วารสารภาษาปริทัศน์

EF Standard English Test (EF SET)

พงศ์ศิริ คำขันแก้ว — Tue, 15 Jul 2025 00:00:00 +0700

The Integration of ChatGPT in EFL Writing Instruction: Pedagogical Merits and Potential Concerns

Siriprapa Srithep — Mon, 08 Sep 2025 00:00:00 +0700

Writing is an essential skill in English as a Foreign Language (EFL) education. Yet, many EFL learners struggle with developing content, organizing ideas, and mastering vocabulary, grammar, and mechanics due to the demanding nature of writing and limited feedback opportunities. The emergence of Artificial Intelligence (AI), especially ChatGPT, has transformed EFL writing instruction by providing immediate, tailored support. ChatGPT’s capabilities to produce coherent text, correct grammatical errors, and offer lexical assistance align with communicative language teaching principles and encourage learner independence. Research shows that ChatGPT improves grammatical accuracy, vocabulary growth, writing coherence, and learners’ confidence. Its personalized feedback addresses varied learner needs, fostering self-regulated, outcome-focused learning while motivating students by lowering anxiety and boosting engagement. However, concerns exist about excessive dependence on AI, which might impede authentic writing skill development, critical thinking, and independent problem-solving. Misalignment with pedagogy may occur if AI tools replace vital writing stages such as brainstorming and revision. Ethical issues, including plagiarism and academic honesty, highlight the necessity for clear institutional guidelines and teacher supervision. Additionally, many educators lack sufficient AI literacy, underscoring the need for professional training to integrate ChatGPT effectively into teaching. Practical use recommends embedding ChatGPT strategically within process-oriented writing approaches to support cognitive involvement alongside AI assistance. Reflective and metacognitive exercises are encouraged to promote responsible and ethical AI use. In summary, while ChatGPT offers significant advancements for EFL writing education, its implementation requires balanced and informed strategies to optimize benefits and minimize drawbacks.

Error Analysis of Business College Students’ Academic Essays: A Case Study

Chencho Wangchuk, Choney Zangmo — Sat, 15 Feb 2025 00:00:00 +0700

Bhutanese ESL students struggle in English despite studying it as a major subject from pre-primary through their schools and colleges. However, little is known about the errors that business college students make in their written academic essays. Thus, Corder’s (1974) procedural error analysis was adopted to examine errors in 217 academic essays written by the freshmen of a business college. Careful identification of the errors revealed four commonly recurring errors in the essays. These errors were collected, identified, described and explained with relevant findings obtained from the previous studies. The findings of this study are expected to inform the English language teachers of the types of errors that college students make and the sources of these errors. Based on the findings, the researchers recommend English language teachers to design exercises that can address these errors. However, as the study was restricted to a business college, it may not be possible to generalize the findings to other in-country colleges under the Royal University of Bhutan.

Exploring Technology Integration in Thai Preservice English Teacher Education: Curriculum Analysis and Stakeholder Perspectives

Chaiwat Kaewphanngam, Chamnam Para — Mon, 23 Jun 2025 00:00:00 +0700

Technology integration in language education has become increasingly crucial, particularly in response to unprecedented educational disruptions. This study examines how Thailand's preservice English teacher education programs prepare future educators for technology integration in language instruction. Using a mixed-methods approach, the research analyzed twenty-eight Bachelor of Education in English curricula from state-accredited universities, combining curriculum content analysis with stakeholder interviews. The investigation focused on two primary dimensions: the structural composition of technology-related coursework and the development of technological pedagogical content knowledge (TPACK). Findings reveal significant variations in how programs approach technology preparation and highlight specific challenges in developing preservice teachers' digital competencies. This study contributes to the broader discourse on technology integration in language teacher education and provides evidence-based recommendations for enhancing preservice English programs in diverse educational contexts.

The Perception of English Instructors in Chinese Universities about the Use of Generative AI in English Language Teaching

Jiayu Liu, Jutarat Vibulphol — Thu, 28 Aug 2025 00:00:00 +0700

The integration of Generative AI (GenAI) technology into English language teaching has gained significant attention in recent years. In order to assess the potential for GenAI adoption in English classrooms in Chinese universities, this study investigated the perception of university instructors of English in five Chinese universities about the use of GenAI, based on the Expectancy-Value Theory (EVT). A total of 330 Chinese instructors of English participated in an online survey, adapted from Chan and Zhou (2023). The data were analyzed using descriptive statistics such as mean scores and percentages. Almost eighty percent of the participants reported having used GenAI before, mainly in teaching preparation such as creating learning materials, lesson plans and exercises. Their knowledge about GenAI's capabilities and limitations was high (Mean = 3.94). Despite the moderate perceived costs (Mean = 3.12), especially regarding ethical concerns and implementation challenges, the participants’ strong intention to integrate GenAI into their instructional practices (Mean = 4.08) appeared to be supported by the perceived value (Mean = 4.07) and perceived utility (Mean = 4.06). These results align with previous studies conducted in China, demonstrating a growing consensus regarding the potential and challenges of GenAI integration in English classrooms in higher education.