The New English Teacher

CEFR-Based Textbook Evaluation: Enhancing Thai Tertiary Students’ English Proficiency through a B1 ELT Textbook

Rachnee Kraikum — 2026-01-16

The adoption of the Common European Framework of Reference for Languages (CEFR) into Thailand’s language education has significantly shaped teaching practices, leading to notable adaptations in ELT textbooks to address emerging challenges. This article presents the findings of an evaluation of Personal Best B1 Student’s Book, a widely used textbook among Thai ELT tertiary students at the B1 CEFR level. The evaluation employed a localized CEFR-based textbook evaluation checklist encompassing eight evaluation categories: layout, design, and physical makeup; unit organization; content, topics, and language; language teaching methods and activities; four language skills; vocabulary; grammar; and accompanying materials. Overall, the evaluation indicates that the textbook is well-designed and supports Thai ELT students in achieving B1 CEFR proficiency. However, limitations of the textbook were identified, including infrequent reviews, excessive content and activities, and uneven cultural content distribution. The study discusses the strengths and weaknesses of the textbook based on these findings and proposes pedagogical implications for ELT teachers to enhance classroom instruction using this key resource.

Exploring the Nexus between Assessment and Final Exam Scores in an Advanced Grammar Course among Undergraduate English Majors

Asha Latha Bala Subramaniam — 2026-01-16

This quantitative research study aims to investigate the correlation between the assessment scores and final test scores of first year undergraduates from two different English language programs (LG240 and LG243) who were taking a similar grammar course. The study was conducted across 2 cohorts of undergraduates (20232 and 20224) involving a total of 296 participants where various formative and summative assessments were looked at to determine the relationships among them. The formative assessments conducted throughout the semester involved an oral presentation on a given grammar component, eight sets of portfolio entries conducted online, four reflective writings and a grammar quiz. The summative assessment that tested students grasp of the various grammar components taught was conducted at the end of semester. This study set out to find the relationships between each formative assessment and the final scores of the 2 cohorts of undergraduates. The findings revealed that there was correlation between each of the assessments and the final scores in both programmes for cohort 20224, however, one assessment which was the oral presentation was discovered to be not significantly related to the final scores for cohort 20232 for both programmes. The other assessments had significant correlations with the final scores. In terms of mean differences, LG240 students outperformed their counterparts in all assessments except for the test in cohort 20224, however, they did better than LG243 students in only oral presentation and portfolio in cohort 20232.

Social Constructivism and Visible Thinking in Virtual Drama Classrooms in Universiti Teknologi MARA, Malaysia: Insights from Lecturers

Zaamah Mohd Nor — 2026-01-16

The Malaysian Higher Education Blueprint (2013-2025) emphasises students' mastery of communication and critical thinking in coping with future demands, aligning with the social constructivist principles in education. This qualitative study explores the manifestation of social constructivism and the Visible Thinking (VT) approach in a Malaysian tertiary drama classroom. It investigated the interactive roles in the drama classroom, the impact of online interactions and the feasibility of applying VT thinking routines from the lecturers' perspective. Semi-structured interviews were employed as the data collection method, followed by verbatim transcription and thematic analysis. The interviewees were two lecturers of Communication Through Drama (EPC522), a compulsory course for the third-semester students of the Bachelor of Applied Language Studies-English for Professional Communication programme at Academy of Language Studies, Universiti Teknologi MARA, Shah Alam, Selangor, Malaysia. The study was underpinned by Vygotsky's social constructivist theory (1962, 1978) and Ritchhart's VT approach (2006) from Harvard University's Project Zero (PZ). The findings revealed the challenges of conducting drama activities online and demonstrated the potential of implementing VT routines to enhance students' interactive roles. Despite some connectivity and technical hindrances, lecturers embraced this new experience, creating a more interactive and student-centred environment. They also signified their facilitating roles in giving feedback and guiding students throughout the drama exploration (DE) stages. Adhering to the national education policy, the study’s findings highlight the potential of virtual drama pedagogy in enhancing interactive roles, improving communication, as well as promoting awareness and applicability of thinking routines.

