Journal of Asian Language Teaching and Learning

Language and Artificial Intelligence Literacy (LAIL): Emerging Competencies for Language Learners in the 21st Century

Phibun Tanyabut — 2026-08-29

This Article aimed to establish and propose a comprehensive, integrative conceptual model called the Language and Artificial Intelligence Literacy (LAIL) Framework to address the rapidly evolving technological demands in modern language classrooms. As generative artificial intelligence (GenAI) and large language models (LLMs) act as active epistemic and meditational agents in education, traditional functional language learning models focusing strictly on communicative skills are no longer sufficient to preserve learner agency. This conceptual paper synthesizes contemporary scholarship at the intersection of critical language awareness, AI literacy, and associated digital competencies.

Within this proposed triadic framework, Language Literacy—reconceptualized through critical language awareness as advocated by McKinnon (2025)—and AI Literacy, drawing on the dimensions established by Ng et al. (2021) and Long and Magerko (2020), function as the core dual backbones. Other crucial 21st-century capabilities—namely Digital Literacy (Vuorikari et al., 2022), Media Literacy (Tuxanbayeva et al., 2026), and Information Literacy (Association of College and Research Libraries, 2015)—serve as vital supporting competencies. These domains are regulated by the central cognitive-ethical filters of critical thinking and critical literacy, preventing the risk of cognitive offloading (Iskandar et al., 2025).

By illustrating the essential boundaries between deterministic digital navigation and stochastic AI-mediated interaction, this paper outlines actionable techno-pedagogical strategies for educators, including scaffolded prompt engineering and process-focused verification pedagogy as described by Harsch et al. (2025). This paradigm shift counters the limitations of biased automated AI-plagiarism detectors and reframes communicative competence on a posthumanist spectrum where meaning-making is co-constructed with non-human digital agents. Ultimately, this framework contributes to the academic community by establishing a human-centered, ethically grounded model where technology serves to enhance, rather than erode, human intelligence and student autonomy in language acquisition.

A Model for Developing Efficiency in Managing Waste Problems at Rai Khing Wittaya School in Rai Khing Municipality, Nakhon Pathom Province

Lu Guangmao — 2026-08-29

This research aimed to: (1) study the current state of waste management at Rai Khing Wittaya School in the four dimensions of Handle, Reduce, Separate, and Dispose; (2) examine the lessons learned from waste management practices at Rai Khing Wittaya School in these four dimensions; and (3) present a model for developing efficiency in managing waste problems at Rai Khing Wittaya School. A qualitative case study design was adopted, combining documentary analysis, semi-structured interviews, and non-participant observation. Twelve key informants were purposively selected from three groups: four students, four teachers, and four school support staff. The data were analyzed through content analysis and analytic induction.

The findings revealed that: (1) Handle was functional at a basic level through daily collection and temporary storage, but it depended heavily on cleaning staff and was weakened by unclear role allocation, inconsistent bin placement, and limited shared responsibility; (2) Reduce remained underdeveloped because source-reduction practices, including the reduction of food waste and disposable packaging, were not embedded in daily routines; (3) Separate was constrained by mixed waste, unclear or insufficient labels, inconsistent student behavior, and a gap between environmental awareness and actual practice; and (4) Dispose relied on collection by Rai Khing Municipality, but school-level procedures, monitoring, and feedback were not sufficiently connected to the municipal system. The lessons learned show that short-term campaigns can raise awareness, but sustained improvement requires participation, repeated behavioral reinforcement, suitable infrastructure, clear operational procedures, environmental education, and school–municipality coordination. The study therefore presents a school-focused model in which Handle, Reduce, Separate, and Dispose form the operational core, supported by participation and shared responsibility, behavioral change, system-based management, environmental education, and continuous improvement. The model is intended to reduce mixed waste, improve cleanliness and source separation, strengthen student and staff responsibility, and establish a more reliable connection between Rai Khing Wittaya School and Rai Khing Municipality.

Strengthening a culture of collaboration within the organization. To improve the quality of education.

