Relevant bibliographies by topics / EFL teachers; Thai English Language Classrooms

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'EFL teachers; Thai English Language Classrooms'

Author: Grafiati
Published: 5 June 2025
Last updated: 2 August 2025

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Journal articles on the topic "EFL teachers; Thai English Language Classrooms"

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Penthisarn, Tawanshine, and Pilanut Phusawisot. "Perceptions of Thai Teachers of English Towards English Medium Instruction: A Case Study of a Local Primary School." Journal of English Language Teaching and Applied Linguistics 3, no. 9 (2021): 13–21. http://dx.doi.org/10.32996/jeltal.2021.3.9.2.

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Using a case study approach, this study investigated teachers’ perceptions of EMI, the challenges teachers encountered while adopting EMI, and opportunities for EMI in Thai EFL classrooms. The participants were three Thai teachers who used English as a medium of instruction in subjects such as mathematics and science in an intensive English program at a private primary school in the northeastern part of Thailand. Data were obtained from teachers’ journals and semi-structured interviews. The data were transcribed and coded into themes using content analysis. The current study reports the percep
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Punyaporn, Patthaya, and Kittitouch Soontornwipast. "An Exploration of Students’ Willingness to Communicate in Thai EFL Online Classroom." Arab World English Journal, no. 8 (July 25, 2022): 70–87. http://dx.doi.org/10.24093/awej/call8.5.

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This study aims at exploring the level of Thai EFL undergraduate students’ willingness to communicate in English language online classrooms. The crucial evidence from students’ voices was investigated through the mixed-methods paradigm, called exploratory sequential research design which employed a qualitative, followed by a quantitative approach to answer the main research question that investigated the levels of Thai EFL undergraduate students’ willingness to communicate in English language online classrooms. In the first phase, qualitative data was collected and analyzed from focus group in
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Onwanya Sriwongsa and Apisak Sukying. "Overcoming Challenges: Implementing the CEFR in Thai Secondary School English Classrooms." Journal of English Language Teaching and Applied Linguistics 6, no. 3 (2024): 06–13. http://dx.doi.org/10.32996/jeltal.2024.6.3.2.

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In 2016, the Thai Ministry of Education (MOE) introduced the Common European Framework of Reference for Languages (CEFR) (Council of Europe, 2001) as a guideline for teachers in primary and secondary schools. The CEFR is a six-point scale (A1-C2) that describes a language learner’s proficiency. This study investigated how Thai EFL teachers implement the CEFR in the classroom. The participants were 300 Thai EFL teachers from public secondary schools in Northeastern Thailand, each with at least three years of teaching experience. Convenience sampling was used to select participants. Quantitative
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Rungsawang, Sathaphon, and Suphawat Pookcharoen. "Exploring EFL University Teachers’ Technology Integration to Promote Thai EFL University Students’ Critical Thinking Skills." English Language Teaching 16, no. 9 (2023): 87. http://dx.doi.org/10.5539/elt.v16n9p87.

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The purpose of the study was to investigate EFL university teachers' lived experiences with technology integration in order to foster critical thinking skills among Thai EFL university students. To explore teachers’ experiences, a phenomenological qualitative research approach was implemented. There were 16 EFL university teachers who were purposefully selected to participate in the study because they could provide valuable experiences relating to utilizing technologies to foster critical thinking skills in English language classrooms. Phenomenological semi-structured intervi
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Primurizki, Juliance, and Didi Suherdi. "EXPLORING CLASSROOM LANGUAGE IMPLEMENTED BY NOVICE ENGLISH TEACHERS AT JUNIOR HIGH SCHOOLS." TELL-US JOURNAL 9, no. 1 (2023): 164–85. http://dx.doi.org/10.22202/tus.2023.v9i1.6672.

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Using English as a classroom language is widely acknowledged as the most effective means to encourage students to get used to English. The more often they are exposed to English, the more proficient they will be. However, teachers' awareness of the role of classroom language as a means to maximize student proficiency remains vague. Studies reveal that EFL teachers tend to use their own language in the classroom rather than the target language, English. Furthermore, teachers are susceptible to code-switching, which is the use of two or more languages in a single sentence or phrase. Despite the
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Ma, Xingxing, Anchalee Wannaruk, and Zhibin Lei. "Exploring the Relationship Between Learning Motivation and L2 WTC in an EFL Classroom Among Thai EFL Learners." English Language Teaching 12, no. 7 (2019): 33. http://dx.doi.org/10.5539/elt.v12n7p33.

