Jitpanich, Tanassanee

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Jitpanich, Tanassanee
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tanassanee.ji@kmitl.ac.th

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    Item type:Publication,
    Developing grammar lessons: a flipped learning approach to elevate Thai EFL learners’ grammatical competence and writing performance
    (2026-01-01)
    Jitpanich, Tanassanee
    This embedded mixed-methods study developed flipped grammar lessons and assessed their effects on learners’ grammatical competence, writing performance, and satisfaction. During an eight-week intervention, 31 Thai undergraduates majoring in English engaged in the flipped grammar lessons. To evaluate the effects of the intervention, data were generated from grammar tests, writing tests, a satisfaction questionnaire, and student logs. The paired-samples t-test results revealed significant improvements in learners’ grammatical competence and writing performance following the exposure to flipped grammar lessons. In terms of learner satisfaction, the questionnaire results revealed a high level of satisfaction with the lessons across three domains, particularly with their usefulness, design, and ease of use. The thematic analysis of student logs corroborated these findings, highlighting several favorable aspects of the lessons, namely learning flexibility, useful video functions, comprehensive content, enhanced grammatical knowledge, and improved writing performance. Nevertheless, unfavorable aspects were also reported concerning limited synchronous interaction, unstable internet connectivity, and self-regulation difficulties. This study extends flipped learning research by connecting the effects of flipped grammar instruction to writing development, an area that remains underexplored in existing flipped learning studies. The study provides empirical evidence and practical pedagogical implications supporting the potential effectiveness of flipped learning in grammar instruction.
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    Item type:Publication,
    From general English to scientific literacy: a TBLT intervention for laboratory report writing among Thai EFL students
    (2025-01-01)
    Singtong, Sunai
    ;
    Khemanuwong, Thapanee
    ;
    Phairot, Ekkapon
    ;
    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 (η<sup>2</sup> = 0.81). The most substantial gains occurred in language style (η<sup>2</sup> = 0.75), introduction (η<sup>2</sup> = 0.74), and report format (η<sup>2</sup> = 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.