The Faculty of Humanities and Social Sciences / คณะมนุษยศาสตร์และสังคมศาสตร์ http://202.28.34.124/dspace/handle123456789/2 2026-08-14T20:46:45Z 2026-08-14T20:46:45Z http://202.28.34.124/dspace/handle123456789/3358 2026-04-02T11:40:09Z 0006-01-01T00:00:00Z

Title: Pedagogical Translanguaging in English Classrooms: Teachers' and Students' Experiences in a Thai Secondary School; วิธีการสอนแบบการถ่ายโอนภาษาในห้องเรียนภาษาอังกฤษ: ประสบการณ์ของครูและนักเรียนโรงเรียนมัธยมศึกษาในประเทศไทย Abstract: In recent years, pedagogical translanguaging—the intentional use of multiple languages in teaching to enhance understanding and learning—has attracted growing interest, particularly in higher education settings and English as a Medium of Instruction (EMI) contexts. Despite this attention, limited research exists on its application in secondary school settings, especially regarding the lived experiences of teachers and students in regular English classrooms. This study addresses this gap by investigating how pedagogical translanguaging is experienced by teachers and students in a Thai secondary school setting. The study focused on three regular English classrooms, involving three teachers (two Thai females and one foreign male) and eighteen students (an equal gender balance of nine males and nine females). Data were collected using a combination of methods: video-recorded classroom observations to capture real-time teaching and learning dynamics, detailed field notes for additional context, and stimulated-recall interviews to gain insights into participants' reflections on their experiences. A qualitative content analysis (QCA) approach was employed to interpret and analyze the collected data. The findings revealed predominantly positive attitudes towards pedagogical translanguaging. Teachers and students alike recognized its benefits in supporting language acquisition and facilitating comprehension of lesson content. For students, the use of their first language (L1) in instruction created a more comfortable learning environment and improved understanding of challenging material. However, some students expressed a preference for exclusive English instruction, noting that it felt more engaging and immersive, even though it occasionally hindered their comprehension of complex topics. Teachers highlighted practical advantages of translanguaging beyond content delivery, particularly its role in managing classroom behavior. For instance, teachers found it effective to use the students' L1 for tasks such as redirecting attention, reprimanding inappropriate behavior, or helping disengaged students re-focus on the lesson. These observations underscore translanguaging’s value not only as a linguistic tool but also as a classroom management strategy. The study provides critical implications for research, teaching practices, and educational policy. It suggests the need for a balanced approach to language use in English classrooms, acknowledging the value of students’ L1 while also considering the potential benefits of immersive English instruction. Furthermore, the study highlights areas for future research, such as exploring the long-term impacts of translanguaging on language proficiency and its scalability in diverse educational contexts. While this research makes meaningful contributions, it also identifies limitations, such as the small sample size and focus on a single school, which future studies should address to deepen understanding of translanguaging in secondary education.; -

0006-01-01T00:00:00Z http://202.28.34.124/dspace/handle123456789/3360 2026-04-02T11:40:09Z 0013-01-01T00:00:00Z

Title: Learner Engagement Through Card Game-Based Vocabulary Acquisition in EFL Primary School Students; การมีส่วนร่วมของผู้เรียนผ่านการเรียนรู้คำศัพท์จากเกมการ์ดในนักเรียนชั้นประถมศึกษาที่เรียนภาษาอังกฤษในฐานะภาษาต่างประเทศ Abstract: This study investigates learner engagement and the effects of card game-based instruction on vocabulary acquisition and retention among Thai EFL primary school students. Employing a mixed-methods research design, the study assessed vocabulary learning through pre-test, post-test, and delayed post-test measures, while learner engagement was examined through classroom observations, semi-structured interviews, and questionnaires. A total of 30 fifth-grade students were selected from intact classes and assigned to either an experimental group, which participated in card game-based activities, or a control group, which followed a traditional vocabulary learning approach. Quantitative data were collected using four test types: form-recognition, form-recall, meaning-recognition, and meaning-recall. T-test analyses were conducted to compare pre-test and post-test scores, while repeated measures ANOVA was used to examine differences across all three testing phases. Additionally, qualitative data from classroom observations and interviews were analyzed using content analysis to explore how learners exhibit behavioral and emotional engagement in game-based vocabulary learning activities. The results revealed that card game-based activities significantly enhanced vocabulary acquisition and retention. Students in the experimental group outperformed those in the control group across all test measures, with significant improvements in form-recognition (+48.3%), form-recall (+34.8%), meaning-recognition (+38.2%), and meaning-recall (+31.4%). Furthermore, delayed post-test results indicated that students in the experimental group retained significantly more vocabulary knowledge over time. Additionally, the study highlights the critical role of behavioral and emotional engagement in vocabulary acquisition. Students in the experimental group actively participated in gameplay, engaged in team discussions, and demonstrated enthusiasm and motivation for the competitive aspects of the learning activity. These results suggest that card game-based vocabulary instruction fosters an engaging and interactive learning environment, enhancing both learning motivation and long-term vocabulary retention. This study provides valuable pedagogical implications, advocating for integrating game-based learning strategies into EFL instruction to improve vocabulary development. Recommendations for future research include exploring cognitive engagement in game-based learning, investigating long-term effects on vocabulary retention, and examining its impact across diverse learner populations.; -

