https://so05.tci-thaijo.org/index.php/reflections/issue/feed 2026-10-05T15:04:48+07:00 Thanis Tangkitjaroenkun thanis.bun@kmutt.ac.th Open Journal Systems <p><em><strong>rEFLections</strong></em> is a double-blind refereed English language journal devoted to research in applied linguistics and English language teaching. It is published three times a year and is sponsored by School of Liberal Arts, King Mongkut's University of Technology Thonburi.</p> <p><em><strong>rEFLections</strong></em> currently has only one format: electronic (ISSN 2651-1479), which first started in 2018. The original print format (ISSN 1513–5934), first published in 2001, has been discontinued since 2024. In its place, now at the end of each year, only a special printed issue will be released containing 10 - 12 of the year's most notable academic works.</p> https://so05.tci-thaijo.org/index.php/reflections/article/view/292475 2026-09-23T17:44:11+07:00 Chatuporn Insuwan chatuporn.i@pnru.ac.th Kenan Dikilitaş kenan.dikilitas@uib.no

<p>Language learning is not only about achieving communicative purposes, but also entails investing in a second language and struggling with identity re-construction, which is shaped and positioned by sociocultural institutions and ideological structures. This study aims to investigate the factors that influence a Filipino teacher to invest in English language learning, and how she re-constructs her professional identity in the target community of Thai EFL context. The narrative inquiry was adopted to collect data from our only participant’s stories, using semi-structured interview protocols. The data was transcribed using Braun and Clarke’s (2012) six-phase approach to thematic analysis. To ensure the trustworthiness of the research, the internal validity was established by using triangulating analysts with two inter-raters and respondent validation. From the narratives, it was found that poverty and economic status, her goal of life, and the perception of English as a powerful language were major factors influencing the teacher’s investment in English language learning. Additionally, her educational degree, teaching skills, institutional support, social network, and ability to adjust to the sociocultural norms, expectations, and language policy in the Thai EFL context were all pivotal tools contributing to her success in identity re-construction. These findings emphasize the significant relationship between language, power, investment, and identity from a sociocultural perspective.</p>

2026-09-23T00:00:00+07:00 Copyright (c) 2026 School of Liberal Arts, King Mongkut’s University of Technolgy Thonburi https://so05.tci-thaijo.org/index.php/reflections/article/view/292737 2026-10-05T15:04:48+07:00 Watcharaphong Soongpankhao watcharaphong.s@rmutp.ac.th Suwanna Kemdang suwanna.k@rmutp.ac.th Gary Edward Gray gary.g@rmutp.ac.th

<p>This mixed-methods study compared online and on-site task-based language teaching (TBLT) for an occupationally relevant giving-directions task. Eighty second-year English for International Communication majors (CEFR A2-B1) at a university in Bangkok were randomly assigned to online (<em>n</em> = 40) or on-site (<em>n</em> = 40) conditions. The task and eight criterion-referenced performance indicators were grounded in a prior task-based needs analysis that identified giving directions as a critical workplace task for Thai university graduates (Soongpankhao &amp; Lambert, 2026). Both groups completed a pretest, a 90-minute TBLT module, and a posttest. Online participants used Google Meet and digital maps, whereas on-site participants interacted face to face with printed maps; consequently, the study compares the two implemented instructional packages rather than isolating communication channel from material format. Both groups improved substantially (online <em>d</em> = 1.52; on-site <em>d</em> = 1.89). On-site participants obtained higher posttest scores by 0.88 points on the eight-point checklist, <em>t</em>(78) = 3.45, <em>p</em> = .001, <em>d</em> = 0.69. Criterion-level contrasts favored the on-site condition for acknowledging the customer problem, clarifying transportation mode, explaining routes through landmarks, and confirming understanding; the online condition was stronger for quantifying distance. Questionnaire results indicated higher ratings for social interaction, immediate feedback, and technical ease on site, while online learners valued flexibility but frequently reported connectivity problems. The findings show that overall scores can conceal criterion-specific differences and support modality-sensitive task design, interactional scaffolding, and equitable technical provision.</p>

2026-10-05T00:00:00+07:00 Copyright (c) 2026 School of Liberal Arts, King Mongkut’s University of Technolgy Thonburi https://so05.tci-thaijo.org/index.php/reflections/article/view/292476 2026-09-23T17:49:32+07:00 Roza Zhussupova rozazhusupova@gmail.com 2026-09-23T00:00:00+07:00 Copyright (c) 2026 School of Liberal Arts, King Mongkut’s University of Technolgy Thonburi