Journal of English Language and Linguistics

Bridging language gaps: Pedagogical translanguaging practices in Vietnamese EFL education

2025-08-27T16:28:44+07:00

This paper explores the transformative potential of pedagogical translanguaging (PTL) in Vietnamese EFL classrooms, particularly in rural and under-resourced areas, where traditional English-only instruction often limits student engagement and comprehension. Drawing on global best practices, PTL is positioned as a structured, inclusive pedagogy that enables students to utilize their full linguistic repertoires, fostering critical thinking, participation, and improved academic performance. By synthesizing theoretical perspectives and practical applications, this study highlights PTL’s effectiveness in reducing language anxiety, supporting bilingual identity development, and enhancing content understanding. Comparative insights from multilingual contexts, such as the United States, Europe, Africa, and Asia, demonstrate PTL’s scalability and adaptability in K-12 and higher education settings. However, Vietnamese classrooms continue to face institutional and societal barriers that hinder PTL’s implementation, including monolingual ideologies, lack of policy support, insufficient teacher training, and negative perceptions surrounding L1 use in English instruction. To address these challenges, this paper proposes practical strategies for integrating PTL into Vietnamese EFL classrooms, including intentional lesson planning, culturally responsive content, and flexible assessment methods. Additionally, it underscores the urgent need for teacher training programs and policy reforms to ensure a systematic and equitable adoption of PTL across educational contexts. By embracing PTL, Vietnamese schools can create more inclusive, learner-centered environments, ultimately fostering bilingualism and enhancing educational equity.

Use of gamification to promote spelling skills of grade 3 students

2025-07-20T12:12:45+07:00

This research aimed to (1) compare the English spelling skills of grade 3 students before and after learning from lessons using gamification, (2) compare the English spelling skills of grade 3 students using gamification and conventional methods, and (3) study the satisfaction of grade 3 students toward the lessons using gamification. The study sample consisted of grade 3 students enrolled in a Thai primary school during the first semester of the 2024 academic year. A cluster random sampling method was employed to select 16 students for the experimental group and 16 for the control group, yielding a total of 32 participants. The research instruments comprised gamification-based instructional materials, pre-test and post-test assessments to evaluate English language proficiency, and a student satisfaction survey to gauge learners' perceptions of the instructional approach. The findings indicate that grade 3 students' English spelling abilities improved following instruction using the gamification teaching approach, compared to their pre-learning levels, with a statistical significance of p = .05. Moreover, English spelling skills among grade 3 students taught using the gamification strategy demonstrated a statistically significant difference from those instructed through conventional methods (p = .05). Additionally, students' overall satisfaction with the gamified lesson was at the highest level, with a mean score of 4.90 and a standard deviation of 0.17.

Investigating English personal experience narrative texts of Thai learners of English as a foreign language

2025-07-20T12:12:43+07:00

This study examines English personal experience narratives written by Thai EFL learners of varying proficiency levels at Prasarnmit Demonstration School (Secondary) in Thailand, comparing their use of narrative elements. Based on TU-SET scores, 45 Thai EFL learners, with 15 in each group, were divided into three sample groups of beginner, intermediate, and advanced levels. They wrote 250-word English narrative texts on their selected topic. Using Labov and Waletzky’s (1967) and Labov’s (1972) framework of narrative structures, six elements were found: abstract, orientation, complicating action, evaluation, resolution, and coda. The findings reveal that the evaluation was the most prominent element across all groups. The difference was in the abstract and coda, as they were the least frequently used. The advanced learners employed the abstract more frequently than the other sample groups. The use of evaluation highlights the credibility of English narrative writing that the events narrated occurred. The least frequently used abstract and coda among the sample groups suggests that a narrative storyline was relatively simple across all groups. The highlight of the evaluation element underscores how Thai EFL learners would use narrative structure for academic writing or online posts and produce more effective narrative writing or a more popular post. Pedagogically, the findings may be used to prepare Thai secondary school EFL learners to focus on audience attraction in their writing and assist educators in designing assessment rubrics that emphasize this element to promote more engaging narrative writing.

Developing a standardized English proficiency test based on the CEFR and language test development manual

2025-05-20T14:19:46+07:00

This study was conducted to construct a Council of Europe Common European Framework of Reference-aligned Standardized English Proficiency Test to be reliable and valid. It utilized the instrument development research design participated in by 217 students from one university in Thailand during the second semester of academic year 2024. The actual test material was made based on the Council of Europe’s (2011) Manual for Language Test Development and Examining, with its four major stages: planning, designing, try-out, and informing stakeholders. The listening and reading tests were adopted from the existing references and examination utilized by the university. The findings revealed that the English Proficiency Test was valid, with ds=0.35 for the Listening Test and ds=0.35 for the Reading Test, both at a moderate level. The test reliability result was r=1.35>0.05. Therefore, the test can be considered good and valid since the committee carefully designed and considered the processes of development aligned with the Council of Europe’s (2011) Manual for Language Test Development and Examining. An English proficiency test was developed based on the Council of Europe’s (2011) Manual for Language Test Development and Examining. Findings showed that the test is valid and reliable, making it a useful tool for measuring English proficiency.

