PASAA

Pragmatic Competence and Transfer in Requests and Refusals: A Study of EFL University Students in Southern Thailand

2025-08-03T01:44:14+07:00

This study investigated Thai EFL learners’ pragmatic competence with a particular focus on requests and refusals, the face-threatening acts that require careful considerations for selecting specific strategies. The learners’ use of speech act strategies and the negative pragmatic transfer were examined. Data was collected from 28 English-major students at a public university in southern Thailand using a Written Discourse Completion Task (WDCT). Native and non-native raters quantitatively scored the expressions based on a
pragmatic scoring rubric and the pattern of pragmatic transfer was qualitatively analyzed through directed content analysis. It was found that indirect strategies were dominated in both speech acts and the Thai EFL learners were more capable in managing refusals than requests. Negative pragmatic transfer was observed through the overuse of intensifiers in grounders, Thai kinship terms, and apologetic expressions in requests. In refusals, learners frequently employed downgraders, provided excuses or explanations related to family commitments, and used vague promises of future acceptance. These patterns suggest negative transfer may stem from the
interference of learners’ first language (L1), cultural norms, and inadequate English proficiency. Based on the findings, pedagogical implications for pragmatic instruction are discussed.

Heteronormativity and Gender Inequality in Three ESP Textbooks in Thailand: Multimodal Discourse Analysis

2024-11-05T14:41:15+07:00

Educational issues affecting the LGBTQ+ community in Thailand include discrimination, bullying, and many restrictions resulting from
heteronormativity, leading to gender inequality, gender stereotypes, and the dominance of heterosexuals. Therefore, this study investigated how heteronormativity and gender representations are constructed as common knowledge in English for specific purposes (ESP) textbooks used in Thailand. It used multimodal discourse analysis to examine the representation of heteronormativity and gender in ESP textbooks. The data were gathered from three Thai authors' ESP textbooks. Accordingly, the discursive and pictorial content of the textbooks was implicitly loaded with the authors' ideologies and worldviews. Multimodal discourse analysis was used to analyze the images from all three textbooks. The portrayal of gender and the construction of heterosexuality as the norm were analyzed. The analysis revealed reinforcement of gender stereotypes, as women were associated mainly with nurturing matters, and
men were leaders. Furthermore, the images of male and female couples upheld heteronormativity, defined as the assumption that heterosexuality is the natural and default norm, by normalizing them as typical couples. On the basis of these findings, gender equality should be promoted, and content which may perpetuate negative, discriminatory, or prejudiced stereotypes or views on gender should be removed.

From Formative Policy to Performative Grading Practices: ESL Teachers’ Enactment of Classroom-Based Assessment in Malaysian Primary Schools

2025-08-28T14:23:19+07:00

Classroom-based assessment (CBA) is positioned as a cornerstone of Malaysia’s assessment reform. Yet evidence of how it is enacted in English as a Second Language (ESL) classrooms remains limited. This qualitative case study examines ESL teachers’ grading practices and evaluates their alignment with expectations articulated in national CBA guidance and curriculum standards. Data were generated through semi structured interviews with six ESL teachers who taught in three primary public schools in Pulau Pinang, Malaysia. Relevant policy and curriculum documents and school recording artefacts were analysed to triangulate teachers’ accounts. Thematic analysis identified three dominant patterns. First, teachers relied heavily on numerical mark accumulation and percentage conversion to judge progress and motivate learners. Second, grading decisions were shaped through local standard-setting activities
within panels and professional learning communities. These processes often produced cut scores that were not explicitly anchored to national performance descriptors. Third, teachers documented student evidence and recorded mastery using templates such as transit forms. Documentation supported professional judgment for some teachers. For others, it functioned mainly as administrative compliance and increased workload. Overall, teachers reported structured routines and multiple assessment strategies. However, grading enactment frequently reflected exam-oriented logics that conflicted with the intended formative emphasis of CBA. The study highlights a policy–practice gap that may weaken the credibility and comparability of mastery judgments. It recommends clearer exemplars for standards-referenced decisions and sustained professional learning that focuses on interpreting evidence over
time and using assessment information to guide feedback and intervention in routine practice.

