Journal of Asian Language Teaching and Learning (Online)

Artificial Intelligence (AI) and English Language Teaching in the 21st Century

2025-08-28T11:11:28+07:00

The rapid advancement of Artificial Intelligence (AI) has significantly impacted various sectors, including education, where it is transforming the teaching and learning of English in the 21st century. This study explores the integration of AI technologies into English Language Teaching (ELT) and examines their potential to enhance instructional effectiveness, learner engagement, and language proficiency. AI applications such as intelligent tutoring systems, chatbots, automated essay scoring, and adaptive learning platforms provide personalized learning experiences, offering instant feedback and tailored content to meet individual learner needs.

In the context of ELT, AI facilitates both receptive and productive skills development. For listening and reading, AI-driven tools analyze learner performance and adapt materials to improve comprehension and vocabulary acquisition. For speaking and writing, conversational agents and automated assessment systems offer learners opportunities to practice language in authentic, interactive environments while receiving immediate corrective feedback. The use of AI also supports differentiated instruction, enabling teachers to focus on higher-order language skills and critical thinking by reducing the workload associated with repetitive tasks, grading, and administrative activities.

Despite these advantages, challenges remain in implementing AI in ELT. Issues such as technological accessibility, ethical considerations, data privacy, and the risk of over-reliance on automated systems must be addressed to ensure effective and equitable language instruction. Moreover, the role of the teacher remains central, as AI tools are most effective when integrated thoughtfully into pedagogical frameworks rather than used as standalone solutions.

Overall, AI represents a transformative force in 21st-century ELT, promoting personalized learning, enhancing learner engagement, and supporting the development of linguistic and digital competencies. This study highlights the need for ongoing research, professional development for educators, and strategic integration of AI technologies to maximize their potential in fostering effective and innovative English language learning.

The State of English Language Learning in Thailand: Challenges and Future Directions

2025-08-29T15:04:17+07:00

English has long been recognized as a key instrument for global communication, economic development, and educational advancement. In Thailand, however, despite decades of policy reforms and increased investment in English education, proficiency levels remain relatively low compared to neighboring countries. This paper explores the current state of English language learning in Thailand by examining national policies, classroom practices, and learner outcomes. Key challenges include traditional teacher-centered methods, limited exposure to authentic English use, examination-driven learning, and insufficient professional development opportunities for teachers. Furthermore, socio-cultural factors, such as students’ fear of making mistakes and limited motivation beyond academic requirements, hinder communicative competence. Rural-urban disparities also contribute to unequal access to quality instruction and resources. At the same time, Thailand is experiencing a growing demand for English proficiency in tourism, business, and international collaboration, creating pressure to improve outcomes. Emerging opportunities include the integration of digital technologies, the adoption of communicative and task-based approaches, and increased international collaboration in teacher training. This paper argues that sustainable improvement requires a shift from rote learning toward learner-centered pedagogy, greater emphasis on communicative competence, and more comprehensive teacher development programs. By critically assessing both the obstacles and the possibilities, this study provides insights into the future of English language education in Thailand and suggests practical strategies to enhance learners’ proficiency in an increasingly globalized context.

Enhancing English Speaking Skills Through Role-Playing Activities

2025-08-28T11:31:02+07:00

Developing English speaking skills is a fundamental goal of English language teaching, yet many secondary school students struggle with fluency, pronunciation, and confidence in oral communication. This study investigates the effectiveness of role-playing activities in enhancing English speaking skills among students. Role-playing is a learner-centered approach that simulates real-life situations, allowing students to practice dialogues, express opinions, and interact meaningfully in English. The research employs a quasi-experimental design involving [number] students from [school name], divided into experimental and control groups. The experimental group participated in structured role-playing activities, including scenarios such as ordering food, making requests, job interviews, and daily conversations, while the control group received traditional instruction focused on grammar and vocabulary exercises. Data were collected through pre-tests and post-tests measuring speaking proficiency, as well as observation checklists and student self-assessment questionnaires to evaluate confidence and participation. The findings reveal that students in the experimental group demonstrated significant improvement in fluency, pronunciation, and overall communicative competence compared to the control group. Moreover, role-playing activities increased students’ motivation, engagement, and willingness to communicate in English. The study highlights the importance of integrating interactive and experiential learning strategies in the language classroom, emphasizing that meaningful practice in context promotes both skill development and learner confidence. The results suggest that role-playing can be a practical and effective pedagogical tool for enhancing English speaking skills, offering insights for teachers seeking innovative methods to foster communicative competence in secondary education.

Using Online Platforms to Develop Group English Speaking Skills

2025-08-28T11:14:59+07:00

The rapid advancement of digital technology has transformed language learning, providing learners with innovative platforms to practice and enhance communication skills. This study explores the use of online platforms as tools to develop group English speaking skills among learners of English as a Foreign Language (EFL). With the growing reliance on virtual learning environments, applications such as Zoom, Google Meet, Microsoft Teams, and social media discussion forums have emerged as effective means of facilitating collaborative learning. The study emphasizes the potential of these platforms to create interactive, flexible, and student-centered environments where learners can engage in real-time communication, participate in group discussions, and practice authentic language use.

