วารสารภาษาปริทัศน์

“I Am Really Satisfied with the Additional Comments from the Teacher”: Insights from Thai Undergraduate Students on Adopting Automated Feedback in Paragraph Writing

2025-07-21T22:51:18+07:00

This study aimed to investigate Thai undergraduate students’ perceptions of automated feedback in a process-based EFL writing classroom. Specifically, it explored and compared their perceived usefulness and perceived ease of use regarding two integrated feedback types: Integrated Automated-Only (IAO) and Integrated Automated-Plus-Teacher (IAPT) feedback. Twenty-nine Thai undergraduate students were randomly assigned to either the IAO (n=13) or IAPT (n=16) group. Grounded in a process-based writing approach, both groups initially received teacher-written feedback on content and organization for their first revision. For subsequent drafts that focused on language revision, the IAO group received automated feedback from an Automated Writing Evaluation (AWE) system only, whereas the IAPT group received the automated feedback report that was supplemented with in-focus grammatical explanations from the writing teacher. Each group completed four writing tasks, revising three drafts per task based on their designated feedback type. Following the tasks, a five-point Likert scale questionnaire was given and semi-structured interviews were conducted to examine the students’ perceived usefulness and perceived ease of use. Findings indicated that the IAPT group reported significantly greater perceived usefulness with overall feedback than the IAO group. Specifically, when the teacher supplemented automated feedback with additional explanations, students perceived it as more useful than automated feedback alone, demonstrating that they value teacher involvement despite the availability of automated systems. These findings underscore the importance of maintaining the teacher's role when adopting automated feedback and highlight practical approaches for incorporating it to enhance writing instruction in Thai higher education.

Effects of Hyflex Instruction Using the ECRIF Method on the Enhancement of English-Speaking Ability of Thai Upper Secondary School Students

2025-06-27T14:30:45+07:00

This quasi-experimental mixed-methods study aimed to (1) explore the effects of HyFlex (Hybrid-Flexible) instruction using the ECRIF (Encounter, Clarify, Remember, Internalize, and Fluently Use) method on enhancing the five components of English speaking ability—pronunciation, grammar, vocabulary, fluency, and comprehension—of Thai upper secondary students, and (2) investigate students’ perceptions toward HyFlex instruction using the ECRIF method, including its three instructional modes: onsite, synchronous online, and asynchronous online. Thirty students completed a B1-level speaking test before and after a ten-week intervention. Quantitative data were collected from pre- and post-tests—which assessed five components of speaking ability: pronunciation, grammar, vocabulary, fluency, and comprehension—and a 4-point Likert-scale questionnaire, while qualitative data were obtained through open-ended responses and semi-structured interviews. Results revealed a statistically significant improvement in students’ speaking ability, with a mean difference of 0.88 (t(29) = 5.17, p < .001), particularly in grammar and vocabulary. Students expressed positive perceptions of the HyFlex instruction, citing increased flexibility, engagement, and confidence. Onsite mode was viewed as the most effective due to real-time interaction; synchronous online mode was appreciated for accessibility and structure; asynchronous online mode offered flexibility but was noted for lower engagement. These findings support integrating the HyFlex instruction with the ECRIF method in EFL (English as a foreign language) speaking classrooms.

The Implementation of Digital Extensive Reading to Enhance Reading Ability for Chinese EFL Learners

2025-11-09T20:18:06+07:00

Digital Extensive Reading (DER) was designed to investigate Chinese EFL learners’ English reading ability. Employing a mixed-methods, one-group pretest–posttest design, this study sought to offer a comprehensive understanding of the development of learners’ reading comprehension and reading fluency. It was implemented with fifteen high school learners in twelve sessions. Results from the Digital Reading Comprehension Test and Digital Reading Logs revealed significant improvement for reading comprehension and reading rate using the Wilcoxon signed-rank test. Digital Reflective Journals and Digital Reading Logs through thematic analysis displayed reading fluency, in particular reading speed, accurate comprehension, and personal engagement. Implications highlighted the implementation of extensive reading to support gradual and multidimensional development in both comprehension and fluency in digital learning contexts.

