Journal of English Language and Linguistics

The role of English, Chinese, and Japanese in the tourist business in Thailand: Opportunities and challenges in 2025

2026-02-19T16:00:42+07:00

This study examines the strategic roles of English, Mandarin Chinese, and Japanese in Thailand’s tourism industry in 2025. Using secondary data from government statistics, tourism reports, and academic literature, the analysis considers language as an economic driver, its impact on tourist spending, and policy implications for multilingual tourism planning. Findings show that English remains the main lingua franca connecting Thailand to European markets. However, the growing purchasing power of Chinese and Japanese tourists highlights the need to invest in Mandarin and Japanese proficiency. The results indicate that even basic multilingual communication can attract high-spending tourist segments. The study concludes that a coordinated trilingual language strategy, supported by role-specific training and institutional standards, is vital to maintaining Thailand’s competitiveness in the global tourism economy.

Developmental shifts in ELF perceptions: How teaching experience shapes Thai pre-service and in-service teachers’ readiness for ELF-informed pedagogy

2026-03-31T10:37:00+07:00

This study investigated how teaching experience influences Thai pre-service and in-service teachers' ELF perceptions and examines their perspectives on incorporating ELF-informed approaches into classroom practice. Using an explanatory sequential mixed-methods design, 92 participants from the same ELT teacher education program were recruited across three groups: junior pre-service teachers (n = 30), senior pre-service teachers (n = 36), and in-service teachers (n = 26). A questionnaire adapted from Curran and Chern (2017) measured perceptions across four ELF-related dimensions, supplemented by focus-group interviews with 15 volunteers (five per group). ANOVA results indicated that teaching experience significantly influenced views on language models and intercultural competence, with in-service teachers showing less attachment to native-speaker norms and greater prioritization of communicative effectiveness. Qualitatively, a developmental progression emerged. Junior pre-service teachers expressed uncertainty about ELF, senior pre-service teachers showed growing pedagogical awareness, and in-service teachers offered more critical, experience-informed perspectives. All groups endorsed bilingual practices, particularly L1 use to support comprehension. These findings underscore the centrality of experiential learning in developing ELF awareness and call for stage-specific, scaffolded ELF integration within teacher education programs, with implications for curriculum reform and professional development in expanding-circle contexts.

Code-switching in Thai podcast discourse on YouTube: Types and pragmatic functions in People You May Know (PYMK)

2026-03-31T10:37:04+07:00

This article examines Thai–English code-switching in Thai podcast discourse on YouTube by describing the distribution of switching types and the pragmatic functions associated with English resources in naturally occurring talk. The dataset comprises five high-visibility episodes of People You May Know (PYMK), selected from the channel’s most-viewed episodes at the time of data collection. Using a mixed qualitative–quantitative approach, code-switching instances (N = 65) were coded for switching type (intra-sentential, inter-sentential, and tag switching) and primary pragmatic function (emphasis, clarification, quotation/reporting, humor, and identity/stance, with one overlap case). The results show that intra-sentential switching occurs across all sampled episodes, whereas inter-sentential and tag switching are less consistently distributed. Systematic type–function alignments are observed within this high-visibility subset: inter-sentential switching clusters with quotation/reporting, while tag switching is associated with humour as stance punctuation. Given the modest quantitative scope (five episodes; N = 65), the quantitative component is treated descriptively, and claims are framed as patterns within this high-visibility subset rather than as population-level generalisations. These alignments suggest that code-switching supports interactional organisation in three ways: embedded English tokens frequently package stance (emphasis and identity/stance), bounded English units support footing shifts into quotation/reporting, and short tags function as humour-oriented stance punctuation that can project alignment. Overall, the analysis suggests that English in PYMK is used not only for lexical insertion but also for interactional work such as strengthening stance, providing compact labels, foregrounding reportable material, and framing talk for an overhearing audience in digitally mediated, public-facing discourse.

Investigating the use of elaborative discourse markers in essay writing among EFL undergraduates

2026-04-08T12:12:34+07:00

Given the importance of academic writing for undergraduates, understanding their use of discourse markers is crucial for effective writing instruction. This study examines the frequency of discourse markers used by non-native EFL undergraduate students and explores their misuse by employing both quantitative and qualitative methods. The results show that the most frequently used elaborative discourse markers are ‘and’ (73.05%), ‘as well as’ (9.26%), and ‘in addition’ (5.50%), respectively. Also, non-native EFL undergraduate students sometimes misplace EDMs by placing them in the middle of the clause, leading to confusion or grammatical errors. These findings suggest that explicit instruction of elaborative discourse markers should be incorporated to academic writing classrooms, and teachers or instructors could have students exposed to authentic academic texts so that they will be more familiar with the real texts and eventually more confident in their writing.

Enhancing Thai EFL primary learners’ word reading ability through phonics instruction

2026-04-08T12:48:53+07:00

Reading words is essential to vocabulary and receptive and productive word recognition. Traditional English training in Thai elementary schools emphasizes memorization, which limits vocabulary expansion and decoding skills. This study aimed to investigate the effects of phonics instruction on Thai EFL primary learners’ English word reading ability and to examine learners’ attitudes toward phonics instruction in relation to their word reading development. A quasi-experimental pretest–posttest with a non-equivalent control group was employed. The participants were 23 Thai first-grade EFL learners divided into an experimental group (n = 12), which received phonics instruction, and a control group (n = 11), which received traditional instruction for eight weeks. The research instruments included a Letter–Sound Recognition Task (LSRT), a Word Reading Task (WRT), and semi-structured interviews. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed using thematic analysis. The quantitative results showed that the experimental group significantly improved from pretest to posttest on both the LSRT, t = 9.93, p < .001, d = 2.00, and the WRT, t = 3.33, p = .007, d = 2.77. Comparison of test performance between groups: the experimental group also significantly outperformed the control group on the LSRT, t = 2.70, p = .01, d = 2.40, and the WRT, t = 2.18, p = .04, d = 2.10. These findings indicated that phonics instruction was more effective in producing consistent and statistically significant improvement in learners’ word reading ability. The qualitative findings showed that learners developed generally positive emotional engagement toward phonics instruction. They reported increased confidence, enjoyment, and motivation in reading English words, despite some initial challenges related to cognitive load and pronunciation. The study recommends engaging phonics instruction for early primary English education to improve reading development and learner engagement for EFL teachers and curriculum designers.

