Denchai Prabjandee
Biographic Data
| ID | 5167422 |
|---|---|
| NAME | Denchai Prabjandee |
| GIVEN NAMES | Denchai |
| FAMILY NAME | Prabjandee |
| SIGNATURE | PRABJANDEE D |
| AFFILIATIONS | Burapha University |
| ORCID | 0000-0003-2003-9925 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Embarking on Virtual Exchange for English as a Multilingua Franca Context: Comparing Virtual Reality and Non-Virtual Reality Approaches to Enhance Second Language Speaking Fluency
Many learners of English as a foreign language struggle to develop second language speaking fluency because of limited opportunities for authentic communication with linguistically diverse English users in English as a multilingua franca context. This study aims to address this problem by investigating the effects of communication strategy instruction, an approach believed to facilitate communication in English as a multilingua franca contexts. T…
Implementing Global Englishes language teaching across classroom contexts: Collaborative autoethnography
Global Englishes is an emerging line of research that has recently garnered interest from language teaching scholars. Previous studies have extensively investigated the implementation of Global Englishes in the university context but have largely ignored its implementation at other classroom contexts (e.g. elementary, secondary and teacher education). Guided by a collaborative autoethnography, we explored our professional experiences implementing…
Lessons learned in transition: A bibliometric analysis of educational management in school transfer to provincial administrative organizations during decentralization
This study conducts a bibliometric analysis to explore the dynamics of educational management during the transfer of schools to Provincial Administrative Organizations (PAOs) as part of Thailand’s decentralization efforts. The primary aim is to identify key themes, trends, and influential works that shape the discourse surrounding this policy shift. Using a dataset of 190 publications and authors’ keyword co-occurrence data, the study examines tr…
Global Englishes and the Discursive Construction of Thai English Teacher Identity
Teachers for Global Englishes: Who Will Likely Implement Global Englishes‐Informed Pedagogy in the Classrooms
Anchored in the language teacher identity lens, this study set forth to explore teachers for Global Englishes (GE); the characteristics of teachers who are likely to implement GE‐informed pedagogy in the classrooms. Since teacher identity is discursively constructed, a narrative inquiry was employed to examine the professional journeys of four secondary‐school, in‐service English teachers in Thailand from diverse backgrounds through life story in…
Mediating across the sustainable ecology: Researchers and practitioners as collaborating epistemic arbiters in developing a Global Englishes-informed coursebook
Exploring Tesol graduate students’ perceptions towards Global Englishes in Nepal
With the global spread of English, an entrenched native speakerism ideology is problematized by the Global Englishes (GE) paradigm. GE scholars have called for actions to implement Global Englishes language teaching (GELT) to prepare learners to use English with diverse English users. Before implementing any classroom innovation like GELT, exploring learners’ perceptions of GE and GELT is essential since they provide valuable insights for instruc…
Inconvenient truth? How different mentoring approaches impact student–teacher identity development
This research attempted to illustrate how different mentoring approaches impact student-teacher identity development. Mentoring approaches in this study were categorized into transmission-oriented and constructivist-oriented. Guided by the biographical-narrative identity theory, the data in this study were extracted from interviews with four student teachers from Thailand while they were in the teaching practicum. It was found that student teache…
‘I was like, just wow!’: Insights from Global Englishes teacher professional development
The global spread of English presents a multitude of challenges for teachers who must instruct learners differently to help them use English with a variety of people in multilingual contexts. However, prior research has largely ignored the question of how to support teachers to tackle these challenges. This study attempts to provide teacher professional development for implementing Global Englishes Language Teaching (GELT). An explanatory mixed-m…
Teacher professional development to implement Global Englishes language teaching
The sociolinguistic reality of English users becomes more diverse as the number of non-native English users increases. This changing landscape of English users has implications in English language teaching (ELT), which calls for the need to shift the ELT paradigm from valuing native-norm English to respecting the diversity of Englishes as a legitimate status. However, prior research has paid little attention to supporting teachers to bring change…
Journey to Becoming a Thai English Teacher: New Perspective on Investigating Teacher Attrition
In this study, the author provides a unique perspective on teacher shortage by focusing on teacher retention, in terms of why teachers stay in the teaching profession, rather than focusing on teacher attrition, or why teachers leave the teaching profession. The change in perspective created an opportunity to study the journey of how teachers chose to become a teacher, which is a bridge between inspirations of becoming with inspirations of staying…
Teachers for Global Englishes: Who Will Likely Implement Global Englishes‐Informed Pedagogy in the Classrooms
Anchored in the language teacher identity lens, this study set forth to explore teachers for Global Englishes (GE); the characteristics of teachers who are likely to implement GE‐informed pedagogy in the classrooms. Since teacher identity is discursively constructed, a narrative inquiry was employed to examine the professional journeys of four secondary‐school, in‐service English teachers in Thailand from diverse backgrounds through life story in…