“ChatGPT said I was wrong even though I did it right”: Exploring Myanmar Students’ Use of ChatGPT for IELTS Writing Feedback and Their Perceptions

2025-12-09T17:07:26+07:00

This study aims to investigate how learners from Myanmar, preparing for the IELTS exam, use ChatGPT to obtain feedback on their writing, and their perceptions and their improvement in writing after ChatGPT’s feedback intervention. A concurrent mixed-methods research design was employed, involving ten participants from Myanmar. Qualitative data were collected over three days through chat logs containing students’ prompts as they engaged with ChatGPT, followed by semi-structured interviews. Meanwhile, the embedded quantitative data - pre- and post-test essays - were collected before and after receiving feedback from ChatGPT. Thematic analysis was employed for both qualitative datasets, and descriptive statistics and paired t-tests were applied to the quantitative data. The findings indicated that students requested feedback mainly on the skills described in the marking criteria. Students' negative perceptions indicate the limitations of ChatGPT and its challenges. In contrast, positive perceptions also developed due to its systematic feedback and time-cost efficiency. Despite some negative perceptions, students’ writing improved after interacting with ChatGPT to obtain feedback, indicating that the type of prompts that required feedback in ChatGPT had a positive impact on their writing skills. This study is significant as it includes participants from Myanmar, making it the first study in the literature to explore the use of ChatGPT by these students, thereby bridging the contextual gap. It also offers insight into how ChatGPT can be a viable option as a feedback tool for learners in under-resourced conditions, and it can help students improve their writing skills.

Investigating Teachers’ and Students’ Perceptions of the Qualities of Effective EFL Teachers: A Case Study in a Thai University Context

2025-12-17T21:35:40+07:00

This qualitative case study explores teacher and student perceptions of effective English as a Foreign Language (EFL) teacher qualities in a Thai private university and highlights areas of convergence and divergence. Data were derived from five classroom observations and from interviews with six second-year dentistry students and one experienced English teacher. The analysis addresses personal and instructional teacher qualities and considers how cultural, institutional, and contextual factors shape the enactment of these qualities in practice. Thematic analysis with triangulation was used. Findings show strong and broadly equal convergence on clarity and competence, intercultural communication, clear lesson structure, and a task-centered, real-world focus. The teacher gives slightly greater weight to English-medium instruction (EMI)-related qualities (as defined in this study), including academic literacy focus, genre-based instruction, cultivation of students’ research literacy and self-directed inquiry, and field-specific content (e.g., dentistry- and healthcare-related content in English lessons for dentistry students). Students give slightly greater weight to empathy, approachability, feedback, flexibility, face-saving, assessment alignment and transparency, and effective participation architecture (e.g., pair work). Teacher and student preferences diverge somewhat regarding the scope of field-specific content. Overall, both perspectives support balancing academic demands with students’ emotional well-being. With contextual fit, findings may transfer to comparable programs and university English courses in Thai higher education.

Determinants of Persistence: A Study of Motivation and Perseverance in EFL Learning Contexts

2026-02-23T15:27:39+07:00

This study examines the levels and patterns of motivation and perseverance in learning English as a Foreign Language (EFL) among students aged 14 to 16 at a non-English-speaking school in Southern Thailand. A total of 60 high school students participated in a questionnaire assessing instrumental, intrinsic and integrative motivation, as well as perseverance. The findings indicate that students demonstrate high levels of motivation, particularly in relation to career goals and self-development. Perseverance levels were also generally high, although slightly lower than the motivation scores, suggesting that students may experience difficulty sustaining long-term effort despite strong initial motivation. These findings highlight the need for instructional strategies that not only enhance motivation but also support sustained engagement over time. The study also observed that gender and grade level differences with female and older students exhibited higher levels of both motivation and perseverance. These results suggest the need for more targeted approaches in EFL instruction. Integrating career-oriented content, promoting self-learning, and using real-life materials can help facilitate students’ motivation. Furthermore, providing structured support for long-term goal-setting and fostering growth mindset strategies may enhance perseverance. This research highlights the importance of EFL teaching adaptations to better address the motivational and perseverance related challenges inherent to adolescent learners.

