Yusop Boonsuk
Datos Biográficos
| ID | 4621499 |
|---|---|
| NOMBRE | Yusop Boonsuk |
| NOMBRES | Yusop |
| APELLIDO | Boonsuk |
| FIRMA | BOONSUK Y |
| AFILIACIONES | Prince of Songkla University |
| ORCID | 0000-0002-3923-6163 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 34 |
| TOTAL DE CITAS | 28 |
| TOTAL COMO AUTOR | 34 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2018 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 3 |
English and global citizenship education
This study critically examines the intersection of English language teaching (ELT) and global citizenship education (GCE) in higher education (HE) through data from state-funded universities in the Global South (Colombia, Iraq, Thailand, and Vietnam). It examines how students, educators, and administrators perceive and engage with global and intercultural citizenship through the medium of English. Data were collected through 126 semi-structured i…
‘Is our culture not good enough to be included in English lessons?’ Decolonizing English textbooks in Thailand’s deep south
Introduction English textbooks shape more than language—they shape identity and belonging. In Thailand's Deep South (TDS), standardized, Western-centric materials often erase local voices and multilingual realities.Purpose This study investigates the presence of colonial ideologies in English Language Teaching (ELT) textbooks used in secondary schools across nine institutions in TDS, a linguistically diverse region often marginalized in national …
IELTS through test takers’ eyes
The global spread of English has led to its status as a lingua franca, facilitating communication across diverse linguistic and cultural boundaries. With the enhancement of English as a medium of instruction (EMI) in higher education, English proficiency is a requirement for students aspiring to study abroad. This paper examines test takers’ perceptions of the International English Language Testing System (IELTS) from a Global Englishes (GE) pers…
“When the Editor Detected AI — But the ‘AI’ Was Me”
A Genre‐Based Reading‐to‐Writing Intervention for Thai EFL Undergraduates
This study evaluates a 10‐week genre‐based intervention that combined model essay analysis, explicit instruction, and process‐based writing to enhance Thai undergraduates' argumentative essay performance. Informed by genre‐based pedagogy, the intervention proceeded through a structured cycle of reading, analysis, writing and reflection. The study adopted a mixed‐methods design. Quantitative data from pre‐ and post‐intervention questionnaires ( N …
‘ My Mind Goes Blank, and I Just Want to Disappear ’
While English proficiency constitutes a critical educational goal in Thailand, English Learning Anxiety (ELA) remains inadequately understood within Thai cultural contexts. Grounded in Hofstede's cultural dimensions framework and Brown and Levinson's face theory, this mixed‐methods study examined ELA prevalence, contributing factors, and coping strategies among 400 Thai EFL university students across five southern campuses, supplemented by semi‐s…
Unequal Englishes and Linguistic Justice
Native‐speaker norms continue to dominate English language education, reinforcing hierarchies that marginalize diverse Englishes and sustain linguistic injustice in contexts like Thailand. This qualitative study examines the impact of Global Englishes (GE)‐oriented pedagogy on undergraduate students' engagement with linguistic norms, identity, and structural inequality. Data were drawn from semi‐structured interviews and reflective journals with …
‘ If we only focus on one model, it’s harder to survive outside the classroom’
English has become a pluricentric resource, challenging British and American norms in English language teaching (ELT). This study examines how Thai university students position themselves toward World Englishes (WE) and what pedagogical practices they propose for integrating linguistic diversity. Semi-structured interviews and reflective journals with 15 English majors at a multilingual public university in southern Thailand were analyzed through…
Speaking ‘Tinglish’
The status of Thai English (TE) remains contested in Thailand’s Deep South (TDS), where linguistic diversity and sociopolitical factors influence perceptions of English use. This qualitative study examines how 18 secondary school students, nine teachers, and nine school administrators from nine schools perceive TE as a legitimate variety, a communicative tool, or a linguistic deficiency. Data were collected through a Global Englishes (GE) Awarene…
Theorizing Multimodality From the Global South