Phra Khru Pathom Theerawat Thitathammo (Bancha Thianthong) — 2026-08-29

This academic article presents an in-depth analysis and synthesis of a conceptual framework for fostering a collaborative organizational culture to improve the quality of education, integrating organizational behavior theory, open systems theory, transformational leadership theory, and Buddhist management principles. The study found that the current educational administration context faces limitations of the traditional bureaucratic structure, which emphasizes hierarchical command, leading to fragmented work, personality conflicts, and a lack of unity in goals. The transition to a high-performing educational institution requires the cultivation of a collaborative work culture through three levels: (1) the individual level, by modifying attitudes, values, and intrinsic motivation; (2) the group level, by developing listening leadership, open communication, collaborative decision-making, and constructive conflict management; and (3) the organizational level, by adjusting flexible structures, human resource policies that promote teamwork, and applying Buddhist principles such as the Four Noble Truths, the Four Noble Truths, common understanding, the Six Principles of Harmony, and reconciliation to reduce ego and create shared consciousness. Driving a collaborative work culture through professional learning communities ( PLCs) and the 3 C-Educational Culture Model will be a crucial foundation for improving the quality of learning management and student competencies. And the sustainability of educational institutions in the era of change.

Thai Language Learning in the Era of Generative Artificial Intelligence: From Language Learning to Language and Information Literacy

Eakasit Phosai — 2026-08-29

This article aimed to examine the transformative paradigm shifts in modern education prompted by digital disruption and propose a systematic framework that integrates active learning with generative artificial intelligence (GenAI) in Thai language classrooms. Specifically, the article advocates for transitioning from conventional, passive language acquisition toward a comprehensive paradigm of "Critical AI and Information Literacy". This integrated model is theoretically grounded in the artificial intelligence literacy framework for language education delineated by Pang, Nol, and Heng (2025), which emphasizes critical engagement, ethical awareness, and practical application of GenAI, combined with the American Library Association's (ALA) Framework for Information Literacy, which defines information retrieval as an iterative process of strategic exploration, critical evaluation, and governed authorship.

To address the cognitive and ethical risks of AI dependency, such as fabricated information and the erosion of independent analytical thinking, this paper underscores the necessity of competency-based education that prioritizes the 3Rs and 4Cs (critical thinking, communication, collaboration, and creativity). Within this active learning environment, the educator's role shifts from a traditional lecturer to a facilitator who designs collaborative, task-based interactions. Crucially, the model utilizes concept mapping as a powerful cognitive scaffold to counteract automation bias and cognitive complacency. Concept mapping visually externalizes learners' thinking, systematically organizes complex linguistic structures, and promotes deep conceptual understanding. Ultimately, this article demonstrates how the synergy between active pedagogy, critical information evaluation, and visual scaffolding empowers students to become responsible, critical, and creative Thai language innovators in an AI-driven society.

THE Development of Learning Outcomes on the Probability of Events for Grade 11 Students Through Inquiry-Based Learning Integrated with Real-Life Problem Situations Using a Scientific Calculator

Hathairat Narat — 2026-08-29

This classroom action research aimed to (1) examine the learning outcomes on the probability of events among Grade 11 students in terms of knowledge (K), skills and processes (P), and desirable characteristics (A) after receiving instruction through the 5E inquiry-based learning model integrated with real-life problem situations using a scientific calculator; (2) examine the key competencies of Grade 11 students who received this instruction; and (3) examine students’ confidence in applying knowledge of combinations and probability after receiving this instruction. The target group consisted of 29 Grade 11 students (Room 5/13, SMEP Program) at Pathumthep Wittayakarn School during the second semester of the 2025 academic year. The research instruments comprised five lesson plans based on the 5E inquiry model integrated with the Flipped Classroom approach and active learning, implemented through five role cards, the SME Mission Task worksheet, the CEO Strategic Report worksheet, the SME Mission Box simulation, and a self-assessment form administered via Google Forms. Data were analyzed using mean, percentage, and standard deviation. The results showed that students passed the set criteria in all three domains at 100 percent, with an average knowledge score of 95.86 percent. Both the skills-and-process domain and the desirable-characteristics domain were rated “good” or above. Students’ key competencies were rated “very good,” and their overall confidence in applying the knowledge was at a high level (M = 4.10, S.D. = 0.94).

