Journal of Asian Language Teaching and Learning

Enhancing Thai Language Teaching for Chinese Students in Thailand through a Buddhist-Based and Culturally Responsive Pedagogical Framework

Gu Yimeng — 2025-12-30

The increasing number of Chinese students enrolling in Thai higher education institutions has drawn attention to the importance of Thai language learning for academic engagement, daily communication, and social adaptation. Thai language teaching for Chinese students involves challenges related to linguistic differences, learning anxiety, and cultural adjustment. This article aims to examine Thai language teaching for Chinese students in Thailand by exploring the integration of culturally responsive pedagogy and Buddhist-based education. The study employs qualitative documentary research and conceptual analysis of relevant literature on second language learning, Chinese students’ learning characteristics, intercultural education, and Buddhist educational principles. The findings suggest that a Buddhist-based pedagogical approach may help support Thai language learning by reducing anxiety, enhancing learner motivation, and promoting meaningful language use. The article also discusses pedagogical implications for Thai higher education institutions and offers a conceptual framework for developing inclusive Thai language teaching practices.

Thai Language Teaching for Chinese Students in Thailand: A Buddhist-Based and Culturally Responsive Pedagogical Approach

Yangkewei — 2025-12-30

The increasing number of Chinese students enrolling in Thai higher education institutions has highlighted the importance of Thai language teaching as a key component of academic success and social integration. Thai language learning for Chinese students involves not only linguistic competence but also cultural and ethical understanding embedded in Thai society. This article aims to examine Thai language teaching for Chinese students in Thailand by integrating culturally responsive pedagogy with Buddhist-based education. The study employs qualitative documentary research and conceptual analysis of literature related to Thai language teaching, second language acquisition, intercultural education, and Buddhist educational principles. The findings suggest that a Buddhist-based approach—emphasizing mindfulness, ethical communication, and experiential learning—can enhance learners’ motivation, reduce learning anxiety, and promote meaningful language use. The article proposes a pedagogical framework suitable for Thai higher education institutions and contributes practical implications for curriculum design and instructional practice at the master’s degree level.

Development of English Speaking Skill Using Task-Based Learning for Grade 8 Students at Secondary School, Okpho, Myanmar

Ven. Sobhana — 2025-12-30

This study aimed to develop and evaluate a Task-Based Learning (TBL) approach to improve Grade 8 students’ English speaking skill. The specific objectives were to identify students’ speaking needs, to design TBL activities to address those needs, and to assess the effectiveness of the intervention. Twenty Grade 8 students at Secondary School, Okpho, Myanmar, were purposively sampled. The research employed a one-group pre-test/post-test pre-experimental design. Instruments included a needs-analysis questionnaire, a manual and eight lesson plans for TBL activities, a speaking skill pre-test and post-test, an observation checklist, and a student satisfaction survey. Quantitative data were analyzed using percentages, means, standard deviations, and paired-sample t-tests. The results showed a large gain in speaking performance after TBL: the average overall speaking score rose significantly (pre-test mean = 38.50%, post-test mean = 81.75%). Table 1 shows that all sub-skill means (fluency, accuracy, pronunciation, coherence) increased markedly, with coherence improving the most (by 57.1%). These improvements were statistically significant (p < 0.05). Students also reported high satisfaction: on a 5-point scale the mean satisfaction was 4.46 (SD=0.58), with 89.2% of ratings in the top category. The findings indicate that the carefully designed TBL curriculum greatly enhanced students’ speaking fluency, accuracy, pronunciation, and confidence, while also engaging learners in active communicative tasks. In conclusion, Task-Based Learning proved to be an effective, student-centered method for enhancing English speaking skill in this under-resourced Myanmar classroom. The study suggests that communicative, task-driven pedagogy should be further integrated into the national curriculum to foster meaningful language use.

