Journal of Language Research and Practice

NBA and FIBA Basketball News Headlines: A Formality Analysis and Players’ Perspectives

2025-05-08T21:47:19+07:00

This study aims to investigate the formality of basketball news headlines and the attitudes of basketball players towards them. The researcher examined the use of language in headline writing by comparing the formality of English parts of speech in NBA and FIBA headlines. The methodology involved analyzing the frequency of parts of speech and calculating formality scores using Eriksson’s (2017) F-measure method. A comparison of word counts and parts of speech across headlines from both organizations was conducted to determine formality. Additionally, a questionnaire was administered to Thai basketball players, basketball news readers, and Thai basketball players familiar with the basic rules of the game. Participants were asked to choose their preferred news headlines and rate the interestingness of the headlines on a scale of one to five.

The findings revealed that nouns, prepositions, and verbs were the most frequently used parts of speech, while modifiers such as adjectives and adverbs were used less frequently. There was no significant difference in the average formality scores between NBA and FIBA headlines, although NBA headlines had a slightly higher formality score. In terms of preference and interestingness, NBA headlines received higher ratings despite the minimal difference in formality. In conclusion, while NBA headlines were more formal, this higher formality did not diminish their appeal. The results suggest that language use in headlines plays a crucial role in shaping reader interest, with NBA headlines attracting more attention and preference despite similar formality levels compared to FIBA.

Exploring the Use of Cohesive Devices in Argumentative Essays: A Study of Thai English-Major Students at a Public University

2025-05-05T17:23:52+07:00

This study investigates the use of cohesive devices in argumentative essays written by Thai second-year English major students at a public university. All students in an English Writing course were assigned to write a 300–350-word argumentative essay on a specific topic. However, only 40 students agreed to participate in the research and provided their essays for analysis. The study aimed to examine the most frequently used cohesive devices. The findings indicate that references and conjunctions accounted for more than 80% of the cohesive devices used, followed by lexical cohesion, substitution, and ellipsis. The results show that both the frequency of cohesive ties and students’ knowledge of cohesive devices significantly impact the overall quality of their argumentative essays. Cohesive devices help students enhance the effectiveness of their writing, making argumentative essays more logical, coherent, and easier for readers to understand the writer’s perspective.

Investigating English Code-Switching Frequency in ATEEZ's Korean Pop Songs

2025-05-03T13:28:22+07:00

To attract a global multilingual audience, K-pop has long incorporated English lyrics as a strategic tool. This study analyzes 20 songs by ATEEZ, a prominent fourth-generation K-pop group, focusing on tracks promoted through music videos to examine the phenomenon of code-switching. The analysis applies Poplack’s (1980) code-switching framework alongside word class categorization by Leech, Conrad, and Biber (2002). The findings reveal that intra-sentential code-switching dominates, with interjections representing the most frequent word class. Furthermore, the study highlights that English lyrics are primarily employed for entertainment and marketing purposes, aiming to enhance listener engagement and expand global reach. These insights contribute to a deeper understanding of linguistic hybridity in K-pop and the evolving role of English in global music trends.

Negotiating Meaning in the Marketplace: Communication Strategies of Thai Vendors at Chatuchak Market

2025-05-10T07:16:37+07:00

This study investigates the communication repair strategies employed by Thai entrepreneurs interacting with non-native English speakers at Chatuchak Market in Bangkok. Drawing on frameworks from Faerch and Kasper (1977), Tarone (1977), and Lin (2007), the research analyzes how two vendors—a smoothie seller and a masseuse—used strategic language and nonverbal tactics to manage real-world misunderstandings in English as a Lingua Franca (ELF) contexts. Data were collected from naturally occurring vendor–customer interactions and analyzed through a two-tier framework comprising Reduction and Achievement Strategies. Findings reveal a clear preference for Achievement Strategies such as code-switching, appeal for assistance, mime/gesture, compensatory tools (e.g., calculators), and self-repair. These multimodal and interactive tactics were notably effective in resolving communicative breakdowns. In contrast, Reduction Strategies like topic avoidance and message abandonment were less effective and often led to unresolved exchanges. The study highlights the practical importance of visual, bilingual, and collaborative strategies in cross-cultural communication, particularly in fast-paced service encounters. By examining authentic ELF discourse, this research provides insights for language educators, business communication trainers, and vendors aiming to enhance transactional fluency in multicultural settings.

Exploring English-Major Students’ Perspectives on Peer Feedback in Second Language Writing

2025-05-02T20:45:27+07:00

It is widely accepted that English serves as a global language for communication among people from diverse backgrounds. In Thailand, despite English not being an official language, it has become increasingly important in academic, professional, technological, and social contexts. Writing in English as a second language is considered a complex skill, and peer feedback is often integrated into writing classrooms as part of the writing process. This study aimed to investigate students’ attitudes toward peer feedback and to explore the advantages and limitations that affect its effectiveness. The study adopted a qualitative approach, involving fifteen third-year English major students at Kasetsart University, Kamphaeng Saen Campus, who had prior experience with peer feedback in writing classes. Data were collected through one-on-one, semi-structured interviews and analyzed using a color-coding method. The findings revealed that while students recognized the benefits of peer feedback, including enhanced confidence and skill development, they also identified limitations such as cultural influences, emotional concerns, and insufficient feedback training. These insights highlight the need for appropriate peer feedback training to maximize its effectiveness in second language writing classrooms.