bluuebunny/crossref_metadata_2025 huggingface dataset:
PhD research and change in thinking
Authors: Jaroongkhongdach Woravut
Published: October 2023

This action research aims to explore how my thinking has changed from doing my PhD research. My data consisted of my explicit records of actions between October 2007 and March 2010 (my messages on a web board, my emails to my supervisors, my emails requesting help from experts in the community, and my progress reports) and my conscious realization of changes in my thinking. Analyzing the data from critical and non-critical perspectives, I found that, critically, I had increased my awareness of underlying issues of decision making, and, non-critically, I had increased my independent judgments about my PhD thesis, associative thinking ability about relationships of components in research, and awareness of important external issues related to my PhD thesis. Through conducting this action research, I have a better understanding of significant changes in my thinking and an improvement in my reflection skills.
Training EFL Teacher Trainees through Reflective Learning
Authors: Singhasiri Wareesiri , Boonmoh Atipat
Published: October 2023

Reflection is regarded as an important aspect of and widely used in teacher training. According to Korthagen (1993), reflection in teaching basically refers to teachers learning to subject their own beliefs about teaching and learning to critical analysis. With this reflective stance, teachers thus take more responsibility for their actions. At KMUTT, MA students in ELT have been required to do teaching practicum at nearby schools for one semester. After teaching each session, the students have to write a journal reporting what happened in class, and then meet with their supervisors to discuss their teaching performance. This approach – writing reflective journals and discussing teaching performance – encourages students to be critical of their performance and learn to seek ways to solve problems by themselves. This study aims to report how students reflect on their teaching and analyse levels of reflection, based on Gibb (1988) and Farrell (1999). In addition, we also propose useful teaching strategies adopted by the students. It is expected that the study will shed some light on professional development for novice teachers.
Analyzing and Interpreting Rating Scale Data from Questionnaires
Authors: Watson Todd Richard
Published: October 2023

Questionnaires comprising Likert rating scale items are probably the most commonly used instrument for data collection in education and educational research, yet there is much less guidance available concerning how to analyze and interpret such rating scales than there is on how to design them. Likert scale questionnaire data is most commonly analyzed using means, although this assumes that the Likert scale descriptors are equally spaced points on a continuum. Alternative ways to analyze rating scale data include percentage frequencies, medians and modes. If means are used, there are several different approaches to interpretation depending on how concrete, intuitive or unbiased the interpretations should be. This paper presents the options available in analyzing and interpreting Likert scale data and shows how the choice between options depends on the purposes of the research.
Effects of Listening Supports on Listening Performance of Thai First-Year University Students
Authors: Saengsri Punyapa , Prapphal Kanchana
Published: October 2023

This study aimed to investigate the effects of three forms of listening supports on the listening performance of Thai first-year students at King Mongkut’s University of Technology Thonburi. The subjects were 180 first-year students at KMUTT. They were divided into three groups of high and low English ability. There were, therefore, six groups, i.e. three groups for each ability level, namely three groups for 1) High Question Preview, 2) Low Question Preview, 3) High Vocabulary Preview, 4) Low Vocabulary Preview, 5) High Repeated Input, and 6) Low Repeated Input. 3x2 ANOVA was employed to analyze the data. The findings revealed that 1) listening supports significantly affected the listening performance of Thai first-year students. Repeated Input is the most effective listening support and Vocabulary Preview is the least effective; 2) the levels of English ability also significantly affected the listening performance of the students; 3) however, no interaction effect was found. The findings suggest that providing listening supports has an effect on students’ performance. The opportunity to listen to the listening text more than once enhances the listening performance of students, but providing vocabulary support would not produce immediate effects on test-takers’ listening performance.
Use of Instructing Strategies in Teaching Content Subject to Different Types of Learners: Regular Program and International Programs
Authors: Srichat Sritakan , Trakulkasemsuk Wannapa
Published: October 2023

A huge increase in the numbers of international programs offered in Thai universities seems to be a common trend in Thailand. Presumably, the way in which international classes are conducted would be different from that in regular Thai classes. However, there seems to be very little knowledge of what really happens in those international classrooms compared to the Thai ones. Therefore, this paper aims to investigate the use of teaching strategies of a Computer Engineering teacher in teaching a content subject in a regular and an international program to see the similarities and differences of teaching strategies used. The subject of this study was a Computer Engineering teacher who taught Computer Architectures and Systems to third-year students in both regular and international programs at King Mongkut’s University of Technology Thonburi. The research instruments were video recordings and observation checklists. The results of the study indicate that there were five teaching strategies used in both classes: Lecture, Questioning, Discussion, Review, and Using Media. Using Media and Lecture were used as the main teaching strategies in both classes. Nevertheless, the proportion of the use of all strategies in both classes was not remarkably different. When considering the data from the video recordings, it is found that there are two factors that cause no difference in the use of the teaching strategies in both classes: (1) the nature of the two classes; (2) the content of the lectures.
Relationships among EFL-Teacher Trainee Metacognitive Awareness, Instructional Beliefs, and Instructional Practices Regarding Reading Strategies
Authors: Chumworatayee Tipamas
Published: October 2023