Improvement Of English-Speaking Abilities Using Activity-Based Learning For Grade-7 Students At Nay Kyaw Monastic School In Hlegu, Myanmar

Pannavamsa — 2025-12-30

The aim of this study was to: 1) identify the challenges in English speaking faced by Grade-7 students at Nay Kyaw Monastic School in Hlegu, Myanmar; 2) develop an activity-based learning (ABL) intervention to enhance the students’ English-speaking skills; 3) evaluate the effectiveness of the ABL approach on students’ speaking performance; and 4) assess student satisfaction with learning English through ABL. The study employed a one-group pre-test/post-test pre-experimental design over a six-week intervention period. Ten Grade-7 students participated in the speaking pre-test and post-test, and thirty students completed a post-intervention survey on confidence and satisfaction. The instructional intervention consisted of interactive speaking activities (role plays, group discussions, storytelling, and games) designed according to ABL principles. Quantitative data included English-speaking test scores (rated on a 20-point rubric) and survey responses measured on a 5-point Likert scale. The results showed a substantial improvement in speaking performance: the mean speaking score increased from 9.10 (pre-test) to 14.60 (post-test) out of 20. A paired samples t-test confirmed that this gain was statistically significant (t = 9.27, p < .001). Furthermore, survey findings indicated high student satisfaction with the ABL approach (overall mean = 4.37/5.00). Students reported greater confidence in speaking English and enjoyment of the activity-based lessons. The study concludes that activity-based learning is an effective method for improving English-speaking abilities among young EFL learners in a monastic school context. This research offers practical insights for educators and policymakers seeking to foster communicative competence through student-centered, engaging pedagogies in similar contexts.

Development of English Communication Skills Using Direct Method for Thai Yai Students at Sathuparadit Meditation Center, Yannawa, Bangkok

Ven. Suriya — 2025-12-30

This article aimed to study (1) the needs and problems of English communication skills by using the Direct Method for Thai Yai students at Sathuparadit Meditation Center, Yannawa, Bangkok, (2) to develop English communication skills for Thai Yai students using the Direct Method, and (3) to study student satisfaction with the Direct Method. The sample comprised ten Thai Yai students from English Class A at Sathuparadit Meditation Center, selected using purposive sampling. The research instruments included an English communication ability test, a lesson manual based on the Direct Method, and a satisfaction questionnaire. Data were analyzed using descriptive statistics, paired t-tests, and content analysis.

The research results were as follows:

The needs and problems of English communication skills were at a high level, with an overall mean of 4.24, indicating a strong requirement for improved speaking and listening skills.
After applying the Direct Method, students’ communication skills improved significantly, as shown by the increase in mean scores from 9.08 in the pre-test to 17.68 in the post-test at a significance level of 0.05.
Students expressed high satisfaction with the learning experience, with an overall mean of 4.23, suggesting that the Direct Method was effective and enjoyable.

This study confirms that immersive, interactive teaching strategies such as the Direct Method can significantly enhance communication skills among ethnic minority learners in religious education settings. The findings contribute to improving curriculum design for English language instruction in similar contexts.

Development of English-Speaking SkillsUsing PPP Method for Undergraduate B.A First -Year Students At Dhammaduta Buddhist University, Myanmar

Ven. Acara — 2025-12-30

The purposes of this study were 1) to study the use of the PPP (Presentation, Practice, Production) method in developing English-speaking skills of B.A. first-year students at Dhammaduta Buddhist University, Myanmar, 2) to develop students’ English-speaking skills through the PPP method, and 3) to study student satisfaction with the use of the PPP method in English-speaking skill development. The participants were 10 B.A. first-year students from Dhammaduta Buddhist University, Myanmar, who were enrolled in the English-speaking course. This study was conducted as pre-experimental research using a one-group pre-test and post-test design. The research instruments consisted of: a questionnaire on students’ interests in English-speaking activities using the PPP method, a manual for developing English-speaking skills through the PPP method, five lesson plans based on the PPP method, a pre-test and post-test to assess students’ English-speaking performance, and a questionnaire to measure students’ satisfaction with the PPP-based lessons. The data were analyzed using percentage, mean, and standard deviation with the Microsoft Excel program.

The results of the study showed that students had high interest in role-play and daily conversation activities, with male students showing 86.67% interest and female students showing 93.33% interest. The average pre-test score was 38%, indicating a low level of speaking ability. After the intervention, the post-test score improved to 79%, indicating a good level of English-speaking skills. The students’ satisfaction with the use of the PPP method was at a very satisfied level, with an overall satisfaction percentage of 88.50%, a mean score of 4.42, and a standard deviation of 0.58.

Development of English Speaking Skills Using Active Learning Strategies for Grade Ten Students of Basic Education High School in Htonebo, Myanmar

LABHA — 2025-12-30

This article examines the impact of active learning strategies on the development of English speaking skills among Grade Ten students at Basic Education High School in Htonebo, Myanmar. In the Myanmar educational context, traditional teacher-centered approaches continue to dominate English language instruction, often limiting students’ opportunities to actively use the language in communicative situations. As a result, students frequently struggle with speaking fluency, confidence, and interactive competence. This study was conducted to address these challenges by integrating active learning strategies into English language teaching.

