Journal of English Language and Linguistics

The English varieties in Thai higher education: Views of international university students across Kachru’s circles

Musa Sanoh — 2024-10-22

This qualitative study aimed to investigate the perceptions and adaptation strategies of international university students from Kachru’s Inner, Outer, and Expanding Circles regarding English varieties in Thai higher education. For data collection, the study used semi-structured interviews with six students chosen through purposive sampling: one from the Inner Circle, two from the Outer Circle, and three from the Expanding Circle. Qualitative content analysis was used to analyze the data. The research aimed to provide a comprehensive understanding of how these students experience and engage with English varieties within their English programs. The context of globalization and internationalization highlights the growing prevalence of English programs in Thai universities, making it essential to explore how diverse linguistic backgrounds impact students’ learning experiences. The findings reveal that students encounter distinct challenges based on the English varieties, affecting the participants’ academic adaptation and overall engagement. The study underscores the importance of acknowledging and incorporating multiple English varieties into educational practices to support international students better. This research contributes to the broader discourse on Global Englishes (GE) by analyzing qualitative data from interviews, emphasizing the need for inclusive and adaptable pedagogical approaches.

Genre analysis of hybrid texts: Language used in online course introduction of international universities

Sirikarn Thongmak — 2024-10-23

This study thus aimed to examine a spoken discourse genre of new hybrid texts in the online course previews extracted from an online learning website. The corpora consisted of 12,735 words compiled through 30 pieces of the top five online course previews within the three sub-categories including Business, Academics, and How-to of Coursera websites. The results showed that there were marked features of the discourse as hybrid text which displayed the combination of promotional and academic properties. The unique rhetorical organization in terms of employing the obligatory move structures: detailing the course, establishing credentials, and indicating the benefit of learners was extensively found. Besides this, the grammatical feature of if- conditional forms and the lexical bundle “be going to”, were discovered to purposively support the rhetorical organization to create the persuasive effect on the target audience to enroll the full courses. Implications of the present study in relation to the genre analysis of the new hybrid text were also discussed.

The relationship between intrinsic motivation, self-efficacy, self-regulated learning, and English learning achievement in Chinese high school students

Zhiyao Chen — 2024-10-31

This study investigated the relationships between intrinsic motivation, self-efficacy, self-regulated learning, and English learning achievement among Chinese high school students. A total of 237 10^th-grade students in China participated, responding to a 5-point Likert scale questionnaire. Using descriptive and referential statistical analyses, the study found that self-efficacy had a strong correlation with SRL strategies, particularly goal setting and planning. Intrinsic motivation also showed positive, though slightly weaker, correlations with these SRL strategies. Both intrinsic motivation and self-efficacy were closely linked to English language achievement, with self-efficacy demonstrating a stronger relationship. Additionally, SRL strategies such as goal setting, monitoring, and effort regulation were significantly associated with better English learning outcomes, emphasizing their crucial role in academic success. The findings suggest that enhancing intrinsic motivation, self-efficacy, and SRL strategies can substantially improve English language learning. The study recommends educational strategies that focus on these key factors to boost students’ performance and offers suggestions for future research and educational practices.

A study of translation strategies used in the translation of Walt Disney songs into Thai

Thanaporn Leelasoorayakan — 2024-11-28

Song translation poses a unique challenge for translators, requiring them to balance linguistic elements, cultural nuances, and musicality. This study aims to analyze the number of syllables and words of the English Walt Disney songs and their Thai translations and to examine the strategies used in the translation of Walt Disney songs into Thai. Nine Oscar-winning songs from Walt Disney’s animated films were analyzed, revealing that the Thai versions tend to have fewer syllables and words than the originals. In addition, of the seven translation strategies proposed by Lefevere (1975), six were identified in the translations, namely literal translation, metrical translation, verse to prose translation, rhymed translation, blank/free verse translation, and interpretation. Interestingly, interpretation emerged as the most frequently employed strategy, showcasing the creativity required in adapting songs to new linguistic and cultural contexts. This study may serve as a valuable reference for translators and contribute to further research in the field of translation studies.

An analysis of grammatical errors in English speaking of Thai EFL learners

Pongsatorn Pawabutra — 2024-12-06

The purpose of the present study was to investigate the instances of grammar mistakes in the spoken English of Thai EFL university students. The research objectives were to compare the errors committed in lexical and sentence structure and their frequencies. The participants comprised 43 first-year English for Business Communication students learning General Listening and Speaking courses at the Sakon Nakhon Rajabhat University. The data was gathered through recorded impromptu speeches on randomly assigned topics. The recordings were transcribed and then the data was analyzed using the Surface Strategy Taxonomy. The findings showed that there were 158 grammatical mistakes in total, and they are based on four main categories. Misformation errors were most prevalent, accounting for 69.62% of all errors, with subject-verb agreement (25.32%) and verb form (17.72%) errors being particularly common. Additional errors constituted 15.82%, omission errors 13.29%, and misordering errors 1.27% of the total. The most frequent subcategories were subject-verb agreement errors (25.32%), verb form misformation (17.72%), and tense misformation (12.66%). These results indicate that Thai EFL learners have considerable difficulties in utilizing appropriate grammatical structures in spoken English, and particularly verbs and agreements. The high frequency of misformation errors points to the fact that more focused instruction on problematic structures need to be addressed in lessons in contexts that convey meaningful communication. As such, it provides findings that could help plan specific instructional strategies and curriculum design for enhancing Thai students' spoken English proficiency.