Despite growing emphasis on multimodal pedagogy, little research examines its enactment in Global South tertiary English education, where material constraints, linguistic diversity, and assessment cultures shape practice. Addressing this gap, this qualitative study investigates how Bangladeshi university teachers and students conceptualize, implement, and experience multimodal pedagogy, while critically interrogating dominant research grounded in…
Administrators as gatekeepers of change
“The hegemony still persists”
In an era in which English serves as a global lingua franca, language education needs to evolve to reflect its dynamic, diverse, and pluricentric nature. Grounded in Global Englishes paradigm, this qualitative study explored how Chinese and Thai university students responded to Global Englishes-informed pedagogy in order to raise awareness of English linguistic diversity. A total of 14 undergraduate students (seven from each country) participated…
When EFL meets ELF
IN ENGLISHThis study examines how multilingual undergraduates perceive and negotiate communicative success in English as a Lingua Franca (ELF) settings. Sixteen students from seven Asian countries enrolled in English-Medium Instruction (EMI) programmes at three Thai universities participated through interviews, classroom observations, and reflective journals. Qualitative analysis revealed that students’ experiences centred on three interconnected…
From monolingualism to translanguaging pedagogy
When Marginalized Secondary Students See Themselves in Their ELT Textbooks
This study examines the impact of culturally responsive English language teaching (ELT) materials on student engagement, motivation, language identity, and intercultural awareness in Thailand's Deep South (TDS). TDS, a multilingual and predominantly Muslim subregion, remains marginalized in national education policy and practice. The study focuses on the PAKTANI English textbook, a locally developed resource that integrates regional culture, reli…
Translanguaging stance and practices of multilingual undergraduates
Thai study abroad students as intercultural citizens
Key claimed benefits of internationalizing higher education (HE) are increased intercultural interaction and awareness with internationally oriented universities aiming to produce graduates who are intercultural or global citizens. Yet, there have been few core strategies presented on how international HE programmes might realize such aims, and more research is needed. Furthermore, English language teaching (ELT) plays a central role in preparati…
'I asked in Thai, but my teacher replied in English'
This mixed-methods study aimed to examine Thai English as a foreign language (EFL) students’ perceptions of translanguaging implementation in English classrooms and its pedagogical benefits and to explore relationships between student perceptions and gender, faculty, and year of study. Quantitative survey data were collected from 135 Thai undergraduate EFL students, while qualitative data were collected from in-depth interviews with 12 participan…
“Sorry, Again Again…”
English as a Lingua Franca (ELF) has become a cornerstone of academic communication in English‐medium instruction (EMI) programs across universities in the Association of Southeast Asian Nations (ASEAN). Despite the increasing prevalence of ELF interactions, limited research has examined how students from diverse linguistic and cultural backgrounds in EMI programs across ASEAN employ communication strategies (CSs) to ensure mutual intelligibility…
Crossing Linguistic and Cultural Borders
Translanguaging practices in Thai multilingual English medium instruction classrooms
So, it feels like policy only exists on paper, not in practice
When English is no longer singular
Oh, this person speaks English in this way; they ‘must be Thai’ or they ‘must be Chinese’”
Not just London and New York’
Developing awareness of Global Englishes
Decolonizing English in Higher Education
English is core to HE (higher education) globally, with both HE and English seen as pathways to success for students. Yet, access to English is unequal and colonial ideologies associate English with Anglophone settings. Much of the research on English in HE has focused on elite institutions and students, while the majority of the world's HE students remain comparatively under‐researched. This paper reports on a mixed‐methods study of TESOL in fiv…
Oh, this person speaks English in this way; they ‘must be Thai’ or they ‘must be Chinese’”
When English is no longer singular
Teacher, I Don't Know How to Describe ‘Tom Yum Kung’ in English, but I Know ‘Hamburger’ and ‘Pizza’
The emerging linguistic landscape of English as a global language calls for practitioners in Teachers of English to Speakers of Other Languages (TESOL) to move beyond monolingual instruction and adopt a more plurilingual pedagogy. Despite substantial research on implementing global Englishes language teaching (GELT) across the three circles, a research gap persists, especially in secondary education. To bridge the gap, this qualitative study expl…