The Impact of Project-Based Learning in EAD601 Research in Educational Administration

Wallapa Chalermvongsavej — 2026-08-29

The objectives of this study were (1) to examine the outcomes of project-based learning (PBL) among students enrolled in EAD601 Research in Educational Administration and (2) to investigate students’ opinions of the course when PBL was used. The participants were 16 graduate students in the Master of Education Program in Educational Administration at Suryadhep Teachers College, Rangsit University, who were enrolled in EAD601 during Semester 1 of Academic Year B.E. 2568 (2025). Total population sampling was used. Data were collected using three 5-point rating-scale questionnaires: (1) an evaluation of PBL outcomes, (2) a satisfaction questionnaire on the PBL process, and (3) a course teaching and learning evaluation. Data were analyzed using the mean and standard deviation. The results showed that (1) students rated the overall outcomes of PBL at the highest level (M = 4.79). The highest-rated items were receiving regular assistance during project work and using technology in their work (M = 4.88 for each item). Satisfaction with the PBL process was also at the highest level overall (M = 4.69), with Project Planning receiving the highest mean (M = 4.77), followed by Project Implementation (M = 4.74). (2) Students’ overall opinions of EAD601 under PBL were at the highest level (M = 4.83). The highest-rated item was the clarity of the course objectives (M = 5.00), followed by learner-centered teaching and learning (M = 4.94).

Community Innovation Based on Learning: A New Paradigm for Sustainable Development in the Digital Age

Suwalang Wongsurawat — 2026-08-29

Rapid economic, social, environmental, and technological transformations have created increasingly complex challenges for communities, requiring them to strengthen their capacities for learning, adaptation, and locally driven innovation. Community innovation should therefore be understood not merely as the adoption of new technologies, but as a social process through which local knowledge, community resources, participation, collaborative learning, networks, and digital technologies are integrated to address local needs and enhance sustainable development. This academic article aims to analyze and synthesize the concept of learning-based community innovation and to examine the interrelationships among local wisdom, collaborative learning, knowledge networks, digital technologies, and sustainable development. Based on this synthesis, the article proposes the Learning-Based Community Innovation Paradigm for Sustainable Development, comprising five interconnected components: (1) Local Wisdom and Community Capital, (2) Collaborative Learning, (3) Knowledge and Network Integration, (4) Digital Empowerment, and (5) Community Innovation. Participation, community ownership, and partnership function as enabling mechanisms throughout the process, while sustainable development constitutes its ultimate goal. The proposed paradigm positions learning as the central mechanism through which communities transform local wisdom, experience, information, and resources into knowledge and innovation. Digital technology, in this framework, serves as an enabling tool that expands access to knowledge, strengthens networks, and enhances community capabilities rather than replacing local knowledge. The article argues for a shift from viewing communities as passive recipients of innovation toward recognizing them as active learning and innovation creators. Such a shift can strengthen communities’ capacities to determine their own development pathways, respond to changing conditions, and generate context-sensitive innovations that contribute to economic resilience, social inclusion, responsible resource management, and long-term sustainable development.

Why English Matters in Job Interviews: Impact and Underlying Factors

Phansi Maniphet — 2026-08-29

English proficiency is now often required in job interviews. This is especially true as organizations in Thailand work more closely with international clients and regional partners. National data shows that Thailand has one of the lowest English proficiency scores in Asia, which raises a practical question: how does this affect individual jobseekers in interviews? This conceptual article looks at why English matters in job interviews, how it affects interview outcomes, and what factors explain why candidates perform differently. The discussion draws on three theories: human capital theory, cultural and social capital, and communicative competence. It is supported by existing studies of Thai university students, jobseekers, and employers. The analysis shows that English acts as a sign of communication skill and adaptability, and that stronger English proficiency is linked to better interview outcomes and wider job opportunities. Four underlying factors explain why performance varies: foreign language anxiety, exposure and practice, university curriculum design, and socioeconomic background. On this basis, the article offers a practical guideline for interview preparation. This covers self-introduction, talking about educational background, and common interview questions matched to each underlying factor, followed by recommendations for students, universities, and employers. Interview readiness is then mapped onto the Common European Framework of Reference for Languages (CEFR), from A1 through B1.1 and B1.2 to B2, in order to state what a candidate can do at each band and which stakeholder is best placed to support the next step. The article concludes that English should be treated as a communication skill to practice, not only as an academic subject, and that universities should add more workplace-oriented speaking practice to English language curricula.

