Journal of English Language and Linguistics

Developmental Shifts in ELF Perceptions: How Teaching Experience Shapes Thai Pre-service and In-service Teachers' Readiness for ELF-Informed Pedagogy

Apirat Akaraphattanawong — 2026-03-31

This study investigates 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 Podcast Yim Mai Kid (PYMK)

Rutthaphak Huttayavilaiphan — 2026-03-31

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 episodes of Podcast Yim Mai Kid (PYMK), selected from the channel’s most-viewed episodes at the time of data collection. Using a mixed qualitative–quantitative approach, code-switching instances were coded for switching type (intra-sentential, inter-sentential, and tag switching) and primary pragmatic function (emphasis, clarification, quotation/reporting, humour, 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. Functionally, English is used not only for lexical insertion but also for interactional work such as strengthening stance, providing compact labels, foregrounding quotation-like material, and punctuating affect or humour in public-facing, digitally mediated talk. The article argues that code-switching in Thai podcast discourse is best analysed as a set of pragmatic resources for managing footing, alignment, and evaluative positioning, rather than as a simple reflection of bilingual competence. Implications are discussed for research on English in Thai digital media and for broader interactional accounts of code-switching.

Investigating the Use of Elaborative Discourse Markers in Essay Writing among EFL Undergraduates

Piyapohn Pohnsuriya — 2026-04-08

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, it is shown that non-native EFL undergraduate students sometimes misplace elaborative discourse markers by putting them in the middle of the clause, leading to confusion or grammatical errors. These findings suggest that explicit teaching of elaborative discourse markers should be taught in 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

Nattarika Klahan — 2026-03-31

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. 22 Thai first-grade EFL learners were separated into an experimental group (n = 12) that received phonics instruction and a control group (n = 11) that received traditional instruction for eight weeks. Descriptive statistics and independent- and paired-samples t-tests in SPSS were used to assess quantitative data from LSRT and WRT. Analyzing semi-structured interviews’ qualitative data with inductive thematic analysis. The quantitative results revealed that learners in the experimental group significantly outperformed those in the control group on both the LSRT and WRT in the posttest, with large effect sizes, indicating substantial improvements in letter–sound recognition and word reading ability. In contrast, gains in the control group were smaller and less consistent, particularly in productive word reading. 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

Rejoice Immanuel Eljoen Merelos — 2026-04-08

This study explores how a Filipino educator’s experiences in Thailand reveal the complex, dialogic processes involved in constructing, deconstructing, and reconstructing multilingual teacher identities in transnational English Language Teaching (ELT) contexts. By examining the interplay of personal, cultural, and institutional factors, this research highlights the significance of these identity negotiations for enhancing teaching practices and informing educational policies. Grounded in Bakhtin’s heteroglossia, the study employs a dialogic evocative autoethnography, where the researcher’s narrative is structured through three interconnected voices—the Edgewalker (lived experience), the Earthshaker (critical interlocutor), and the Enlightener (reflective analyst). Data drawn from personal recollections, journal entries, and classroom interactions are analyzed reflexively to uncover the multi-voiced tensions inherent in identity negotiation. The findings reveal five episodic dialogues that illustrate critical junctures in the teacher’s identity journey, from initial cultural dissonance and self-doubt to adaptive pedagogical strategies and eventual affirmation of “in-betweenness” as a strength. For instance, the Edgewalker’s encounter with Thai cultural norms like kreng jai initially destabilized his authority but later informed his shift toward student-centered approaches and translanguaging practices. Moreover, the study highlights the fluidity of multilingual teacher identity, which thrives on dialogue and hybridity rather than fixed categorizations. The research contributes to ELT discourse by challenging monolingual biases and advocating for policies that recognize NNESTs’ cultural and linguistic assets. Furthermore, it offers practical insights into fostering inclusive classrooms where identity tensions are reframed as opportunities for pedagogical innovation. By centering the voices of marginalized educators, this study underscores the need for a more equitable and heteroglossic understanding of teacher identity in global ELT contexts.