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The present study investigates the relationship between university learners’ English learning motivation and their willingness to communicate in English (L2 WTC) in EFL classroom under the big environment of Thailand joining the AEC (ASEAN Economic Community). By applying mixed methods, data is collected and the findings can be summarized as follows. Firstly, the university learners including males and females all have high motivation towards English learning, especially with higher instrumental motivation. Besides, the university learners in total have intermediate level on their wi
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Walter, Yepdia Leundjeu. "Translanguaging Pedagogy in Cameroon EFL/ESL Secondary Classrooms." International Journal of English Language Teaching 10, no. 7 (2022): 31–49. http://dx.doi.org/10.37745/ijelt.13/vol10n73149.

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First language rights in Cameroon EFL/ESL classrooms are marginally protected as they hardly meddle with teacher-student interactions. This study conducted in secondary grammar education in the Adamawa region seeks out English foreign language teachers’ attitudes towards translanguaging in the teaching of English. Teachers had to pronounce themselves on the importance of shuttling between English and French/Fulfulde during English lessons and state the conditions under which the use of students’ first language in second language teaching was suitable or detrimental to students’ growth in Engli
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Ambele, Eric A., and Akkarapon Nuemaihom. "Translanguaging for English Language Education: Uncovering Thai EFL Students’ Insights." Journal of Language Teaching and Research 15, no. 5 (2024): 1445–54. http://dx.doi.org/10.17507/jltr.1505.06.

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Translanguaging pedagogy has gained attention in recent years in language education; yet, there is limited research on how it is utilized and perceived by university students in Thailand. This study therefore examines the translanguaging practices and perceptions of Thai university students regarding incorporating such practices in classrooms with strict language boundary policy. The mixed method study analyzes questionnaire (N=77), observation and interview (N=10) data from students using descriptive statistics and qualitative content analysis, respectively. While this study participants are
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Fadila, Deandra Jeihan, Dery Tria Agustin, Rudha Widagsa, and Pramugara Robby Yana. "Students’ perceptions of teachers’ translanguaging practices in Indonesian EFL classrooms." Teaching English as a Foreign Language Journal 3, no. 1 (2024): 17–31. https://doi.org/10.12928/tefl.v3i1.916.

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In Indonesia, where more than 700 languages exist, EFL teachers make use of students’ linguistic repertoire (e.g., utilize the Indonesian language [hereafter ‘Indonesian’] which functions as the national and official language) during the English instruction. While previous studies have focused on various aspects of EFL teachers’ cognition, little has been known concerning students’ perceptions of teachers’ utilization of languages other than English during the EFL instruction. Therefore, the present study aims to further understand this issue by investigating students’ perceptions of translang
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Alsied, Safia Mujtaba. "AN INVESTIGATION OF THE USE OF THE FIRST LANGUAGE IN LIBYAN EFL CLASSROOMS." TEFLIN Journal - A publication on the teaching and learning of English 29, no. 2 (2018): 155. http://dx.doi.org/10.15639/teflinjournal.v29i2/155-176.

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This article attempts to explore the use of first language (Arabic) in the Libyan EFL classrooms as well as teachers' and students' attitudes towards using it. To this end, 5 Libyan EFL teachers and 143 Libyan EFL undergraduate students from the English department of Sebha University took part in the study. Data were gathered through questionnaires and semi-structured interviews. The findings of the study indicated that the Libyan EFL students had positive attitudes towards using Arabic in the classroom to some degree; however, they were in favor of using English more than Arabic. It was also
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Dissertations / Theses on the topic "EFL teachers; Thai English Language Classrooms"

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Kuadnok, Kuanhathai. "Pedagogies and power relations in Thai English foreign language writing classrooms : a critical ethnography." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/106915/1/Kuanhathai_Kuadnok_Thesis.pdf.

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Using critical applied linguistics, and drawing on the concept of power as theorised by Foucault, this study examines issues of power and pedagogical practices that influenced the teaching of writing to Thai English Foreign Language (EFL) primary students. Carspecken’s critical ethnographic approach was adopted to gather data. The research yielded findings concerning power relations that operated in the enactment of EFL pedagogies for teaching writing in Thai schools. The research has theoretical significance for understanding EFL writing education in Thailand in the context of the internation
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Al, Zahrani Turki Saad. "Creating Guidelines for Integrating Technology in English Foreign Language Classrooms in Saudi Arabia." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/99145.