The challenges of intercultural communication competence and the use of English as Lingua Franca

Kannikar Kantamas — 2024-12-09

This study aims to explore the challenges Myanmar students encounter in developing intercultural communication competence and to examine the role of English as a lingua franca in these intercultural contexts. The primary objective is to identify and analyze the key difficulties faced by Myanmar students in their efforts to enhance their intercultural communication skills. Additionally, the study will investigate how the use of English as a lingua franca affects the dynamics and interactions among these students. To achieve these goals, a qualitative research approach will be utilized, employing interviews and observations as methods of data collection. The findings will illuminate the specific challenges Myanmar students face in building intercultural communication competence within an English lingua franca setting. Moreover, the study will enhance understanding of how English as a lingua franca influences intercultural communication dynamics among Myanmar students. The results of this research will have implications for educational institutions, curriculum development, and language policy, offering insights for designing intercultural communication programs that effectively meet the needs of Myanmar students in contexts where English serves as a lingua franca.

The study of EFL students’ attitudes and behaviors toward using ChatGPT in English language learning

Sudarat Phosa — 2024-12-09

This study explored EFL students' attitudes and behaviors toward using ChatGPT in English language learning. The participants consisted of 48 Thai third-year undergraduate students from the Educational Technology and Communications program at Naresuan University, selected through purposive sampling. A questionnaire was used as the research instrument to assess students' attitudes and behaviors toward using ChatGPT in English language learning. The questionnaire was divided into three sections: general information, EFL students' attitudes toward using ChatGPT in English language learning, and EFL students' behaviors toward using ChatGPT in English language learning. The findings indicated that EFL students strongly agreed that ChatGPT was easy to use and convenient (M = 4.83). Regarding the development of the four key English language skills, students agreed that ChatGPT helped to improve writing (M = 4.31), reading (M = 4.13), and listening (M = 4.08) skills, though students were less confident in ChatGPT’s impact on speaking skills (M = 3.35). In terms of behaviors, students reported using ChatGPT most frequently to improve writing skills (M = 4.23), followed by reading (M = 3.94), listening (M = 3.63), and speaking skills (M = 3.04). Additionally, students indicated using ChatGPT to boost students’ interest and motivation in English language learning and investing time and effort into using ChatGPT to improve English proficiency. Lastly, EFL students demonstrated positive attitudes and behaviors towards using ChatGPT in English language learning, recognizing ChatGPT as a supportive tool. However, instructors need to establish clear guidelines on ethical considerations regarding using ChatGPT.

Using quizizz to enhance the vocabulary knowledge of English Students at a Private University

Ruth Castro — 2024-12-13

The purpose of this study was to investigate the relationship between the Quizizz game-based platform and vocabulary knowledge. The researchers employed a quasi-experimental design with 241 first-year students enrolled in English classes at a private university in Nakhon Pathom, Thailand. A paired t-test statistical analysis was used to compare the pre-test and post-test results, while a 5-point Likert scale was used to assess the opinions of the students/participants. The pre-test was administered before introducing the vocabulary exercises using the Quizizz game-based online platform. At the end of the four-month intervention period, a post-test was conducted along with the attitudinal survey. The results showed a significant improvement in favor of using a game-based platform, with a statistical difference of .01, indicating that students had substantially enhanced vocabulary knowledge. Moreover, students' opinions on using Quizizz were overwhelmingly positive. These findings aligned with previous research suggesting that Quizizz effectively enhances vocabulary knowledge. Most importantly, based on the findings of the present research, it was recommended that Quizizz be utilized to enhance vocabulary knowledge in English classes for college students.

A study of EFL students' argumentative writing skills through online collaborative writing activities

Utumporn Saksopin — 2024-12-15

This study explored the impact of online collaborative writing on EFL learners’ argumentative writing abilities and learners’ attitudes toward using this method to enhance writing skills. The participants consisted of twenty undergraduate learners from a writing classroom, selected through purposive sampling. The twenty learners were categorized into three proficiency levels: advanced, intermediate, and novice learners. The selected participants were then divided into five heterogeneous groups to collaboratively compose argumentative paragraph writings. This study employs a quantitative technique. The instruments consisted of six lesson plans, pre-test and post-test, four argumentative writing assignments, and a questionnaire. The study evaluated an online collaborative writing activity to determine how proficiency levels affected both group and individual writing performance. The results of the learners’ argumentative writing post-test were higher than pre-test scores across all proficiency levels. The highest scores in learners' argumentative writing were found in the group performance, followed by the individual post-test scores, respectively. This approach enhances learners’ analysis, evaluation, and content-creation skills, leading to more effective group work. Additionally, online collaborative writing simplifies tasks like gathering information and using various functions, making the writing process more efficient.

Hate speech towards female game players in Valorant game

Wirakarn Pornying — 2024-12-20

This study examined the types of hate speech towards female game players in Valorant on the North American (NA) server. The data was collected from 43 videos (out of 1,377) from seven female YouTube channels between 2020 and 2023, where hate speech occurred during gameplay. This study utilizes a combination of quantitative and qualitative research methods. The researchers created precoding schemes based on Bahador’s (2023) framework of hate speech. Moreover, the researchers identified types of discrimination reflected through hate speech inspired by Kowert’s (2020) model. The findings show that the most common type of hate speech was “Negative character” (37%), followed by “Disagreement” (24%) and “Negative action” (20%). Less frequent types included “Demonizing and Dehumanizing” (16%), while “Death” and “Violence” each appeared in only 1% of cases. Five types of discrimination were identified: Offensive name calling, Trolling/Griefing, Sexual harassment, Sexual assault, and Threats of physical violence. Notably, instances of hate speech can be categorized into more than one type of discrimination categories. These findings highlight the current state of online gaming, particularly the discrimination faced by female game players. They can raise awareness among victims, parents, influencers, and the gaming industry to detect hate speech effectively.