https://hdl.handle.net/20.500.14353/27 2026-08-18T13:32:18Z https://hdl.handle.net/20.500.14353/1140 Transcending linguistics boundaries: Unveiling the Thai professors' lived experiences in implementing translanguaging pedagogy in English classroom Ortizuela, Rene Boy C. Translanguaging is a transformative and inclusive pedagogical approach that bridges linguistic gaps and empowers multilingual learners in English language classrooms. This qualitative study explored the reflective experiences of six Thai university professors who employ translanguaging in their English instruction. The research utilized an interpretive phenomenological approach, grounded in Moustakas' adaptation of Colaizzi's method, to investigate in depth how translanguaging enhances academic engagement and builds learner confidence. Through semi-structured interviews and thematic analysis of the collected data, five key themes emerged and were identified: translanguaging as a bridge for deeper comprehension, empowerment and confidence building, cultural relevance and emotional engagement, pedagogical balance and strategic use, and managing the risks of overuse to encourage student autonomy. The findings revealed that translanguaging not only fosters cognitive development but also affirms learners' cultural identities, resulting in enriched academic experiences. This study affirms that translanguaging is a dynamic and transformative pedagogical practice when used intentionally and strategically. The insights gained have implications for language teaching, curriculum design, teacher education, and educational policy in promoting equitable, linguistically responsive classrooms. 2025-06-01T00:00:00Z https://hdl.handle.net/20.500.14353/1142 Examining the effectiveness of Quizizz for undergraduate students' vocabulary development Gates, Maria Doribie E. This study examined the effectiveness of implementing Quizizz, a gamified online learning tool, in developing vocabulary skills among second-year Thai university students at a public university in Thailand. This study employed a one-group pretest and posttest design, comprising 25 participants from the same class, all of whom were majoring in Biology for a Bachelor of Education and were selected through purposive sampling. Pretest and post-test assessments were used to assess the development of their vocabulary skills. The study aimed to determine whether Quizizz has a significant effect on the development of the participants' vocabulary skills. The results revealed a substantial improvement in students' vocabulary scores, as confirmed by the Wilcoxon Signed-Rank Test (Z = -4.377, p = 0.000), suggesting that Quizizz positively enhanced students' vocabulary acquisition. Additionally, the level of improvement among the students is evident in the rise in means and standard deviation, which have increased from (M = 30.04, SD = 6.61). The study's findings underscore the potential of Quizizz as an engaging and effective learning tool, with implications for curriculum design, teacher training, and students' overall development. Integrating gamified learning tools in vocabulary instruction can enhance student motivation, retention, and critical thinking skills, preparing them for academic and professional success. 2025-06-01T00:00:00Z https://hdl.handle.net/20.500.14353/952 An analysis of argumentative writings of Senior High School learners using the framework of systematic functional linguistics Ablao, Janice L. Argumentative writing is a vital academic skill that requires learners to present persuasive ideas while engaging effectively with their audience. However, many learners face challenges in coherence, stance-taking, and interaction through language. This study examines the use of mood, modality, and polarity in argumentative essays written by Grade 11 senior high school learners at the Iloilo National High School, analyzed through the lens of Systemic Functional Linguistics (SFL). 30 essays were purposively selected from 50 written by randomly chosen learners, focusing on those that exhibited interpersonal features relevant to the study. Using descriptive content analysis, the study explored how learners use mood types, modality, and polarity to convey information, express stance, and construct arguments. Thematic analysis revealed five patterns: preference for declarative statements, frequent use of median modality (e.g., "can," "should"), limited rhetorical engagement, minimal use of high modality, and a generally affirmative tone. Results show that declarative mood dominated across all topics, with rhetorical questions more common in social and ethical essays. Median modality was most frequent across essays, while high and low modality varied by context. Positive polarity prevailed, with negative polarity used to refute opposing views. These variations reflect learners' attempts to adapt their language depending on the rhetorical context. Further, the study highlights the role of mood, modality, and polarity in shaping the interpersonal dimension of writing-how learners position themselves, engage their readers, and manage tone. However, limited variation and weak modulation in many texts suggest a need for improved control over interpersonal resources. This suggest that learners would benefit from targeted instruction focused on using interpersonal language features more purposefully. Suggested interventions include classroom activities that guide learners in varying sentence moods, adjusting modality for emphasis or caution, and using polarity to create contrast—enhancing both persuasiveness and audience engagement in academic writing. 2025-05-01T00:00:00Z https://hdl.handle.net/20.500.14353/957 Style, context, and register of Tinglish for teaching contextualized conversational English Prudente, Kenneth John M. The study aimed to determine the style, context, and register of Tinglish for teaching contextualized conversational English in Grade 6 Intensive English Program classrooms in Thailand. Using interlanguage and translanguaging theories within the framework of discourse analysis, ten video and audio recording sessions were transcribed, coded, and analyzed. The prevalent styles students used when employing Tinglish in the classroom reflected the distinct characteristics encompassing vocabulary choices, sentence structures, tone, and rhetorical devices. Key vocabulary patterns included interchange functions, literal translation, clipping, coining, and loanwords, demonstrating adaptation to their linguistic context. In terms of sentence structure, students frequently omitted articles; varied tense and aspect usage; and exhibited unique placements of conjunctions, adjectives, prepositions, and questions with punctuation reflecting spoken rather than written norms. Their communication alternates among five distinct tones while employing rhetorical devices emerged as integral features, enriching classroom interactions. Their registers revealed how social roles and dynamics shape interactions, blending formal and informal styles to express politeness and respect. These linguistic features are set in the context of Thai cultural and contextual references, which heavily influenced students' use of Tinglish. As students adopt these styles and registers, the study demonstrated that recognizing and integrating the unique characteristics of Tinglish can promote contextualized English instruction, aligning with students' linguistic abilities and leading to more effective and culturally responsive teaching in conversational English. 2024-12-01T00:00:00Z