Roderick Julian Robillos

This study examined reading comprehension, metalinguistic awareness, and affective outcomes under integrated Jigsaw reading and pedagogical translanguaging compared with English-only Jigsaw instruction among Thai university EFL learners. A mixed-method quasi-experimental design involved 56 students in experimental (n = 28) and control (n = 28) groups. Data were collected through reading comprehension tests, successive reading tasks, grammaticality judgment tasks, affective questionnaires, and semi-structured interviews. Results indicated comparable baseline reading comprehension performance between groups. Following the intervention, both groups improved, but the experimental group showed substantially greater reading gains and a more sustained developmental trajectory, whereas control-group improvement was more modest. For metalinguistic awareness, the experimental group maintained higher overall detection performance, although detection trajectories did not differ significantly; grammatical explanation, however, developed more strongly in the experimental group. The experimental group also showed greater gains in motivation, self-efficacy, and participation, while the control group demonstrated smaller affective changes. Qualitative findings indicated stronger meaning negotiation, grammatical reasoning, confidence, and engagement among experimental learners. The study extends previous research by examining how Jigsaw reading and strategically structured multilingual support jointly relate to reading, metalinguistic, and affective development over time.

Purpose: This study aims to explore how collaborative writing technologies, such as Padlet, Google Docs, and ChatGPT, within a Genre-Based Approach (GBA), can enhance university EFL students’ multigenre writing development, with particular focus on their ability to apply and adapt genre conventions, structure, and language use across different writing tasks. Design/methodology/approach: This study employed a sequential mixed-methods design to examine the impact of collaborative writing technologies within GBA on the writing development of 27 university EFL students across four genres. Pre- and post-tests, along with genre-specific writing tasks administered throughout the six-session intervention, were used to assess improvement. Collaborative tools were integrated into each session to support writing processes. In addition, semi-structured interviews were conducted to explore students’ learning experiences and perceptions of the technologies. Findings: Results indicate a significant overall improvement in pre-test (M = 10.29) and post-test (M = 15.35) scores, with the “narrative” and “descriptive” genres showing the most progress and “argumentative” the least. Qualitative analysis, focusing on students’ experiences with the intervention, supports these findings. Notably, the “content” component demonstrated the most improvement, contrasting with modest gains in “lexical resources.” The qualitative findings show that students appreciated collaborative writing technologies within a genre-based framework for enhancing their writing skills, collaboration, and autonomy, despite challenges in maintaining logical order and genre transferability. Originality/value: This study advances existing research by treating the integration of collaborative writing technologies within GBA as a coordinated instructional system rather than isolated tool use. It foregrounds multigenre writing development, emphasizing learners’ ability to adapt and transfer genre knowledge across tasks. The findings also refine current understanding by showing both the affordances and limits of such integration, particularly in supporting higher-order reasoning and cross-genre transfer.

This study investigated the effectiveness of blended learning using the FiF Oral Training App on English phoneme acquisition specifically fluency, intelligibility, articulation, and rhythm, and explored students'satisfaction and attitudes toward pronunciation learning. A quasi-experimental design was employed with two intact classes of Primary English Education freshmen at Lijiang Normal University: an experimental group (n = 40) using the FiF App and a control group (n = 40) receiving conventional instruction. Both groups were comparable in prior English performance. Quantitative data from pre-and post-tests and pronunciation learning questionnaires were analyzed using descriptive and inferential statistics. The control group showed modest gains: fluency increased from 6.45 to 7.59, intelligibility from 6.21 to 7.35, articulation from 6.34 to 7.26, and rhythm from 6.28 to 7.35 (all at p < 0.001). The experimental group demonstrated superior improvements: fluency from 5.83 to 7.86, intelligibility from 5.76 to 7.66, articulation from 5.90 to 7.83, and rhythm from 5.74 to 7.63. The experimental group outperformed the control group across all measures, with articulation reaching statistical significance (p = 0.022).Both groups reported positive attitudes toward pronunciation learning. However, the experimental group expressed stronger agreement regarding the importance of pronunciation (M = 1.23 vs. 1.41) and perceived greater support from the learning environment (M = 1.35 vs. 1.53). Findings suggest that integrating AI-based tools like the FiF App enhances articulation and fosters positive learner attitudes, indicating the pedagogical value of blending technology with pronunciation instruction.

