The New English Teacher

Editorial

Rusma Kalra — 2025-07-25

Bias on the Tip of the Tongue: Addressing Accent Bias in English Speaking Assessments

Sarit Siribud — 2025-07-25

This paper examines accent bias within English speaking assessments, drawing on Global Englishes to explain its detrimental effects on students' educational opportunities and overall language acquisition. It explores the psychological and social underpinnings of accent bias, highlighting its negative impact on non-native speakers' confidence, motivation, and engagement in language learning. The paper also addresses systemic adjustments to current evaluation methods, emphasizing the importance of inclusiveness and the recognition of linguistic diversity. Strategies such as specialized training for evaluators and the implementation of holistic assessment criteria are proposed to mitigate accent-related biases and promote a more equitable and supportive environment for all language learners.

‘TIP’ Reflective Writing Model: A Tool to Enhance Learners’ Critical Thinking Skills in English Literature Education

Teeranuch Anurit — 2025-07-25

This study aimed to develop a new reflective writing model to enhance critical thinking skills of students in English literature education while also addressing the gap in the research fields of reflective writing and critical thinking skills. The study focused on ninety-eight second-year English majors of the School of Liberal Arts, Mae Fah Luang University who enrolled in the Study of Poetry and Drama course of the second semester, academic year 2021. The research team developed a new reflective writing model by synthesizing from previous studies including Gibbs’ reflective cycle (1988), Rolfe’s reflective model, and the DEAL model by Ash and Clayton (2009). The new model called TIP (Tell-Investigate-Prepare) was designed to be compatible with English literature courses’ instructional fashion to lessen the complexity of reflective writing and provide sufficient freedom for students to reflect their learning experiences. The seven characteristics of a person with critical thinking by Bernstein & Isaac (2018) were applied as a framework for the content analysis to explore learners’ critical thinking skills. In the results, thirty-six out of ninety-eight learners possessed seven comprehensive critical thinking characteristics – 1) problem identification 2) question clarification 3) logic argument 4) evidence/supportive information 5) synthesis of ideas 6) references 7) problem-solving. Moreover, all reflective writings contained one writing style, ‘describing’, which was not a critical thinking characteristic by Bernstein and Isaac (2018). There were 1,076 instances where describing was used. The second and third frequencies were referring to learned materials (580 times) and identifying problems (404 times) which were the characteristics of a person with critical thinking (Bernstein & Isaac, 2018). Therefore, the TIP model could be an effective guideline to enhance learners’ critical thinking skills.

Metaphorical Representations of Goodness in Thai: A Corpus-Based Study

Salinda Phopayak — 2025-07-25

In cognitive linguistics, Conceptual Metaphor Theory (CMT) offers an essential framework for understanding how abstract concepts are made accessible through metaphorical mappings from concrete, experiential domains. This study investigates the metaphorical expressions and conceptual metaphors associated with the Thai noun “Kwamdee,” or “goodness.” Employing a mixed-methods approach that integrates qualitative and quantitative analyses, the research utilizes corpus analysis in combination with salience-based metaphor analysis. Data were selected from the Thai National Corpus, provided by the Department of Linguistics at Chulalongkorn University. Out of 2,042 occurrences, a sample of one hundred metaphorical expressions was analyzed to examine the conceptualization of “goodness” in Thai. The findings reveal that “goodness” is predominantly and most extensively represented through five central metaphors: GOODNESS IS PROPERTY, followed by GOODNESS IS OBJECT, GOODNESS IS PLANT/WAR, GOODNESS IS ACT, and GOODNESS IS BUILDING. These metaphors are ranked by metaphorical salience, measured by the frequency of conceptual mappings within the corpus, revealing both culturally specific and universal patterns in the linguistic representation of moral ideas. The findings offer valuable insights into language education, translation, and cross-cultural communication by illustrating how moral reasoning is embedded in Thai linguistic and cultural frameworks.

What Words Do Learners Need to Achieve 600+ TOEIC Scores?

Kasin Janjaroongpak — 2025-07-25

This study aims to establish essential TOEIC words for intermediate learners. The word list used to trace the TOEIC word list is from Browne and Culligan (2016a). Two groups of participants, the group with 600 or more TOEIC scores, B1 level, and the group with unknown TOEIC scores, respond to 800 selected words from the TOEIC word list in a YES/NO test. The compared responses are classified by frequency rank, CEFR level, suffix, and theme before being arranged in five 40-word sub lists primarily based on frequency rank. 188 unique words are extracted. Most of them are of unknown CEFR level and the highest concentration of frequency rank is at 701-800, approximately 20%, suggesting that one in five words known to high-achievers is exclusive. Suffixes from all word classes are present, notably noun suffixes. The prevalent themes among words in the word list belong to the hospitality or service industry, thanks to its abstract nature. To achieve target TOEIC scores effectively, practitioners and learners should consult relevant TOEIC level-specific word list.