Two self-report instruments, the SORS-EFL - the adapted version of the revised Survey of Reading Strategies (Mokhtari & Sheorey, 2002) by Zhang and Wu (2009) - and a reading lesson plan, were designed to determine the extent to which 31 EFL teacher trainees used reading strategies while reading academic materials in English, what they believed about the necessity of reading strategy instruction, and what types of reading strategies they employed in their 50-minute-lesson plan. The results revealed that, as a whole, reading strategies were both used and believed in at a high level. The teacher trainees, however, employed reading strategies in the 50-minute-lesson plan to quite a limited extent and with variable frequency. The correlation analysis suggests a positive relationship between their reading strategy use and their beliefs about the necessity of reading strategy instruction; however, their employment of reading strategies in the lesson plan had no significant correlation with either their use of strategies or their beliefs in them. Pedagogical implications of the research for the field of EFL teacher education are discussed. Specifically, this study highlights the importance of training EFL teachers in effective reading strategy instruction in classroom practice as an integral syllabus element in the design of reading methodolog y courses in EFL teacher professional development programs.
Creating a Comprehensible Item Pool for a Student Questionnaire: Challenges and Suggestions
Authors: Noguchi Junko , Takahashi Keiko , Thornton Katherine
Published: October 2023

A survey is one of the most common tools used to elicit students’ voices in the process of curriculum development. Even though it is a common tool, it can also be challenging to design question items that elicit the information that researchers are interested in. This challenge is heightened if the topic of the survey is something very abstract such as self-directed learning (SDL). In this paper, we will share how we overcame this challenge during the generation of an item pool for a needs analysis survey about SDL, which was conducted as a part of a systematic evaluation of the current curriculum. The importance of administering multiple pilots and taking creative approaches to data elicitation when designing item pools will be discussed.
Relationship between Students’ Responses and Teacher’s Feedback Strategies
Authors: Pochanukul Thanissorn , Tepsuriwong Saowaluck
Published: October 2023

This paper investigates how teachers use feedback strategies to respond to different kinds of students’ responses in a pre-reading stage of a lesson. The data was taken from three micro-teaching sessions taught by novice teachers. The feedback strategies framework suggested by Richards and Lockhart (1994) was used to analyze the teachers’ feedback. The findings suggest a complicated relationship between students’ responses and teachers’ feedback. The teachers used one to four feedback strategies to deal with the students’ responses. A combination of feedback strategies used, however, seemed to lead to imbalanced turns in the IRF patterns of classroom interaction. Discussion and implications on the nature of teachers’ feedback and students’ responses are highlighted.
Study of Reading Strategies and Effects of Reading Ability Levels and Text Types on Rational Deletion Cloze Test Performance of EFL University Students
Authors: Senchantichai Nantawan , Sukamolson Suphat
Published: October 2023

This study aims to investigate the effects of reading ability levels and two text types, narrative and expository texts, on the rational deletion cloze test performance and to study the students’ use of reading strategies on their taking the cloze test. One hundred seventy-four first-year university students participated in this study. They were assigned into three groups of high, average and low reading ability. The instruments included a rational deletion cloze test and a reading strategies questionnaire. The interaction effects of reading ability levels and text types on the cloze test performance were found to be nonsignificant. However, each of these two variables had a significant effect on the cloze test performance, with large effect sizes. The uses of reading strategies by the three reading ability groups while working on the cloze test were also found to be significantly different.
Why Do Articles Get Rejected by International Journals ?
Authors: Watson Todd Richard
Published: October 2023

With increasing pressure for university staff and students to publish in international refereed journals, researchers will benefit from guidance on how decisions to accept or reject articles are made by these journals. This paper examines 28 reviewer reports in applied linguistics, and categorises the 115 individual criticisms made in two ways. First, the criticisms were categorised based on the article section that prompts the comment, and second, they were categorised based on the research quality criterion that the comment focuses on. There is no clear indication that any particular section or criterion is most likely to lead to an article being rejected. Rather, rejection typically appears to be based on an accumulation of comments of different types. Example comments linked to guidelines for writing articles are given to help novice researchers to produce articles less likely to be rejected.
Case Study on Perceived Problems in the Student Teacher’s Spoken Classroom Language through a Supervisor’s Feedback
Authors: Winitkun Duangkamon , Kongchan Chada
Published: October 2023