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The Saudi Arabia Ministry of Education (MoE) has implemented new policies and reform programs for English as a Foreign Language (EFL) teachers to integrate technology in their classrooms. Creating a set of guidelines may provide a solution to guide EFL teachers through implementing technology to teach EFL skills in their classroom. Using a developmental study, comprised of three phases (analysis, design and development, and evaluation and revision), research-based instructional strategies were operationalized using a set of guidelines instruction to guide EFL teachers to integrate technology i
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Miyagi, Kazufumi. "Japanese EFL teachers' perceptions of nonnative varieties of English : are they ready to include other Englishes in their classrooms?" Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98560.

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This study investigates Japanese EFL teachers' perceptions of regional varieties of English, which are designated as either the Outer Circle or the Expanding Circle by Kachru (1985), and their potential place in EFL teaching in Japan. Participants were 36 teachers at junior high and elementary schools and 28 undergraduates in a TEFL certificate program. Data collection was completed with the use of two Likert-scale questionnaires: one involving a task in listening to various English varieties, and the other asking about beliefs about the English language in general and perceptions of nonnative
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McClung, Robert John. "Impact of English Language Teachers' Technology-Based Pedagogical Choices on Japanese University Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6922.

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Recent literature suggests that communicative language tasks widely used by English as a Foreign Language (EFL) teachers to try and improve Japanese students’ learning have had little effect on improving their language ability and their intrinsic motivation to improve. Consequently, a number of teachers are now using interactive technology in the classroom although it has not been systematically implemented or widely studied. Understanding the approaches of successful EFL teachers—specifically, how teachers using an andragogic approach through experiential learning might affect student engagem
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Guo, Tao. "A case study of teachers codeswitching behaviours in mainland China's university EFL classrooms and student's reactions to the codeswitching." Thesis, University of Oxford, 2007. http://ora.ox.ac.uk/objects/uuid:21bca6e1-95ee-446c-9932-1416e7999e9e.

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This study explores the oral interaction between teachers and their students in university English as a foreign language classrooms in Mainland China with particular focus on teachers' codeswitching behaviours and students' reactions to these behaviours. Codeswitching in foreign or second language classrooms has been the subject of a great deal of research interest from the applied linguistics community in recent years, but patterns of codeswitching in "broadly communicative" classrooms have rarely been studied in great detail nor have students' strategic reactions to codeswitching been direct
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Mohamed, Amal Mahdi Ahmed. "Sudanese English language teachers' perceptions of using Arabic in teaching English : a case study of using Arabic in EFL tertiary classrooms." Thesis, University of Exeter, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.574402.

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The purpose of this case study is to explore the Sudanese English language teachers' perceptions of the use of L1 (Arabic) in university EFL classrooms of the use of L 1 in university EFL classrooms. It intends to describe and analyse what actually happens in university English language classrooms regarding L1 use to find out the extent to which Sudanese teachers used Arabic is used and what portion of the class time is conducted in Arabic. A further aim was to investigate why the English language Sudanese teachers Arabic in their EFL classes. The method of enquiry made use of face to face int
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Pattapong, Kamlaitip. "Willingness to communicate in a second language : a qualitative study of issues affecting Thai EFL learners from students' and teachers' point of view." Thesis, The University of Sydney, 2010. http://hdl.handle.net/2123/9244.

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Students’ preference to remain silent in English-speaking classrooms has long been a problem in Thailand where the communicative language teaching (CLT) approach is widely used. This study investigates the reasons why Thai students do not want to use English to communicate in their EFL class. The theoretical framework for this study is based on research by MacIntyre et al. (1998) and Wen and Clement (2003). MacIntyre et al.’s (1998) framework concerns the process underlying the inclination to choose to speak a second language given the opportunity. This phenomenon is called, “Willingness to Co
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Nonkukhetkhong, Kittiporn. "Teachers' perceptions and implementation of the learner-centred approach in teaching English as a foreign language (EFL) in Thai secondary school contexts /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19545.pdf.

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Nguyen, Dung Thi Thuy. "Vietnamese Teachers’ Perspectives Regarding Task-based Approach to Vocabulary Instruction in Secondary School English as a Foreign Language Classrooms." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3664.

