Journal of Asian Language Teaching and Learning

Development of English Proficiency through Reading Stories for Grade 11 Students at Nathonpattana School, Nakhon Phanom Province

2026-03-22T18:02:42+07:00

The purposes of this study were: 1) to study the English proficiency of Grade 11 students at Nathonpattana School, Nakhon Phanom Province; 2) to develop English proficiency after using reading stories for Grade 11 students at Nathonpattana School, Nakhon Phanom Province; and 3) to evaluate English proficiency after using reading stories for Grade 11 students at Nathonpattana School, Nakhon Phanom Province. The sample group consisted of 25 Grade 11 students at Nathonpattana School, Nakhon Phanom Province during the second semester of the 2025 academic year. The students participated in a training program aimed at developing English proficiency through reading stories. The data were analyzed using descriptive statistics, including percentage, mean, and standard deviation. The research results were as follows: 1) The analysis of the students’ English proficiency through reading stories revealed a marked improvement. The average score on the reading skill worksheets during the process (E1) was 61.28 (X̄ = 61.28, S.D. = 2.59) out of a total score of 90, which corresponded to 68.09 percent. 2) The students’ learning achievement showed a clear improvement after the implementation of story-based instruction. The average pre-test score was 13.20 (X̄ = 13.20, S.D. = 2.71) and the post-test score was 20.00 (X̄ = 20.00, S.D. = 4.03) out of a total of 30 points, equivalent to 44.00 percent and 66.67 percent, respectively. 3) The students reported the highest level of satisfaction with the development of their English proficiency through reading stories. The overall satisfaction mean score was 4.78 (X̄ = 4.78, S.D. = 0.43) out of 5.00, which was interpreted as the highest level of satisfaction.

DEVELOPMENT OF READING SKILLS BY USING DIGITAL READING PLATFORMS FOR 1ST YEAR BACHELOR’S STUDENTS IN FACULTY OF EDUCATION MAHACHULALONGKORNRAJAVIDYALAYA UNIVERSITY IN THAILAND

2026-03-14T10:16:45+07:00

Despite the importance of English reading skills for university students, current instructional approaches often do not sufficiently develop reading comprehension, critical reading strategies, and learner autonomy among 1st Year EFL students. This study therefore aimed to: 1) investigate the problems and needs related to English reading skills of 1st Year Bachelor’s students in the Faculty of Education at Mahachulalongkornrajavidyalaya University; 2) develop a digital reading platform–based instructional model to improve students’ reading skills; and 3) evaluate the effectiveness of the model on students’ reading skills and their satisfaction with the instruction.

The study employed a quantitative research design using a pre-experimental one-group pretest–posttest approach. The population and sample consisted of 52 first-year bachelor’s students in the Faculty of Education at Mahachulalongkornrajavidyalaya University during the second semester of the 2025 academic year (20 October 2025–20 February 2026). The instruments for collecting data were lesson plans based on digital reading platforms, an English reading skills test used as both pre-test and post-test, a questionnaire investigating students’ problems and needs regarding English reading skills, and a satisfaction questionnaire toward the digital reading platform instruction. The data were analyzed using descriptive statistics, including mean, standard deviation, percentage, and dependent sample t-test, while qualitative data from open-ended responses were analyzed through content analysis.

The research results were found as follows:

The instructional model based on digital reading platforms showed high efficiency. The average worksheet score (E₁) was 16.55 (X̄ = 16.55, S.D. = 1.91), and the overall efficiency of the five instructional units was 82.75 percent, exceeding the established criterion.
Students’ learning achievement significantly improved after the instruction. The post-test mean score (X̄ = 77.60, S.D. = 7.63) was higher than the pre-test mean score (X̄ = 68.44, S.D. = 8.11), with a statistically significant difference (t(51) = 22.80, p < .001).
Students’ use of the platform and their opinions toward digital reading platforms were

at a moderate level. The mean score for platform usage was 3.36 (S.D. = 1.11), and the mean score for opinions toward the digital reading platform was 3.37 (S.D. = 1.06). In contrast, students’ satisfaction with the lesson plan was at a high level, with a mean score of 3.47 (S.D. = 1.09) out of 5.00. These findings indicate that students were satisfied with the digital reading platform instruction and perceived it as beneficial for developing their reading skills.