Towards Technology-Enhanced English Learning: Gender Analysis of AI Large Language Models (LLMs) Usage

Budi Waluyo — 2025-07-25

Despite the growing integration of Artificial Intelligence (AI) Large Language Models (LLMs) in education, research exploring gender-specific perceptions and usage remains scarce. This study employed the Unified Theory of Acceptance and Use of Technology (UTAUT) and a mixed-methods sequential explanatory design to investigate the perceptions and usage of ChatGPT among 41 female and 41 male university students for English learning. Data were collected using a technology acceptance scale and structured written interviews and analyzed through descriptive and inferential statistics (t-tests, bivariate correlations, and one-way ANOVA) for quantitative data, and thematic analysis for qualitative insights. Findings indicate no significant gender differences in the overall acceptance of ChatGPT. However, gender-specific trends were observed: males predominantly valued ChatGPT for specific academic tasks, whereas females appreciated its general enhancement of their learning experience. English proficiency levels did not notably affect perceptions of ChatGPT's utility, suggesting consistent recognition of its benefits across varying proficiency levels, thereby refuting previous assumptions about proficiency impacting technology adoption. This study highlights the roles that gender and proficiency level play in shaping the educational use of AI language models.

Needs Analysis of English Among Thai Pre-Service English Teachers

Poonyapat Boonyarattanasoontorn — 2025-07-25

This study aimed to identify the English language learning needs of Thai pre-service English teachers, who are undergraduates. Eighty-one pre-service teachers from the English Education program at a Thai university were participants, selected by a purposive sampling method. This study employed a questionnaire (α = 0.91) and interviews as research tools. The interviews with eight participants across the academic years were employed as a supplementary source. Descriptive statistics were used to analyze the data. The study found that pre-service English teachers felt it crucial to master all English language systems and subsystems in preparation for their future careers. Speaking emerged as the most desired skill, with participants emphasizing the need for a stronger curriculum focus and expressing that current teaching methods only moderately addressed these needs. Similar gaps were found in listening skills and grammar, whereas reading and writing skills were well articulated. The study underscored the importance of developing English education curricula that were tailored to bridge the gaps between students’ current English language needs and the skills they required for future success. This will ensure that future English teachers are better equipped with skills for their classrooms. It could also guide current teachers in tailoring their methods to meet students’ needs effectively.

ChatGPT for English Writing: A Qualitative Inquiry among English Major Students at Thai Higher Education

Aisah Apridayani — 2025-07-25

The academic discourse surrounding the use of ChatGPT has grown, yet research focusing on its application among Thai English as a Foreign Language (EFL) students remains limited. Addressing this gap, this qualitative study explores the attitudes and perceptions of seven fourth-year English majors from a university in Southern Thailand regarding ChatGPT's roles in English writing. Using semi-structured interviews and thematic analysis, the study uncovers a range of student attitudes, highlighting both the advantages and challenges of using ChatGPT. Participants recognized the tool's utility in enhancing vocabulary, grammar, and content organization, as well as its accessibility and convenience. Nonetheless, they also expressed concerns about its limitations, such as the risks of plagiarism, inaccuracies in generated content, over-reliance on the tool, and diminished cognitive engagement and creativity. These findings draw our attention to the importance of balancing the benefits of AI-assisted learning with strategies to mitigate its drawbacks. The study advocates for educators to harness ChatGPT's potential while fostering critical thinking, ethical awareness, and technological literacy among students. Moreover, it calls for a global dialogue on the pedagogical and ethical dimensions of AI in education to ensure that future learners become proficient and responsible users of emerging technologies.