Reading motivation of clinical medicine students in Chinese Medical College

2025-06-07T11:44:37+07:00

This study provided a comprehensive exploration of the complex motivational factors influencing English reading among clinical medicine students in China. Utilizing a quantitative research approach, the Motivation for Reading Questionnaire (MRQ) was employed to systematically collect data. Subsequently, descriptive analysis was performed using the advanced statistical software SPSS 27.0 to analyze the collected data. The findings revealed that reading motivation among clinical medicine students was medium level (mean = 3.1944), with extrinsic motivation (mean = 3.3218) emerging as the most dominant, followed by intrinsic motivation (mean = 3.2313), social motivation (mean = 3.0632), and self-efficacy (mean = 3.0603). The relatively narrow gap between extrinsic and intrinsic motivation indicated that, although external factors significantly drove clinical medicine students’ reading behavior, they also derived personal satisfaction and interest from engaging with English reading materials. The findings indicated that social motivation and self-efficacy among clinical medicine students were similar and both lower than extrinsic and intrinsic motivation. This indicated that clinical medicine students had relatively lower confidence in their reading abilities and were less motivated to read English for social interaction. Based on these insights, this study offered practical recommendations for enhancing college English reading instruction and provided valuable guidance for future research in this domain.

The effects of game-based learning on enhancing collocational knowledge of the 11th grade students

2025-08-16T13:20:37+07:00

This study investigated the effects of game-based learning on 11th grade students’ collocational knowledge, vocabulary retention, and learning satisfaction. 36 students from Suraphinpittaya School, selected via cluster random sampling, participated in a five-week intervention using five non-digital games. Data were collected through a pretest, a posttest, a delayed posttest, and a questionnaire. Quantitative analysis involved mean, standard deviation, and dependent t-tests, while qualitative data were analyzed by using content analysis. Findings revealed a significant improvement in collocational knowledge post-intervention. However, vocabulary retention showed no statistically significant difference between posttest and delayed posttest scores. Questionnaire responses indicated students’ high satisfaction, with game-based learning perceived as enjoyable, engaging, and promoting active participation.

Enhancing English writing competence and self-correction awareness through the RADAR process in argumentative writing

2025-08-20T11:28:25+07:00

Among Thai EFL learners, developing academic writing proficiency presents ongoing challenges—particularly in constructing grammatically accurate sentences, maintaining paragraph coherence, and engaging in self-directed revision. This study investigates the efficacy of the RADAR process—an instructional framework grounded in metacognitive strategies and recursive revision—in enhancing English writing competence and self-correction awareness. A one-group pretest–posttest design was conducted over a 16-week term with 30 junior students majoring in English under the Bachelor of Arts program, enrolled in a course on argumentative reading and writing. The instructional intervention followed the five-stage RADAR sequence: Recognition, Analysis, Diagnosis, Adjustment, and Reconstruction. Data were collected from pretest and posttest writing tasks, which were assessed using an analytic writing rubric, along with self-report questionnaires and semi-structured interviews. Quantitative findings revealed statistically significant gains in writing scores (t(29) = 3.56, p = .0017), particularly in sentence variety, grammatical precision, and cohesion. Qualitative data supported these results, showing increased metacognitive awareness, improved proofreading habits, and greater learner autonomy in revising writing errors. Despite these positive outcomes, the study’s scope was limited by the absence of a control group and its focus on paragraph-level writing tasks, which may not fully represent broader academic writing abilities. Overall, the study offers empirical support for the RADAR process as an effective instructional model that integrates linguistic instruction with cognitive engagement. It contributes to EFL pedagogy by fostering both writing accuracy and learner autonomy and provides implications for curriculum design, teacher training, and self-regulated learning.

Glocalized ELT: Integrating localized English lessons with game-based learning

2025-08-23T11:31:24+07:00

Glocalization integrates global and local influences in English language teaching, ensuring that cultural traditions and identities are preserved while fostering meaningful learning experiences. The use of Game-Based Learning (GBL) could enhance the effectiveness of localized English lessons (LEL). This study demonstrates the integration of localized English lessons with game-based learning. It aims to 1) compare learning achievements of the participants before and after exposure to the activities featuring localized English lessons and a game-based approach, 2) examine the students’ satisfaction towards the intervention, and 3) investigate students’ and teachers’ opinions towards the integration of LEL and GBL. The population consisted of all 81 small-sized schools in Nakhon Nayok. The sample, Wat Kiriwan School, was derived through simple random sampling. This research included two groups of participants: 28 junior high school students and 2 teachers at this school. This study employed a quasi-experimental one-group pre-test and post-test design, along with a mixed-method approach. The research tools included lesson plans, pre/posttests, a questionnaire, and semi-structured interview questions. Quantitative data analysis included frequency, percentage, mean, and standard deviation for descriptive statistics and a paired t-test for inference. As for the qualitative data, the thematic analysis was employed. This study reveals that students demonstrated statistically significant improvements in vocabulary knowledge after their exposure to the activities. Moreover, their overall satisfaction towards the intervention was high. Furthermore, the students and the teachers expressed positive opinions towards the intervention, while they suggested extending sessions of the intervention.