AI-enhanced Writing Tools and Language Learning Mindsets: Exploring Usage and Relationships Among Chinese Undergraduates in Thailand

2025-11-06T16:55:21+07:00

This study investigates the usage patterns of AI-enhanced writing tools among Chinese undergraduate EFL students in Thailand and examines the relationship between their usage frequency and language learning mindsets. Based on Dweck’s growth and fixed mindset theory, this quantitative study used a structured questionnaire to collect data from 75 students at a Bangkok university. The questionnaire included a language learning mindset scale and measures of frequency and purposes, along with open questions for supplementary insights. Descriptive statistics and correlation analysis indicated a statistically significant but weak positive relationship between the use of AI tools and growth mindset scores (M = 56.33, SD = 5.39; ρ = .245, p = .0338). Frequent users reported greater confidence in vocabulary, grammar, and academic reading. Qualitative responses supported these results, suggesting that students with growth mindsets viewed AI tools as valuable resources for autonomous learning, while students remained cautious in interpreting AI-generated feedback. The findings highlight the potential to foster adaptive learning beliefs and improve learner confidence in EFL contexts, thus suggesting practical implications for pedagogy in second language acquisition, especially in contexts involving learner mindset and digital tool use.

Making the English Modal Perfects Accessible to Young EFL Learners through Integrative Approaches

2025-11-06T06:19:23+07:00

The abstract and complex grammatical structure of the English modal perfect can be intimidating for young EFL learners. Traditional structural explanations alone can leave students disengaged, while purely communicative approaches may not provide the explicit support needed for mastery. This pedagogical article proposes a conceptual instructional framework that integrates multiple approaches to address this challenge. Drawing on Bowen and McCreary’s (1977) examination of the modal system, theories of multimodal learning, and Vygotskyan scaffolding, the article outlines how these perspectives can complement one another in teaching modal perfects. A multimodal approach ensures that students interact with language through diverse sensory channels, incorporating visual input, auditory cues, and kinesthetic activities to reinforce understanding. Teacher’s Scaffolding further supports learners’ transition from guided practice to autonomous use of the target structure. To illustrate this integration, the article introduces a classroom activity, “The Modal Perfect Mystery Activity,” which situates modal perfects in an engaging and meaningful context while drawing upon multimodal materials and scaffolded interaction. By using these integrative approaches through the classroom activity, young learners can build a more solid foundation for grammatical competence, preparing them for deeper language acquisition in later stages of learning.

การพัฒนาชุดความคิดแบบเติบโตในการเรียนรู้ภาษา: กลยุทธ์และความท้าทาย

2026-02-16T20:41:17+07:00

ชุดความคิดแบบเติบโต (growth mindset) หรือความเชื่อว่าความสามารถเป็นสิ่งที่พัฒนาได้ด้วยความพยายาม การเรียนรู้จากความผิดพลาด และการฝึกฝนอย่างต่อเนื่อง เป็นคุณลักษณะที่สำคัญอย่างยิ่งต่อการเรียนรู้ตลอดชีวิต บทความนี้มุ่งศึกษาแนวคิดและทฤษฎีพื้นฐานเกี่ยวกับชุดความคิดทางภาษา (language mindset) โดยใช้วิธีการทบทวนวรรณกรรมจากเอกสารและงานวิจัยที่เกี่ยวข้องกับชุดความคิดทางภาษาในประเทศไทยและต่างประเทศที่เผยแพร่ในช่วงปี ค.ศ. 2017–2026 เพื่อนำเสนอกลยุทธ์การพัฒนาชุดความคิดแบบเติบโตในการเรียนรู้ภาษาสำหรับผู้เรียนไทย ได้แก่ การประเมินชุดความคิด การใช้โปรแกรมส่งเสริมชุดความคิดแบบเติบโต การจัดการเรียนรู้ที่ส่งเสริมชุดความคิดแบบเติบโต การสะท้อนผลการเรียนรู้อย่างสร้างสรรค์ การตั้งเป้าหมายและกำกับการเรียนรู้ของตนเอง การจัดการความผิดพลาดและอารมณ์เชิงลบ และการใช้เทคโนโลยีเพื่อส่งเสริมชุดความคิดแบบเติบโต ตลอดจนวิเคราะห์ความสัมพันธ์ระหว่างปัจจัยทางสังคมวัฒนธรรมและสภาพแวดล้อมที่ส่งผลให้เกิดความท้าทายในการพัฒนาชุดความคิดแบบเติบโตในบริบทการศึกษาไทย