This study investigates the use of English as the medium of instruction (EMI) by a non-native speaker as part of shadow education. Data were collected from a group of Thai students (n = 5) enrolled in an English course at a local tutorial school during their last year of tertiary education. Specifically, the study focused on the perceptions and…

This research utilized the combination between quantitative and qualitative researches. The research sample included Thai language course lecturers both Thai and South Korean persons, including 1st-4th year South Korean undergraduate students. The instruments used included the questionnaire on teaching strategy which also included Thai culture to…

The need to incorporate Global Englishes (GE) awareness and informed practices into English language teaching (ELT) has encouraged practitioners to revisit their language curricula and include Other Englishes in their language teaching practices, impacting how language is taught and learned. The present study explores how five non-native English…

This mixed-methods study investigated and compared the perceptions toward forty-five effective English language teacher characteristics of Thai undergraduates in science and social science programs at a private university. These characteristics were categorized into five categories: rapport, delivery, fairness, knowledge and credibility, and…

This study investigates EFL university lecturers' challenges when selecting resources to facilitate students' self-regulation. Using a mixed-method design with 89 participants from Thai universities in this research sheds light on lecturers' difficulties, such as time constraints and limited access to reliable resources. It underscores the…

As English plays a key role as an international language, the foundations of teaching and learning English may need to change in response to the new, global sociolinguistic landscape of the twenty-first century. Our study aims to investigate Thai L2 teachers' perceptions of the ownership and varieties of English today, their current teaching…

This research is a grounded theory study that aims to generate a theory to account for Thai EFL pre-service teachers' materials development. The participants were twenty-two EFL pre-service teachers. Three rounds of stimulated recall interviews, consisting of five main research questions, were implemented. The resultant data was then analyzed…

Effective teacher preparation goes beyond enhancing EFL pre-service teachers' English proficiency. It also involves equipping them with the skills to design culturally relevant course materials. However, little attention has been paid to how locally and globally contextualized materials influence EFL pre-service teachers' reading strategy…

Language teacher associations (LTAs) serve as a platform for the personal and professional learning of language teachers. This study uses Q methodology to explore how involvement in Thailand TESOL promotes collective leadership among its committee members. Twenty current and former members participated in a card-sorting task, and six of them were…

This study aims to examine the diverse strategies employed in apology and request, investigate the influence of cultural factors, social power, and social distance on these strategies, and explore the existing limitations and gaps in the literature for future research. Data collection is conducted using the qualitative technique. Qualitative…

Engaging in continuous professional development (CPD) is crucial for teachers to enhance their learning and teaching quality. A large-scale training has been debated as a one-stop training, while the investment's value remains debatable. This study examined the impact of a large-scale training program called the Bootcamp, organized in Thailand, on…

Interpretive frameworks may be helpful to understand narratives, yet they also risk displacing unique information of the research context. In this paper, we argue that such is the case in narrative inquiry studies of English language teaching set in the Asian context, perhaps due to the pressure to use familiar interpretive frameworks that are…

This study investigates how Thai university students believe about English language teaching and learning and to what extent they are aware of English variation or Global Englishes (GE). The participants are 13 senior English-major students who studied at a public university in northern Thailand in the academic year 2019. As the main research…

Socio-cultural and social constructivist theories are crucial in learning and education. This article aims to inform readers about socio-cultural and social constructivist theories and to present their application in language classrooms. The body of knowledge in this article was synthesized from journal articles and books concentrating on the…

English is core to HE (higher education) globally, with both HE and English seen as pathways to success for students. Yet, access to English is unequal and colonial ideologies associate English with Anglophone settings. Much of the research on English in HE has focused on elite institutions and students, while the majority of the world's HE…