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Task-Based Language Teaching (TBLT) is considered innovative in foreign language teaching. However, the body of research on TBLT employment in vocabulary instruction is still modest. This study explored teachers’ beliefs and practices regarding vocabulary instruction using TBLT. This study examined such application among Vietnamese high-school EFL teachers (N = 60) using a mixed methods research design. Data were collected using online questionnaires. Data analysis showed that 53.6% of the participating teachers associated vocabulary instruction with TBLT. However, regardless of their years as
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Nilsson, Emma. "Breaking down barriers : A qualitative study on willingness to communicate in EFL classrooms through perspectives from teachers in Sweden." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-53300.

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This study aims at exploring (1) EFL students’ willingness to communicate (WTC) from the perspectives of some English teachers in Swedish upper secondary schools, and (2) the same teachers’ reported strategies for dealing with their students’ WTC. Six teachers from five different upper secondary schools in Sweden, who all teach English in different programs, volunteered to participate in the study. The data were collected through semi-structured interviews, and the transcripts were analyzed using qualitative content analysis. The results of the study showed that teachers perceive both social a
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Books on the topic "EFL teachers; Thai English Language Classrooms"

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Mackey, Bonnie, and Hedy Schiller Watson. Alphabet Books. ABC-CLIO,LLC, 2016. http://dx.doi.org/10.5040/9798400609503.

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Covering more than 300 alphabet books with topic, content area, grade level, text structure, and instructional value indexing, this extensive resource guide includes bibliographic information and brief summaries of each selection as well as a chapter devoted to the unique uses of alphabet books within ELL classrooms. Alphabet books are perfect for establishing introductory lessons and serve as a starting point for project ideas. Alphabet Books: The K-12 Educators' Power Tool is ideal for school and public librarians as well as teachers who need to meet specific learning standards. The indexing
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Book chapters on the topic "EFL teachers; Thai English Language Classrooms"

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Smit, Nienke, Marijn van Dijk, Kees de Bot, and Wander Lowie. "The Teacher’s Turn: Teachers’ Perceptions of Observed Patterns of Classroom Interaction." In Effective Teaching Around the World. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_34.

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AbstractInsight in the way verbal teacher-student classroom interaction unfolds during the language lesson is of crucial importance for effective teaching. Although classroom observational research is indispensable, it is unable to uncover underlying intentions or motivations for the observed behavior. Teacher cognition research seeks to address the relation between teaching practice and what teachers think. This study reports on the perceptions of a group of English as a foreign language teachers (n = 57) who were asked to reflect on results from a classroom observation study about EFL teache
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Vungthong, Sompatu, Emilia Djonov, and Jane Torr. "Teachers' Speech and Gestures in Primary EFL Classrooms Using Tablet Technology: A Critical Multimodal Comparison of Pedagogic Discourse." In Multimodality in English Language Learning. Routledge, 2021. http://dx.doi.org/10.4324/9781003155300-10.

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Karpava, Sviatlana. "Multilingualism in EFL Classrooms." In Handbook of Research on Multilingual and Multicultural Perspectives on Higher Education and Implications for Teaching. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8888-8.ch009.

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This study investigated the beliefs of future teachers of English as a foreign language (EFL) in Cyprus regarding multilingualism, multiculturalism, and inclusive education. The students, future EFL teachers, were asked to complete questionnaires, to participate in semi-structured interviews, to write online blog entries based on the discussions/materials covered in class on the topic of multilingualism and multiculturalism in EFL classes, and to express their views, perceptions of, and attitudes towards multilingualism and the multilingual landscape in Cyprus, as well as the teaching methods,
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Vo, Lien-Huong, and Thanh-Hai L. Cao. "Teaching English Literature in the Vietnamese EFL Context." In Exploring Contemporary English Language Education Practices. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-3294-8.ch006.

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This chapter is intended as an academic paper that proposes an integrated model of teaching English literature in the EFL courses at higher education level in Vietnam. The chapter begins with an overview of the importance of literature in language teaching and the teaching of English literature in Vietnam. It then presents a discussion of Carter and Long's models of teaching literature in language classes. These models are accompanied with discussion of the challenges EFL teachers encounter while teaching English literature in EFL contexts. The chapter ends with a proposal of an integrated mod
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Hou, Yuchen, Tracey Millin, Jean Kim, and Kaiyu Ma. "A Systematic Review of Translanguaging as a Pedagogical Practice in EFL Classrooms." In Global Perspective on Issues and Trends in Educational Translanguaging. IGI Global, 2025. https://doi.org/10.4018/979-8-3373-0107-5.ch010.