Developing English-Speaking Skills through Cooperative Learning Techniques for Grade 9 Students in a Thai Small-School Context

Phra Maha Saengtawan Kammamhom — 2026-08-29

This study investigated the effectiveness of Cooperative Learning (CL) techniques in developing English-speaking skills among Grade 9 students at Charoonkimleekitchatornanusorn School, Phra Nakhon Si Ayutthaya Province, Thailand. The study had three objectives: to identify students’ initial speaking problems, to examine the effectiveness of CL-based instruction, and to investigate students’ satisfaction with the instructional intervention. A pre-experimental one-group pretest-posttest design was employed. The participants were 12 Grade 9 students selected through total population sampling. The instructional treatment consisted of six English lesson plans implemented over 12 periods (600 minutes). The plans integrated CL techniques such as Think-Pair-Share, Pair Interview, STAD, Jigsaw, role-play, group discussion, storytelling, and information-gap activities. Research instruments included six lesson plans, an English-speaking skills test with five analytic components (grammar, pronunciation, vocabulary, interaction and communication, and fluency; total score = 100), and a 20-item satisfaction questionnaire using a five-point Likert scale. Data were analyzed using mean, standard deviation, and paired-sample t-test. The findings showed that students initially experienced speaking difficulties in all components, especially interaction and communication (55.40%), fluency (57.50%), and vocabulary (59.15%). After the intervention, the mean score increased from 61.50 to 79.33, with a statistically significant gain of 17.83 points (t = 29.07, p < .001). Improvement occurred in all speaking components and among all 12 students. Students’ satisfaction was also high overall (M = 4.18, SD = 0.14). The findings suggest that CL techniques can effectively enhance English-speaking performance and create a supportive, low-anxiety learning environment for lower secondary students in small-school EFL settings.

Enhancing English Listening Skills Through Engaging Video-Based Tasks for Pre-Intermediate EFL Students at an Online School in Yangon, Myanmar

Thae Mu Mu Kyi — 2026-08-29

Despite the importance of English listening comprehension in EFL education, pre-intermediate learners in online environments face significant challenges in understanding authentic spoken English. This study aimed: 1) To study the current level and fundamental challenges of English listening comprehension skills of pre-intermediate EFL students at an online school in Yangon; 2) To develop students’ listening comprehension skills through video-based tasks within the Task-Based Language Teaching (TBLT) framework; and 3) To evaluate the effectiveness of video-based tasks and students’ satisfaction with the instructional approach.

The study employed a quantitative pre-experimental design using a One-Group Pretest–Posttest Design. The sample consisted of 15 pre-intermediate EFL students (CEFR A2 level), selected through purposive sampling from an online school in Yangon during the second semester of the 2025–2026 academic year. The research instruments included: 1) six-week lesson plans integrating video-based tasks, 2) a 30-item multiple-choice English listening comprehension test, and 3) a five-point Likert scale satisfaction questionnaire. All instruments were validated by three experts using the Index of Item-Objective Congruence (IOC). Data were analyzed using mean, standard deviation, and dependent t-test.

The findings revealed that: 1) students’ initial listening comprehension skills were at a low level, with major difficulties in identifying main ideas and understanding rapid speech; 2) students’ post-test scores were significantly higher than pre-test scores at the .05 level after the implementation of video-based tasks; and 3) students’ satisfaction with the instructional approach was at a high level.

This study contributes to the field of English Language Teaching (ELT) by proposing an effective instructional framework integrating Task-Based Language Teaching and Multimedia Learning Theory, offering practical implications for enhancing listening skills in online EFL contexts.