A quasi-experimental research design was used, involving two groups: an experimental group taught with active learning strategies, and a control group taught using conventional methods. The study employed pre-test and post-test assessments to measure improvement in students’ speaking performance. The active learning techniques implemented included pair and group discussions, role-plays, think-pair-share activities, storytelling, and information gap exercises. Data collection consisted of speaking tests, classroom observations, and student feedback.

The results indicated that the experimental group showed significantly greater improvement in speaking fluency, vocabulary usage, pronunciation, and overall confidence compared to the control group. Moreover, students in the experimental group reported higher levels of motivation and engagement, and a noticeable reduction in anxiety related to speaking English. These findings suggest that active learning strategies effectively create a more supportive and interactive learning environment, thereby enhancing students’ speaking competence.

This article concludes that integrating active learning strategies into secondary English classrooms can significantly improve students’ oral communication skills. The study recommends that English teachers in Myanmar adopt more student-centered teaching methods and receive training in active learning techniques. By shifting away from passive learning and toward active participation, students can gain the confidence and practice needed to become more competent English speakers in real-world contexts.

Development of Oral Communication Proficiency through Activity-Based Learning for Grade-9 Students at Tha Mae Chaung High School, Myanmar

Eaindawontha — 2025-12-30

This article aimed to study (1) the current condition of English oral communication proficiency among Grade-9 students; (2) the development of learning activities using Activity-Based Learning (ABL) to enhance their English oral communication proficiency; and (3) the results of implementing the developed learning activities. The sample consisted of 30 Grade-9 students from Tha Mae Chaung High School, Myanmar, selected through purposive sampling. The instruments used for data collection included questionnaires, observation forms, interview protocols, and pre-test and post-test speaking tasks. Data analysis employed descriptive statistics and content analysis. The research results were found as follows:

Students initially showed low confidence and limited ability in English oral communication, especially in fluency, vocabulary, and pronunciation.
The development of Activity-Based Learning (ABL) lessons incorporated storytelling, role-play, games, and group discussions, aligned with communicative and constructivist theories.
The implementation of ABL significantly improved students' oral proficiency, with noticeable progress in fluency, accuracy, and confidence as shown by the increased post-test scores.

Improving Grade 6 Students’ English Speaking Skills Through The Communicative Approach At Government High School No.1, Myitkyina, Myanmar

AGGANYARNI — 2025-12-30

This study aimed to improve the English speaking skills of Grade 6 students at Government High School No.1 in Myitkyina, Myanmar through the application of the Communicative Language Teaching (CLT) approach. The research was motivated by persistent deficiencies in oral English proficiency among Myanmar primary learners, where traditional instruction has been largely grammar-focused and lacking in communicative practice. A quasi-experimental one-group pre-test/post-test design was employed over six months (October 2024–March 2025). Twenty Grade 6 students (out of 45) were purposively selected as the sample.

The intervention consisted of eight weekly lessons using CLT techniques such as role-plays, pair work, group discussions, interviews, and language games, all integrated with the Grade 6 English curriculum. Speaking performance was measured before and after the intervention using an analytic rubric assessing four criteria: fluency, pronunciation, vocabulary, and interaction. Supplementary data were collected via a student attitude survey and classroom observations to capture qualitative changes in confidence and participation.

The results showed a statistically significant improvement in students’ speaking performance after the intervention (paired t-test, p < 0.05). Post-test scores were markedly higher across all four speaking aspects, indicating gains in fluency, clearer pronunciation, broader vocabulary usage, and more active conversational interaction. Survey responses also reflected increased student confidence and enjoyment in speaking activities, and observations noted greater student engagement and reduced anxiety during English speaking tasks. The findings demonstrate that the Communicative Approach is effective in enhancing young EFL learners’ speaking skills in a Myanmar public school context. This study’s outcomes offer practical implications for English language teachers, curriculum developers, and policymakers in Myanmar by providing an evidence-based model for implementing learner-centered, communicative pedagogy at the primary school level.