Mediating across the sustainable ecology: Researchers and practitioners as collaborating epistemic arbiters in developing a Global Englishes-informed coursebook
Journey to Becoming a Thai English Teacher: New Perspective on Investigating Teacher Attrition
In this study, the author provides a unique perspective on teacher shortage by focusing on teacher retention, in terms of why teachers stay in the teaching profession, rather than focusing on teacher attrition, or why teachers leave the teaching profession. The change in perspective created an opportunity to study the journey of how teachers chose to become a teacher, which is a bridge between inspirations of becoming with inspirations of staying…
Teacher professional development to implement Global Englishes language teaching
The sociolinguistic reality of English users becomes more diverse as the number of non-native English users increases. This changing landscape of English users has implications in English language teaching (ELT), which calls for the need to shift the ELT paradigm from valuing native-norm English to respecting the diversity of Englishes as a legitimate status. However, prior research has paid little attention to supporting teachers to bring change…
Inconvenient truth? How different mentoring approaches impact student–teacher identity development
This research attempted to illustrate how different mentoring approaches impact student-teacher identity development. Mentoring approaches in this study were categorized into transmission-oriented and constructivist-oriented. Guided by the biographical-narrative identity theory, the data in this study were extracted from interviews with four student teachers from Thailand while they were in the teaching practicum. It was found that student teache…
‘I was like, just wow!’: Insights from Global Englishes teacher professional development
The global spread of English presents a multitude of challenges for teachers who must instruct learners differently to help them use English with a variety of people in multilingual contexts. However, prior research has largely ignored the question of how to support teachers to tackle these challenges. This study attempts to provide teacher professional development for implementing Global Englishes Language Teaching (GELT). An explanatory mixed-m…
Exploring Tesol graduate students’ perceptions towards Global Englishes in Nepal
With the global spread of English, an entrenched native speakerism ideology is problematized by the Global Englishes (GE) paradigm. GE scholars have called for actions to implement Global Englishes language teaching (GELT) to prepare learners to use English with diverse English users. Before implementing any classroom innovation like GELT, exploring learners’ perceptions of GE and GELT is essential since they provide valuable insights for instruc…
Lessons learned in transition: A bibliometric analysis of educational management in school transfer to provincial administrative organizations during decentralization
This study conducts a bibliometric analysis to explore the dynamics of educational management during the transfer of schools to Provincial Administrative Organizations (PAOs) as part of Thailand’s decentralization efforts. The primary aim is to identify key themes, trends, and influential works that shape the discourse surrounding this policy shift. Using a dataset of 190 publications and authors’ keyword co-occurrence data, the study examines tr…
Global Englishes and the Discursive Construction of Thai English Teacher Identity
Teachers for Global Englishes: Who Will Likely Implement Global Englishes‐Informed Pedagogy in the Classrooms
Anchored in the language teacher identity lens, this study set forth to explore teachers for Global Englishes (GE); the characteristics of teachers who are likely to implement GE‐informed pedagogy in the classrooms. Since teacher identity is discursively constructed, a narrative inquiry was employed to examine the professional journeys of four secondary‐school, in‐service English teachers in Thailand from diverse backgrounds through life story in…
Mediating across the sustainable ecology: Researchers and practitioners as collaborating epistemic arbiters in developing a Global Englishes-informed coursebook
Embarking on Virtual Exchange for English as a Multilingua Franca Context: Comparing Virtual Reality and Non-Virtual Reality Approaches to Enhance Second Language Speaking Fluency
Many learners of English as a foreign language struggle to develop second language speaking fluency because of limited opportunities for authentic communication with linguistically diverse English users in English as a multilingua franca context. This study aims to address this problem by investigating the effects of communication strategy instruction, an approach believed to facilitate communication in English as a multilingua franca contexts. T…
Implementing Global Englishes language teaching across classroom contexts: Collaborative autoethnography
Global Englishes is an emerging line of research that has recently garnered interest from language teaching scholars. Previous studies have extensively investigated the implementation of Global Englishes in the university context but have largely ignored its implementation at other classroom contexts (e.g. elementary, secondary and teacher education). Guided by a collaborative autoethnography, we explored our professional experiences implementing…
EFL/ESL Teaching and Learning (8 works) · Second Language Learning and Teaching (8 works) · Sociology (8 works) · Pedagogy (7 works) · Psychology (6 works) · World Englishes (6 works) · Linguistics (5 works) · Global Education and Multiculturalism (4 works) · Mathematics education (4 works) · Political science (4 works)