rEFLections

From Local to Plural Locality: Reconceptualizing Global Citizenship Education in Thailand and Asean

Omsin Jatuporn — 2026-05-18

This article examines the reconceptualization of Global Citizenship Education (GCE) within Thailand and the ASEAN context, advocating for a transformative and critical approach. It argues that current ASEAN curriculum initiatives, while ambitious, often adopt a content-oriented approach that fails to adequately promote critical thinking or recognize diverse identities. Drawing on Andreotti’s framework (2006, 2011) of soft versus critical GCE, the article proposes a shift towards a more reflexive, power-aware, and solidarity-focused educational model. The study explores four interconnected themes: evolving concepts of citizenship, the importance of plural locality in fostering global perspectives, curriculum inquiry approaches for GCE implementation, and the role of teacher agency. By integrating place-based education principles with critical GCE frameworks, the article suggests strategies for balancing local identities with global awareness. It critically examines the challenges and opportunities in implementing such approaches across the diverse ASEAN region, including the need to decolonize educational discourses and empower teachers as agents of change. The article concludes that effective GCE in Thailand and ASEAN requires a delicate balance between regional coherence and local adaptation, emphasizing the importance of context-sensitive strategies that respect cultural diversity while working towards shared educational goals. This approach not only enhances the effectiveness of GCE but also contributes to broader goals of ASEAN integration and global citizenship.

Exploring the Use of Hedges and Boosters in the Independent Study (IS) Manuscripts of Thai EFL University Students

Reuben H. Esteban — 2026-05-18

This study investigates the use of hedges and boosters in 20 Independent Study (IS) manuscripts written by English for International Communication (EIC) undergraduate students of a university. The analysis identifies and categorizes these linguistic elements, exploring their role in shaping students’ academic writing style. A total of 288 hedges and 53 boosters were found, with hedges appearing significantly more frequently, accounting for 2.24% per 1,000 words, compared to boosters at 0.41%. The most commonly used hedges included modal auxiliaries and verbs such as may, might, would, and seem, reflecting the students’ tendency to express uncertainty, caution, and approximation. In contrast, verb and adverb boosters like show, always, and clearly were used more sparingly, indicating a lower level of confidence in their assertions. The distribution of these elements varied across different sections of the manuscripts, with the Introduction containing the highest frequency of both hedges and boosters, while the Methodology section showed the least use. These findings suggest that students rely heavily on hedging strategies to create a more measured academic tone, indicating their awareness of the complexities of their topics. The study recommends targeted instruction and peer review to help Thai EFL students develop more rigorous and confident academic writing.

Addressing Challenges in Legal English: Strategies for Non-English Major Law Students

Montasser Mohamed Abdelwahab Mahmoud — 2026-05-26

This study examines the challenges faced by non-English major law students in learning Legal English, with a particular focus on how these obstacles affect their academic performance. Conducted at the College of Shariah and Law, Imam Abdulrahman bin Faisal University (IAU), the research explores the difficulties encountered by students who are required to study Legal English despite limited proficiency in the English language. The study investigates the impact of these challenges on students’ understanding of legal concepts and their overall academic achievement. Using a mixed-methods approach, the research integrates both qualitative and quantitative data, gathered through surveys, interviews, and student performance records. Data analysis involved coding qualitative responses from interviews to identify recurring themes and patterns, while quantitative data were analyzed using statistical methods to determine correlations between language proficiency and academic performance. The findings reveal that insufficient exposure to legal terminology significantly hinders students’ comprehension of legal texts and impedes their performance in assessments. In response to these findings, the study highlights the importance of providing more comprehensible input, such as simplified explanations, glossaries, and context-rich examples, to bridge the gap between legal terminology and students’ current language proficiency. Furthermore, the study underscores the crucial role of instructional strategies and classroom practices in shaping students’ learning outcomes. The study concludes with recommendations for enhancing teaching methodologies and materials, emphasizing the need for targeted support to bridge the gap between legal education and English language proficiency.

