THAITESOL Journal

The Impact of Subtitling Modalities in Streaming Drama Series on EFL Vocabulary Acquisition

2025-07-18T10:01:18+07:00

This study investigated the effects of various subtitling modalities on vocabulary acquisition among English as a Foreign Language (EFL) learners in the context of binge-watching drama series. Four subtitling conditions were examined: (1) bimodal subtitling (L2 video with L2 captions), (2) standard subtitling (L2 video with L1 subtitles), (3) reversed subtitling (L1 video with L2 subtitles), and (4) L3 video with L2 subtitles. Eight groups of Taiwanese university students across two proficiency levels watched four drama series over four months, rotating through each modality. Participants were instructed to avoid dictionary use, and vocabulary tests were administered without grade incentives. The results revealed significant differences in vocabulary gains across subtitling modalities and proficiency levels. Upper-intermediate learners acquired an average of 20.89 out of 28 target words, while low-intermediate learners averaged 17.12 words. L3 video with L2 subtitles yielded the highest gains, followed by bimodal and reversed subtitling, with standard subtitling resulting in the lowest performance. These findings suggest that EFL learners may also benefit from watching non-English-language dramas with English subtitles, expanding vocabulary through repeated exposure. English subtitles, analogous to graded readers in extensive reading programs, may offer valuable lexical input, regardless of the original language of the audiovisual content.

Applying Content and Language Integrated Learning (CLIL) in Business English Education: An Exploratory Study on Pedagogical Strategies, Challenges, and Student Perceptions

2024-09-06T14:28:20+07:00

This study investigated the application of Content and Language Integrated Learning (CLIL) in the English Listening and Speaking Skills for Business course for third-year Marketing undergraduates at a Thai university. It examined students’ perceptions of CLIL-based instruction, explored the challenges of integrating CLIL into Business English teaching, and proposed strategies to enhance its effectiveness. Using an exploratory sequential mixed-methods approach, qualitative data were first collected through a teacher’s journal and analyzed to inform the development of a questionnaire, which was then administered to 53 students to gather quantitative data. The findings indicated that CLIL facilitated students' comprehension and spoken communication of marketing concepts, fostered engagement by integrating language learning with their field of study, and increased valuable opportunities for students to learn and share knowledge about English and marketing with classmates. However, challenges such as the complexity of business terminology, the cognitive demands of dual-focused learning, and the extensive preparation required for instructional materials were identified. To address these issues, a team-teaching approach that integrates Business English instructors and subject-matter experts was proposed as a practical alternative to formal CLIL training. These findings contribute to ongoing research on CLIL and provide a structured framework for integrating it into Business English pedagogy in Thai higher education.

Developing and Assessing Communicative Competence in Young Learners in Diverse Contexts: Insights from a Scoping Review

2025-08-21T22:52:25+07:00

This scoping review examined research on English education for young learners, focusing on methodologies, communicative competence components, and assessment techniques. A total of 1,856 articles were initially identified, with 37 selected through a rigorous three-stage screening process. These studies, sourced from 10 leading journals, were analyzed for methodologies, focus themes, educational contexts, and assessment techniques. Quantitative methodologies dominated the research (75.6%), with qualitative and mixed methods accounting for 18.9% and 5.4%, respectively. Despite diverse educational contexts, such as variations in language policies and socioeconomic factors, qualitative approaches remain underutilized. Regarding communicative competence, 67.5% of studies focused on linguistic knowledge, particularly grammatical competence, while interaction strategies and pragmatics were rarely addressed. This imbalance limits understanding of the interconnected components of communicative competence. Assessment techniques were predominantly independent measures (56.7%), such as standardized tests, with non-independent measures, including classroom-level evaluations, underrepresented. These findings highlight a lack of qualitative methods that capture young learners’ developmental needs and contextual diversity. This review underscores the need for methodological diversity and qualitative approaches to better reflect the complexities of young learners’ education. It offers valuable insights for advancing language education policies and practices in Japan and other Asian contexts.

“GELT is Useful, though I Believe We Have to Stick to Traditional ELT”: Conflicting Ideologies from a Private Language School Context

2025-04-27T21:34:58+07:00

An emerging paradigm in ELT, Global Englishes Language Teaching (GELT) challenges the so-called ‘native-speakerism’ ideology in language classrooms, offering an alternative framework for innovative and effective curriculum, material, and assessment design (Rose & Galloway, 2019). GELT has gained traction as a valuable field of applied linguistics research, especially in Thailand. However, studies in the context of private English language schools remain underexplored despite their significant contribution to the ELT sector. This study investigates the opportunities and challenges of implementing GELT in a private English school in Thailand. An intensive workshop on GELT principles was delivered to various school staff. After the workshop, participants reflected on their conceptualisation of GELT and its suitability for adoption into the school’s curriculum. Twenty-seven reflections were then examined for emerging themes regarding GELT opportunities and challenges. The results indicated that although stakeholders within the school context have accepting and positive attitudes towards GELT, questions and concerns persist. The findings show that GELT is a valuable framework that promotes authentic English use in a global context, boosts teachers’ and students’ confidence in English, and provides pedagogical advantages. However, language assessment and the priority of ‘standard’ language accuracy remain hindrances to its implementation.