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This systematic review critically assesses the impact of translanguaging as a pedagogical practice in English as a Foreign Language (EFL) classrooms. It synthesizes existing research on the perspectives of both teachers and learners regarding the implementation of translanguaging. Focusing on studies published since 2013, a total of 16 eligible studies were identified. Findings indicate that adopting translanguaging overall positively impacts EFL classroom settings. Most EFL teachers recognize the importance of fostering an inclusive and comfortable linguistic environment, which significantly
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Fan, Xuying, and Li Li. "Breaking the Stereotypes." In Advances in Early Childhood and K-12 Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6487-5.ch006.

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Creativity, critical thinking, problem-solving, communication, and collaboration are 21st-century skills that prepare individuals to succeed in the changing world. Therefore, there is a strong pedagogical need to promote these skills in EFL classrooms, given that meaningful language learning enables learners to use English as a tool for effective communication. However, the Chinese learning culture has long been criticised for being reluctant to develop thinking skills. Hence, this study aims to break the stereotypes and to find out how teachers promote thinking skills in Chinese primary EFL c
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Pham, Cuong Huy. "University Students' Sense of Belonging in AI-Mediated EFL Classrooms." In Advances in Computational Intelligence and Robotics. IGI Global, 2025. https://doi.org/10.4018/979-8-3373-0969-9.ch011.

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The advent of AI has redefined the language education landscape in EFL contexts. While contemporary research has repeatedly highlighted the affordances and constraints of AI for language learning, learners' affective dimensions have been relatively underexplored. This chapter critically positions AI in English language education and discusses emerging issues concerning classroom rapport, classroom management, and learners' sense of belonging. It then presents findings of a study that examined EFL university students' sense of belonging in AI-mediated classrooms drawing on interview data with f
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Bintaş, Koray, and Kenan Dikilitaş. "Critical Friends Group and Its Impact on Teachers and the Learning Process." In Handbook of Research on Educator Preparation and Professional Learning. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8583-1.ch016.

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This chapter investigates the perceptions, experiences and learning of native and non-native EFL teachers towards in-service teacher education (INSET) through critical friend group (CFG) in a language preparatory program, at a private high school in the western part of Turkey. Specifically, the study identifies the specific aspects of CFG which might enhance teacher-learning and finally, better understand their perceptions towards reflective practice. The participants were four EFL teachers offering English lessons in a preparatory class at the high school. Data were collected through intervie
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Naqvi, Samia, Jesudasan F. Thomas, Kakul Agha, and Rahma Al-Mahrooqi. "Second Language Acquisition and the Impact of First Language Writing Orientation." In Methodologies for Effective Writing Instruction in EFL and ESL Classrooms. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6619-1.ch003.

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Arabic has a right to left writing orientation, whereas English, which Arab students learn as a foreign language, uses a left to right orientation. This reverse directionality leads to such issues as the jumbling and mixing of letters within words among adult learners. Hence, this chapter identifies, describes, and diagnoses Omani Arabic speakers' errors when writing English and also attempts to find the sources of these errors and possible remedies. It further seeks to determine whether these phenomena are transient in nature and thus subject to correction. Comparable populations of foundatio
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Cho, Hyesun. "The Pitfalls and Promises of Electronic Portfolio Assessment With Secondary English Language Learners." In Applications of CALL Theory in ESL and EFL Environments. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2933-0.ch007.

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This chapter discusses the pitfalls and promises of electronic portfolio assessment for English language learners in high school classrooms in the United States. In a three-year federally funded program designed to improve academic performance among culturally and linguistically diverse students at an urban high school in Honolulu, Hawaii, the author implemented electronic portfolio assessment (EPA) into academic English and heritage language classrooms. This chapter delineates how EPA was developed to enhance academic and linguistic abilities of adolescent ELLs while embracing their multiface
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Conference papers on the topic "EFL teachers; Thai English Language Classrooms"

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Valente, Federico, and Francesco Spilabotte. "TESOL: CAN DOGME ELT LEAD ITALIAN HIGH SCHOOL STUDENTS TO DEVELOP SPEAKING SKILLS AND FLUENCY IN EFL LEARNING?" In 11th SWS International Scientific Conferences on ART and HUMANITIES - ISCAH 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscah.2024/s11.29.