Developing English Writing Proficiency through the Process Writing Approach (PWA): A Quasi-Experimental Study of Mahachulalongkornrajavidyalaya University Students

2025-08-04T13:06:18+07:00

This quasi-experimental research explores the impact of the Process Writing Approach (PWA) on enhancing English writing proficiency among undergraduate students at Mahachulalongkornrajavidyalaya University (MCU). Fifty-one students participated in an eight-week instructional program that applied PWA principles—prewriting, drafting, revising, editing, and publishing—within their writing course. The study utilized a quasi-experimental design with one group undergoing pre- and post-tests to evaluate improvement, as the natural classroom context did not allow for a separate control group. Qualitative insights from reflective journals and interviews supplemented the data. Findings indicated substantial improvements in students’ writing proficiency, particularly in task achievement, coherence and cohesion, grammar, and lexical resource. Students also developed greater confidence and autonomy in their writing practices. This paper highlights the pedagogical value of PWA in EFL contexts, offering practical implications for educators and curriculum designers.

Improving Learning Efficiency and Engagement

2025-03-17T09:47:37+07:00

Enhancing learning efficiency and engagement is crucial for achieving optimal educational outcomes. This article explores key strategies that improve both aspects, including active learning techniques, personalized learning approaches, and the integration of technology. Active learning fosters deeper understanding through discussions, problem-solving, and hands-on activities. Personalized learning adapts content to individual needs, ensuring more effective knowledge retention. Additionally, the use of digital tools, such as interactive platforms and gamification, increases motivation and participation. By combining these strategies, educators and learners can create a more dynamic and effective learning environment, leading to improved academic performance and sustained engagement.

Effective Strategies for Enhancing English Proficiency Among Thai Learners

2025-03-19T09:53:22+07:00

This study explores effective strategies for enhancing English proficiency among Thai learners, addressing key challenges such as limited exposure to English, pronunciation difficulties, and grammar complexities. The research examines various approaches, including immersive learning, task-based language teaching (TBLT), communicative language teaching (CLT), and the integration of technology in language education. Findings suggest that increasing authentic language exposure, incorporating interactive activities, and leveraging digital tools significantly improve learners' speaking, listening, reading, and writing skills. Additionally, motivation and cultural awareness play crucial roles in fostering language acquisition. The study provides practical recommendations for educators, policymakers, and learners to optimize English language learning outcomes in Thailand.

Development of English-Speaking Using Task-Based Learning

2025-03-17T10:21:52+07:00

This study explores the effectiveness of Task-Based Learning (TBL) in developing English-speaking skills. TBL is an instructional approach that emphasizes meaningful communication through real-life tasks rather than isolated grammar drills. The research examines how task-based activities, such as role-plays, problem-solving exercises, and discussions, enhance learners' fluency, accuracy, and confidence in speaking English. Findings suggest that TBL fosters an interactive learning environment, promotes student engagement, and encourages the practical use of language in authentic contexts. Additionally, the study highlights the role of feedback and peer collaboration in improving oral proficiency. The results support the integration of TBL into English language curricula to enhance communicative competence effectively.

Modern Approaches to Teaching Thai as a Foreign Language Pedagogy Digital Technology and Intercultural Learning

2026-04-30T16:38:11+07:00

This Article aimed toThis academic article aims to examine modern approaches to teaching Thai as a foreign language in response to the changing context of language education in the twenty-first century. Thai language learning for foreign learners is no longer limited to memorizing vocabulary, grammar rules, pronunciation patterns, or writing systems. Rather, it should be designed as a communicative, practical, cultural, and technology-enhanced learning process that enables learners to use Thai meaningfully in real-life situations. The article discusses the significance of Thai language instruction for foreign learners in terms of daily communication, academic participation, professional interaction, cultural understanding, and intercultural adaptation.

The article proposes that effective Thai language teaching should be grounded in learner-centered instruction, communicative language teaching, task-based learning, experiential learning, cultural integration, and digital pedagogy. Digital tools, online platforms, educational games, multimedia resources, and generative artificial intelligence can support personalized learning, language practice, feedback, and autonomous learning. However, technology should not replace the teacher’s role. Instead, it should be used as a supportive tool under careful pedagogical guidance. In addition, the integration of Thai culture is essential because Thai language use is closely related to politeness, social hierarchy, religious contexts, interpersonal relationships, and cultural values.

The article concludes that teachers of Thai as a foreign language should shift their role from knowledge transmitters to learning designers, facilitators of communication, cultural mediators, and ethical users of technology. A modern Thai language classroom should help foreign learners not only know the Thai language but also use it appropriately, confidently, and respectfully within Thai society and multicultural contexts