The research highlights several key benefits of online platforms for group speaking activities. First, learners gain increased exposure to authentic communication through peer interaction, which fosters fluency and confidence. Second, the use of online tools promotes equal participation, as learners who may be hesitant in traditional classrooms often feel more comfortable expressing themselves in virtual spaces. Third, online platforms provide opportunities for collaborative tasks such as debates, role-plays, and problem-solving activities that simulate real-life communication. Additionally, the integration of multimedia features, such as screen sharing and recording, enables learners to reflect on their performance and receive feedback from peers and teachers.

Findings suggest that online platforms not only improve linguistic competence but also develop essential 21st-century skills, including teamwork, digital literacy, and intercultural communication. Challenges such as technical issues, unequal internet access, and reduced non-verbal communication cues are acknowledged, but the benefits outweigh the limitations when platforms are effectively integrated into language instruction. Overall, this study affirms that online platforms serve as powerful tools in enhancing group English speaking skills, supporting learner autonomy, and fostering a more collaborative and engaging learning experience.

The Role of English in Thailand’s Education System and Globalization

2025-08-29T14:47:01+07:00

English plays a crucial role in Thailand’s education system as both a subject of study and a gateway to participation in globalization. In recent decades, English has been increasingly recognized as the lingua franca of international communication, higher education, business, and technology, creating strong demand for Thai students to develop proficiency in the language. The Thai government has implemented multiple educational reforms to integrate English into curricula from the primary level through higher education, aiming to enhance competitiveness in the ASEAN Economic Community (AEC) and the global marketplace. However, despite these efforts, Thailand continues to face challenges such as teacher shortages, traditional grammar-translation teaching methods, and limited opportunities for authentic language use, which contribute to relatively low levels of English proficiency compared to neighboring countries. Research highlights that Thai learners often approach English with instrumental motivation, seeking academic and professional advancement, but they also experience high levels of anxiety and limited confidence in communication. The impact of globalization has amplified the need for Thailand to improve English language education, not only to support individual learners in achieving academic and career success, but also to strengthen the nation’s role in international cooperation, tourism, trade, and cross-cultural exchange. This study emphasizes the dual role of English in Thailand: as an essential skill for personal development and as a strategic resource for national progress in an increasingly interconnected world.

Learning English Through Smartphone Applications Opportunities and Challenges

2025-08-28T11:17:42+07:00

The use of smartphone applications in English language learning has grown rapidly, providing learners with flexible, interactive, and accessible opportunities to improve their language skills. These applications offer features such as vocabulary exercises, grammar practice, listening and speaking activities, and gamified learning experiences that can enhance engagement, motivation, and learner autonomy. However, despite their advantages, several challenges may limit their effectiveness, including limited digital literacy, distractions from non-educational apps, inconsistent quality of content, and lack of personalized guidance. This study explores both the opportunities and challenges associated with using smartphone applications to learn English, aiming to provide insights into how educators and learners can maximize the benefits of mobile-assisted language learning while addressing potential obstacles. The findings highlight the importance of integrating smartphone applications thoughtfully into language learning practices to support effective, self-directed, and motivating English learning experiences.

Motivation and Attitudes toward Learning English among Thai Students

2025-08-29T14:50:49+07:00

The study investigates the motivation and attitudes of Thai students toward learning English, focusing on the factors that influence their engagement, persistence, and achievement in English as a Foreign Language (EFL). As English has become an essential tool for global communication, education, and career opportunities, understanding learners’ motivational orientations and attitudes is crucial for improving English language education in Thailand. Data were collected through questionnaires and interviews administered to secondary and university-level students. The findings reveal that most students exhibit instrumental motivation, viewing English primarily as a means to academic and professional success, while integrative motivation, such as interest in culture and communication with native speakers, plays a supportive but less dominant role. Attitudes toward English learning were generally positive, though challenges such as limited confidence, fear of making mistakes, and insufficient exposure to authentic language use hinder progress. The study highlights the importance of fostering both instrumental and integrative motivations, while creating supportive learning environments that build confidence and promote active use of English. Recommendations include integrating communicative activities, providing authentic exposure, and addressing affective factors to enhance students’ motivation and attitudes toward English learning.

Using digital games to enhance motivation in learning English

2025-08-28T11:19:40+07:00

Digital games have increasingly been recognized as effective tools for enhancing motivation and engagement in English language learning. By providing interactive, immersive, and goal-oriented experiences, digital games stimulate learners’ interest, encourage active participation, and foster a positive attitude toward language acquisition. This study explores the impact of integrating digital games into English learning activities, focusing on how gamified elements—such as challenges, rewards, and collaborative tasks—affect student motivation and learning outcomes. Research indicates that using digital games not only enhances vocabulary, reading, and listening skills but also supports autonomy, critical thinking, and problem-solving abilities. The findings suggest that digital games serve as a practical and engaging strategy to motivate learners, promote active learning, and improve overall English language proficiency.

