em> is especially interested in issues related to English language use in transcultural, translanguaging, and translational settings. These issues include work done in the following broad areas: <br /> • English language teaching, learning, and assessment <br /> • Discourse, register, and stylistic analysis of English varieties<br /> • Intercultural communication<br /> • Literary & cultural studies<br /> • Translation and interpretation</p> <p><strong>EDITORIAL PROCESS (PEER REVIEW)</strong><br /><em>jSEL</em> operate a double-blind peer review process. The full details of which can be found on our <a href="https://so04.tci-thaijo.org/index.php/jsel/Reviewing_Process">Peer Review Process</a> page.</p> <p><strong>PUBLICATION FREQUENCY</strong><br /><em>jSEL</em> publish three issues a year in electronic format only (starting in 2024):<br /> • Issue 1: January–April<br /> • Issue 2: May–August<br /> • Issue 3: September–December</p> <p><strong>TYPES OF ARTICLES<em> jSEL</em> PUBLISH</strong><br /> • <em>Empirical Research Articles</em> (max. 9000 words inclusive of references) that use quantitative, qualitative, or mixed-method approaches. Papers should include a concise title, abstract (200-250 words), keywords, introduction, literature review, methods, results, discussion, conclusion, and references. <br /> • <em>Academic Articles</em> (max. 7000 words excluding references) that focus on theoretical and methodological issues, including literary and cultural studies, and stylistic analysis. Papers applying established literary theories to texts (e.g., case studies) are considered only if they contribute new insights or advancements to the field. Submissions should address theory, methodology, or textual analysis.<br /> • <em>Review Articles</em> (max. 5000 words including references) Review articles are papers that offer succinct, up-to-date reviews of a current topic. They should offer some implications for moving the field further and thus balance summary with discussion/critique. Papers that offer only summaries will be desk rejected.<br /> • <em>Book Reviews</em> (max. 1500 words) that review recent publications that are relevant to JSEL’s scope and aims. If you would like to review a book for the <em>Journal of Studies in the English Language</em>, then please contact one of our Associate Editors.<br />For the full details related to each of these types of papers, see our <a href="https://so04.tci-thaijo.org/index.php/jsel/Guidelines">Author Guidelines</a> page.</p> <p><strong>PUBLICATION FEES AND OPEN ACCESS POLICY</strong> <br /><em>jSEL</em> is a diamond open access journal, meaning that there are no fees for authors or readers. All the journal’s content is available for free to download (CC BY 4.0 license); electronic versions of articles are made available on the <em>jSEL</em> website in the form of pdf files that can be downloaded free of charge and without the need for any kind of registration.</p>Thammasat Universityen-USJournal of Studies in the English Language2672-989X<span style="font-size: medium;">Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).</span>Editorial Team
https://so04.tci-thaijo.org/index.php/jsel/article/view/274782
Editorial JSEL
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2024-08-262024-08-26192IIAbout the Journal
https://so04.tci-thaijo.org/index.php/jsel/article/view/274783
Editorial JSEL
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2024-08-262024-08-26192IIIIIIEnhancing English and Soft Skills through CLIL and Children’s Literature: A Qualitative Case Study of Thai Undergraduates
https://so04.tci-thaijo.org/index.php/jsel/article/view/268808
<p>This study explores the integration of Content and Language Integrated Learning (CLIL) in a children’s literature course at a Thai university. The objective was to enhance English proficiency and soft skills among Thai English major undergraduates. To accomplish this, I used a systematic random sampling method to select 30 third-year English majors from a children’s literature course. Over one semester, students participated in CLIL activities, including reading, storytelling, and creative projects, aimed at improving English language skills and fostering essential soft skills. Data were collected through participant observations and semi-structured interviews. The results indicate potential improvements in the sampled students' English language skills, particularly in reading, speaking, and vocabulary acquisition. Observations revealed increased student engagement and positive attitudes towards CLIL activities. Interviews highlighted the enhancement of soft skills, such as teamwork, creativity, and critical thinking, with students expressing positive perceptions of the CLIL approach. The findings suggest that integrating CLIL into children’s literature courses can effectively enhance both language proficiency and soft skills, preparing students for the demands of the modern workforce. This approach can serve as a model for similar educational contexts seeking to improve language and soft skill development.</p>Preeyapha Wangmanee
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2024-08-262024-08-26192125Thai Students’ Experiences with and Strategies for Direct and Inverse Translations
https://so04.tci-thaijo.org/index.php/jsel/article/view/273535