Authoritative discourse in a locally-published ELT textbook in Thailand
This study examines cultural contents in a locally-published English language teaching (ELT) textbook for primary 6 students in Thailand. It aims to investigate whether the locally-published textbook depicts sources and themes of cultures in a way that perpetuate and reproduce dominant ideologies and how cultural contents in the locally-published textbook were dealt with by an English teacher in the classroom. Grounded on Bakhtin’s notions of aut…
Reconceptualizing the 21st Century English Pedagogies for Islamic School Teachers in Asean
Since more people have become competent in English, the number of non-native English speakers continues to increase. The larger the number, the more diverse English-speaking individuals are. Consequently, there has been an emerged demand for new English pedagogies to adequately address the diversity of English-communicative encounters. The aims of English language learning in the 21st century have shifted from English interactions with native spe…
Who ‘owns English’ in our changing world? Exploring the perception of Thai university students in Thailand
With the rapid spread of English nowadays as an international language, this study seeks to investigate the perception of Thai English major university students in Southern Thailand towards the ownership of English and itsa relationship to effective English teaching. Twenty students across different universities in Southern Thailand participated in this study. A semi-structured interview was employed for data collection, after a semi-structured q…
Voices of learners in Thai ELT classrooms
This study aims to identify students’ attitudes towards teaching English in a lingua franca context. The data were collected using a semi-structured interview with 25 undergraduate students studying English across five universities in Southern Thailand. Based on the qualitative content analysis approach, the findings revealed that most of the participants congruently agreed that the prime target of ELT is to prepare language learners for communic…
Developing awareness of Global Englishes
Re-envisaging English medium instruction, intercultural citizenship development, and higher education in the context of studying abroad
Although the development of intercultural citizenship among university students has now been included as a key policy in international universities, pedagogical practices for promoting the awareness, understanding, and development of intercultural citizenship while studying abroad have reportedly been inadequate. To address this gap, this qualitative interview study 1) explores the perceptions of Thai and Chinese students enrolled in English-medi…
Transforming Islamic Education through Lesson Study (LS)
Private Islamic schools in Southern Thailand face significant challenges, particularly in adhering to national educational standards, which impacts students’ academic outcomes. Most Islamic Studies teachers lack formal pedagogical training, resulting in a teaching approach that often fails to engage students effectively. This study employed participatory action research (PAR) involving 32 Islamic Studies teachers across 10 schools. The research w…
Teacher, I Don't Know How to Describe ‘Tom Yum Kung’ in English, but I Know ‘Hamburger’ and ‘Pizza’
The emerging linguistic landscape of English as a global language calls for practitioners in Teachers of English to Speakers of Other Languages (TESOL) to move beyond monolingual instruction and adopt a more plurilingual pedagogy. Despite substantial research on implementing global Englishes language teaching (GELT) across the three circles, a research gap persists, especially in secondary education. To bridge the gap, this qualitative study expl…
Thai study abroad students as intercultural citizens
Key claimed benefits of internationalizing higher education (HE) are increased intercultural interaction and awareness with internationally oriented universities aiming to produce graduates who are intercultural or global citizens. Yet, there have been few core strategies presented on how international HE programmes might realize such aims, and more research is needed. Furthermore, English language teaching (ELT) plays a central role in preparati…
'I asked in Thai, but my teacher replied in English'
This mixed-methods study aimed to examine Thai English as a foreign language (EFL) students’ perceptions of translanguaging implementation in English classrooms and its pedagogical benefits and to explore relationships between student perceptions and gender, faculty, and year of study. Quantitative survey data were collected from 135 Thai undergraduate EFL students, while qualitative data were collected from in-depth interviews with 12 participan…