0013-01-01T00:00:00Z http://202.28.34.124/dspace/handle123456789/3362 2026-04-02T11:40:09Z 0019-01-01T00:00:00Z

Title: Using Drawing Games to Enhance Second Language Vocabulary Knowledge in Thai EFL Learners; การใช้เกมวาดภาพเพื่อพัฒนาความรู้ทางด้านคำศัพท์ภาษาที่สองของนักเรียนไทยที่เรียนภาษาอังกฤษในฐานะภาษาต่างประเทศ Abstract: This study explores the impact of drawing games on second language (L2) vocabulary knowledge among Thai EFL learners using a quasi-experimental design with pre-test, post-test, and delayed post-test measures. Forty ninth-grade students from two intact classes were assigned to an experimental group, which engaged in drawing-based vocabulary activities, or a control group, which received traditional vocabulary instruction. Vocabulary knowledge was assessed through four test types: passive recognition, active recognition, passive recall, and active recall. Independent samples t-tests compared pre-test and post-test scores, while repeated measures ANOVA examined performance trends across testing phases. Post-hoc analyses identified significant differences among test types. The experimental group significantly outperformed the control group across all test types, with post-hoc analyses confirming a continuum of difficulty, where active recall was the most challenging (x̄ = 1.84), followed by passive recall (x̄ = 3.28), active recognition (x̄ = 13.5), and passive recognition (x̄ = 14.9). Delayed post-test results indicated that the experimental group (x̄ = 39.71) retained significantly more vocabulary than the control group (x̄ = 22.16), highlighting the long-term benefits of drawing games for vocabulary retention. Additionally, questionnaire and focus group interviews showed overwhelmingly positive perceptions, with students finding drawing games engaging and enjoyable, though some reported occasional confusion in interpreting drawings. These findings provide strong evidence that drawing games enhance L2 vocabulary acquisition, particularly in strengthening form-meaning connections, retention, and engagement. The study suggests that integrating drawing-based activities into EFL instruction can foster deeper vocabulary learning while creating a more interactive classroom environment.; -

0019-01-01T00:00:00Z http://202.28.34.124/dspace/handle123456789/3361 2026-04-02T11:40:09Z 0003-01-01T00:00:00Z

Title: Teachers' Uses and Perceptions of Translanguaging in English Language Teaching in Thailand; การใช้และความเข้าใจของครูต่อวิธีการสอนแบบการถ่ายโอนภาษาในการสอนรายวิชาภาษาอังกฤษในประเทศไทย Abstract: This study examines how teachers in Thailand use and perceive translanguaging in English language teaching. Translanguaging, which combines students' native language (Thai and/or other languages) with the target language (English), has gained prominence for its potential to enhance language acquisition. Given the increasing recognition of translanguaging as an effective pedagogical approach, this study seeks to explore how Thai English teachers at the primary and secondary school levels (N=74) implement translanguaging in their classrooms. Participants were selected using convenience-random sampling, based on predetermined inclusion criteria. The study collected data through an online questionnaire, employing both quantitative and qualitative analysis techniques. Descriptive statistics were applied to the quantitative data, while qualitative content analysis was utilized to interpret open-ended responses. The quantitative results reveal that translanguaging is most frequently used by teachers for activities such as clarifying concepts during lessons (40.5%), explaining vocabulary and providing feedback (35.1%), and facilitating comprehension by integrating students' L1 with English (L2) (36.5%). From the qualitative results, while many teachers (55 teachers) acknowledge the advantages of translanguaging in enhancing students' understanding and engagement, some (15 teachers) express concerns about its potential to detract from the immersion-focused objectives of English language instruction. The findings emphasized the importance of a strategic and balanced approach to integrating translanguaging into language teaching. Moreover, the study advocates for the development of targeted professional development programs to support teachers in effectively incorporating translanguaging strategies, ensuring that they can enhance student learning outcomes while maintaining the integrity of English immersion goals in the Thai educational context.; -

0003-01-01T00:00:00Z