Barriers to English Proficiency in Thailand: An Exploratory Study

2025-08-29T14:54:12+07:00

English proficiency in Thailand has consistently lagged behind international benchmarks, despite significant investments in education and language policy reforms. This exploratory study investigates the key barriers that impede English language learning among Thai students, focusing on factors related to pedagogy, learner motivation, teacher preparedness, and socio-cultural influences. Using a mixed-methods approach, the research combines surveys of secondary and tertiary students with interviews of English teachers and educational administrators to provide a comprehensive understanding of the challenges.

Findings reveal that traditional grammar-focused instruction, exam-driven curricula, and limited opportunities for authentic English communication significantly hinder students’ ability to develop communicative competence. In addition, disparities in teacher proficiency, lack of professional development, and inadequate learning resources exacerbate the problem, particularly in rural areas. Learners’ low motivation and fear of making mistakes further reduce engagement and practical application of the language. Socio-cultural factors, including perceptions of English as a foreign language with limited relevance in daily life, also contribute to persistent proficiency gaps.

The study highlights the need for pedagogical reforms that prioritize communicative and task-based learning, enhanced teacher training programs, and equitable access to learning resources. Furthermore, fostering learner motivation and creating environments that encourage authentic language use are essential for sustainable improvement. By identifying systemic, pedagogical, and socio-cultural barriers, this research provides insights for policymakers, educators, and curriculum developers seeking to enhance English proficiency in Thailand.

Academic Writing in English: Developing Skills Through Collaborative Learning

2025-08-28T11:22:11+07:00

Academic writing is a critical skill for students in higher education, enabling them to communicate ideas clearly, analyze information, and participate effectively in scholarly discourse. However, many learners face challenges in developing proficiency due to limited language skills, unfamiliarity with academic conventions, and lack of confidence in writing. Collaborative learning has emerged as an effective pedagogical approach to address these challenges by promoting interaction, peer feedback, and shared responsibility in the writing process. This study explores the impact of collaborative learning on the development of academic writing skills in English. Through structured group activities, peer review sessions, and joint problem-solving tasks, students actively engage in drafting, revising, and refining written texts. Findings indicate that collaborative learning enhances students’ writing proficiency, critical thinking, and ability to organize ideas coherently. Moreover, it fosters motivation, confidence, and a sense of ownership in the learning process. The study concludes that integrating collaborative learning strategies in academic writing instruction can significantly improve students’ writing competence and prepare them for academic and professional communication in English.

Effectiveness of Communicative Language Teaching in Thai Classrooms

2025-08-29T14:59:18+07:00

The study investigates the effectiveness of Communicative Language Teaching (CLT) in Thai English classrooms. CLT emphasizes the development of learners’ communicative competence through interaction, real-life communication, and meaningful language use rather than rote memorization. This research examines how CLT impacts students’ speaking, listening, reading, and writing skills, as well as their motivation and confidence in using English. Data were collected through classroom observations, teacher and student interviews, and assessment of student performance. The findings indicate that CLT significantly enhances students’ communicative abilities and engagement, though challenges such as large class sizes, limited resources, and traditional examination-focused practices can hinder its full implementation. The study concludes that with appropriate teacher training and supportive classroom environments, CLT can be an effective approach to improving English proficiency in Thai educational contexts.

Developing English Reading Comprehension with the KWL Plus Strategy

2025-08-28T11:24:57+07:00

Reading comprehension is a crucial skill for secondary school students, enabling them to understand, interpret, and critically engage with texts in English. Despite its importance, many learners face challenges in comprehending texts due to limited vocabulary, insufficient background knowledge, and ineffective reading strategies. To address these difficulties, the KWL Plus strategy—an extension of the traditional KWL (Know, Want to know, Learned) framework-has been proposed as an effective instructional approach. The KWL Plus strategy incorporates additional steps, such as reflecting on learning strategies and evaluating comprehension, to promote active reading and critical thinking.

This study investigates the effectiveness of the KWL Plus strategy in developing English reading comprehension skills among secondary school students. It examines how the strategy facilitates pre-reading activation of prior knowledge, encourages goal-oriented reading, and supports post-reading reflection and synthesis. The research also explores students’ attitudes toward using KWL Plus, including motivation, engagement, and self-directed learning.

Findings from previous studies indicate that KWL Plus promotes deeper understanding of texts, enhances retention of information, and fosters analytical and evaluative reading skills. By systematically guiding students through the stages of knowing, questioning, learning, and reflecting, the strategy enables learners to become active, autonomous, and confident readers.

The results of this study are expected to provide practical pedagogical insights for teachers, demonstrating how structured, strategy-based instruction can improve reading comprehension and support the holistic development of English language skills in secondary education.

This study investigates the effectiveness of the KWL Plus strategy in developing English reading comprehension skills among secondary school students. It examines how the strategy facilitates pre-reading activation of prior knowledge, encourages goal-oriented reading, and supports post-reading reflection and synthesis. The research also explores students’ attitudes toward using KWL Plus, including motivation, engagement, and self-directed learning.

Findings from previous studies indicate that KWL Plus promotes deeper understanding of texts, enhances retention of information, and fosters analytical and evaluative reading skills. By systematically guiding students through the stages of knowing, questioning, learning, and reflecting, the strategy enables learners to become active, autonomous, and confident readers.