“Sorry, Again Again…”
English as a Lingua Franca (ELF) has become a cornerstone of academic communication in English‐medium instruction (EMI) programs across universities in the Association of Southeast Asian Nations (ASEAN). Despite the increasing prevalence of ELF interactions, limited research has examined how students from diverse linguistic and cultural backgrounds in EMI programs across ASEAN employ communication strategies (CSs) to ensure mutual intelligibility…
Crossing Linguistic and Cultural Borders
Translanguaging practices in Thai multilingual English medium instruction classrooms
So, it feels like policy only exists on paper, not in practice
When English is no longer singular
Oh, this person speaks English in this way; they ‘must be Thai’ or they ‘must be Chinese’”
Not just London and New York’
Decolonizing English in Higher Education
English is core to HE (higher education) globally, with both HE and English seen as pathways to success for students. Yet, access to English is unequal and colonial ideologies associate English with Anglophone settings. Much of the research on English in HE has focused on elite institutions and students, while the majority of the world's HE students remain comparatively under‐researched. This paper reports on a mixed‐methods study of TESOL in fiv…
English and global citizenship education
This study critically examines the intersection of English language teaching (ELT) and global citizenship education (GCE) in higher education (HE) through data from state-funded universities in the Global South (Colombia, Iraq, Thailand, and Vietnam). It examines how students, educators, and administrators perceive and engage with global and intercultural citizenship through the medium of English. Data were collected through 126 semi-structured i…
‘Is our culture not good enough to be included in English lessons?’ Decolonizing English textbooks in Thailand’s deep south
Introduction English textbooks shape more than language—they shape identity and belonging. In Thailand's Deep South (TDS), standardized, Western-centric materials often erase local voices and multilingual realities.Purpose This study investigates the presence of colonial ideologies in English Language Teaching (ELT) textbooks used in secondary schools across nine institutions in TDS, a linguistically diverse region often marginalized in national …
IELTS through test takers’ eyes
The global spread of English has led to its status as a lingua franca, facilitating communication across diverse linguistic and cultural boundaries. With the enhancement of English as a medium of instruction (EMI) in higher education, English proficiency is a requirement for students aspiring to study abroad. This paper examines test takers’ perceptions of the International English Language Testing System (IELTS) from a Global Englishes (GE) pers…
“When the Editor Detected AI — But the ‘AI’ Was Me”
A Genre‐Based Reading‐to‐Writing Intervention for Thai EFL Undergraduates
This study evaluates a 10‐week genre‐based intervention that combined model essay analysis, explicit instruction, and process‐based writing to enhance Thai undergraduates' argumentative essay performance. Informed by genre‐based pedagogy, the intervention proceeded through a structured cycle of reading, analysis, writing and reflection. The study adopted a mixed‐methods design. Quantitative data from pre‐ and post‐intervention questionnaires ( N …
‘ My Mind Goes Blank, and I Just Want to Disappear ’
While English proficiency constitutes a critical educational goal in Thailand, English Learning Anxiety (ELA) remains inadequately understood within Thai cultural contexts. Grounded in Hofstede's cultural dimensions framework and Brown and Levinson's face theory, this mixed‐methods study examined ELA prevalence, contributing factors, and coping strategies among 400 Thai EFL university students across five southern campuses, supplemented by semi‐s…
Unequal Englishes and Linguistic Justice
Native‐speaker norms continue to dominate English language education, reinforcing hierarchies that marginalize diverse Englishes and sustain linguistic injustice in contexts like Thailand. This qualitative study examines the impact of Global Englishes (GE)‐oriented pedagogy on undergraduate students' engagement with linguistic norms, identity, and structural inequality. Data were drawn from semi‐structured interviews and reflective journals with …
Multilingual Education and Policy (26 obras) · Second Language Learning and Teaching (24 obras) · EFL/ESL Teaching and Learning (22 obras) · Sociology (15 obras) · Pedagogy (14 obras) · Psychology (14 obras) · Qualitative research (13 obras) · Linguistics (11 obras) · World Englishes (9 obras) · Multilingualism (8 obras)