วารสารภาษาปริทัศน์

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

Thitiwun Thuannadee — 2026-04-12

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.

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

Nattapat-orn Chuleethongrerk — 2026-03-29

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

Kittibodee Rubporn — 2026-05-16

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

Xiaoyi Wu — 2026-05-16

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.