The Role of Translation in Second Language Acquisition: Relevance and Practical Applications in the 21st Century

2024-11-05T14:54:04+07:00

Translation has always been an essential element of language instruction, especially in second language acquisition (SLA). Historically, translation was a fundamental component of the Grammar Translation Method, prioritizing explicit grammar instruction and vocabulary enhancement. Nevertheless, as language education practices have progressed—emphasizing approaches that promote communicative skill and fluency—the function of translation has been critically examined. Notwithstanding this transition, translation continues to be an important educational instrument in the 21st century. This article investigates the significance of translation in second language acquisition, analyzing its theoretical underpinnings, cognitive benefits, and cultural implications. It emphasizes how translation cognitively engages learners, promoting critical thinking and metalinguistic awareness. Furthermore, it examines the cultural competency that learners acquire through translation, allowing them to traverse linguistic nuances and contextual meanings. The article delineates practical applications of translation in contemporary language instruction, highlighting strategies such as text analysis, collaborative translation initiatives, and technological integration. This underscores how translation can significantly improve linguistic skills, promote cultural awareness, and inspire learners. This article ultimately promotes an equitable perspective that acknowledges translation as an essential tool in modern language education, enhancing the whole educational experience for students.

Examining EFL Writing Through Tutor–Tutee Interactions and Revisions: A Case Study of an L2 Learner in Video-Mediated Online Tutorials

2026-08-21T13:47:51+07:00

The present study examines tutor–tutee interactions between an L2 English-speaking tutor and an L2 English-speaking tutee over a series of six video-mediated online tutorials. We employed a case study approach and utilized Mackiewicz and Thompson’s (2018) coding scheme to analyze the tutor–tutee interactions during video-mediated online tutorials and the revisions made by the tutee to his writing drafts throughout the semester. The writing tasks included two primary writing assignments, i.e., a comparison essay and a cause-and-effect essay, supplemented by four short writing exercises. Guided by Yu’s (2020) analytical approach, the findings indicate that the tutor relied on instruction and cognitive scaffolding strategies rather than motivational scaffolding strategies during the video-mediated online tutoring sessions. Moreover, the tutor initially emphasized text-level issues, but his focus shifted to sentence-level concerns as the tutorials progressed. Similarly, the tutee incorporated more sentence-level revision suggestions than text-level suggestions into his subsequent drafts. The tutee’s decisions about text revisions were influenced by the complexity of the suggestions, as well as institutional and intrapersonal factors. Over time, the tutee demonstrated changes in the quality of his English writing. These findings offer insights into the dynamics of tutor–tutee interactions during video-mediated SCMC tutorials and the tutee’s text revisions across drafts in an EFL context.

Effects of the Learning-oriented Writing Assessment Model on EFL Undergraduate Students’ Writing Ability

2026-05-07T13:05:01+07:00

Learning-oriented assessment (LOA) has proven beneficial across diverse EFL classrooms by actively enhancing learners' language abilities. Various scholars proposed different learning-oriented assessment frameworks to integrate characteristics from formative assessment and summative assessment in order to innovate EFL pedagogy. The current study aims to explore the implementation of a Learning-oriented writing assessment (LOWA) model which was designed for EFL learners to reflect on their writing challenges and proactively seek solutions throughout the writing process. The participants were from an intact group of 30 undergraduate students enrolled in a foundation English course at a public university in Bangkok. The intervention lasted for eight weeks. This study employs a mixed-methods design, incorporating a quasi-experimental (one-group pretest-posttest) framework complemented by a qualitative component. Data collection is conducted concurrently during the intervention to capture the unfolding process of writing development. The quantitative component utilizes objective writing pre-tests and post-tests, along with weekly writing ability
questionnaires, to monitor students’ self-perceived progress in content, organization, and language throughout the intervention cycles. These numerical data are integrated with a qualitative component consisting of weekly learners’ journals. The study revealed that the LOWA model can be adopted in language classes to enhance EFL learners’ writing skills. A paired-sample t-test indicated a significant difference between students’ pretest and posttest on both narrative paragraph writing performance (t(29) = -13.29, p < .001) and opinion paragraph writing performance (t(29) = -16.05, p < .001). Through thematic analysis, the learners’ journals provided a complementary explanation for the observed statistical improvements, shedding light on the specific reflective practices and
problem-solving strategies employed by students to achieve their gains. Despite the absence of a control group, the study offers valuable, contextspecific insights for instructional innovation in L2 writing settings, emphasizing a learner-centered assessment approach.