Developing English Writing Skills Through Task-Based Learning Enhance Writing for Grade 12 Students at Phrainsuksa Klomsakul Utid School, Phra Nakhon Si Ayutthaya

Nattapon Saranrom — 2026-08-29

This study investigated the development of English writing skills through a Task-Based Learning (TBL) approach among Grade 12 students in the Thai provincial secondary school context. Three objectives guided the research: 1) To study the need and the problem of by using task-based learning model English writing skills for communication of Grade 12 students. 2) To develop English writing skills of Grade 12 students by using a task-based learning model. 3) To study the satisfaction of Grade 12 students by using task-based learning model in developing English writing skills. An Explanatory Sequential Mixed Methods Design was employed. The quantitative sample comprised 32 Grade 12 students at Phrainsuksa Klomsakul Utid School, Phra Nakhon Si Ayutthaya. Seven students were subsequently selected as qualitative informants using maximal variation sampling. Data were collected over eight weeks using parallel writing pre- and post-tests scored with the ESL Composition Profile, a 20-item five-point Likert-scale satisfaction questionnaire, and semi-structured individual interviews. Quantitative data were analysed using Paired Samples t-tests; qualitative data were subjected to Braun and Clarke’s (2006) six-phase Thematic Analysis.

The findings were as follows. Thematic analysis identified four experiential themes: reduced cognitive burden through pre-task preparation (7/7 informants), collaborative task engagement (7/7), form-focused awareness through language focus activities (6/7), and persistent challenges including L1 interference (7/7) and writing anxiety (5/7). A statistically significant improvement in overall writing proficiency was recorded, with post-test scores (M = 77.44, SD = 7.83) exceeding pre-test scores (M = 60.91, SD = 9.18) by 16.53 points, t(31) = 11.27, p < .001, d = 1.99. Overall student satisfaction was high (M = 4.27). These results support TBL as an effective, contextually appropriate approach to writing instruction in Thai provincial secondary schools.

Developing English Speaking Skills of Grade 6 Students through the Audio-lingual Method Using Stories from the Life of the Buddha at Wat Latsai School

Phra Somsak Sumedho (Thongbo) — 2026-08-29

English speaking proficiency is an essential component of English language learning; however, many Thai primary school students experience difficulties in pronunciation, fluency, vocabulary use, grammatical accuracy, and confidence in oral communication. This study aimed to (1) develop the English speaking skills of Grade 6 students through the Audio-lingual Method using stories from the Life of the Buddha, (2) compare the students' English speaking achievement before and after the instructional intervention, and (3) investigate the students' satisfaction with the instructional approach. A one-group pretest–posttest experimental design was employed. The participants were 35 Grade 6 students at Wat Latsai School, Phra Nakhon Si Ayutthaya Province, during the first semester of the 2026 academic year. They were selected through purposive sampling. The instructional intervention consisted of four lesson plans implemented over four weeks (eight instructional hours). The research instruments included four instructional lesson plans, an English speaking test, a speaking assessment rubric evaluating pronunciation, fluency, vocabulary, and grammatical accuracy, and a student satisfaction questionnaire. Data were analyzed using the mean, standard deviation, and a dependent-samples t-test.

The findings revealed that the students' English speaking skills improved significantly after participating in the instructional program. The posttest mean score was significantly higher than the pretest mean score at the .05 level of significance. Students demonstrated noticeable improvement in pronunciation, fluency, vocabulary use, and grammatical accuracy. In addition, the overall level of student satisfaction with learning English through the Audio-lingual Method integrated with stories from the Life of the Buddha was high. The findings suggest that integrating culturally meaningful Buddhist stories with the Audio-lingual Method creates an engaging learning environment that enhances students' English speaking competence, increases their confidence in oral communication, and promotes positive attitudes toward English learning. This instructional approach can serve as an effective model for English language teaching in Thai primary schools, particularly in temple-based educational settings.

Development Of an Instructional Model Integrating English Shadowing And Communicative Activities To Enhance Speaking Skills Of Grade 7 Students In Myanmar

Jatila La — 2026-08-29

Abstract

This study aimed to develop and validate an instructional model integrating English shadowing and communicative activities to enhance the speaking skills of Grade 7 students in Myanmar. The research was conducted using a Research and Development (R&D) framework consisting of two main phases: qualitative needs analysis and quantitative effectiveness evaluation.

The objectives of the study were: (1) to investigate the existing problems and needs in English speaking instruction, (2) to develop and validate an instructional model integrating shadowing and communicative activities, (3) to examine the efficiency and effectiveness of the developed model based on the E1/E2 criterion and pretest–posttest comparison, and (4) to assess students’ satisfaction with the instructional model.

The key informants in Phase 1 included English teachers and selected students, while Phase 2 involved a purposive sample of 30 Grade 7 students. Research instruments consisted of a needs analysis interview, speaking proficiency test, analytic scoring rubric, and student satisfaction questionnaire. The instructional model was implemented over a ten-week period.