Needs Analysis and Perception of the MA ELT Curriculum: Evaluating the Effectiveness and Identifying Future Risks

Nantikarn Simasangyaporn — 2026-01-16

This study investigates how current students, alumni, and other stakeholders perceive and evaluate the effectiveness of the MA in English Language Teaching (ELT) curriculum at a public university in Thailand. The study, situated in the EFL context, also aims to understand the stakeholders’ view of how the programme can prepare students for their professional roles, to identify the key competencies necessary for effective English language teaching, and to assess potential future risks to the programme’s relevance and sustainability. With a sample of 106 participants categorised into current and non-current students, quantitative data were collected through a comprehensive questionnaire adapted from established sources in ELT education. Descriptive statistics and Mann-Whitney U tests were employed to interpret the data. The findings revealed that both groups of stakeholders generally perceived the curriculum as effective in supporting relevant teaching skills and aligning with contemporary educational trends. However, future risks such as technological disruption, competing online certifications, and changes in educational policies were identified as significant challenges within the Thai higher education context. This paper offers recommendations for addressing these risks while ensuring continuous relevance and effectiveness in the MA in ELT programme.

Enhancing Online Language Learning: The Impact of a Role-Playing Game-Based Platform in Thailand

Treenuch Chaowanakritsanakul — 2026-01-16

This study examines the impact of a role-playing game-based (RPG) platform in online instruction at the undergraduate level, using a mixed-methods approach. Data were collected through questionnaires (n=33) and focus group interviews (n=15) to explore students’ perceptions, development of 21st-century skills, and overall learning experiences. Findings reveal that the RPG-based platform significantly enhances student engagement and motivation, demonstrating the value of gamified environments in online learning. While technical difficulties and differing levels of gaming familiarity posed initial challenges, students’ perseverance contributed to improved learning outcomes. The platform’s support for autonomy and personalized learning aligns with intrinsic motivation theories, suggesting its potential to reduce learning barriers and foster skill development. Nevertheless, some students expressed a preference for traditional approaches, indicating the value of offering varied instructional strategies to accommodate diverse learning needs. Further research should explore diverse game mechanics to sustain engagement, address accessibility challenges, and examine the effectiveness of RPG-based learning across different learner profiles. Longitudinal studies are also recommended to evaluate the sustained impact of such platforms on language learning achievement.

The Impact of Chaoxing-based Flipped Classroom on Critical Thinking Skills of English Majors in China: A Mixed-Methods Approach

Shimeng Pan — 2026-01-16

The aim of the present study is to examine how the Chaoxing-based flipped classroom (FC) model influences Chinese English majors’ critical thinking (CT) skills. To achieve this objective, this study employed a mixed-methods approach. Specifically, it integrated quantitative data from the California Critical Thinking Skills Test (CCTST) with qualitative insights from open-ended questionnaires. Based on the Solomon Four-Group Design, the study recruited 80 English majors and divided them into control and experimental groups. ANCOVA results revealed that the Chaoxing-based FC model significantly enhanced overall CT skills (p < 0.001, η² = 0.234), analysis skills (p = 0.000, η² = 0.317), and inference skills (p = 0.001, η² = 0.193). However, evaluation, interpretation, and explanation sub-skills were not significantly improved. Complementary findings obtained from qualitative analysis suggested that communication, logical reasoning, and collaboration were improved. This study also identified challenges in the cultivation of interpretation, evaluation and explanation skills, which required more targeted instructional strategies. This study highlights that digital platforms such as Chaoxing can potentially contribute to the advancement of CT and offers practical implications for how to improve FC pedagogy.

Investigating English Language Teacher Attributes for University-Level EFL Learners in the Thai Context Through Exploratory Factor Analysis

Patsawut Sukserm — 2026-01-16

The teacher-related factors impact the university EFL learners’ experiences and outcomes. However, what specific factors the EFL instructors possess to be deemed effective remain scant concerning Thai University EFL students. This study aims to identify the attributes of effective English language teachers through the lens of Thai university learners by applying exploratory factor analysis (EFA). A literature-based, 32-item questionnaire was distributed to 655 Thai university students. The data met the assumptions for factor analysis, with a Kaiser-Meyer-Olkin (KMO) value of 0.946 and Bartlett’s test of sphericity yielding a significant result (χ² = 6927.656, p < .001), indicating sampling adequacy and factorability. EFA revealed five main factors: Dynamic Instructional Competence (DIC), Learner-Centered Pedagogical Adaptability (LCPA), Instructional Expertise and Clarity (IEC), Supportive and Inspiring Teaching (SIT), and Teacher Resilience and Well-being (TRW). These five factors, with eigenvalues ranging from 1.134 to 13.916, cumulatively explained 60.652% of the total variance. The findings have practical relevance for designing professional development, instructional materials, formative and summative evaluation, and strategic instructional scaffolding for EFL teachers in higher education institutions in Thailand.