A Contextual and Work-Based Language Practice Instructional Model Development to Enhance English-Speaking Skills for Effective Customer Service Among Thai Vocational Students

2026-01-02T10:20:37+07:00

Thai vocational students often have limited English-speaking competence in customer service roles, including restricted vocabulary, pronunciation difficulties, low confidence, and weak communication skills, affecting employability in hospitality and tourism. This study aimed to analyze English-speaking needs, develop and evaluate a contextual and workbased instructional model, implement its effectiveness, and examine the implementation process. An exploratory sequential mixed-methods design was used with 50 hotel management students in a Thai vocational college. Data were collected through interviews, surveys, expert evaluations, speaking tests, and satisfaction and perception instruments, and analyzed using descriptive statistics, percentages, and content analysis. Findings showed high speaking difficulties and low confidence due to limited linguistic and pragmatic competence, alongside strong
demand for contextual, practice-based learning and interactive strategies such as role-plays and simulations. A highly appropriate instructional model (x̅ = 4.94, SD = 0.04) was developed with five components and a four-step instructional process emphasizing authentic workplace tasks and reflective practice. After implementation, students exceeded the performance criterion (83.42%) and reported very high satisfaction (x̅ = 4.97, SD = 0.04), indicating improved workplace communication competence and positive perceptions of the model.

Beyond Linguistic Accuracy: A Culturally Embedded Framework for Assessing Cross-Cultural Speaking Ability through Performance and Reflective Inquiry

2026-04-25T10:56:29+07:00

This study presents a preliminary assessment framework for Cross-Cultural Speaking Ability in foreign language education by integrating performance-based role-play assessment and Video-Stimulated Recall Interviews (VSRI). Drawing on theories of cross-cultural communication, communicative competence, and applied linguistics, the framework conceptualizes Cross-Cultural Speaking Ability as consisting of three related dimensions: (1) linguistic accuracy, (2) strategic management of cross-cultural relationships, and (3) culturally appropriate use of verbal and non-verbal communication. A mixed-methods design was employed to support the development and preliminary examination of the framework. The participants comprised 18 undergraduates enrolled on
intermediate-level foreign language communication courses. Research instruments included role-play speaking tasks, cross-cultural
communication scenarios, an analytic assessment rubric, and VSRI interview protocols. The framework and instruments were developed through documentary analysis and expert review conducted by five fieldrelated specialists. Participants completed role-play speaking tasks based on cross-cultural communication scenarios, followed by VSRI interviews to explore learners’ reflective interpretations and cross-cultural reasoning underlying their observable communicative behaviors. The performances
and reflective data were evaluated using an analytic rubric by two trained assessors. Quantitative findings from rubric scoring and inter-rater agreement were integrated with qualitative thematic findings from VSRI data. The findings indicate that the framework may be useful for examining linguistic and cross-cultural speaking performance aspects. The instruments demonstrated acceptable content validity (IOC = 0.60–1.00), and the assessment results showed high inter-rater reliability (r =0.978). Although the findings provide initial support for the framework, further research involving larger, more diverse learner groups is needed to examine its applicability across contexts.