This case study aims at investigating problems of a student teacher’s spoken classroom language through a supervisor’s feedback. It also aims to find out to what extent the supervisor’s feedback raises the student teacher’s awareness of her spoken classroom language. The subject of this study was a second-year graduate participant in a master’s degree of Applied Linguistics for English Language Teaching (ELT) programme at the School of Liberal Arts, King Mongkut’s University of Technology Thonburi (KMUTT) who enrolled in Teaching Techniques in Practice (LNG611) in the second semester of the 2012 academic year. The instruments for data collection were the supervisor’s feedback reports, student teacher’s reflection reports and a semi-structured interview. The data were sorted by types of her spoken classroom language problems in each week of the teaching practicum. The results of this study revealed that the student teacher had two main spoken classroom language problems, which were grammar and pronunciation. In addition, the study shows three effects of the supervisor’s feedback towards awareness of the student teacher’s spoken classroom language: realization of the problems, awareness of her students’ language acquisition and strategies to solve the spoken classroom language problems. The paper also provides some suggestions on effective supervisor feedback.
Genre Analysis of 5-star Hotels’ Responses to Negative Reviews on TripAdvisor
Authors: Panseeta Sayamol , Watson Todd Richard
Published: October 2023

This paper aims to identify generic patterns, most frequently used expressions and lexical choices in the hotels’ responses to negative reviews on TripAdvisor, which can be of use to the teaching of business English writing. One hundred replies written by twenty Thai 5-star hotel managements were collected. Swales’s notion of move analysis was applied to explore the text patterns, and thematic analysis was used to identify word selection of hotels’ representative writers. Five generic moves with two to four steps were found throughout the corpus. Common expressions were also listed to provide choices for learners.
Development of an English Learning Audio Book For Thai Massage Therapists with Visual Impairment
Authors: Sawaddee Nitiwadee
Published: October 2023

Thai massage therapists with visual impairment see the need to improve their English in order to be competent in a wider market as Thailand is officially joining the AEC in 2015. However, their access to learning resources is still very limited. The objectives of this research were therefore (1) to develop an audio book which would enable learners with visual impairment to study and practice the English necessary for their profession, and (2) to examine their feedback for further improvement. A syllabus was designed and the prototype audio book was developed in MP3 format. Participants included professional massage therapists, and massage apprentices, all with visual impairment. They were divided into two groups: those who self-studied the audiobook and those who studied the audio book with an instructor in a classroom environment. The pre/post-test results showed that the average scores of both groups were higher, but that the latter group scored significantly higher due to the better discipline and motivation obtained from a classroom atmosphere. The assessment questionnaires and interviews revealed that both groups were satisfied with the overall layout of the prototype audio book, but preferred to have tutorial assistance due to their limited background of English. Data collected through class observation, class discussion, informal interviews, and participation in the life of the group was used for the improvement of the content and the presentation style of the final version of the audio book. Finally it was made into MP3 CD format, a large print book, and was also translated into Braille. The MP3 CDs and the Braille books were then distributed to the participating organizations and were incorporated as part of their curricula and their annual language training.
Using Scaffolded Guidance to Train Students in Independent Writing
Authors: Srlrattanakul Somporn
Published: October 2023

To lead students towards independent writing, the technique of scaffolded guidance was employed at two levels: within tasks (gradually decreasing the level of teacher support) and between tasks (progressively increasing the level of task complexity). Assessment based on accuracy and fluency showed that student writing ability improved after the training. Further analysis revealed that these improvements came in areas requiring low levels of cognitive ability {spelling and punctuation) while those requiring higher order cognitive skills (grammar and content) improved the least. Factors influencing the writing process included the level of student co-operation and the closeness with which the writing model was followed.
Using Derivational Morphology to Improve Students' Word Attack Skills
Authors: Singhaphan Marisa
Published: October 2023

Students were given training in using derivational morphology to help them work out the meanings of new words. Three approaches were used: giving the meaning of the word, identifying its part of speech and guessing the meaning from context. Overall it was found that the effect of the training was beneficial and that the best improvements were made in the area of guessing meanings from context. Analysis of the sub-tasks involved showed that students displayed a superior level of skill in analytical tasks (breaking up a word into its consti tuent parts) compared to tasks requiring synthetic skills (putting the parts together to create meanings) .
Nature's Technology: A Case Study in Materials Modification
Authors: Watson Todd Richard
Published: October 2023