The Development Of English Speaking Proficiency For The 5th Grade Stuents At Ponrom Anusorn School In Lopburi

YANISA PHOPIM — 2025-12-30

The purposes of the study were 1) to study the needs of active learning in English classroom of the 5^th grade students at Ponrom Anusorn School in Lopburi, 2) to develop active learning in English speaking of the 5^th grade students at Ponrom Anusorn School in Lopburi and 3) to study the effectiveness of active learning in English classroom of the 5^th grade students at Ponrom Anusorn School in Lopburi. The participants were 20 5^th grade students at Ponrom Anusorn School in Lopburi. The study is pre-experimental research by using pre-test and post-test with the samples. The instruments were the lesson plans that helped students develop their English speaking skill, the pre-test and post-test of the use of English speaking skill through active learning and a questionnaire of students’ satisfaction towards the use of active learning in English classroom. The calculation method was the percentage, mean, and standard deviation by Microsoft Office Excel program.

The result in this study showed that the mean score of the posttest (M = 13.25) was significantly higher than the mean score of the pretest (M = 5.10). The t-test result yielded a t-value of -18.237 and a p-value < .001, indicating a statistically significant improvement in English achievement after the implementation of the active learning approach. This supports the hypothesis that the active learning method can enhance English language learning outcomes. the overall satisfaction level was high, with all categories receiving mean scores above 3.40, except for classroom atmosphere, which was rated as moderate. The assessment process received the highest satisfaction score (M = 3.85), indicating that students appreciated the variety and fairness of the evaluation methods used during the active learning sessions.

The Development of English-Speaking Skills for Communication of Vocational Certificate I Students at Ayutthaya Polytechnic College by Using Situation-Based Learning.

Krittaporn Mahawan — 2025-12-30

This Article aimed 1) To study the development of English-speaking skills for communication of Vocational Certificate I students at Ayutthaya polytechnic College by using situation-based learning, 2) To investigate the effect of English-speaking skills for communication of Vocational Certificate I students at Ayutthaya polytechnic College by using situation-based learning, and 3) To study the satisfaction of English-speaking skills for communication of Vocational Certificate I students at Ayutthaya polytechnic College by using situation-based learning. The participants were 16 Vocational Certificate I students at Ayutthaya Polytechnic College enrolled in an English course during the first semester of the academic year 2024. The study is pre-experimental research, utilizing a pre- and post-test design with the samples. The instruments included a lesson plan for teaching English-speaking skills using situation-based learning, a manual for English-speaking skills development through situation-based learning, pre- and post-tests to assess the students' speaking skills, and a satisfaction questionnaire regarding the situation-based learning approach. The data was analyzed using percentage, mean, and standard deviation with the Microsoft Office Excel program. The results of the study showed that the students' pre-test scores were at a low level (34%), while the post-test scores significantly improved to a good level (77%). Additionally, the students expressed a high level of satisfaction with the situation-based learning method, with 86.8% indicating very high satisfaction, a mean score of 4.34, and a standard deviation of 0.65.

Promoting English Listening and Speaking Skills for Business Communication Using Reflective-Thinking Activities

Sopita Srirat — 2025-12-30

This study investigates the use of reflective-thinking activities to enhance English listening and speaking skills among Business English major students enrolled in English for Business Conversation 2. at a public university in Chiang Mai, Thailand. Although the course is designed to develop students’ communicative abilities for professional settings, past performance and classroom observations revealed that many learners struggled with oral proficiency and lacked confidence in real-life communication tasks. To address these issues, the researcher implemented reflective-thinking strategies, encouraging students to record their learning experiences, assess their performance, and develop personal improvement plans.

The study applied a reflective practice framework to guide the instructional design. Selected four structured lessons incorporating reflective tasks were reported by the students, including journal writing, self-assessment, and peer collaboration. Data collection involved classroom observations and analysis of student reflections. Findings revealed that students progressively adapted to structured learning, became more responsible for their own development, and demonstrated increased confidence in oral communication. Peer interaction further enhanced their speaking and listening skills, while reflective tasks supported deeper metacognitive engagement.

Feedback from students confirmed the usefulness of the lessons in terms of clarity, structure, and real-world relevance. Learners reported improvements in vocabulary usage, pronunciation, grammar accuracy, and presentation techniques. However, challenges remained in group dynamics, script dependence, and language fluency, indicating the need for continued support and practice. Overall, the study highlights the value of integrating reflective-thinking activities into communicative English instruction, offering an effective pedagogical approach to support skill development and learner autonomy in EFL contexts.