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This study examined both factors underlying the digital divide among Thai EFL students and factors affecting the implementation of synchronous online learning in English courses at a university level in Thailand during the COVID-19 situations. Using a mixed-method design, it distributed a survey questionnaire to 306 undergraduate students (81.2% Female; 17.8% Male) and conducted an interview with 8 voluntary students. The results of the Exploratory Factor Analysis (EFA) for digital divide unveiled two factors that counted for 57.207% of the total variance, validated by Bartlett's test of sphericity (X[superscript 2] (55) = 1916.309, p < 0.001), and these identified factors were aligned with the interview data. This study also found two underlying factors from parents (X[superscript 2] (28) = 1356.981, p < 0.001), students (X[superscript 2] (55) = 2211.475, p < 0.001), and teachers (X[superscript 2] (55) = 1916.309, p < 0.001 that affected the expediency of online learning at a university in Thailand. Each factor could explain more than 60% of the total variance in the outcome variables. The qualitative data also strengthened the quantitative findings.

This study examined the interplay among self-confidence, teacher feedback, and English proficiency in terms of developing students' English oral presentation competence. The study involved learners in the fields of Sciences and Technology, and Humanities and Social Science (N=390; 75% female; 26% male). It looked at how presentation courses, which are structured to include various stages of presentation preparation as well as teacher feedback over the course of a semester (12 weeks), can help Thai EFL students improve their self-confidence and oral presenting skills. The collected data consisted of students' presentation scores, results of an English proficiency test, and survey data concerning students' self-confidence and teacher feedback regarding students' presentation performances. The data analyses involved descriptive statistics, exploratory factor analysis (EFA), independent t-tests, one-way ANOVA, multiple-linear regression, and mediation analysis. The results revealed: (1) two underlying factors regarding self-confidence, are situational and potential confidence and communication confidence, and one underlying factor regarding teacher feedback, named perceived teacher feedback practice; and (2) English proficiency as the only significant predictor of students' presentation performance. Although it may seem intuitive that English proficiency scores are a strong predictor, this study indicates that students' self-confidence and instructor evaluation have no direct link to students' English presentation performance, which was perhaps unanticipated. The small effects of self-confidence and instructor feedback are likely due to the large number of low-level students in the study. Additionally, variables such as student gender and field of study did not make significant differences. This study contributes to the development of research in the area of oral presentations in English.

This study reports on the linguistic and sociocultural affordances available to multilinguals through their engagement in a social learning space at a Community of Practices (CoPs). Despite the existence of studies on CoP in language learning contexts, however, little work has been conducted on the affordances of a multilingual learning community, especially foreign languages. To fill this empirical gap, we investigated the affordances which give rise to multiple language learning opportunities in a multilingual practice community (MPC) in Indonesia. To this end, we carried out ethnographic research guided by Wenger's (1998) CoP theory, from which data were collected through observations and interviews. In doing observation, the first author's role was as a participant-observer. Applying a semi-structured interview, participants involved were MPC members as well as a member of a board in this community. Interview data are analysed through a thematic analysis, which is informed by CoPs perspectives. Eight themes emerged in the findings: empowering social media, innovative language engagement activities, learning support, personal freedom of learning, intercultural sharing, sharing online learning platforms, language learning for free, and social networking. The implications suggest that language enthusiasts can adapt to the way multilinguals learn foreign languages from this community. [ABSTRACT FROM AUTHOR]

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The impacts of teachers' written feedback on EFL students' writing development have been extensively studied, but still little study has been undertaken on the effectiveness of mediating teachers' feedback via technology. Framed by a sequential mixed-methods explanatory design, this study engaged 27 A1-level undergraduate students for 16 weeks in an English course incorporating Padletmediated feedback for writing lessons. Quantitative data derived from Likertscale surveys and writing scores was explored using descriptive statistics and Spearman's correlation, while content analysis was applied to analyze the qualitative data derived from the open-ended surveys. The results indicated that students viewed Padlet positively as an easy, accessible, and convenient formative assessment tool that helped them boost their motivation, decrease their writing errors, and enhance their writing skills through reflective, aided, social, and collaborative learning. The written feedback provided by the teacher via Padlet was positively received because it altered the conventional method of providing feedback, lowered students' anxiety, improved their writing shortcomings, and raised their awareness. However, Padlet's open learning environment was insufficient and still posed a threat and embarrassment for some students who feared making mistakes. Moreover, no correlation was observed between students' perceptions of their learning experience with Padlet-mediated feedback and their writing outcomes. This adds to our understanding that, despite being perceived as useful, technology-mediated feedback may not directly and positively affect students' success in their EFL writing development. [ABSTRACT FROM AUTHOR]