Materials modification involves modifying an extant set of language teaching materials to improve their quality and suitability, and is probably the most frequent activity concerning materials undertaken by teachers. It has, however, been underreported in the literature. This paper presents a case study of materials modification by examining attempts to produce a suitable set of materials to accompany a video in an EAP course. Four sets of materials were produced, each attempting to improve on the previous set. The thinking behind the sets of materials and their effects on the learners are described. A model of the process of materials modification is proposed which highlights the need to evaluate both strengths and weaknesses in materials and to identify the heuristics behind materials modification.
Debating - a step to communicative language use
Authors: Singh Kenneth N
Published: October 2023

This article re-assesses the value of debating as a classroom adivity for intermediate and higher level English language learners. It argues that debates satisfactorily fulfil the criteria for a communicative language adivity and can provide a useful transition from controlled pradice to more spontaneous forms of expression A re-assessment of the technique carried out with students at KMUTT confirmed that the participants found debating to be a motivating and rewarding form of language pradice .
Recent MA Research at King Mongkut's University of Technology Thonburi
Authors: Chinkumtornwong Suvaree , Watson Todd Richard
Published: October 2023

As many readers know, King Mongkut's University of Technology Thonburi (KMUTI) offers an MA in Applied Linguistics. One of the requirements of the program is that participants complete a 6-credit classroom-based research project for which the research is conducted during teaching practice either at KMUTI or ot a local secondary school. The classroom-based research, which follows the principles of action research outlined by Allwright & Bailey (1991) and Nunan (1993), is frequently of such value that it deserves a wider audience than that normally accorded to an MA project.
Perceived Self-Efficacy of Thai Secondary School English Teachers
Authors: Srisopha Rungthip , Saengsri Punyapa
Published: October 2023

Effectiveness of learning and teaching may be influenced by many factors from either students themselves or teachers. For teachers, one of the factors for their effective teaching may lie in their belief of their own ability to succeed in teaching, which can be referred to as self-efficacy. This survey study attempted to examine teachers’ self-efficacy level among Thai secondary school teachers and whether their school setting affected this self-efficacy. The subjects were 30 English teachers who currently teaching at Thai secondary schools: 15 teachers are from Bangkok and the other 15 from other provinces. The findings indicated that globally the participating teachers have moderate level of self-efficacy (Mean=6.47). Further observation was made on the differences among the three sub-scales of self-efficacy. The result showed that teachers’ self-efficacy in instructional strategies (Mean=6.64) was the highest followed by self-efficacy in classroom management (Mean=6.51) and in student engagement (Mean=6.46). Moreover, when comparing the level of self-efficacy of teachers from the two settings, it was found that the teachers in provincial areas display a higher sense of self-efficacy than those in the Bangkok area.
Grammatical Cohesion in the English to Arabic Translation of Political Texts
Authors: Lulu Reem Adib
Published: October 2023

Cohesive markers link sentences together in text and make the whole text united and meaningful. While translating from the source language (SL) to the target language (TL), the translator may not translate all of the cohesive markers or may incorrectly translate them which affects the communicative meaning of the SL. Thus, many studies have analyzed different texts in different languages by using one of the translation theories to find a better strategy of translating such cohesive markers. This study makes use of Halliday and Hasan’s (1976) model of cohesion to identify cohesive markers used in Arabic and English texts, and it focuses on references as cohesive markers. The source English texts are taken from the online editions of The New York Times and The Washington Post, while their translated Arabic versions are taken from the online Arabic newspaper, Asharq Al-Awsat. The study also adopts Nida’s (1964) translation techniques to identify the translation techniques which are used to translate English grammatical cohesive markers into Arabic. Two techniques of Nida are found in the analysis: alteration and subtraction. One new technique is also found in this study, namely sustaining. By identifying the translation techniques used in translating the cohesive markers, translators and linguists will be aware of these techniques.
A Study of Ellipted Subjects Translation Strategies: A Case Study of Thai EFL Learners in an Introductory Translation Course
Authors: Nitirungrueang Natchanan , Crabtree R. Michael
Published: October 2023