<p>Understanding translation competence (TC) is vital, as it directly influences the quality of translations and the teaching of translation. However, there is limited exploration of how TC develops among Thai students. Therefore, using PACTE’s TC model as its theoretical framework, this study explores the experiences of 31 Thai undergraduate translators in direct and inverse translations through retrospective semi-structured interviews administered after translation task. Specifically, we focus on understanding their translation processes, resource utilizations, encountered challenges, and perceived directionality difficulty. Results show that most students followed a three-stage translation process, involving orientation, development, and revision. However, some students exhibited unique behaviors, such as relying heavily on machine translation and skipping critical stages. Google Translate and online grammar checkers emerged as the most valuable resources, particularly in inverse translation. Primary challenges included linguistic difficulties, such as selecting appropriate word choices and structuring sentences, with inverse translation deemed as being more complex than direct translation. The study concludes that while students demonstrated a developing strategic and instrumental competence, further training is needed to enhance their translation competence, particularly in inverse translation, to better prepare them for professional practice.</p>Sirirat Na RanongNantana Sittirak
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2024-08-262024-08-261922658Ecological Consciousness in Contemporary American Science Fiction: Posthuman Subjectivity and the Paradox of the Hyperreal
https://so04.tci-thaijo.org/index.php/jsel/article/view/274424
<p>This article examines representations of human and nonhuman subjectivity in Ray Bradbury’s <em>The Veldt</em> (1950) and Philip K. Dick’s <em>I Hope I Shall</em><em> Arrive Soon</em> (2013), and Ernest Cline’s <em>Ready Player One</em> (2011) through the lens of environmental criticism. Specifically, it traces how the texts’ representations of the hyperreal—a condition where simulated reality replaces the real one—lead to an expansion of human subjectivity to include the nonhuman other, whether organic or mechanical. The article argues that these stories highlight the dangers of the human self as separate from the nonhuman world. Such detached subjectivity results in a misconception of human control over nature and technology. My analysis of the texts suggests that the overwhelming impacts of the hyperreal, closely tied to images of nature, challenge and eventually debunk the notion of human superiority. Ultimately, these literary texts promote the construction of posthuman subjectivity, prompting the characters to realize that their human autonomy cannot exist in isolation. This article also suggests that the underlying trope of posthuman representations reflects an ecological consciousness in contemporary American science fiction.</p>Wisarut Painark
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2024-08-262024-08-261925984Factors Contributing to Students’ Failure in the English Subject in National Grade 12 Examinations in Cambodia: A Literature Review
https://so04.tci-thaijo.org/index.php/jsel/article/view/273473
<p>English plays a significant role in international education, especially examinations at both national and international levels. In Cambodia, the passing rates of Grade 12 students have increased year by year; however, many students, including those receiving overall Grade As, fail the English subject in the national exams. Therefore, this article presents a preliminary investigation into factors that could be contributing to students’ failure in the English subject in the national Grade 12 examinations in Cambodia and provides suggestions for improving students’ performance in national exams. Drawing on secondary sources and the authors’ experience and knowledge of the topic, this article discusses several factors, such as English being an elective subject, limited teacher quality, students’ poor English backgrounds, their lack of motivation, and other factors related to the Cambodian education system. The article offers some suggestions to improve students’ performance in the English subject by focusing on the roles of the Ministry of Education, Youth and Sport, school principals, teachers, students, parents, communities, and other stakeholders. The findings aim to contribute to the limited literature on English language education in Cambodia and provide a foundation for future research on addressing these challenges.</p>Saem OeunKimkong Heng
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2024-08-262024-08-2619285116An Investigation of non-Thai Teachers’ Beliefs and Practices Towards English Medium Instruction in a Thai Secondary School Context
https://so04.tci-thaijo.org/index.php/jsel/article/view/272330
<p>The rapid adoption of English Medium Instruction (EMI) globally, including in Thailand, highlights the need to understand the beliefs and practices of EMI teachers in varying contexts. Accordingly, this study explores the beliefs of non-Thai teachers in Thai secondary schools and how these beliefs influence their classroom practices and potentially impact the success of the EMI programs they teach. Through a qualitative case study employing classroom observations and stimulated recall interviews, we investigated the beliefs and practices of three non-Thai teachers. The findings revealed the positive and negative aspects of the teachers’ beliefs about EMI and beliefs about how to promote effective learning in their EMI context. The study also found both alignment and misalignment between teachers’ beliefs and their classroom practices. While some beliefs were effectively implemented into practice, others faced challenges due to contextual factors, leading to inconsistencies in EMI implementation. Moreover, the study highlights the importance of intercultural awareness and prior experience in shaping effective EMI teaching practices. Overall, the study underscores the need for targeted professional development that addresses both cognitive and practical aspects of EMI teaching, aiming to enhance educational outcomes in non-Anglophone contexts.</p>Chonlatee Hoofd Kornwipa Poonpon
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2024-08-262024-08-26192117151Table of Contents
https://so04.tci-thaijo.org/index.php/jsel/article/view/274784
Editorial JSEL
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2024-08-262024-08-26192IVIVNote from the Editor-in-Chief
https://so04.tci-thaijo.org/index.php/jsel/article/view/274785
Neil Bowen
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2024-08-262024-08-26192VV