An edgewalker in the land of smiles: Negotiating Filipino multilingual teacher identity in Thailand’s transnational ELT context

2026-04-08T13:28:32+07:00

This study explores the dialogic construction of a Filipino multilingual teacher’s identity in a Thai transnational English language teaching (ELT) context. Employing a dialogic evocative autoethnography, the research externalizes the researcher’s internal monologue into three voices—the Edgewalker, Earthshaker, and Enlightener—to rigorously analyze personal experience. The data corpus comprises digital reflective journals, student feedback, and classroom artifacts collected over two semesters. Data were analyzed using reflexive thematic analysis to uncover the multi-voiced tensions inherent in identity negotiation. The findings were presented through four episodic dialogues that illustrate critical junctures: navigating initial cultural dissonance, balancing pedagogical authority with student rapport, employing translanguaging to overcome language barriers, and developing dialogic resilience. The study revealed that non-native English-speaking teacher (NNEST) identity thrives on cultural hybridity and ongoing negotiation rather than fixed categorizations. It contributes to ELT discourse by challenging monolingual biases and advocating for context-responsive pedagogies that reframe identity tensions into opportunities for pedagogical innovation.

Enhancing Thai undergraduate students' English writing and critical thinking skills through problem-solving tasks and PIMPORN instructional model (PIM)

2026-03-20T09:19:36+07:00

It is challenging to help Thai undergraduate students express their ideas clearly and effectively in English writing. Previous studies have highlighted the importance of task-based learning and critical thinking in writing instruction. However, fewer studies have looked at how structured teaching methods that combine problem-solving tasks and group work can improve both writing skills and critical thinking. This study examines the effectiveness of the PIMPORN Instructional Model (PIM). This model uses problem-solving tasks, collaborative discussions, and feedback to support learning. A research question is how the PIMPORN Instructional Model affects Thai undergraduate students’ English writing performance and their critical thinking skills. The study used a quantitative method design with 9 English majors enrolled in an academic writing course at a university in northern Thailand. The researchers collected data through opinion essays given before and after the training, questionnaires, and group reflection activities. The results showed improvements in writing performance (t(8) = 5.52, p < .001, and critical thinking scores (t(8) = 4.40, p = .002, with Cohen’s d = 1.84 and 1.47). The findings suggest that the PIMPORN Instructional Model is an effective way to integrate writing instruction with the development of critical thinking in EFL higher education.

Modelling Thai EFL students' acceptance of an LMS for prosody instruction: A UTAUT2-based mixed-methods study

2026-04-11T09:01:04+07:00

English prosody remains underemphasised in Thai EFL curricula despite its role in communicative competence. This study examines Thai university EFL students’ behavioural intention towards a prosody‑focused blended learning module incorporating a learning management system (LMS). Using the UTAUT2 framework, quantitative survey data from 157 participants were analysed with PLS‑SEM, and semi‑structured interviews with 20 purposefully selected students were examined through thematic analysis. Performance Expectancy (β = .28, p < .001) and Hedonic Motivation (β = .25, p < .001) emerged as the strongest predictors of Behavioural Intention, accounting for 58% of variance. Effort Expectancy and Social Influence showed smaller but significant effects. Behavioural Intention (β = .45, p < .001) and Facilitating Conditions (β = .31, p < .001) predicted actual use behaviour. Interview data contextualised these findings: participants reported heightened prosodic awareness and reduced speaking anxiety through private, asynchronous practice, with technical frustrations non‑disruptive to overall acceptance. These findings contribute to our understanding of LMS acceptance in Thai EFL by demonstrating that when platforms are designed around specific language learning objectives such as prosody practice, students’ perceived usefulness and enjoyment of the LMS drive behavioural intention and subsequent use.

A study of characteristics of graduates in a master’s degree in ELT based on the Thai Qualifications Framework (TQF): Employer satisfactions

2026-04-28T13:58:40+07:00

The Thai Qualifications Framework for Higher Education has competencies and skills as required by the labor market. In response to the needs of the job markets and the quality assurance in higher education, the purpose of this study was to determine how satisfied employers were with their staff’s characteristics based on the Thai Qualifications Framework after graduating from the targeted university in Thailand. The participants were 19 employers and supervisors of the graduates. This descriptive survey study collected data through an online questionnaire asking the levels of satisfaction with the learning outcomes across all aspects, including ethics and morals, knowledge, cognitive skills, interpersonal skills and responsibility, numerical communication and information technology skills. The descriptive statistics used in this study were mean and standard deviation. The results showed that a majority of the participants were highly satisfied with their staff who graduated with a Master’s degree in English Language Teaching. The results demonstrated the high levels of satisfaction in ethics and cognitive skills as they expressed dedication, professional integrity, and strong problem-solving skills.