The primary purpose of the study is to examine how Thai EFL learners translate ellipted subjects in a Thai news article to English and to explore whether there is any significant relationship between the skills of writing and reading in English and translation proficiency. The participants of the study include eighteen Thai freshmen from different intended majors in the Faculty of Arts, Chulalongkorn University. The data used in this research are a test on Thai to English news article translation taken individually by the students during a translation course. Their writing and reading scores from their previous English course are also used to compare their writing and reading skills with their Thai to English translation proficiency. The results revealed that the most frequently adopted strategy for translating omitted Thai subjects among the students was the use of personal pronouns after separating long complex sentences into short simpler ones, followed by the use of conjunctions, preparatory it, and structural transformation. The use of participles and the relative pronoun “who” were the least frequently adopted strategies. Furthermore, there exists a significant relationship between reading in English and translating from Thai to English, but not between writing in English and Thai to English translation. Implications for classroom practices and further research are also discussed.
Teacher Use of Acts in Activity Transitions
Authors: Phongjit Wichanon , Srimavin Wilaksana
Published: October 2023

This study was conducted to investigate a teacher’s use of acts in the transitions and the differences between acts in different types of transitions. The subject of this study is a non-native teacher from an in-sessional English course for postgraduate students at King Mongkut’s University of Technology Thonburi. The instrument used for data collection was video-recording. The data were transcribed and analyzed to find the acts used in activity transitions and the differences between acts among types of transitions by using ‘The Birmingham School of discourse analysis’ framework of Sinclair and Coulthard (1975). The result revealed that there were six types of acts used in transitions. Marker, Silent Stress, Starter, Meta-statement, Conclusion, and Comment were all found in inter-activity transitions but Starter and Comment were not identified in intra-activity transitions. The forms and functions of Meta-statement were different but the context positions remained the same for these two types of transitions. Uttering words and statements in transition time can be used to focus or frame students. The study suggested that teachers should have a clear purpose before uttering words because the purpose can change students’ interaction or attention in transitions.
Differing Views on the Age Factor in Foreign Language Learning
Authors: Satienchayakorn Natakorn
Published: October 2023

There have been debates on the right age to start learning a foreign language, especially, English. A great number of researchers have revealed evidence to support the notion, ‘the younger to start, the better’. In contrast, others argue and advocate for implementing instruction of English a little later in life. Studies also have revealed that other factors play important roles in this, varying from naturalistic and instructed second language learning settings, lengths of exposure, initial age of learning as the beginning of significant exposure, affective factors, individual factors, and classroom factors. So far, there has not been a definitive finding asserting the right age or the right factors to start learning a foreign language which has resulted in a consensus on this matter. This paper intends to show different viewpoints toward the controversy over the ‘Age Issue’ as well as looks into other factors that cause effective learning in foreign language learning. In addition, the author shows a couple of findings concerning another factor not related to the ‘Age’ factor in Thai educational setting context such as students’ motivations and beliefs. All issues and factors mentioned in this paper are meant for novice teachers to see which issues or factors fit with their context, so they can design their teaching approaches appropriately.
The Pronunciation of English by Students in Guangxi, South China
Authors: Dieterding David
Published: October 2023

This paper analyses the pronunciation of 24 students in Guangxi, South China, based on their reading a short text. It reports that the occurrence of [w] in place of /v/ is one of the most salient features of their pronunciation. In addition, they tend to use [s] for voiceless TH and [d] for voiced TH, omit dark /l/ in the coda of words such as full and wolf, merge long and short vowels such as ﬂeece and kit, and use full vowels in function words such as ‘to’ and ‘as’. However, they tend not to insert a vowel at the end of words such as ‘and’, a feature reported for the English spoken inother parts of China, and the incidence of stressed pronouns at the end of a phrase is less than reported elsewhere. We can therefore conclude that some features are shared with the rest of China, but at the same time some features seem to mark the English of Guangxi as distinct from the English of the rest of China.
Politeness at Work: Analysis of a Job Application Letter with Leech’s Principles of Politeness
Authors: Duangkhot Sirintorn
Published: October 2023

The job application letter is a sub-genre of business letter. It is a formal letter and is aimed to promote the applicant for a specific job application. This paper describes and analyses the discursive elements of a sample letter by using the principles of politeness proposed by Leech (1983, 2005). The findings display the interplay of Modesty and Approbation Maxims, while the Tact Maxim also plays a part in the interpretation of the letter.
Text Differences between Individual and Collaborative Writing: A Lexico Grammatical Perspective
Authors: Crawford William J. , McDonough Kim
Published: October 2023