Exploring Methodological Waters: Mixed Methods in Philippine Applied Linguistics Research

Alejandro S. Bernardo — 2026-05-28

Drawing on a review of studies published in the Philippine Journal of Linguistics (PJL), one of the country’s oldest and most established journals, this paper presents a reflective analysis of how mixed methods research (henceforth MMR) has been applied in linguistics within the Philippine context. Through an examination of methodological approaches, integration techniques, and thematic orientations, the study identifies prevailing trends and emerging patterns in the use of MMR among Filipino applied linguists. While acknowledging the limitations of analyzing a single journal, this exploratory work serves as a preliminary mapping of MMR practices in the field, which provides an empirical basis for future, broader investigations across other reputable journals. Overall, this study contributes to the MMR tradition as it advances the broader discourse on mixed methods investigations by advocating for methodological pluralism and “methodological turn” and by espousing that mixed methods in applied linguistics research in the Philippines may have taken a different form and identity i.e., heterogeneous mixed methods. It also provides practical insights for training researchers at both undergraduate and graduate levels, particularly in disciplines where MMR has not fully gained traction yet.

The Use of English Reduced Adverbial Clauses among L1 Thai Learners

Supakit Thiamtawan — 2026-06-11

This study investigated L1 Thai English language learners’ production of two types of reduced adverbial clauses (RACs): temporal and logical. It also identified whether the presence of past participles and present participles in such clauses influenced learners’ RAC production. It was hypothesized that L1 Thai English language learners would use unreduced adverbial clauses (ACs) over RACs because the latter clauses differ from their Thai equivalents. Thirty upper-intermediate L1 Thai learners undertook a comprehension test and an indirect preference assessment (IPA) task. Overall, the participants supplied more RACs than ACs possibly due to their exposure to the RACs and the IPA task’s choice provision. Furthermore, the effects of the participle and clausal types on the participants’ production might involve the grammatical complexity of certain subfactors. Only when encountering the more ambiguous past participles or logical clauses did the learners supply fewer RACs than ACs.

China Secondary English Teachers’ Voices on Zhongkao Writing: Challenges, Perceived Needs and a Blueprint for Module Design

Zhang Na — 2026-06-17

This study examined how China secondary English teachers perceive the teaching of Zhongkao English writing and how their perceptions can inform the design of an exam-aligned writing module. Thirty Grade 9 English teachers completed an open-ended online questionnaire. Items were adapted from established teacher surveys and refined through expert review. Responses were analysed using reflexive thematic analysis. Teachers described recurring challenges: limited vocabulary and grammar control, weak text organisation, difficulties connecting background knowledge to the task, high anxiety and poor time management in timed essays, and feedback pressures in large mixed-ability classes. They also reported misalignment between textbook tasks and Zhongkao essay demands, tensions with private tutoring materials and missed opportunities to build on students’ digital writing experiences. Teachers agreed that existing textbooks and exercise books are too general and called for a dedicated Zhongkao writing module that is exam-specific, updated and workable within heavy workloads. From their responses, five design principles emerged: explicit training in task analysis and time management; integrated work on grammar, vocabulary, genre and organisation within exam-like tasks; scaffolded and levelled activities; embedded assessment support through rubrics, annotated sample scripts and error-coding systems; and flexible delivery that combines intensive lessons with short writing practice. The findings suggest that exam alignment, teacher workload, fairness and links to students’ digital lives are central to how teachers define “need” in this high-stakes context. Future research should include novice teachers, triangulate teacher reports with classroom and learner data, and test prototype modules across different regions and school types.

Fostering Reflective Practice in EFL Teachers: A Systematic Review of Effective Strategies and Implications for Professional Development

Huynh Nhu Yen Nhi — 2026-06-19

Reflective practice (RP) is widely recognized as a cornerstone of teachers’ professional development. It allows educators to critically examine their actions, beliefs, and professional identities, enabling them to adapt to evolving educational initiatives and enhance their teaching competencies. In the field of English as a foreign language (EFL) education, RP is essential for effective teaching and learning. Therefore, fostering EFL teachers’ RP capacity is crucial for educational reforms worldwide. This systematic review aims to identify effective strategies for enhancing RP among EFL teachers. Analyzing 42 peer-reviewed articles published between 2020 and 2024 and indexed in Scopus and SSCI journals, this study adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines for criteria identification, data selection, and analysis procedures. The results revealed three prominent strategies highlighted in the existing literature: (1) establishing collaborative RP communities, (2) integrating technology into RP, and (3) embedding RP within teacher education programs. Additionally, the findings suggest that RP is a powerful tool for EFL teachers’ professional development. This paper aims to provide valuable insights for EFL educators and policymakers on how to facilitate effective reflection within professional networks.

English Language Teaching in Vietnam: Reflections, Innovations, and Insights by N. T. Vu et al.

Nguyen Thuy Hang — 2026-05-26