The results of this study are expected to provide practical pedagogical insights for teachers, demonstrating how structured, strategy-based instruction can improve reading comprehension and support the holistic development of English language skills in secondary education.

English Language Learning in Thailand: Policy, Practice, and Pedagogy Teaching Approaches & Methodologies

2025-08-29T15:01:20+07:00

English language learning in Thailand has gained increasing importance as the country seeks to participate more fully in the global economy and regional organizations such as ASEAN. Despite policy reforms and curriculum changes, challenges persist in classroom practice, teacher preparation, and learner outcomes. This article reviews the evolution of English language policy in Thailand, examines current teaching practices and pedagogical approaches, discusses persistent barriers, and offers recommendations for enhancing English proficiency among Thai learners. The analysis draws on recent research and theoretical frameworks to highlight the interplay between policy intentions, classroom realities, and socio-cultural factors influencing English education in Thailand.

Developing English listening skills using multimedia for secondary school students

2025-08-31T02:18:51+07:00

The study explores the use of multimedia resources in developing English listening skills among secondary school students. The research found that multimedia-based instruction significantly improved listening comprehension and increased motivation, engagement, and confidence. This suggests that multimedia can bridge the gap between classroom learning and authentic language use, helping students develop critical thinking and cultural awareness. The study recommends teachers adopt technology-enhanced strategies to improve listening outcomes and suggests further research to explore the long-term effects of multimedia learning and its integration with other language skills.

Development of English-Speaking Skill Using Direct Method for Grade Seven Student at Balar Kyew Zine Middle School in Okpho, Myanmar

2025-08-04T11:03:04+07:00

The aim of this study was to: 1)To study the problems of English-speaking skills using the Direct Method for grade seven students at Balar Kywe Zine Middle School in Okpho, Myanmar 2)To develop English speaking skills of grade seven students through the Direct Method and 3)To investigate students’ satisfaction with their English-speaking skills after learning through the Direct Method.The research sample consisted of 20 grade seven students selected through purposive sampling. The study adopted the Research and Development (R&D) methodology. The instruments used included pre-tests, post-tests, lesson plans, and satisfaction surveys. The results of the study revealed that: 1.)The problems of English-speaking skills among grade seven students were identified. The pre-test results showed an overall average score of 8.12 (S.D. = 1.45), which indicated a poor level of speaking skill. 2.) After the application of the Direct Method, the post-test results improved significantly, with an average score of 17.85 (S.D. = 1.32), demonstrating a statistically significant improvement at a 0.05 level.3.) The students’ satisfaction with the Direct Method was found to be high, with an overall average satisfaction score of 4.41 (S.D. = 0.53). The highest satisfaction was observed for the activity that helped students speak English confidently ( x̅ = 4.65, S.D. = 0.48).

This study concludes that the Direct Method is an effective approach for developing English speaking skills among grade seven students, enhancing their confidence and performance in using the English language. The findings suggest that the Direct Method can be applied in similar educational contexts to improve speaking skills effectively.

A Study of Game-Based Learning to Develop English Speaking Skills for Grade 9 Students at Government High School Monyo Township, Myanmar

2025-08-04T10:42:02+07:00

This research aimed to study the effectiveness of Game-Based Learning (GBL) in developing English speaking skills for Grade 9 students at Government High School, Monyo Township, Myanmar. The objectives were: (1) to examine the effectiveness of GBL in improving English speaking skills, (2) to compare students' speaking performance before and after GBL implementation, and (3) to analyze students' perceptions and satisfaction toward learning English through GBL. The study used a pre-experimental one-group pre-test and post-test design. The sample comprised 15 Grade 9 students selected by purposive sampling. Data collection tools included pre- and post-speaking performance tests, observation checklists, and a satisfaction questionnaire. Data were analyzed using descriptive statistics, paired sample t-tests, and content analysis.

The findings showed that (1) GBL significantly enhanced students' English speaking abilities, (2) the post-test scores were significantly higher than the pre-test scores, indicating improved fluency, vocabulary, pronunciation, and communicative competence, and (3) students expressed high satisfaction with GBL, noting increased motivation, engagement, and confidence in speaking English. These results suggest that GBL not only contributes to measurable language improvement but also fosters a positive learning environment. Students actively participated in games such as role-play, storytelling, and vocabulary activities, which created authentic contexts for language use.

Moreover, the incorporation of games reduced students' anxiety and made English speaking more approachable and enjoyable. The positive emotional atmosphere and interactive nature of the games encouraged learners to practice speaking more willingly. GBL also promoted peer learning and collaboration, allowing students to build social as well as linguistic competence. Overall, GBL proved to be a practical and impactful teaching strategy suited to the needs of young learners in Myanmar. The research contributes valuable insights for language teachers and curriculum designers aiming to enhance communicative skills in EFL contexts.