Although collaborative writing studies have found that collaboratively-written texts are more accurate than individually-written texts, previous studies in this framework have not identified differences in the grammatical features of texts written individually or collaboratively (Fernández-Dobao, 2012 Wigglesworth & Storch 2009; Storch & Wigglesworth, 2007; Storch, 2005). The current study further investigates variation in individual and collaborative texts by using a lexico-grammatical, corpus-driven approach (Chen & Baker, 2010; Hyland, 2008 a, b) to identify keyword differences and recurrent word sequences (lexical bundles). English L2 university students in Thailand (n = 99) wrote problem and solution paragraphs on the same topic in two different conditions: individually and collaboratively. The texts were analyzed to identify keyword differences and lexical bundles, and the lexical bundles were classified further as to their form and function. The results indicated differences between the two groups in their use of key words as well as the frequency of lexical bundles. Implications for these findings are discussed in light of the method used in previous collaborative writing studies as well as in the benefit of collaborative writing in general
Multimodality and Social Practices in Institutional Websites of Thai Universities
Authors: Rungruangsuparat Benjawan
Published: October 2023

Among the higher education institutes in a borderless world of academics, Thai universities have strived to introduce themselves and promote more understanding about their social practices. It has been assumed that merely the highlighted materials and distinctive landscapes were mainly communicated. Yet, the social practices were also presented in multimodal sites where global viewers could controllably investigate and arbitrarily interpret the underlying messages through given signifiers and contextual frame settings. The objective of this study was to explain how the multimodal texts were employed in presenting the social practices by the academic institutions’ websites in Thailand, one of South EastAsia countries. The data collection covered the homepages, the introduction/about, news and event webpages of eight Thai university websites infour different parts of Thailand from March 16 to June 1, 2016. Two critical analysis tools, Multimodal Discourse Analysis (Kress & van Leeuwen, 2006) and Frame Analysis (Goffman, 1986), were used/adopted to analyze the practices presented in the English websites of the eight Thai universities. The findings disclosed the shared social practices in terms of academic, cultural, social life, institutional ideologies and qualification aspects that were transcended from producers to receivers by visual designs and textual communication. The institutional practices reflected not only the main tasks of educational institutes and their members, but also locally cultural factors and public relations concerns presented in an online media platform.
This Customer is Complicated and Tedious!!!: Investigating Maxim Flouting and its Functions in Business E-mail Correspondence
Authors: Limthaworn Panruja , Keyuravong Sonthida
Published: October 2023

Email correspondence is a significant part of business transactions in the age of digital technology. Writers of business emails should therefore conform to the widely accepted etiquettes such as clarity, conciseness, politeness and relevance (Gimenez-Moreno, 2011). This can contribute to the success of business partnership in the long run. Interestingly, in the real world communication, all the etiquettes are not always observed because of different circumstances. Based on the framework of Grice’s Cooperative Principle and maxims (1975), the purpose of this research was to examine the functions of maxim flouting done by the relevant parties while discussing their business transactions. The data came from email correspondence among the three business partners: a Thai export company, a European sales representative and two European clients. The findings suggested that the correspondents flouted the four maxims to serve specific purposes: to prompt actions, to show sincerity, to show strong intimacy, and to exercise solidarity. I therefore concluded that breaking the maxims did not necessarily jeopardise business partnership. In contrast, it could even be beneficial to the parties involved.
A Learner of the 20th Century Becoming a Teacher of the 21st Century: A Perspective on the Goals of ELT in Thailand
Authors: Phongsirikul Marissa
Published: October 2023

Studying English in one century but teaching English in another century requires a lot of willpower from teachers to understand changes and adjust their perceptions and practices. This paper reflects on the notion that the ultimate goal of teaching and learning English should be a native speaker-like command of the language. The question is whether or not this goal of being native-like is a reasonable, necessary and achievable goal. Effective cross-cultural communication requires not only language ability, but also intercultural competence. Therefore, this paper calls for a shift from using a native speaker as a model to using an intercultural speaker as a model in English language teaching. A perfect combination of developing Englishlanguage ability and intercultural competence would lead students to the proficiency of English in this new century. This intercultural approach can help learners to become effective users of English in the 21st century, in which most English users are non-native English speakers from a variety of sociolinguistic and cultural backgrounds.
Book Review: Doing Applied Linguistics: A guide for students
Authors: Vivekmetakorn Chirasiri Kasemsin
Published: October 2023

Book Review
EFL Learners’ Pre-Listening Strategy Use
Authors: Paranapit Korapin
Published: October 2023