Comparative Rhetorical Analysis of Discussion Sections in Chinese and English Research Articles Across Disciplines

2025-09-04T15:35:59+07:00

This study examines cross-disciplinary and cross-linguistic variations in rhetorical moves and patterns within the Discussion sections of Chinese and English research articles across four fields: Education, Linguistics, Physics, and Engineering. Using a corpus of 200 Discussion sections from top-tiered journals (100 each in Chinese and English), the analysis employed a combined move framework derived from existing models. The findings revealed that English articles used significantly more rhetorical moves overall compared to Chinese articles. Both languages shared common patterns, such as M1-M2-M4-M5 and M2-M4, but English articles exhibited greater complexity and diversity in move patterns, including M7-M8 sequence to conclude. Chinese articles favored simpler sequences and relied heavily on M8 (Deductions) for conclusions. Soft sciences displayed greater cyclicity and a higher frequency of moves like commenting on results (M4) and reporting results (M2), while hard sciences focused more on background information (M1). These results highlight the influence of disciplinary conventions and linguistic contexts on academic writing. The study offers pedagogical insights for teaching articles writing and emphasizes the need to consider cultural and disciplinary nuances in academic communication.

Developing Interactional Competence in the Era of ChatGPT

2026-08-05T20:58:01+07:00

The advent of ChatGPT has redrawn the boundary of pedagogical
discourse, where the dyadic configuration of teacher-student has, for
many, become triadic -- one that includes AI as a relevant third party.
Within applied linguistics, AI-focused research has predominantly
targeted the teaching and learning of writing (Fang & Han, 2025). The
work on AI and speaking, on the other hand, has largely involved
perception studies documenting its positive impact on learners’
willingness to communicate (Goh & Aryadoust, 2025). In this paper, I
explore the role of AI in the teaching and learning of speaking, and in
particular, the development of interactional competence. Based on a
corpus of 30 learner-AI interactions and 30 learner-proficient speaker of
English interactions beginning with a single prompt, I demonstrate the
ways in which ChatGPT excels and fails at acting as a useful conversation
partner in developing the learners’ interactional competence. I end with a
discussion on the usefulness of CA in grounding our pedagogical
appraisals of new technologies as well as ways in which language teachers
can leverage ChatGPT to advance their goal of developing learners’
interactional competence.

Exploring the interrelationship among emotional Intelligence, achievement goals, cultural identity, and self-actualization on L2 proficiency: A path analysis of Iranian EFL learners

2025-01-04T12:08:03+07:00

In second language learning, understanding how emotional intelligence, achievement goals, cultural identity, and self-actualization relate to L2 proficiency is crucial for exploring their potential impacts. Therefore, this study examined the relationship between emotional intelligence, achievement goals, cultural identity, self-actualization, and L2 proficiency among Iranian EFL learners. A total of 319 B.A. students, including 223 females and 96 males aged 18 to 35, were selected through convenience sampling. Using an explanatory correlational survey design, data were collected through four questionnaires and the participants' GPAs in three general English courses. The findings revealed significant positive correlations between emotional intelligence, cultural identity, self-actualization, and L2 proficiency, with emotional intelligence emerging as the strongest predictor. Achievement goals did not predict L2 proficiency. These results suggest that social, cognitive, and affective factors are crucial in enhancing L2 proficiency, offering valuable implications for researchers, educators, learners, and curriculum developers.

The Predictive Validity of IELTS and Vietnam High School Graduation Examination English Test: Evidence from English Majors

2025-09-04T15:47:55+07:00

The university admissions testing scenario in Vietnam has seen a mix of different tests, including the International English Language Testing System (IELTS) and the Vietnam High School Graduation Examination (VHSGE). This study investigated the predictive validity of IELTS and VHSGE English test scores on GPAs of a population of 99 English Language majors at a university in Vietnam for 2022 intake and also compared their GPAs, factoring in the admission tests and VHSGE admissions blocks. Pearson correlation analysis revealed no significant relation between students’ first-year GPA with VHSGE English scores and IELTS scores. However, independent sample t-tests confirmed that GPAs in most English courses and first-year GPA of students recruited by IELTS were higher than those of students with the VHSGE English test. Additionally, analysis by VHSGE admissions blocks indicated a few significant correlations between VHSGE English test scores and students’ GPAs, and one-way ANOVA tests confirmed a statistically significant difference in VHSGE English test scores but no differences in GPAs among these blocks. The findings highlight the importance of further consideration for the use of these test results for university enrollment and the provision of EAP courses to supplement newly-admitted English Language majors with academic skills for university success.