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The purpose of this paper is to discover whether Dogme ELT can efficiently lead Italian high school EFL students to develop oral fluency within the classroom, in particular if this approach is valid for General English (GE) adult intermediate classes in Italian private and state institutions. The stimulus for this research comes from the reading of academic articles on effective strategies in order to develop speaking skills and fluency in EFL learning which have been analyzed before undertaking this study in order to have a broader view of this topic. The literature review describes in detail
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Hriňák, Jakub. "Pre-service teachers’ perceptions of AI and its impact on literature in English language teaching." In EuroCALL 2024: CALL for humanity. Universitat Politècnica de València, 2024. https://doi.org/10.4995/eurocall2024.2024.19097.

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Technological innovations in artificial intelligence (AI) have led to the emergence of generative artificial intelligence, which is capable of creating a wide range of synthetic written material. The integration of generative AI enables English language teachers to transform traditional teaching into an active process, thereby increasing the engagement of students. However, integrating AI into the educational system raises concerns about emerging ethical dilemmas and risks. Generative AI is able to produce texts, edit existing pieces of literature, and generate reading comprehension tasks rela
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Nguyen, Uyen Tran Tu, Yen Hoang Pham, and Thanh Thanh To. "Factors Influencing Non-English Major Tertiary Students’ Engagement in Vietnamese EFL Classes: An Investigation." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.8.

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Student engagement plays a vital role in their performance in in-class activities. The importance of student engagement in a foreign language class has been proved in many prior studies. Most of them have mainly focused on students' and teachers’ perceptions towards student engagement in learning English. However, the current paper quantitively analyzed factors affecting student engagement and its correlation between variables. There are two research questions: 1) What factors influence non-English major tertiary students in Vietnamese EFL class; and 2) To what extent do those factors correlat
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Takhet, Nuttaporn, Aeknarin Yokchawee, Jaruwan Kaewwiriya, and Pakawat Wipamart. "Investigating the Influences of Linguistic Insecurity on Pre-service English Language Teachers’ Teaching Performance in Thai EFL Classrooms." In – The Asian Conference on Education & International Development 2025. The International Academic Forum(IAFOR), 2025. https://doi.org/10.22492/issn.2189-101x.2025.60.

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Titania, Fani Nabila. "Gamifying EFL classrooms: Unveiling teacher perspectives and practices in a digital age." In XXnd International CALL Research Conference. Castledown Publishers, 2024. http://dx.doi.org/10.29140/9780648184485-43.

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In recent years, gamification has gained prominence as a transformative approach to enhance student engagement and motivation in EFL classrooms. This study delves into the specific gamification techniques employed by EFL educators and explores their perceptions, obstacles, and proficiency in utilizing gamified methodologies. The research employs a descriptive approach, incorporating self-written reflections and focus group discussion interviews with EFL teachers. This methodology allows for a comprehensive examination of gamification practices in EFL instruction, offering valuable insights int
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Savić, Vera. "INTEGRATING MATHEMATICS CONTENT INTO PRIMARY ENGLISH CURRICULUM THROUGH CONTENT-BASED INSTRUCTION." In Metodički aspekti nastave matematike. University of Kragujevac, Faculty of Education in Jagodina, 2021. http://dx.doi.org/10.46793/manm4.191s.

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Success in learning a foreign language is seen as the ability to use a foreign language in a variety of life contexts. Integration of mathematics content into a grade-appropriate English curriculum has the potential to enlarge the possibilities for young learners to experience more authentic and meaningful communication and more varied life-like interaction in a number of content-based activities. The aim of the paper was to study mathematics content in international coursebooks used for teaching English as a foreign language (EFL) in grades 1–4 in Serbian primary schools and to explore the me
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Elisavet, Veliou. "TEACHING VERY YOUNG LEARNERS ONLINE: HOW TO KEEP CURIOUS MINDS CURIOUS IN A DIGITAL WORLD." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7109.