Development of Speaking Confidence in English Using Output-Based Language Teaching for B.Ed. Second Year Students at Mahachulalongkornrajavidyalaya University

2025-08-04T11:05:11+07:00

The purposes of this study were: 1) to study the speaking confidence of B.Ed. second-year students at Mahachulalongkornrajavidyalaya University through Output-Based Language Teaching (OBLT), 2) to develop speaking confidence in these students using OBLT, and 3) to evaluate student satisfaction with the OBLT lessons for enhancing speaking confidence. The participants were 15 second-year B.Ed. students selected from a class of 30 based on an initial confidence survey. The study employed a one-group pretest–posttest design. Research instruments included a speaking performance pretest and posttest, a speaking confidence self-assessment survey, classroom observation checklists, and a student satisfaction questionnaire. Data were analyzed using percentage, mean, and standard deviation. The results showed that students’ speaking confidence improved markedly after the OBLT intervention: the average pretest score of 40% (indicating a low confidence level) increased to 82.67% in the posttest, reflecting a good confidence level. In addition, students reported a very high satisfaction with the OBLT lessons (89.47% satisfaction, with a mean score of 4.47 out of 5 and SD = 0.58). These findings indicate that Output-Based Language Teaching effectively enhanced the students’ speaking confidence, leading to notable gains in fluency and pronunciation clarity, as well as a reduction in speaking anxiety.

Development of A Clt And Tbl Integrated Teaching Method to Enhance English Conversation Skills In Grade 9 Monastic High School Students At Phaung Daw Oo Temple, Mandalay, Myanmar

2025-08-04T10:49:17+07:00

The aim of this study was to: 1) identify the existing challenges in English conversation skills among Grade 9 students at Phaung Daw Oo Monastic High School in Mandalay, Myanmar; 2) develop and implement an integrated teaching method combining Communicative Language Teaching (CLT) and Task-Based Learning (TBL) to enhance the English conversational skills of these students; and 3) evaluate the effectiveness of the integrated CLT-TBL teaching method in improving students’ English conversation skills in a real classroom setting. The study was conducted with 30 Grade 9 monastic students at Phaung Daw Oo High School in Mandalay. A quasi-experimental one-group pretest-posttest design, framed within a Research and Development (R&D) approach, was employed to ensure both the practical development of the teaching method and the rigorous evaluation of its outcomes. Research instruments included an English conversation pretest and posttest, lesson plans integrating CLT and TBL activities, student feedback questionnaires, and semi-structured interview guidelines. All instruments were validated by a panel of experts using the Item-Objective Congruence (IOC) index to ensure content relevance and accuracy. Quantitative data were analyzed using descriptive statistics, paired t-tests, and effect size (Cohen’s d), while qualitative data from surveys, interviews, and observations were analyzed through thematic content analysis. The findings revealed that the post-intervention mean conversation test score (14.1) was significantly higher than the pre-intervention mean (8.3), with a p-value < 0.001 indicating a statistically significant improvement. Students’ fluency, pronunciation, grammatical accuracy, comprehension, and speaking confidence all showed notable increases. The effect size was large (d ≈ 1.9), suggesting that the integrated CLT-TBL approach had a strong impact on improving speaking skills. Furthermore, survey and interview responses indicated that students were more engaged and motivated during communicative tasks, and they felt more confident in using English. Teachers also observed greater classroom participation and practical communicative competence among the students. Overall, the integrated CLT and TBL teaching method was found to be effective in enhancing English conversation skills for Grade 9 learners in a monastic school context, offering a promising model for learner-centered English instruction in similar educational settings.

Development of Reading Skills by Using Phonic Technique for Grade 2 Students at Banbangkapi School in Bangkok

2025-08-04T13:26:40+07:00

This Article aimed to study (1) To investigate condition of phonic technique of Grade 2 students at Banbangkapi school, Bangkok (2) To develop the phonic technique for enhance reading skill for Grade 2 students at Banbangkapi School, Bangkok. 3) To study the satisfaction of phonic technique for enhance reading skill for Grade 2 students at Banbangkapi School, Bangkok The participants were 20 2nd grade students from Banbangkapi school, in Bangkok. The study is pre-Experimental research by using pre and post experiment with the samples. The instruments were learning phonics questionnaire, the manual of the development of reading skill by using phonic technique for grade 2 students at Banbangkapi school in Bangkok, the lesson plans of the development of reading skill by using phonics technique, the pre-test and post-test of development of reading skill by using phonics technique for grade 2 students, and a questionnaire of the students’ satisfaction of the manual of Phonics Reading Practice Set for development of reading skill of grade 2 students. The calculation method was the percentage, mean, and standard deviation.

The result in this study found that students had test scores after using the development of reading skills by using phonic technic of grade 2 students at Banbangkapi school. (X̅ = 21.80, S.D. = 4.05) higher before using the development of reading skills by using phonic technic for grade 2 students at Banbangkapi school. (X̅ = 11.60, S.D. = 3.33) with a statistical significance of .05. Average percentage of improvement increased by 98.27% These results indicate a statistically significant improvement in students' reading performance following the use of the phonics reading practice, and this study analyzes student satisfaction with the development of reading skill by using phonic technique for grade 2 students at Banbangkapi school in Bangkok. The results of the satisfaction survey showed an overall mean score of 4.85 out of 5, with a standard deviation of 0.06, indicating high and consistent satisfaction among students. The overall satisfaction percentage was 97.10%, reflecting positive feedback across all survey items. A bar graph illustrating average satisfaction for each item further confirmed the effectiveness of the phonics kit in enhancing students' reading skills. These findings suggest that the phonics reading practice kit successfully engaged students and contributed significantly to their reading development.

