Khemanuwong, Thapanee

Preferred name

Main Affiliation

School of Liberal Arts

thapanee.kh@kmitl.ac.th

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From general English to scientific literacy: a TBLT intervention for laboratory report writing among Thai EFL students
(2025-01-01)
Singtong, Sunai
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Khemanuwong, Thapanee
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Phairot, Ekkapon
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Srimanee, Jarinya
;
Jitpanich, Tanassanee
This study investigated the effectiveness of task-based language teaching (TBLT) in enhancing Thai EFL high school students’ scientific laboratory report writing performance. Using a sequential mixed-methods pre-experimental design, 35 Grade 11 students from a science and mathematics program participated in an eight-week TBLT intervention that integrated focus-on-forms instruction within authentic laboratory report writing tasks based on chemistry experiments. Quantitative analysis using paired sample t-tests revealed statistically significant improvements from pretest (M = 16.58, SD = 3.74) to posttest (M = 27.18, SD = 3.58), with a large effect size (η2 = 0.81). The most substantial gains occurred in language style (η2 = 0.75), introduction (η2 = 0.74), and report format (η2 = 0.73). Qualitative findings from semi-structured interviews with eight purposively selected students identified key benefits of TBLT, namely enhanced writing practice opportunities, vocabulary expansion, improved analytical skills, and strengthened writing proficiency. Nonetheless, students also reported challenges related to heavy workload, complex content, and insufficient task clarity. The findings demonstrate TBLT’s potential for developing discipline-specific academic writing skills among EFL learners when combined with explicit form-focused instruction. This research contributes empirical evidence supporting TBLT implementation in scientific writing contexts and offers pedagogical insights for English language educators working with academically demanding genres in EFL settings.
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Enhancing Conversational Competence with Short Simulation-Based Clips in a Thai University First-Year EFL Course
(2026-02-01)
Boontong, Nattana
;
Pakladapongsin, Atitaya
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Metee, Jiratchaya
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Japang, Pimmada
;
Khemanuwong, Thapanee
This study has examined whether short, simulation-based animated clips strengthen listening and speaking skills in a Thai university first-year EFL course. Using a convergent mixed-methods design, the study employed a one-group pretest–posttest quantitative design complemented by qualitative interviews to examine a clip-supported instructional intervention. One intact cohort (n = 34) completed pre-and post-assessments of listening and speaking during the intervention. The quantitative results showed significant gains in both listening and speaking performance (p <.001), with large, paired effect sizes (listening d = 1.22, speaking d = 1.30). To complement these findings, semi-structured interviews with a select number of students and the course instructor were analyzed thematically to explore the learning processes and instructional feasibility. The qualitative findings indicated that dual-channel input, familiar everyday scenarios, and brief post-clip micro-drills (60–90 seconds) supported comprehension, the noticing of language forms, and greater speaking engagement and confidence. The integration of quantitative and qualitative findings informed a practical, instructor-led model that converts multimodal input into immediate speaking practice. The results suggest a scalable, low-preparation approach for enhancing listening-to-speaking development in EFL contexts.
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Social Interaction between Lecturers and Undergraduates in EFL Classrooms: A Case Study from a Thai University in the Age of AI
(2025-12-01)
Boontong, Nattana
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Omanee, Boonyarit
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Phairot, Ekkapon
;
Khemanuwong, Thapanee
This explanatory sequential mixed-methods study investigates how artificial intelligence (AI) is reshaping social interactions in Thai EFL classrooms amid the rapid spread of chatbots and AI-supported writing tools in language education (2020–2025). Grounded in Sociocultural Theory and the Interaction Hypothesis, the design combined a questionnaire administered across four undergraduate year levels with semi-structured interviews of eight purposively selected students. Descriptive statistics summarized the survey responses, while the interview data was analysed thematically. The findings show that students welcome AI for quick access to input, idea generation, and building confidence before speaking yet remain cautious about accuracy and overreliance, and many still prefer lecturer clarification for complex issues. A new contribution emerges in the form of a dual effect: pre-class AI preparation enables students to enter lessons better prepared and more confident, but it is also associated with fewer spontaneous in-class clarification questions, suggesting a subtle displacement of routine lecturer–student interaction. While AI can stimulate participation and reduce hesitation, it cannot replace teacher guidance, formative feedback, and relational rapport. Overall, the evidence supports a hybrid interaction model in which AI-supported preparation is paired with human-led dialogue during class. Implications extend beyond ZPD and the negotiation of meaning toward a whole-class ecology: brief, transparent rules for responsible AI use (verification and disclosure), protection of talk time through AI-off/AI-critique moments, and process-oriented assessment that includes light evidence of AI use and short reflections on revisions. Program-level alignment (equity safeguards, approved tools, and privacy/ethics policies) is recommended to keep expectations consistent. By documenting both the benefits and displacement risks of pre-class AI use, this study refines the sociocultural theory for the AI era. It offers scalable guidance for EFL programs in Thailand and across Asia.
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Reading comprehension ability of future engineers in Thailand
(2020-11-01)
Hui, Kho Siaw
;
Saeed, Karwan Mustafa
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Khemanuwong, Thapanee
