Journal of English Language and Linguistics

Using digital flashcards to improve English word reading skills in Thai primary school learners

Suwanan Longchin — 2024-06-06

Numerous studies have investigated the effectiveness of digital flashcards for teaching word reading. Digital flashcards, among various educational tools, have gained popularity for enhancing word reading skills. This study investigated the effect of digital flashcards on English word reading skills among Thai primary students. Moreover, the study explored their perceptions towards the implementation of digital flashcards for word reading development. The study involved nineteen students aged 11 to 12. The research tools included a pre-test and post-test assessment of word reading skills and a perception questionnaire. A semi-structured interview was also conducted to gather deeper insights into the participants’ perceptions of digital flashcards. A pre-test was administered before the implementation of an eight-week instructional period with digital flashcards, followed by a post-test. Next, a perception questionnaire and a semi-structured interview were conducted. The findings suggested that digital flashcards effectively enhanced word reading skills among Thai primary school students. The perception questionnaire revealed that the participants held highly positive views on using digital flashcards. Qualitative data further supported the advantages of digital flashcards in word reading skills, offering insights for educators and recommendations for future research.

The role of motivation in achieving english exit examination: A case study on Thai undergraduate nursing

Pichaporn Sirisukeepradit — 2024-07-11

Motivation is believed to be one of the significant factors in English language achievement. It is a primary factor that encourages students’ behavior to achieve language goals. This study aimed to investigate the motivation of third-year Thai undergraduate nursing students in English language learning (ELL). A qualitative case study and semi-structured in-depth interview were employed. Only twenty-four out of 294 nursing students successfully passed the university requirement of the Common European Framework of Reference for Languages (CEFR) B1 level with Test of English for International Communication (TOEIC) scores higher than 380 in the second semester of the academic year 2566. The results indicated that the students who acquired CEFR B1 level had both integrative and instrumental motivations. The students believed English language ability to be a key factor in their nursing career. The students also spent their free time enjoying English music and movies. Furthermore, they wished to know more about English people and their culture. It is anticipated that the findings of this study will benefit nursing students, English teachers, and university administrators in creating activities, strategies, policies, and environments to increase the student’s motivation toward achieving English language goals.

Comparative analysis of transition use in ELT research introductions: Thai versus international authors

Natthaphong Sirijanchuen — 2024-07-21

Exploring how academic writing styles differ across cultures provides additional insights into scholarly communication practices. This study therefore investigated the use of transition markers in the Introduction sections of ELT research articles written by Thai and international authors, aiming to uncover the differences on their academic writing. Using a mixed-methods approach, the research analyzed 50 introductions from two reputable Scopus-indexed journals, focusing on the frequency and types of transitions employed in the primary move structure based on Swales’ CARS model (2004): Move 1: Establishing a Territory, Move 2: Establishing a Niche, and Move 3: Presenting the Present Work. The findings revealed that Thai authors (TA) utilize transition markers more extensively, emphasizing explicit connections to enhance clarity and coherence. Conversely, international authors (IA) demonstrate a preference for a minimalistic approach, using fewer transitions and relying more on reader inference. The study highlights significant rhetorical and stylistic differences influenced by educational and cultural backgrounds. The study offers insights for designing targeted academic writing instruction to accommodate diverse rhetorical preferences in global scholarly discourse.