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With the outbreak of the COVID-19 pandemic, educational institutions worldwide adapted their teaching and learning techniques for various courses, including English. One of the adaptations includes a well-known model called Flipped Classroom (FC). FC often mixes two stages: pre-class that is online, and in-class that is face-to-face. Though the model was adopted during the pandemic, there were several model adaptations that emerged for entirely virtual use due to pandemic in-person instruction restrictions. These new models replaced the face-to-face session with an online synchronous session supported by several platforms. Several benefits and challenges were reported. Among others, the benefits included improving learning experiences and promoting active learning. This model claims to improve students' comprehension that leads to higher achievement and creates an online environment that encourages students to participate and be engaged during online classes actively. Concerning the challenges, poor-quality learning materials including videos could affect its success and the techniques could add to the workload that teachers already have. This paper presents the implications to English teachers with various technical skills and discusses the utilization of FC during the pandemic and it was limited to available and accessible online sources. Hence, it might not include all the studies on FC at the time of the pandemic.

"Pear Deck" is one interactive response system that has gained popularity in recent years. This study addressed the gap in the literature and considered students' experience of the platform in a Thai university context. This was a mixed-method study in which 320 students completed a survey including closed and open-ended components. Quantitative data measuring students' perceptions using Likert-scale surveys were collected, while qualitative data were used to get a deeper understanding of students' experience in learning using "Pear Deck" in the classroom. The data were analysed based on gender differences and students' proficiency levels. According to the findings of this study, students' perceptions were not significantly different based on gender. However, despite the finding that both basic and independent users had good attitudes towards the platforms, the latter group gave a substantially higher score. Furthermore, the study revealed that the students had a favourable impression of "Pear Deck." They believed that the platform was engaging, easy to use, and had the potential to aid learning.

Vocabulary development is critical for the acquisition of any language. It is essential to improve vocabulary acquisition through the use of effective approaches. This research study integrated two popular ways to enhance vocabulary development: vocabulary lists and an interactive response system, "Socrative." It investigated how the integration of the two tools affected students' vocabulary skills. Furthermore, students' perceptions of vocabulary lists and "Socrative" were explored. The participants were 189 first-year and second-year science and technology students taking a General English course, English Presentation in Sciences and Technology. There were four CEFR levels identified, A1, A2, B1, B2. These levels showed that the students were beginner and intermediate English language learners. To investigate the effect of the intervention, students' pre- and post-test scores were gathered and analyzed using descriptive and inferential statistics. To explore students' perceptions, focused-group discussions and in-depth interviews were conducted. The results showed that there was a significant difference between the pre-test and post-test scores (t (188)=-19.86), p < 0.00. The mean of the post-test (M = 14.22, SD = 4.37) was significantly higher than that of the pre-test (M = 9.43, SD = 2.64 by 4.79. Further analysis was conducted to investigate CEFR scores, which revealed a significant improvement in all four groups. In addition to the vocabulary skills, the findings also include students' perceptions of the vocabulary lists and "Socrative." Both tools benefitted the students, yet several drawbacks still need to be considered for future improvement.

"TikTok" has become one of the latest trends in education and in the ELT field in general since this application seems to bring potential benefits to the English classroom context. Although some studies have suggested that using "TikTok" as a classroom tool brings potential benefits to the teaching context, scholarly literature on the field has also suggested that there might be some limitations when implementing "TikTok" within Second Language (L2) teaching and learning contexts. Considering these aspects, in this literature review, we discuss the possible benefits and shortcomings of using "TikTok" in ELT situations along with some implications.

The accessible Flipped classroom is a two-learning phase model that includes pre-class and in-class learning phases accessible using standard information technology. The objectives of this study are to explore the effectiveness and investigate the students' perceptions towards this model to see how the perceptions correlated with the success of the model. This study involved 59 sophomores (98.3% female and 1.7% male) between the ages of 20 to 21 from 2 English presentation classes at Walailak University. A pre-test/post-test were conducted to see the effectiveness, while a survey questionnaire of 22 closed-ended questions and 1 open-ended question was given to them at the end of the term of 12 weeks. The questions were classified into four aspects of perceptions: pre-class learning phase, in-class learning phase, word stress pronunciation, and the overall model. The results confirmed the effectiveness of this model as the average students' post-test score (M: 8.38) was notably higher than their pre-test score (M: 7.47). Students' perceptions of each of four aspects were also positively high. However, as bivariate correlations were performed to examine the relationships between the students' perceptions and post-test results, no significant correlation was found. The study implied that even though the students improved by using the model, they might have needed more time to adapt to a more independent learning culture.

e-CLIP or Content and Language Integrated Pedagogy via Electronic Communication is an innovation in the Thai education system which supports the integration of electronic media and content-based English. e-CLIP is one of the tools developed to cope with the 21st century and has been integrated into several Thai schools in recent years. This research aims to compare students' perceptions of e-CLIP application in two distinct settings: a small and large-sized school. This study was conducted in Secondary Educational Service Area 39 Thailand. The data were collected through a survey, focus group interviews, and observations. The collected qualitative data were analyzed through content analysis. Additionally, descriptive and inferential statistics were performed to interpret the quantitative data. The quantitative findings exposed that students from both schools showed positive perceptions of integrating electronic media and content-based English in their classes. However, qualitative data showed that small-sized students were more motivated to participate in activities utilizing the e-CLIP model than those in the large-sized school.

The advancement of technology has brought several options that instructors can utilize in English instruction including Pear Deck, which is an interactive classroom response system (Mache et al., 2017). This platform possesses several strengths including its accessibility, real-time response system, and session review feature. Despite the strengths, the current version of Pear Deck possesses weaknesses particularly for free users and Microsoft account users since a few useful features are currently unavailable for them. Notwithstanding the flaws, this platform has great potential to improve students' engagement and achievement in both face-to-face and online English instruction. [ABSTRACT FROM AUTHOR]