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"Writeabout" is a web-based application specialized in writing that enables the implementation of synchronous and asynchronous formative writing tasks and the provision of written and oral feedback. Nonetheless, empirical research on the effects of this software on students' learning outcomes is extremely scarce. Thus, this study designed an English course incorporating formative online writing tasks and feedback mediated by "Writeabout" for 933 non-English major students (77.6% female, 22.4% male) at one autonomous university in southern Thailand. The pre- and posttest writing scores of students were compared, and a significant difference was noticed (t (932) = 38.49, p <0.001). Formative online writing activities were found to predict students' accomplishments on the posttest writing (F (932) = 11.03, p <0.001). Female and male students would receive similar learning outcomes in this case, but their proficiency levels would result in variances. The current study advances our understanding of how incorporating an online application may benefit EFL students.

Due to the spread of COVID-19, all face-to-face speaking courses were discontinued for a while, which inevitably impaired assessment results. E-portfolios are typically an appropriate evaluation technique for universities that implement fully synchronous online learning in pandemic situations. However, little is known about how this alternative assessment technique influences student speaking performance and self-efficacy. As a response, this study explored the impacts of e-portfolios on students' speaking performance and self-efficacy when studying from home, owing to the COVID-19 pandemic. A mixed-methods experimental design was used, with 55 university students (experimental = 28, control = 27) aged 18-20 years. Data were gathered via pre- and post-speaking tests, pre- and post-self-efficacy questionnaires, and an interview guide. The statistical analysis revealed that the experimental group outperformed the control group regarding speaking performance and self-efficacy. Furthermore, the interview findings indicated that the activities in e-portfolios were crucial for these improvements. This article suggests innovative approaches for teaching online speaking courses with e-portfolios.

This study investigated to what degree students can be autonomous in EFL classroom by deploying different digital technologies, including "Google Form," "Quizizz," "Quizlet," "Kahoot!," and "Socrative," and the efficacy of these tools in online English classrooms. Utilizing a quasiexperimental research design, a sample of 48 first-year railway mechanical technology students from an Indonesian polytechnic was used and assigned to control and experimental groups. Data was gathered through a survey questionnaire and two tests (pre- and post-test), and was analyzed using descriptive statistics, the N-gain formula, the paired-sample t-test and ANCOVA. The results revealed learner autonomy in listening, structure, and reading skills, encompassing self-reliance, information literacy, linguistic confidence, and learning strategy. Digital classes incorporating "Google Form," "Quizizz," "Quizlet," "Kahoot!," and "Socrative" were more effective than traditional classes in terms of learning outcomes. Therefore, this study proposed a learning model utilizing digital technologies and autonomous learning concepts to improve students' learning outcomes.

Purpose: This study examined the integration of task and game-based learning into an online Test of English as a Foreign Language (TOEFL) preparatory course taught at two Indonesian higher education institutions (HEI) over a period of 20 online class meetings totaling 40 class hours. Methodology: Using a single-case experimental design, it engaged undergraduate students enrolled in a TOEFL preparatory course in March 2021 at Politeknik Perkeretaapian Indonesia Madiun (N = 48) and Universitas Muhadi Setiabudi, Indonesia (N = 48). The study used multiple t-tests and one-way ANOVA with "Cohen's d" to determine the degree of impact on students' total outcome on pretest and post-test, as well as their scores on particular skills. Findings: Multiple paired-sample t-tests revealed significant improvement in students' overall scores (t (95) = 15.35, p < 0.001) and in specific-skills scores for Listening Comprehension (t (95) = 10.32, p < 0.001), Structure and Written Expression (t (95) = 5.90, p < 0.001), and Reading Comprehension (t (95) = 5.63, p < 0.001). Independent t-tests and one-way ANOVA revealed significant variations in students' overall and individual skills ratings in study programs. However, the percentage of students who achieved the required TOEFL scores for admission to both institutions was significantly different. Significance: The findings have major implications for both the lecturers at the two institutions and the designers of TOEFL preparatory programs. This study sheds light on an online TOEFL preparatory course that teaches students through task- and game-based learning. To run this program successfully, teachers' creativity in generating materials (tasks) and incorporating digital technologies is essential.

Human agency theory has been known for more than two decades, but the applications in EFL learning are still insufficiently researched and the roles in enhancing English proficiency are still little explored. This study, thus, examined learners' agency in English learning and investigated the role in English proficiency. Using a quantitative research design, it collected data from 13 non-English disciplines of schools at a university in the south of Thailand. The total number of participants was 389 undergraduate students (22.4% male; 76.9% female; .8% prefer not to say) involving 43.4% 2nd and 56.6% 1st-year students with levels of proficiency ranging from A1 to B1 in the Common European Framework of Reference for Languages (CEFR). The data were analysed by using descriptive statistics, independent t-test, one-way ANOVA, bivariate correlation, multiple linear regression, and mediation analysis. The results indicated a higher level of learners' agency for learning with some variations by year of study and proficiency level. Thai EFL learners' agency for learning had predictive roles on their proficiency, yet no potential mediators were observed.

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.