Development of English-Speaking Skills Using Task-Based Learning for Grade 7 Students at A Tha Ka (1) School in Taungtha Township, Myanmar

2025-08-04T10:51:21+07:00

This study aims to investigate the development of English-speaking skills among Grade 7 students at A Tha Ka (1) School in Taungtha Township, Myanmar, through the implementation of Task-Based Learning (TBL). The primary objective of the research is to explore how TBL enhances students’ speaking fluency, accuracy, and confidence. A quasi-experimental design was employed with a group of students who participated in various speaking tasks over a period of six weeks.

Data collection methods included a pre-test and post-test to measure students’ improvement in speaking proficiency, classroom observations to monitor participation and engagement, and interviews to understand students' perceptions and attitudes towards English-speaking activities. The findings reveal a significant improvement in students’ speaking skills after the implementation of TBL, indicating that task-based learning is an effective instructional approach for language development in the Myanmar context.

The results also suggest that students responded positively to speaking tasks, and their confidence increased as they practiced real-life communication in the classroom. This study recommends that English language teachers in similar educational settings incorporate TBL strategies to enhance learners’ communicative competence.

Development of English Reading Skill by Using SQ6R Technique for the 5th Primary School Students, Wat Srisuk School, Bangkok

2025-08-04T13:31:00+07:00

This research aimed to: (1) investigate the needs and problems in English reading comprehension skills of Grade 5 students at Wat Srisuk School, Khlong Sam Wa, Bangkok; (2) develop English reading comprehension skills by applying the SQ6R technique; and (3) assess the students’ satisfaction with the learning management system using the SQ6R technique. The sample group consisted of 20 Grade 5 students from Wat Srisuk School, selected through purposive sampling. The research employed a Pre-Experimental one-group pre-test and post-test design. The instruments used included a needs analysis questionnaire, lesson plans based on the SQ6R technique, English reading comprehension pre-test and post-test, and a student satisfaction questionnaire. Data were analyzed using descriptive statistics: percentage, mean, and standard deviation. The results showed that:

Students had a low level of reading comprehension skills before the intervention, indicating the need for instructional improvement.
After the implementation of the SQ6R technique, students’ post-test scores significantly improved to a good level.
Students demonstrated high satisfaction with the learning process using the SQ6R technique, with an average satisfaction score of 4.34 out of 5 and an overall satisfaction rate of 86.80%.

Development of A Direct Method Approach for Enhancing English Speaking Skills of B.A. Second-Year Students at The Faculty of Education, Mahachulalongkornrajavidyalaya University, Thailand

2025-08-04T10:53:29+07:00

This research aimed to develop a Direct Method approach to enhance English-speaking skills among B.A. second-year students at the Faculty of Education, Mahachulalongkornrajavidyalaya University (MCU), Thailand. The objectives of the study were: 1) to investigate students’ problems and needs in speaking English; 2) to develop an instructional approach based on the Direct Method; and 3) to evaluate the effectiveness and satisfaction of students toward the developed method. The study followed a Research and Development (R&D) framework with 30 second-year students as participants. The research tools included a needs analysis questionnaire, pre-test and post-test, six lesson plans, a speaking rubric, and a satisfaction survey. Data were analyzed using descriptive statistics (mean and standard deviation) and paired sample t-tests.

The findings showed that students initially lacked confidence, vocabulary, and speaking fluency. After using the Direct Method, post-test scores improved significantly in all key areas—fluency, accuracy, and vocabulary usage. Students also reported high satisfaction with the approach, citing its interactive nature and real-life communication opportunities. The study concluded that the Direct Method is highly effective for enhancing English speaking in Buddhist higher education. The results contribute to language pedagogy in religious academic settings and offer practical applications for communicative language teaching at the university level in Thailand.

Development of English Speaking Skills Using Gamification for Grade 9 Students at Gon Min Khone Secondary School in Paukkhaung, Myanmar

2025-08-04T10:33:21+07:00

This study investigated the use of gamification to develop English speaking skills among Grade 9 students in Myanmar. The objectives were: (1) to explore the implementation of gamification in English speaking skill development within a classroom setting, (2) to determine the impact of gamification on the English speaking proficiency of Grade 9 students, and (3) to evaluate students’ satisfaction with gamified learning. The participants were 20 Grade 9 students from Gon Min Khone Secondary School in Paukkhaung Township, Myanmar. A pre-experimental, one-group pre-test/post-test design was employed. Gamification was integrated into five English speaking lessons using a gamification manual, interactive lesson plans, and various game elements (e.g. point systems, badges, leaderboards, role-playing games). Data were collected through a student interest questionnaire, speaking skill pre-test and post-test assessments, and a student satisfaction questionnaire. Data analysis involved the use of percentages, mean (𝑋̅), and standard deviation (S.D.). The findings revealed a high level of student interest in gamified speaking activities. The average speaking proficiency improved significantly from a low pre-test level of 51% to a post-test score of 70.5%, indicating notable gains in speaking skills. Students also expressed a high level of satisfaction with the gamified learning approach (𝑋̅ = 4.41, S.D. = 0.59), which corresponds to approximately 83% satisfaction. These results suggest that gamification can be an effective strategy to enhance English speaking skills and student engagement in secondary school classrooms.