The Influence of EFL Teachers’ Professional Identity on ICT Integration Level: The Mediating Role of Professional Development

2025-05-02T19:33:54+07:00

This study investigates how university EFL teachers’ professional identity influences their ICT integration practices, with professional development as a potential mediator in the resource-limited context of Guizhou, China. The research followed a sequential explanatory mixed-methods approach, combining a survey (n = 316) with follow-up semi-structured interviews (n = 12). The survey results indicated that professional identity has a significant effect on ICT integration level (Stdβ = 0.612, p < 0.001), with self-efficacy being the strongest predictor. Professional development was found to significantly mediate this effect, explaining 32.68% of the total relationship (p = 0.001). The interviews revealed five important strategies for effective professional development: giving structured feedback with clear goals, combining pedagogy and technology, offering hands-on training, organizing targeted workshops on new technologies, and ensuring long-term professional development. This study contributes to understanding the psychological dimensions of technology integration in EFL teaching and offers practical implications for designing professional development programs that align with teachers’ professional identity in resource-constrained educational settings. The findings highlight that successful ICT integration requires both technical skills and support for teachers’ professional identity, especially in developing contexts.

Morphological Awareness and Its Importance in the EFL Classroom

2025-09-11T12:01:33+07:00

Core linguistics covers the areas of phonetics, phonology, morphology, and syntax. It is not unusual for university English language lecturers, high school English language teachers, or English as a Foreign Language (EFL) teachers to fear linguistics subjects such as phonetics or grammar. Regardless of such fears, morphology is one area that EFL teachers might consider embracing. Morphology deals with the structure of words and lexical properties of language or vocabulary. EFL teachers and language researchers have traditionally put significant importance on the teaching of vocabulary; however, some vocabulary teaching methods have had mixed results. The authors’ aim in this article is to highlight the benefits for EFL teachers in having morphological awareness, or a working knowledge of morphology, and encourage EFL teachers to use this knowledge effectively with their learners. The authors of this article point out that EFL teachers can use their morphological awareness not only to explain vocabulary but also to explain spelling patterns and grammatical word forms in lessons involving reading, writing, or speaking. The authors’ primary goal is to persuade EFL teachers to expand their morphological awareness to pursue a form-focused instruction that emphasizes the importance of the analysis of prefixes, roots and suffixes in English language lessons, particularly vocabulary lessons. In addition, the authors hope that EFL teachers will apply their morphological awareness to help improve EFL learners’ English pronunciation. After providing a background of the field of morphology, a definition of morphology, anxiety issues among teachers, and the term morphological awareness, the authors focus on five factors involving the study of morphology that can benefit EFL teachers: (1) how teachers’ morphological awareness increases the speed of lexical acquisition for learners, (2) how it improves learners’ pronunciation, (3) how it improves learners’ awareness of spelling patterns, (4) how recognition of cognates stimulates learning of vocabulary for learners, and (5) how morphological awareness enhances literature studies for learners.

Developing the Barriers to Vocabulary Learning (5Vs) For Thai EFL Learners

2025-12-02T14:42:33+07:00

Vocabulary has been one of the most challenging aspects of language learning, especially for EFL learners. The difficulties related to word learning are numerous and diverse, highlighting the need to explore underlying factors and possible relationships between different variables. A total of 507 Thai EFL learners completed a questionnaire designed based on word learning difficulties identified in previous studies. Exploratory Factor Analysis (EFA) was employed to uncover potential factors underlying the various problems reported by the learners. The Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy was extremely high at 0.946, and Bartlett’s test for sphericity yielded a significant result. The analysis revealed five vocabulary learning barriers (5Vs), which accounted for 63.551% of the cumulative variance: Vocabulary Knowledge Aspect Difficulties (VKAD), Vocabulary Anxiety Barriers (VAB), Vocabulary Exposure Deficit (VED), Vocabulary Management Barriers (VMB), and Vocabulary Support Deficiency (VSD). The results suggest that teachers may design targeted training in these specific areas to assist students in vocabulary acquisition along with communicative competence.