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Teaching very young learners is one the most challenging, yet, most rewarding things in the field of TEFL. Teaching preschoolers and kindergarten students focuses on teaching the language by creating experiences. However, how feasible can this be at the time of the pandemic when classrooms turned into virtual classrooms and EFL teachers of very young learners had to face a new set of challenges? This paper is about teaching English to very young learners (4-6 years old) online. The paper explores some of the key characteristics, needs and strengths of the very young learners and the challenges
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Ekanayake, E. M. P. E., and D. M. M. S. Dissanayake. "Professional Identities of English as a Second Language (ESL) Teachers in State and Non-State Higher Education Institutes: A Comparative Analysis." In SLIIT INTERNATIONAL CONFERENCE ON ADVANCEMENTS IN SCIENCES AND HUMANITIES. Faculty of Humanities & Sciences, SLIIT, 2024. https://doi.org/10.54389/cioe6462.

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Since teacher professional identity offers valuable insights into teaching as it is practiced in actual classroom contexts, research on this topic has been gathering more and more attention over the years. However, despite its significance, there have been very few studies on teacher professional identities of ESL teachers from state and non-state higher education institutes. Thus, this study aims to identify identities that constitute the professional identity of ESL teachers and to compare the similarities and differences of the professional identity of ESL teachers in the Sri Lankan higher
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Quyen, Thach Thi. "Teacher and Peer Supports on EFL Learners’ Autonomy." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.6.

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The role of teacher and peer autonomy support place great importance on boosting learners' autonomy. Meanwhile, the first agent enables students to gain the feeling of acceptance and confidence, the second one supports them to deal with challenging tasks. This current research was carried out to dip into such social agents on learners’ autonomy with three main objectives. The purpose of this study is to dip into such social agents on learners’ autonomy with three main objectives. Firstly, the role of teacher autonomy support was examined. Secondly, the role of peer autonomy support was also in
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Ekanayake, K. K. T. N., and P. A. C. Dineeka. "Students’ Positioning in the Classroom: A Case of Undergraduates Learning English as a Second Language in Sri Lanka." In SLIIT INTERNATIONAL CONFERENCE ON ADVANCEMENTS IN SCIENCES AND HUMANITIES [SICASH]. Faculty of Humanities and Sciences, SLIIT, 2022. http://dx.doi.org/10.54389/icwk8220.

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This study investigates the impact of positioning of ESL learners in learning English using first year undergraduates at University of Kelaniya. The Positioning Theory introduced by Davies and Harré (1990) provides the basis for the study. This study focuses on investigating how second language learners position themselves in framing the identities when interacting with their teacher and classmates, and the impact of using different seating arrangements (as a type of positioning) in providing language learning opportunities. Participants of this study were 2 lecturers of English and 35 first
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Reports on the topic "EFL teachers; Thai English Language Classrooms"

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Wasanasomsithi, Punchalee. A case study of Thai ESL learners' language and literacy learning in an authentic situation : opening a bank account. Chulalongkorn University, 2003. https://doi.org/10.58837/chula.res.2003.86.

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Learning is a life-long activity. Whether we are in school or not, we are always learning something for some purpose. In fact, society is a large classroom full of rich resources, which allows us to experience, explore, and experiemnt how second language andn literacy are learned in an authentic situation. The subjects consisted of ten Thai students who were studying English asd a second language and who were enrolled in a graduate program at Indiana University, Bloomington, Indiana, U.S.A. The chosen topic was opening a bank account, one of the shared experiences all foreign students have to
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Lavadenz, Magaly, Elvira Armas, and Rosalinda Barajas. Preventing Long-Term English Learners: Results from a Project-Based Differentiated ELD Intervention Program. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.1.

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<p>In this article the authors describe efforts taken by a small southern California school district to develop and implement an innovative, research-based English Language Development program to address a growing concern over long-term English Learners (LTELs) in their district. With support from the Weingart Foundation this afterschool program served 3<sup>rd</sup> and 7<sup>th</sup> grade LTELs between 2008–2011 to accelerate language and literacy acquisition and prevent prolonged EL status. Program evaluation results indicated that the intervention was associa
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Wasanasomsithi, Punchalee. An investigation into language learners' use of and attitudes toward a self-access learning center : paving the path to learner autonomy. Chulalongkorn University, 2004. https://doi.org/10.58837/chula.res.2004.103.

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Previous research has shown that classroom-based language learning alone may not be sufficient to lead learners to mastery of the target language. For this reason, language learner's self-directed learning or independent language learning, both in the Self-Access Learning Center (SALC) and in authentic situations outside classes, has become an essential component of English language learning, both in the ESL and EFL contexts. The main objective of this research was to investigate the use of a self-access language learning center by 515 Chulalongkorn University students who were required to ear
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