Exploring the Motivation for English Reading among Cambodian Undergraduates: A Cross-Sectional Study

Sereyrath Em — 2025-07-25

The world widely uses English as the primary medium for many academic discussions. According to observations, there has been a discernible trend in the educational community in Cambodia over the past several years that points to a higher tendency among postsecondary educators to prioritize the teaching of English as a foreign language. The main focus of this study is to clarify the underlying factors that drive this kind of motivation in students about English reading and then to explore possible approaches for increasing English reading motivation. Using an online questionnaire for collecting the data, the study involved 507 first- to fourth-year students from 31 institutions spread across 19 provinces and the nation's capital city. The results highlight their propensity for outside incentives and offer several suggested tactics for teachers to increase their students' English reading motivation. Additionally, an independent-sample t-test gender-based analysis showed that male students were more likely than female students to find motivation in English reading. Thus, by supporting a thorough investigation of the particular classroom exercises selected by students to increase their desire for English reading, this study advances our knowledge of the dynamics underlying English reading motivation.

From Routine to Depth: Navigating Prospective Teachers’ Identity through Ignatian Pedagogy-based Critical Reflection

Paulus Kuswandono — 2025-07-25

Studies on English teacher identity construction using critical reflection are abundant, but very few of them explored the reflection activities using the Ignatian Pedagogy (IP). This research seeks to figure out the identity construction of English Education Master’s Program (EEMP) students through reflection practices based on the IP model, involving stages of Context, Experience, Reflection, Action, and Evaluation (CERAE). The focus of this research is to answer a research question, namely “to what extent do EEMP students navigate their imagined identity as prospective teachers through the process of critical reflection?” To answer the question, the researcher used a case study method. Eighteen students who were enrolled in the English Teacher Identity Construction (ETIC) course offered by the English Education Master’s Program (EEMP) in a Jesuit-run university in Indonesia took part in the IP-based reflection, through which they engaged in personal reflective journals and guided-collaborative reflections. The findings suggested that professional selves demand to prioritize students’ real needs (e.g., antibullying materials) although it may deviate from the assigned materials. Next, the studies have highlighted the findings using Norton’s (2013) imagined identity and community framework, namely theoretical exposure, hopeful imagination, possible selves, social ideologies, and hegemonies. The recommendations for future studies focus on the quantity and quality of the learning materials and the alternative methods of data collection using exploratory or explanatory mixed methods.

The Differential Effects of Corrective Feedback Strategies on Accuracy in Nouns, Tenses, and Articles in EFL Students’ Academic Writing

Rutjanee Ratanapinyopong — 2025-07-25

Corrective feedback (CF) is widely recognized by instructors and students as a valuable tool for enhancing writing skills. For writing teachers, it is crucial to understand the effectiveness of various CF methods and their impact on specific error types. This study aims to examine whether three different feedback strategies—Direct CF, Direct CF combined with written metalinguistic feedback, and Direct CF combined with oral metalinguistic feedback through a mini teacher-student conference— given to 45 undergraduate EFL students on three error types (nouns, verb tenses, and articles) led to improved accuracy in new writing tasks. The inferential statistical analysis reveals that the feedback strategies have differential impacts on students’ accuracy in addressing the three targeted errors when analyzed collectively. Participants who received additional metalinguistic feedback in addition to direct CF outperformed those receiving direct CF alone, although no significant difference was observed between the two metalinguistic feedback groups. Notably, when error categories were analyzed separately, significant improvement in verb tense accuracy was observed at four-week intervals, while no such improvement was evident for nouns and articles. These findings underscore the critical role of metalinguistic feedback, either written or oral, in addressing specific error categories and enhancing students’ writing accuracy. They also suggest that different error types may require distinct feedback approaches and timeframes for effective improvement of writing accuracy.

Synonymy in Context: Analyzing the Usage of Coming and Upcoming in American English

Supakorn Phoocharoensil — 2025-07-25

This corpus-based study investigates the differences in the usage between the near-synonymous adjectives coming and upcoming, both meaning “happening soon.” Drawing on the Corpus of Contemporary American English (COCA), the research compares their frequency, genre distribution, and typical noun collocations to reveal distinctions in formality, collocational patterns, and semantic prosody. The findings indicate that coming is more prevalent in informal contexts such as spoken English and fiction, whereas upcoming tends to occur in more formal, written genres like newspapers and weblogs. Although both adjectives share collocates related to time periods and events, coming frequently co-occurs with nouns denoting natural disasters and negative events, suggesting a negative connotation, while upcoming is more strongly associated with organized events and entertainment. These distinctions highlight the limited substitutability of near-synonyms and emphasize the importance of collocation and context in vocabulary instruction. Pedagogical implications involve incorporating corpus-based tools into language instruction to foster learners’ awareness of subtle usage differences, with particular attention to the characteristic collocations and connotative meanings linked to each synonym.