This study investigated the effectiveness of integrating cooperative learning with the FiF App to improve students'English-speaking proficiency during off-class hours. The study's overarching aim was to enhance speaking proficiency in semantics, pronunciation, fluency, and completeness, increase students'interest, and examine their learning experiences.The study employed a mixed-methods approach with a one-group pre-test and post-test design involving 49 Primary English Education students from Lijiang Normal University. The 9-week intervention involved cooperative learning-based lesson plans, and the FiF App. Speaking proficiency was assessed before and after the intervention through the app, while students'interest towards speaking English and experiences were measured using questionnaires and semi-structured interviews.Results showed significant improvement in overall speaking proficiency, with mean scores increasing from 49.57 to 69.96,t(48) = 6.16, p < 0.001. Pronunciation improved from 59.94 to 85.61 (t = -7.48, p < 0.001), and semantics increased from 29.55 to 53.55 (t = 5.59, p < 0.001). Although fluency scores decreased numerically from 78.98 to 64.31, the t-test (t = 4.41, p < 0.001) indicated significant improvement, likely to reflect greater accuracy over speed. Completeness rose slightly from 92.78 to 95.69 while moderate increases in speaking confidence (M = 3.23) and positive perceptions of cooperative learning (M = 3.86). The perceived importance of speaking skills was lower (M = 2.66). Interview data supported these findings, highlighting enhanced motivation, more meaningful peer interaction, and increased opportunities for practice. This study demonstrates the effective combination of cooperative learning and mobile-assisted oral training outside class, encouraging educators to adopt blended models to improve English-speaking proficiency beyond traditional classroom settings.

This study aims to enhance ESL students'Hotel English service skills, promote active learning, and explore learner experiences using a blended learning approach via the Treenity platform. A Sequential Mixed Methods design combined quantitative pre- and post-tests with questionnaires and qualitative observations and interviews. 49 students from Tourism English majors at Lijiang Normal University taking a Hotel English course participated. The intervention covered three modules based on real-life hotel scenarios aligned with WorldSkills Occupational Standards. Blended learning combined Treenity's asynchronous online tasks with face-to-face role-plays, discussions, and feedback. Results showed significant overall improvement (pre-test M = 43.44, post-test M = 57.79, p = 0.004). The “Checking In” module had the largest gain (pre-test M = 30.03 to post-test M = 66.92), “Checking Out” improved moderately (pre-test M = 43.28 to post-test M = 52.40), while “Room Reservations” declined slightly (pre-test M = 57.02 to post-test M = 54.05), likely due to higher initial scores and task complexity. Student perceptions were positive (M = 4.12, “agree”), valuing Treenity's flexibility and autonomy. Engagement was strong, with 81% spending over 30 minutes on Lesson Plan #3 tasks and 96% participating in group work. Qualitative feedback confirmed the model's effectiveness in providing context-rich, practical learning, though some learners required additional scaffolding. This study contributes novel evidence supporting the integration of blended learning platforms tailored for vocational ESP contexts, demonstrating how combining authentic industry standards with flexible digital tools can significantly improve language proficiency, engagement, and learner autonomy in specialized ESL settings.

English listening ability is essential yet remains a challenge for many learners at Lijiang Normal University,partly due to limited in-class listening practice. Listening assignments without structured environment bring unsatisfied learning result and no instant feedback to teachers. While self-regulated learning (SRL) positively influences language performance, its role in improving listening skills through technology outside the classroom has been underexplored. To address this gap, this study investigated the use of Rain Classroom technology to improve students'English listening comprehension and SRL during off-class time. Thirty-three Applied English majors at Lijiang Normal University participated in a three-week listening practice using news materials, following a quasi-experimental one-group pretest and posttest design. Instruments included a listening lesson plan, listening tests, and the Motivated Strategies for Learning Questionnaire (MSLQ). Results reveal a slight but not statistically significant improvement in listening comprehension, and a minimal rise in students'SRL scores. However, the Pearson correlation coefficient indicated that there is no meaningful association between SRL levels and listening comprehension. Findings suggest that while Rain Classroom offers a promising platform for extending listening practice beyond the classroom, technology alone is insufficient to significantly improve listening skills. To maximize the benefits of digital listening interventions, explicit training in self-regulated learning strategies is essential.