To investigate pre-listening strategy use of Thai EFL learners, the pre-listening strategy use questionnaire and the listening quiz paper were administered to collect data from 48 Thai EFL learners. The quantitative data indicated that the participants were well aware of the strategy of finding out about the task and were certain of using it. However, the participants may not be well aware of the other strategies and may not perceive using these strategies at their best eﬀort. The qualitative data seemed to indicate correspondingly. The findings of the present study can be used as springboard for listening activity design as well as for further research.
Self-perception of English Proficiency of Thai Lower Secondary EFL Teachers
Authors: Kaewwichian Donlaya , Jaturapitakkul Natjiree
Published: October 2023

This study aims to examine self-perception of English proficiency of Thai teachers who teach English as a foreign language at the lower secondary level under the framework of the Common European Framework of References (CEFR). Moreover, the relationship between the teachers’ self-perception and their actual English proficiency was investigated. The respondents of the study were 123 Thai lower secondary teachers from 27 schools around Thailand. The design of this study was quantitative in nature. Thus, questionnaires were used as the key research instrument. The questionnaire items were designed based on the CEFRframework and focused on descriptors of the A1 to B1 levels. The findings showed that Thai Lower Secondary EFL teachers had positive selfperceptiontowards their English proficiency. Moreover, there was a slight relationship between their self-perception and their English proficiency using the CEFR levels.
Communication Mobility and Communication Strategies Used in BELF Communication: Self-Report of Thai Human Resources Professionals in a Multinational Corporation
Authors: Rajprasit Krich , Hemchua Saengchan
Published: October 2023

This study attempted to identify and compare the frequency of communication mobility and communication strategies employed by Thai Human Resources professionals in a multinational corporation in Bangkok. To achieve the goals of a small-scale study, a self-report questionnaire was adapted and developed based on the recently introduced ‘communication mobility’ framework of Marina and Smirnova (2013), and the Strategy Use in Speaking Task Inventory ofChuanchaisit and Prapphal (2009). The questionnaire was based on the purposive sampling method and distributed to thirty participants, including Human Resources analysts, supervisors, and advisors. The key findings revealed: (1) Thai professionals often used communication mobility in their workplace, and mostly employed ‘Strategy 4: Individual active strategy’, ‘Strategy 7: Analytical strategy’, and ‘Strategy 2: Schema search strategy’; (2) they also often employed communication strategies in workplace communication; and (3) there was no significant difference in the uses of communication mobility and communication strategies among them, even though they used communication strategies that were ranked slightly higher than communication mobility. New findings have confirmed that communication mobility was another strategy for effective communication, which was used in this particular Human Resources setting almost as often as communication strategies which have been used for decades. They also pointed out the necessity of effective strategies for achieving communication goals in the Business English as a Lingua Franca (BELF) context.
Thai EFL Learners’ Self-perceived Pronunciation Competence and their Instructor-rated Performance
Authors: Buangam Poonsak , Alexander Saowanee T. , Phannikul Duangdao
Published: October 2023

This paper reports on case study examining relationships between English-as-a-Foreign-Language (EFL) students’ self-perceived pronunciation ability and their performance in an advanced pronunciation course at a Northeastern university in Thailand. The participants were 10 students randomly selected from a pool of 29 students enrolled in the course. The data came from classroom observations, students’ interviews and instructor’s interviews. The findings show that self-perception plays an important role in their pronunciation learning. In some cases, it was related to sociolinguistic factors, especially anxiety. The informants’personality was another important factor related to their language learning behavior and learning outcome.
Promoting EFL Speaking Practice through Digital Reading
Authors: Gentner Michael
Published: October 2023

This purposive homogeneous study explores the relationship between reading and speaking in the EFL context and attempts to integrate the two language skills in a manner that encourages learners to practice and develop their receptive and productive capacities with greater enthusiasm. To this end, tertiary-level learners from two universities in Thailand representing six English-prominent fields of study were presented with a questionnaire, participated in structured interviews, and took part in five in-class online reading and speaking lessons designed and evaluated by this author. The study questions focused on the English reading habits of service industry and communication majors for whom English proficiency figures prominently in employment pursuits. The goal was to discover reading patterns and sources and forge links that would combine reading and speaking classroom activities. The two language skills are connected but rarely considered an alliance and thus are paired less frequently than most other language skill combinations. The results of this descriptive-correlational study found the majority of participants derived their English readings from online sources. Oral narratives read from online information sources proved to be an efficient blend of receptive reading and productive speaking performances that found favor with participants as task models.
When Beautiful Thai Smiles do not Count: CLT for Receiving Compliments in English
Authors: Pongsirijan Manasawee , Wongrak Chalermchai , Kookiattikoon Supath , Puangsuk Oranuch
Published: October 2023