Enhancing Undergraduate Students' Business English Vocabulary Knowledge through Digital Game-Based Learning

Umaporn Yaithavorn — 2026-01-16

This research aims to explore the effects of Digital Game-Based Learning (DGBL) on the development of undergraduate students’ vocabulary knowledge in a Business English Course and to examine students’ opinions of this teaching approach. The participants are 60 first-year Thai students majoring in Modern Trade Business Management in the Faculty of Business Administration at a private university in Thailand. The researcher divided the participants into two groups: an experimental group and a control group. This study employed a mixed-methods approach by collecting quantitative data from a pretest, a posttest and a questionnaire. Qualitative data were collected by a semi-structured interview, a questionnaire, and student journals. The results showed vocabulary knowledge of the experimental group with a pretest mean score of 11.03 and a posttest mean score of 14.12, which reflected a statistically significant difference of this study (t = 5.361, p = 0.000). However, the control group’s scores showed no significant difference in this study. The qualitative findings also revealed that the experimental group had positive opinions of digital game-based learning because it increased engagement, and entertainment. This study highlights the benefits of DGBL in developing students’ business English vocabulary knowledge by reviewing their vocabulary as a self-study tool outside of the classroom. It is useful for English teachers to employ this approach in English classes for teaching in higher education.

Exploring Students’ Attitudes Toward English Reading Instruction Through Drama Activities

Ratchadaporn Janudom — 2026-01-16

Learners’ attitudes toward learning have been empirically proven to influence their academic achievement. Students with a positive attitude toward learning tend to achieve greater success than those with a negative attitude. Therefore, students’ attitudes should be taken into consideration when selecting instructional approaches. This study was conducted to investigate students’ attitudes toward English reading instruction through drama activities, with 133 participating students forming an intact group. A self-evaluation checklist was employed to collect data from the students. Descriptive statistics (percentages) were used to analyze the quantitative data, while content analysis was applied to examine the qualitative data. The findings revealed that the majority of students held favorable attitudes toward learning reading through drama activities, although some negative feedback gradually emerged when the tasks became more demanding. These results suggest that drama activities can serve as an effective instructional method; however, their design should be carefully tailored to meet students’ learning needs.

Genre-Based Self-Regulated Learning for Enhancing Speaking Ability among Thai EFL Learners

Pearlada Mhuentoei — 2026-01-16

To address the need for improved English-speaking opportunities in Thailand’s higher education, this study investigated the integration of a genre-based approach (GBA) with self-regulated learning (SRL)—termed genre-based self-regulated learning. This research implemented a combined pedagogical framework to a compulsory English course, aiming to complement the existing curriculum. The study objectives were: (1) to examine English speaking ability of Thai English as a Foreign Language (EFL) undergraduates in terms of communicative purposes, organization, and language features of an instruction genre; and (2) to investigate students’ opinions regarding the genre-based self-regulated learning approach. Using a qualitative classroom-based research design, the study involved 27 university students over a five-week class implementation. Research instruments included observation forms for analyzing transcribed student presentations (pre-task and post-task phase) to compare presentation performance (not an experiment), and semi-structured interviews to explore students’ opinions. The findings revealed that, based on presentation performance, students could generate more ideas, produce richer content, and perform more confidently and independently. The interviews also identified benefits and challenges experienced during the implementation. Overall, the results suggested that integrating genre-based self-regulated learning into a compulsory English course offers promising potential for enhancing the presentation abilities of Thai EFL undergraduates.

Teachers’ Perceptions of the Balance Between Grammar and Communication Skills in the EFL Curriculum

Hathaichanok Komintarachat — 2026-01-16

This study examines ESL teachers’ perceptions of the balance between grammar instruction and communication skills in an international university in Thailand. Although grammar is acknowledged as essential, teachers report that curriculum design, assessments, and parental expectations prioritize grammatical accuracy over communicative fluency. A mixed-methods approach was employed, combining a survey of 50 teachers with follow-up semi-structured interviews. Quantitative results revealed that grammar receives significantly more class time, while communicative tasks are constrained by time, large class sizes, and exam-oriented assessment. Qualitative findings highlighted teachers’ limited training in communicative methodologies but also their recognition of the benefits of integrating grammar into authentic communication. Overall, the study underscores the needs for curriculum reform, professional development, and assessment realignment to achieve a sustainable balance between grammatical accuracy and communicative competence. These insights inform policymakers, curriculum developers, and teacher educators seeking to enhance EFL learning outcomes.

Editorial

Rusma Kalra — 2026-01-16

Book Review: Metacognition in Language Teaching By Mark Feng Teng

Ahmad Syairofi — 2026-01-16