Thai EFL students’ efficacy of business English presentation skills through peer-assisted learning in an online platform

2025-08-22T09:42:23+07:00

This mixed-method study investigates the efficacy of Peer Assisted Learning (PAL) in enhancing business English presentation skills among Thai EFL students within an online learning platform, integrating both quantitative and qualitative data to evaluate the impact of PAL on students' performance and confidence levels before and after the intervention. A 5-point Likert-scale questionnaire and pre- and post-tests were administered to 65 first-year students majoring in Business English at a public university in Chiang Mai, Thailand. The findings revealed significant improvements in students' presentation skills and confidence. Before the intervention, the students had low mean scores in presentation experience (x̅ = 2.72), process understanding (x̅ = 2.85), essential presentation skills (x̅ = 2.49), and presentation delivery (x̅ = 2.46). Despite valuing these skills (x̅ = 4.22), their confidence (x̅ = 2.94) and emotional readiness (x̅ = 3.51 and x̅ = 3.32) were modest. Following the PAL intervention, students showed significant improvements in business English presentation skills and confidence, with mean scores rising from 2.85 to 3.98 for presentation process understanding, 2.49 to 4.16 for essential skills, and 2.46 to 3.76 for delivery ability. Confidence-related scores also increased from 2.94 to 3.57 for speaking confidently and 3.51 to 3.94 for emotional control, while all changes were statistically significant (p < 0.001). Qualitative feedback further highlighted the benefits of collaborative learning, though challenges such as coordinating group work online were noted. Overall, the study concludes that PAL is an effective strategy for enhancing business English presentation skills in an online context. It also provides valuable insights for curriculum design and instructional approaches in language education.

The role of English in the linguistic landscape of the Bangkok Bus Terminal (Mo Chit): A linguistic landscape study

2025-08-23T11:31:22+07:00

Transport terminals are more than places for catching buses—they are spaces where languages meet real passengers. In Thailand, where people from different regions and countries pass through every day, signage plays an important role in helping everyone find their way. This study looks at how English is used on signs at Bangkok Bus Terminal (Mo Chit), a major hub for both Thai passengers and migrant workers. Using Ben-Rafael’s (2006) framework, the research analyzed 290 signs collected through fieldwork in May 2024. The results showed that while bilingual signs dominated (183 signs, 63.10%), the terminal also displayed monolingual signs (99 signs, 34.14%) and a small number of trilingual signs (1 sign, 0.34%). Most bilingual signage combines Thai and English, with government signs offering more balanced language presentation than those made by private companies. While English helps with basic communication, it often appears in smaller fonts and with inconsistent quality—especially in bottom-up signage. Interestingly, Chinese was not found, and only a few signs used Burmese or Lao, despite the large number of regional travelers. These patterns suggest that while English is visible, it’s not always accessible. The study highlights how language on signs reflects broader issues of inclusion, mobility, and policy, especially in spaces meant to serve the public.

Integrating intercultural competency in English for general education in a Thai university: A document analysis of course syllabi

2025-08-23T11:35:17+07:00

The present study aims to explore the integration of intercultural competence in the general English education curricula of a private university in Northern Thailand. The study employed a qualitative research design, utilizing document analysis to examine 8 course syllabi from the two English for General Education curricula that commenced in the 2024 academic year. Byram’s intercultural model, comprising of 5 intercultural components including cultural knowledge, skills of discovery/interaction, skills of interpreting/relating, attitude, and critical cultural awareness, was employed to guide the design of the study. Findings reported that 4 intercultural components, including cultural knowledge, skills of discovery/interaction, skills of interpreting/relating, and critical cultural awareness, were integrated into the two curricula to varying extents, while attitude was missing from both curricula. The study emphasizes the need for instructors and curriculum developers to incorporate both Thai culture and its global perceptions, as well as real-time interaction practices, into their General English courses. Furthermore, students' intercultural attitudes can be achieved through teaching and learning activities that explore both their own values and cultural practices, as well as those of the interlocutors.

Investigating action verbs in writing applied linguistics research methodology

2025-08-27T16:28:41+07:00

This study investigates how researchers used the verb to communicate with the readers in applied linguistics research methodology. The semantic theory in this study followed Aktionsart theory, which classifies verbs into four types, including action (run), accomplishment (run a mile), achievement (win a game), and stative (like). The sampling in this study was purposive sampling. The data collection was Q1 SCOPUS applied linguistics research articles from System and Journal of English for Specific Purposes. The dataset was made up of 302 independent clauses from the methodology sections. The data analysis followed descriptive statistical analysis. The results in the study showed that the action verbs in Q1 SCOPUS applied linguistics research methodology were reported at 98.35 percent. The verb found in this section has the semantic denotations of developing, evaluating, and creating. The results in this study complied with the definition of a research study in that research is an ongoing process and repeatability. For future research, it is recommended that other types of verbs in Aktionsart Theory could be studied to contribute other aspects of how the verbs in research studies are used.