Development of English Reading Comprehension Using Context Clues for Grade Ten Students at Minywa High School in Hmawbi, Myanmar

2025-08-04T13:33:01+07:00

This research explores the impact of using context clues as a strategy to improve English reading comprehension among grade ten students at Minywa High School in Hmawbi, Myanmar. English language instruction in Myanmar has undergone various transformations over time, especially due to shifts in language policy and access to quality education. Despite curriculum reforms emphasizing communication and comprehension, many students still face challenges in reading English texts, primarily due to limited vocabulary and exposure. To address this, the study implemented a context clues strategy to enhance vocabulary acquisition and overall reading comprehension. Using a quasi-experimental design, the researcher administered pre-tests and post-tests to evaluate students' progress across three phases: needs analysis, context clue strategy development, and implementation. The instructional approach incorporated five types of context clues—definition, restatement, example, comparison, and cause-effect—delivered through five structured lesson plans. Findings indicate significant improvement in students’ reading comprehension, vocabulary acquisition, and confidence when interacting with English texts. Students demonstrated greater independence in inferring word meanings and understanding textual content. These results suggest that context clues can serve as an effective, low-cost instructional tool in improving reading comprehension, especially in low-resource educational settings. The study contributes to the literature on reading pedagogy and vocabulary development in EFL contexts and supports the integration of inferencing strategies into national curricula. Recommendations are made for wider application of context clue instruction across Myanmar’s schools and for further research into long-term impacts of this approach.

Using Communicative Activities to Develop English Speaking Ability of Grade-8 Students at Htantapin Township, In Myanmar

2025-08-04T10:55:31+07:00

This research aimed to: (1) study the current conditions of English speaking ability among Grade-8 students at Htantapin Township, Myanmar; (2) develop and implement communicative activities to enhance their English speaking skills; (3) evaluate the effectiveness of these activities through measurable outcomes; and (4) assess students' satisfaction with the communicative teaching approach. The study was conducted with 30 Grade-8 students using a quasi-experimental design, specifically the one-group pre-test and post-test model. The intervention was grounded in the Communicative Language Teaching (CLT) approach and incorporated task-based activities such as role plays, interviews, group discussions, and information gap tasks over a six-week period. Research instruments included pre-test and post-test evaluations, classroom observation checklists, and student satisfaction surveys. The results revealed a significant improvement in students’ speaking proficiency, particularly in fluency, pronunciation, vocabulary usage, and confidence. Moreover, students reported high satisfaction and engagement with the communicative activities. These findings confirm that CLT-based communicative activities are effective in improving English speaking ability among middle school students in Myanmar. The study offers valuable insights for educators and policymakers seeking to reform English teaching practices in EFL contexts.

The Development of English-Speaking Skills Through Digital Storytelling Method for Grade-10 Students at Aung Pyin Nyar Arrmann Private School, Meiktila, Myanmar

2025-08-04T10:37:18+07:00

This study aimed to (1) assess the current level of English-speaking skills among Grade-10 students at Aung Pyin Nyar Arrmann Private School, (2) develop an effective digital storytelling (DST) method to enhance these speaking skills, and (3) evaluate the effectiveness and student satisfaction toward DST. Twenty students from Grade-10 were selected using purposive sampling. Research instruments included pre-tests and post-tests, student satisfaction questionnaires, lesson plans, and speaking rubrics. Data were analyzed using descriptive statistics and paired sample t-tests. The findings indicated significant improvements in students’ speaking proficiency, with mean scores increasing from 49.35% to 71.10% post-intervention. Students also reported high levels of satisfaction and increased confidence in speaking English. Qualitative feedback indicated students found DST highly engaging, interactive, and beneficial in improving their pronunciation, fluency, vocabulary retention, and overall language skills. Teachers noted greater student enthusiasm and active participation during DST activities compared to traditional teaching methods. This study suggests that DST is an effective approach for improving English-speaking skills, recommending its broader implementation within the English curriculum to foster interactive, learner-centered environments that motivate students and build practical communication competencies crucial for their future academic and professional success.

Development of Reading Comprehension Skills by Using Kwl Plus Technique of Grade Xii Students at Pre-Pali School, Mahachulalongkornrajavidyalaya University

2025-08-05T23:36:46+07:00

The purposes of the study were 1) to develop reading comprehension skills of Grade XII students by using KWL Plus techniques 2) to compare reading comprehension skill of Grade XII students before and after using KWL Plus techniques and 3) to measure Grade XII students’ satisfaction towards using KWL Plus techniques. The participants were 15 high school students from Pre-Pali School, Mahachulalongkornrajavidyalaya University. The instruments were English lesson plans of KWL Plus technique, English reading comprehension skills test and satisfaction Questionnaire.