The process-genre approach, varied feedback types, and technology integration have been shown to improve students' writing skills, but there is little research on how these three variables interact when implemented together in writing instruction. This study applied a quasi-experimental design with a sequential explanatory design to integrate the process-genre approach, teacher and peer oral and written feedback, and an online technology platform into a Thai university's English writing course. The experimental group received interventions, whereas the control group received standard writing instruction with papers and teacher and peer feedback. Writing pre- and post-tests, formative writing assignments, teacher, peer, oral, and written feedback surveys, and semi-structured interviews were the evaluation instruments. Descriptive statistics, the Wilcoxon Signed Rank Test, the Mann-Whitney-Wilcoxon test, Spearman's correlation, and Kendall-Theil regression were used to examine quantitative data. A thematic analysis examined qualitative data. The experimental group scored higher on post-tests than pre-tests, indicating that they valued instructor feedback more than other types of feedback. Task response and lexical resource showed substantial gains, although coherence and cohesion, grammatical range, and accuracy did not. The control group had no significant changes in pre- and post-test scores except for task responsiveness. Written feedback was significantly associated with post-test scores and certain post-test criteria in the experimental group. The findings emphasize the importance of a process-genre approach, constant feedback, and technology to improve students' writing.

Gamified online quizzes have gained popularity for their potential in enhancing student learning motivations, creating engaging lessons, and improving learning outcomes. Yet, its application and effectiveness in support of student vocabulary learning have only been explored in synchronous learning setting. This study, hence, extended the exploration by examining the implementation of gamified vocabulary learning in an asynchronous mode and analyzing the impacts on students' learning outcomes in class. The study was carried out for 10 weeks, involving 300 2nd year students at a Thai university. The instrument and measure comprised 500 English academic words made into 10 vocabulary sets on "Quizizz.com," and 10 in-class vocabulary tests. The findings of the study revealed that students' vocabulary learning practice in asynchronous mode had positive correlations with and could significantly predict their in-class vocabulary results. Female students outperformed male students; nonetheless, there was no significant difference across academic majors.

Research into the relationship between English proficiency and academic achievement was built upon the concern of the academic success of international students studying in English-speaking countries, raising the question if such a relationship exists in domestic EFL learners studying at a university in their home country. This study, therefore, expands the exploration to the investigation among EFL learners in a non-English speaking country, i.e., Thailand by considering the variables at a micro-level across general English courses involving course grade and academic achievement--grade point average (GPA). The analysis involved the data of 2,150 students studying six different English courses from various academic majors. These results revealed significant correlations and strong predictive powers of students' grades in English courses on their GPAs across a year of study and proficiency. The findings sustain the argument that although various factors affect students' academic achievement, English proficiency seems to have predictive power. Nowadays English-medium instruction (EMI) has attracted a myriad of interests from universities in non-English-speaking countries. Therefore, the findings of this study suggest that improving students' English proficiency would lead them to obtaining better academic achievement.

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.

Now days, the use of fossil fuels is still the most widely used energy source. This condition causes its availability to start depleting and it has an impact on worsening air quality. Biofuel can improve air problems when used as a substitute or mixture of fossil fuels. Methanol is a potential candidate because it is cheap and easy to produce. The problem of gasoline-methanol fuel blends has been solved by adding a certain amount of ethanol. But the combustion speed characteristics have not been disclosed which is one of the urgent properties of SI Engine fuel. This study aims to measure the combustion speed in a homogeneous gasoline-methanol - (ethanol) blend from previous studies. The method used in this study is the single droplet combustion method. From the test results, the speed of gasoline - methanol - (ethanol) blend burning is faster than pure gasoline, one of which is due to the micro-explosion phenomenon that accelerates the rate of combustion. The more methanol-(ethanol) blend causes the flame to become less and micro-explosion phenomena.

This study examined the social climate of fully synchronous online English classrooms and its effects on students' learning outcomes in a mixed-methods design, engaging 196 first-year non-English major students experiencing their first fully synchronous online English classes on Zoom in one academic term (12 weeks), taught by foreign lecturers. The results reveal a very positive learning experience with seven factors contributing to the social climate of the online English classrooms. Gender did not affect students' perceptions and learning experiences, but English proficiency levels did, with a medium effect size. The social climate was a predictor of online English learning outcomes with a substantial effect size. Individual insights were extracted from the qualitative data.

If there are areas that have received significant impacts of ICTs, education is one of them as ICTs have stimulated major differences in the teaching approaches and the ways students learn (Yuen, Law, & Wong, 2003); however, World Bank unexpectedly excludes ICT from the key focus areas in their ESS 2020, a guideline that may be adopted by developing countries for improving national education policies and agendas. Thus, by using hierarchical linear modeling and the latest PISA results, the present study examines the effects of student's use of ICT and school's resources on achievement in the third world countries. The analyses disclosed that (1) students' frequencies of ICT use outside of school as well as at home were negatively related to student achievement, (2) school's resources were positively related to student achievement on science at school level and cross-level interactions, (3) the availability of ICT for students to use at school was also significantly associated with student achievement. The exclusion of ICT from World Bank ESS 2020 does not show that ICT no longer plays significant role in student learning process and no longer has a positive effect on student achievement; rather, ICT is probably falling out of favor because of the litigation surrounding it nowadays (McGrath, 2012).