Data were analyzed using descriptive statistics, efficiency analysis (E1/E2), paired-samples t-test, and effect size (Cohen’s d). The results revealed that: (1) students faced significant difficulties in fluency, pronunciation, and confidence, (2) the developed instructional model was validated by experts as appropriate and feasible, (3) the model achieved the required efficiency criterion (75/75) and significantly improved students’ speaking proficiency at the .05 level, and (4) students reported a high level of satisfaction with the instructional process.

The study concludes that integrating shadowing with communicative activities provides a balanced approach that enhances both linguistic accuracy and communicative fluency. The model is pedagogically effective and applicable to similar EFL contexts.

A Study of English-Speaking Skills for Grade 9 Students Using Task-Based Learning Approach at Pyin Oo Lwin Basic Education High School in Myanmar

Thaw bana — 2026-08-29

This research aimed to: (1) investigate the effectiveness of the Task-Based Learning (TBL) approach in developing English-speaking skills among Grade 9 students at Pyin Oo Lwin Basic Education High School in Myanmar; (2) examine changes in students’ speaking proficiency in terms of fluency, pronunciation, vocabulary use, grammatical accuracy, and communicative confidence through structured communicative tasks; and (3) examine students’ satisfaction with the use of Task-Based Learning in English language classrooms. The participants were 30 Grade 9 students purposively selected from Pyin Oo Lwin Basic Education High School. The study employed a pre-experimental, one-group pretest-posttest design. The research instruments included speaking proficiency assessments, classroom observation checklists, task-based lesson plans, and a student satisfaction questionnaire.

The collected data were analyzed using percentages, means, and standard deviations. The findings revealed that students actively participated in task-based speaking activities throughout the intervention period. Classroom observations indicated a high level of participation and engagement in communicative tasks and collaborative learning activities. Comparison of the pretest and posttest results demonstrated considerable improvement in students’ English-speaking abilities. Students performed better in fluency, pronunciation, vocabulary use, grammatical accuracy, and communicative confidence after participating in the Task-Based Learning activities. Furthermore, the satisfaction survey indicated that students had positive attitudes toward the TBL approach and considered it beneficial for improving their speaking skills.

The findings suggest that Task-Based Learning is an effective instructional approach for enhancing English-speaking skills among secondary school students in Myanmar. The approach promotes active learning, meaningful communication, learner autonomy, and greater confidence in oral language production. Therefore, English language teachers are encouraged to integrate task-based activities into classroom instruction to foster communicative competence and improve students’ speaking performance.

The Development of an Instructional Model Based on Brain-Based Learning and Simulation Approach to Enhance Speaking Skills for High School Students in Myanmar

Pannavamsa Pannavamsa — 2026-08-29

This research and development study aimed to (1) investigate the current conditions and needs for an instructional model integrating Brain-Based Learning (BBL) and the Simulation Approach (SA), (2) design and develop the model, (3) examine its instructional efficiency and students' English speaking performance before and after implementation, and (4) evaluate students' satisfaction with the model. Needs were identified through interviews with 17 English teachers and three school supervisors. The model was then implemented for 10 weeks (20 hours) with 70 Grade 10 students selected by simple random sampling from the reported population of 500 students at the participating government school in Myithar Township, Mandalay Region, Myanmar. Research instruments included a needs-analysis interview guide, lesson plans, an English Speaking Ability Test with an analytic rubric, and a 26-item Student Satisfaction toward the BBL-SA Instructional Model Questionnaire. Expert review produced an overall mean Index of Item-Objective Congruence of .94. Paired-samples t-test results showed that the students' post-test speaking scores (M = 74.79, SD = 5.55) were significantly higher than their pre-test scores (M = 41.20, SD = 7.28), with a mean increase of 33.59 points, t(69) = 34.22, p < .001. The model achieved an E1/E2 efficiency index of 82.41/83.66, exceeding the 80/80 criterion. Overall student satisfaction was high (M = 4.20, SD = 0.81), with individual items ranging from high to highest. The findings provide preliminary evidence that the BBL-SA model may support English speaking development and positive learning experiences among Grade 10 students in the participating school.