Profiling students' reading comprehension ability provides essential data to educators to identify students struggling with reading. However, tertiary-level test-takers and test-givers are not always aware of the makeup and design of profiles, which creates real challenges in the use of profiling of test results to diagnose problematic areas in reading. This research hoped to unveil the English reading comprehension ability (ERCA) of first-year undergraduate engineers by employing the Thai Reading Evaluation and Decoding System (T-READS). The sample consisted of 751 first-year undergraduate engineers at a Thai public university. Researchers analysed data using descriptive statistics (i.e., TREADS results) and inferential statistics (i.e., one-way ANOVA). Data analysis led to two major findings. First, the data revealed that 74% of undergraduate engineers were at Band 3 and above, which was the minimum university requirement of ERCA. Second, statistically significant differences in the T-READS scores among four groups of performers (Above Standard, Meet Standard, Below Standard and Academic Warning) (F [3,747] = 1476.66, p = 0.00) were found. Major findings hold pedagogical implications that provide English programme planners at the tertiary level with insights into the reading comprehension difficulties faced by undergraduate engineers and the use of T-READS as a formative assessment tool that can be localized for the planning of targeted interventions.
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Keeping Teachers Afloat with Instructional Coaching: Coaching Structure and Implementation
(2020-07-01)
Hui, Kho Siaw
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Khemanuwong, Thapanee
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Ismail, Shaik Abdul Malik Mohamed
Despite the press for instructional coaching as a form of effective teacher professional development (TPD), there is still a need to understand what instructional coaching is and how its operations look like. Meanwhile, the coaching literature provides scant guidance particularly about the coaching implementation in the Malaysian context. For the purpose of this study, we explored the processes of instructional coaching in Sarawak, particularly focusing on conceptualising the coaching processes to fine-tune teaching practice. Employing a qualitative case study design, we conducted non-participant observations on coaching conferences of four coach-teacher pairs on a one-to-one basis. We analysed the data obtained using Braun and Clarke's (2006) six-phase thematic analysis. The findings suggested that the coaching cycle consisted of three stages: Pre-observation conference, classroom observation and post-observation conference. An additional stage of intervention was identified in the coaching cycle. Coaching support to the teachers was provided on an average of one session per month. Structuring coaching conversations was a key aspect in conducting coaching support for the teachers. For future research, we offer recommendations of larger-scale studies to discover the impact of instructional coaches that include the intervention component as a part of the coaching cycle to enhance teacher instruction and student achievement. We would also suggest studies based on comprehensive theories and empirical evidences into the development of fully articulated models of instructional coaching related to the Malaysian context. Keywords: Instructional Coaching, Teacher Education and Professional Development, Qualitative Research, Teacher Professional Development, TESOL, Elementary Education and Teaching, In-service Teacher Training, Coaching and Mentoring in Education.
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Decoding undergraduates’ English reading proficiency: EEG evidence and GPA–SES effects in a computerised English assessment
(2026-01-01)
Khemanuwong, Thapanee
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Angsuwatanakul, Thanate
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Phairot, Ekkapon
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Mohamed Ismail, Shaik Abdul Malik
;
Bunyarit, Nagorn
This study investigates undergraduate students’ English reading proficiency through a sequential mixed-methods design that integrates neurocognitive evidence, behavioural performance, learner perceptions, and background characteristics within a computerised assessment context. In Phase 1, paper-based testing (PBT) and computer-based testing (CBT) were compared using electroencephalography (EEG) and qualitative inquiry. Five Thai EFL undergraduates completed parallel Thai Reading Evaluation and Decoding System (Thai-READS) tasks in both formats while EEG data were recorded using a single-channel MindWave Mobile 2 device. Wilcoxon signed-rank tests indicated no significant differences in Thai-READS scores between PBT and CBT (Z = −1.633, p = 0.102). EEG analyses revealed largely comparable cognitive processing across test modes; however, a significant difference in alpha frequency emerged for difficult items answered incorrectly (Z = −2.023, p = 0.043), with higher alpha frequency observed in the CBT condition, suggesting differential neural engagement under increased task difficulty. Semi-structured interviews further indicated that students generally perceived CBT as convenient, organised, and supportive of focus, while also expressing concerns related to technical reliability, digital navigation, and limited opportunities for annotation. Phase 2 analysed Thai-READS performance data from 3,274 undergraduates using a two-way analysis of variance to examine the effects of academic achievement (GPA) and socioeconomic status (SES). Results revealed significant main effects of both GPA and SES on reading proficiency (p < 0.05), with GPA demonstrating a larger effect size (η2 = 0.06). The findings support the feasibility of CBT while highlighting the importance of considering cognitive processing and learner background to ensure valid and equitable assessment practices in Thai higher education.
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Do Gender, Socioeconomic Status and Regional Difference Predict the Reading Comprehension of English as a Foreign Language (EFL) Learners?
(2024-01-01)
Karim, Abdul
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Khemanuwong, Thapanee
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Ferdous, Tanjila
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Humaira, Tasnova
;
Sultana, Shahin
The current study examines the role of gender, socioeconomic status, and region in predicting the reading comprehension of English as a Foreign Language (EFL) learners. Based on the relevant literature, three hypotheses have been formulated, which entail three independent variables (gender, socioeconomic status, and region) and the dependent variable (reading comprehension) and were tested by employing a quantitative cross-sectional research method. The Thai Reading Evaluation and Decoding System (T-READS) test was administered to determine the participants’ reading comprehension scores. Approximately 730 male and female undergraduates at a Thai university with various socioeconomic statuses and regional diversity participated in this study. By conducting linear regression analysis, we predicted the role of gender, socioeconomic status, and region in predicting learners’ reading comprehension. The findings of the study revealed that gender, socioeconomic status, and region were not significant in predicting Thai university students’ reading comprehension. The pedagogical implications of the findings are also discussed.

Khemanuwong, Thapanee

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