This study investigates the impact of integrating computer-aided argument mapping (CAAM) and the Flipgrid app to foster self-directed learning and enhance argumentative writing skills among university EFL learners. A mixed-methods approach with a single-group pre- and post-test design was employed, involving 27 third-year university EFL students selected through purposive sampling. Over 13 sessions, with 11 dedicated to the intervention and 1 each for pre- and post-testing, participants engaged in CAAM and Flipgrid-facilitated activities designed to improve argumentative writing. Results reveal a significant improvement in students’ writing performance, indicated by a substantial increase in their overall writing score from M=11.25 to M=18.77, (p<.001), confirming the intervention’s effectiveness. In the ‘writing content,’ aspect, notable progress was observed in the ‘evidence’ sub-component, while improvement in ‘counter-arguments’ was minimal. An improvement in the ‘writing coherence’ aspect was also observed with ‘logical connections 1’ showing substantial progress. Additionally, students’ writing tasks indicated marked improvement, with significant differences in the scores between the first and subsequent writing tasks. Qualitative feedback showed that students not only gained confidence in organizing their arguments but also showed significant growth in their ability to engage in self-directed learning. The study shows how combining CAAM with Flipgrid can enhance students’ argumentative writing in self-access settings, suggesting that visual argument mapping with interactive video platforms may effectively support skill development in self-directed learning.

Purpose: This research explores the effects of combining argument mapping (AM) with translanguaging pedagogy on the argumentative writing abilities of third-year university English as a Foreign Language students (EFL) at a Thai university. The aim is to explore synergies between AM and translanguaging to enhance students’ argumentative writing skills and contribute to language education literature. Design/methodology/approach: A sequential mixed-method research type, utilizing a single-group pre- and post-test design, was employed. About 27 third-year EFL university students participated in 13 sessions of AM with translanguaging to facilitate their argumentative writing tasks. Findings: Quantitative results revealed a significant difference across development of writing content and development of writing coherence as manifested in their pre- and post-test scores. ANOVA showed significant differences in students’ quiz writing performances. Additionally, the participants perceived translanguaging as a normative and respectful practice, despite being EFL learners. Qualitative findings indicated participants embraced the use of AM with translanguaging, acknowledging its benefits in enhancing their writing tasks. Originality/value: This study highlights the innovative approach of this integration, not only for improving argumentative writing skills but also for fostering cognitive and linguistic fluency, along with critical thinking skills. This contributes to language education literature, urging further exploration of AM with translanguaging in diverse educational contexts.

Background: The combination of the process-based writing framework and GPT-based chatbots establishes a dynamic and interactive environment, leading students through the stages of planning, drafting, revising, and editing. This collaborative approach not only elevates writing skills but also cultivates critical thinking and self-reflection, thereby transforming the writing process into a more effective and engaging learning experience. Despite the potential synergy to revolutionize the writing process, there exists a surprising lack of research within the educational domain exploring the impact of this innovative approach. Purpose: This study investigates the influence of a GPT-based chatbot within a process-based writing framework on university EFL students’ writing skills, specifically focusing on components such as organization, content, coherence-cohesion, logical connection, and argumentation. Method: Employing a sequential mixed methods type of research with a pre- and post-test design, 30 university EFL students were selected via purposive sampling technique. They engaged in 10 sessions that incorporated GPT-based chatbots within a process-based writing framework. Data collections were through pre-and post- writing tests, writing quizzes, and semi-structured interviews. Results: The results highlighted substantial improvements in participants’ writing performance, evident through a noteworthy increase in post-writing test scores (x̄=17.03) in comparison to pre-writing test scores (x̄=9.13). The study identified a progressive enhancement in four out of five writing components - organization, content, coherence-cohesion, and argumentation - across the 1st to 4th quizzes. However, the ‘logical connection’ component experienced a temporary decline during the 2nd and 3rd writing quizzes, rebounding significantly in the 4th quiz. Notably, the most improved writing components were ‘content’ and ‘argumentation,’ while the component related to ‘logical connection’ exhibited the least improved one. Qualitative findings further underscored participants’ acknowledgment of the effectiveness of the strategy in facilitating their writing tasks. Conclusion: The integration of chatbots within a writing framework was concluded as a facilitative pedagogical approach, fostering a dynamic, personalized, and effective learning experience, contributing to the multifaceted improvement of their writing skills. As educators and practitioners consider innovative approaches, this study provides a compelling case for the effective utilization of GPT-based chatbots in fostering language proficiency and a more engaging learning experience.