The Research Center for Language Teaching and Learning at Walailak University bridges rigorous linguistic inquiry with pedagogical advancement via global research partnerships and symposia. Our mission explores applied linguistics and language education, fostering scholarly excellence and educational equity throughout Southern Thailand and beyond.
Research Focus
Innovative Pedagogies in Language Education
Multilingualism, Global Englishes, and Linguistic Justice
Investigates language diversity in local and global contexts, including Global Englishes, translanguaging practices, and language policy. Research under this strand examines how language education can promote equity, challenge linguistic hierarchies, and support inclusive communication practices.
Technology-Enhanced Language Learning and Digital Literacies
Explores emerging teaching approaches such as task-based learning, content and language integrated learning (CLIL), storytelling pedagogy, translanguaging, and project-based instruction. This focus examines how pedagogical innovation enhances learner engagement, proficiency development, and critical thinking.
Examines the integration of digital tools, artificial intelligence, online platforms, and multimodal resources in language teaching. This area explores how technology reshapes pedagogy, assessment, access, and learner autonomy in both face-to-face and online environments.
Teacher Education, Professional Development, and Teacher Agency
Focuses on pre-service and in-service teacher preparation, reflective practice, identity formation, and professional learning communities. Research here emphasizes teacher agency, curriculum innovation, and sustainable professional growth in diverse educational settings.
Curriculum Design, Assessment, and Educational Policy
Inclusive and Socially Responsive Language Education
Explores inclusive pedagogies that address diversity in gender, sexuality, culture, ethnicity, disability, and socioeconomic background. Research under this focus investigates how language classrooms can become equitable and socially responsive spaces that promote intercultural understanding and empathy.
Analyzes curriculum development, materials design, standards alignment, and assessment innovation. This strand also examines the impact of institutional and national policies on language teaching and learning outcomes.
Past event
Educators, researchers, and scholars from across Asia gathered at Walailak University for the 2nd International Research Conference on Language Teaching and Learning, held on-site at the Sri Thammarat Meeting Hall (AD Building) and NG Building.
With the theme “Empowering educators and learners: Advancing quality education through language, pedagogy, and teacher development,” the conference brought together over 80 participants from South Korea, Japan, Singapore, Thailand, the Philippines, Malaysia, and Vietnam. The event served as a platform for sharing innovative, inclusive, and transformative practices in language education.
The conference opened with a compelling keynote address by Dr. Roby Marlina, Editor of the RELC Journal, who explored the evolving paradigm of Global Englishes in language teaching materials. The plenary session delivered by Asst. Prof. Dr. Denchai Prabjandee from Burapha University focused on reforming teacher education in response to the Global Englishes paradigm. He critically examined existing teacher preparation programs that remain rooted in native-speakerism, arguing that such frameworks inadequately prepare teachers for multilingual and multicultural classrooms.
The keynote and plenary sessions established a reflective and forward-looking tone for the conference, encouraging participants to rethink entrenched norms in language teaching while offering practical pathways for change. Additional featured speakers included Myrel Santiago of Tarlac State University, Philippines, and Todd Phillips of Asia University, Japan.
Parallel sessions held in rooms at the NG Building showcased a wide range of research presentations, reinforcing the conference’s commitment to advancing quality education through collaboration, innovation, and critical engagement in language teaching and learning.
2nd International Research Conference on Language Teaching and Learning
News & Updates
Asst. Prof. Wangdi Publishes Q1 Study on Emotional Exhaustion Among Bhutanese EFL Teachers
We warmly congratulate Aj. Thinley Wangdi on the publication of his research article, “Emotional exhaustion among Bhutanese teachers of English: antecedents, effects, and emotion regulation strategies,” in the prestigious Journal of Education for Teaching (Q1).
Asst. Prof. Napattanissa Sangkawong and Asst. Prof. Junifer Bucol Publish Q1 Study on TPRS in Thailand
Congratulations to Asst. Prof. Napattanissa Sangkawong and Asst. Prof. Junifer Bucol on the publication of their paper, “Beyond the Story: A Comparative Study of TPRS Trained and Non-Trained EFL Teachers' Perceptions, Practices and Challenges in Thailand,” in Theory and Practice in Language Studies (Q1 Journal).
Asst. Prof. Dr. Apridayani Publishes Q1 Study on Novice Researchers in Thailand
Congratulations to Asst. Prof. Aisah Apridayani on the publication of her paper, “Thai novice researchers' self-efficacy, writing difficulties, and awareness of academic rigor,” in Acta Psychologica (Q1 Journal).
Her study explores the interconnections between self-efficacy, academic writing challenges, and researchers’ understanding of scholarly standards among Thai novice researchers. The findings provide valuable insights into research capacity building and academic development within higher education contexts.
Asst. Prof. Dr. Marlon Sipe Publishes Q1 Study on Online ESL Teaching
Congratulations to Asst. Prof. Dr. Marlon Sipe on the publication of his paper, “University Lecturers’ Narratives on Teaching ESL Online: An Ethnomethodological Study,” in The Qualitative Report (Q1 Journal).
Asst. Prof. Dr. Mohammed Yassin Mohd Abashaar and Asst. Prof. Nur Lailatur Rofiah Publish Q1 Study on Translanguaging in Thai EFL Classrooms
Warm congratulations to Asst. Prof. Dr. Mohammed Yassin Mohd Abashaar and Asst. Prof. Nur Lailatur Rofiah on the publication of their research article, “From monolingualism to translanguaging pedagogy: What can we learn from Thai EFL classrooms?” in the Asia Pacific Journal of Education (Q1).
Aj. Perales and Assoc. Prof. Dr. Ulla on Decolonizing Language Curriculum in Social Sciences & Humanities Open
Warm congratulations to Aj William Perales Jr. and Assoc. Prof. Dr. Mark Bedoya Ulla on the publication of their article in Social Sciences & Humanities Open.
Their paper, titled “Decolonizing Higher Education Institutions' Language Curriculum: A Collaborative Autoethnography,” examines how language educators can critically reflect on and reimagine entrenched curricular practices in higher education. Drawing on collaborative autoethnographic inquiry, the study offers a nuanced account of how institutional histories, professional identities, and local contexts shape efforts to decolonize language teaching.
Research Outputs
Contact our researchers
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