Differences in how one says the same thing in two distinct languages often give rise to challenges for second language learners, which when addressed, allow them to become more competent language users. The present study investigates the use of communicative language teaching (CLT) on compliment responses in Standard American English for English major students at a university in Northeast Thailand. Results from analysis of the data from the pretest, posttest and questionnaires indicate that not only do the CLT lessons designed with blended mechanical, meaningful, and communicative activities help students improve skills in responding to compliments in Standard American English, but these activities together with peer teaching also provide them with plenty of opportunities to practice other skills in English which they previously acquired. The discussion of these findings offers practical suggestions for optimal use of CLT in Thai EFL teaching contexts.
ELF inThailand: Variants and Coinage in Spoken ELF in Tourism Encounters
Authors: Jaroensak Tiraporn , Saraceni Mario
Published: October 2023

Globalisation has a great influence on the emergence of English as a lingua franca (ELF), particularly in tourism contexts. This paper reports on a piece of research that investigated variants and coinage in spoken ELF interactions between Thai locals and foreign tourists on Koh Lanta, Krabi. The nature of tourism encounters was brief and practical. That is to say, the primary focus was to exchange tourism information athough interactional encounters also occurred. In this study, the utterances in English produced by Thai locals when interacting with foreign tourists were collected and then analysed to identify distinctive features of pronunciation and lexicogrammar, including coinage which was used commonly. The findings provide that the forms of ELF in tourism contexts more or less vary from other contexts of ELF use. The findings of this study lie in the notion that the communicative practices of ELF are context-bound communication.
The Development of Narrative Macrostructure of Thai Children
Authors: Rungrojsuwan Sorabud
Published: October 2023

The present article aims to examine the development of storytelling ability of Thai children. The Thai Frog Story corpus, consisting of a total of 50 narratives by 4-, 6-, 9-, 11- and 20-year-old participants, is used as data for this study. Three main components of narrative macrostructure are employed as the framework for analysis: onset, problem and resolution. Results find that elementary children have shown significant acquisition of narrative macrostructure since the age of 9. In relation to percentage of acquisition, it is found that ‘problem’ is the easiest component to be recognized, followed by ‘onset’ and ‘resolution, respectively. More specifically, it is found that 4- to 6-year-old children tend to rely on immediate contexts and existing components in particular pictures. Accordingly, they fail to recognize the relationship among the protagonists and settings of the story. Moreover, they cannot keep the main plot along continuously until the end.
Perceptions of Thai Undergraduate Students toward the Asian English Accents on Listening Comprehension
Authors: Sangnok Parinda , Jaturapitakkul Natjiree
Published: October 2023

Perceptions in English accents are of paramount importance to understand the use of English language in communication nowadays. Asian English accents recently become a trend of real communicative environment that Thai learners are getting more acquainted for work and socialize. Thus, this study aimed to investigate 152 first-year Thai undergraduate students’ perceptions toward the three Asian English accents on listening comprehension, namely Filipino, Singaporean, and Indian. The instruments were a set of questionnaires and a listening comprehension test to reveal the compatibility between the participants’ listening comprehension and their perceptions toward the three Asian accents. It was found that the Thai students initially had more positive perception toward Indian accent on account of its clarity and comprehension than the other two accents. However, regardless of familiarity, the test scores of better comprehensions belonged to the Filipino and Singaporean accents respectively. This shows the contradiction of their perceptions and their listening comprehension. This study could help to raise teachers’ awareness in highlighting the importance of accent variations among learners of English and preparing for a new instructional paradigm.
Teachers’ Attitudes towards the Use of a Web-Based Online Practice during a Fundamental English Language Course for Undergraduate Students
Authors: Moolkam Wannakorn , Boonmoh Atipat
Published: October 2023

This research investigates teachers’ attitudes towards the use of a web-based online practice. During a fundamental English language course, Smart Choice  Online Practice, a Virtual Learning Environment (VLE) from Smart Choice 3rd Edition coursebook, published by Oxford University Press, was presented to undergraduate students to assess students after learning LNG 101 from the usual classroom. In-depth interviews were conducted with ten English teachers at King Mongkut’s University of Technology Thonburi (KUMTT) to explore teachers’ attitudes after 13 weeks of the features of Smart Choice Online Practice from the teaching practice, focusing on the functions and the attitudes towards the use of Smart Choice Online Practice, including the advantages and disadvantages of using the Smart Choice online practice, and the teachers’ attitudes of using the Smart Choice Online Practice. The findings revealed Teachers’ positive attitudes towards the use of the Smart Choice online practice and prolong the use of Smart Choice Online Practice for the future course.