The result in this study found that

1.After intervention, students reading comprehension skills were improved in the higher level.

2.The average post-test scores of students' English reading comprehension abilities were significantly higher than their pre-test scores at the .05 level with the statistical number (x̅ = 26.40, S.D = 2.29).

3. The students' satisfaction towards the integration of KWL Plus technique is at very high level (x̅ = 4.44, S.D. = 4.86).

Development of Communicative Language Teaching (CLT) Integrated with the ESA Instructional Model to Enhance English-Speaking Skills in Basic Education High School Grade-Ten Students in Myo Chaung, Myanmar

2025-08-04T11:00:53+07:00

This study explores a new teaching model that integrates Communicative Language Teaching (CLT) with Jeremy Harmer’s Engage-Study-Activate (ESA) framework to improve English-speaking skills among Grade 10 students at Basic Education High School in Myo Chaung, Myanmar. Recognizing English as the global lingua franca and the challenges faced by rural learners (e.g. limited practice opportunities and traditional grammar-focused instruction), the research adopts a Research and Development (R&D) approach. Seventy Grade Ten students participated in an eight-week instructional intervention designed around CLT-ESA principles: engaging activities, study of language forms, and activation through real communication tasks. Data collection included pre- and post-tests of speaking performance, classroom observations, student and teacher surveys, and expert validation (IOC).

The results show that students’ speaking proficiency improved dramatically after the intervention. Average scores for pronunciation, grammar accuracy, vocabulary use, fluency, and comprehension rose substantially from pre-test to post-test. Statistical analysis confirmed these gains were highly significant. Qualitative feedback indicated that learners became more confident, motivated, and actively engaged in speaking activities. Teachers found the CLT-ESA method practical and effective in the resource-limited context of Myo Chaung. These findings align with theory: CLT emphasizes meaningful communication over rote practice, and the ESA sequence ensures sustained engagement while addressing both accuracy and fluency (Harmer, 1997).

The study demonstrates that the CLT-ESA model can effectively bridge the gap between traditional teaching and communicative competence in under-resourced rural schools. It recommends broader adoption of this integrated approach, accompanied by teacher training and curriculum support, to improve English education in Myanmar. Suggestions are offered for policy, teacher development, and future research on sustaining such innovations.

Developing Student Teachers' Reading, Summarizing, and Valuing the Teaching Professional through Active Reading on the Moral Pathway

2025-08-28T11:27:04+07:00

The purposes of this study were to 1) develop active reading activities on the moral pathway to enhancing student teachers' reading ability, write a summary, and valuing the teaching profession, and 2) study student teachers' reading ability, writing a summary, and valuing the teaching profession after learning through active reading activities on the moral pathway. The participants comprised 15 first-year student teachers enrolled in academic year 2024 at UdonThani Rajabhat University in Faculty of Education, Thailand. The participants were selected through submitted on the need to develop reading ability, writing a summary and valuing the teaching profession. This study employed a One-group posttest-only design. The instruments used in this research were 1) three active reading activities on the moral pathway: 1) If the World Had No Books, 2) Joyful Reading, Delightful Summarizing, and 3) Reading with Heart, Sharing with Love – Reading Aloud Techniques for Children (with a Moral Focus), 2) reading and writing summary assessment form and 3) valuing the teaching profession questionnaire. This study found that, the practical experience notably improved students’ reading ability, enabling them to select age-appropriate texts, identify key points, and read fluently with accurate pronunciation and expressive intonation. Their summarizing skills advanced, particularly in conveying stories concisely while emphasizing embedded moral values, and they employed both written and creative visual formats to communicate effectively. The activities also strengthened students’ appreciation for the teaching profession. Through interactive reading sessions and instructor feedback, they gained confidence, enhanced public speaking abilities, and refined skills in body language, voice modulation, and storytelling rhythm competencies vital for future teachers.

A Study of English Writing Skills by Using the Context Method for Grade 8 Students at Secondary School, Magway Region, Myanmar

2025-08-04T10:39:47+07:00

The aim of this study was to: 1) study the use of the Context Method in developing English writing skills among Grade 8 students at Secondary School in Magway Region, Myanmar; 2) to develop English writing instruction using the Context Method for Grade 8 students; 3) to test the effectiveness of the Context Method in enhancing students’ writing performance in English; and 4) to evaluate students’ learning outcomes and satisfaction with the Context Method in English writing classes. The study was conducted with 40 Grade 8 students from a Secondary School in the Magway Region. The methodology used was Research and Development (R&D), focusing on the systematic creation and evaluation of instructional strategies using the Context Method. The research tools consisted of lesson plans using the Context Method, a teacher’s manual, pre-test and post-test for English writing, a student satisfaction questionnaire, and an observation checklist. These instruments were used to assess coherence, vocabulary use, grammar, fluency, and mechanics in students’ writing. The data were analyzed using percentage, mean, and standard deviation through Microsoft Office Excel. The results revealed that students’ average scores significantly improved after using the Context Method, with mean scores in the writing test increasing from 2.05 to 4.65 and standard deviations reducing from 0.74 to 0.42. The findings indicate that students preferred the Context Method and found it effective in enhancing their English writing skills.