This study used a longitudinal mixed-method design to investigate how attitudes towards English as a lingua franca (ELF) changed over time as English teachers progressed through education and teaching experiences from 2019 to 2022. An online survey was conducted with 50 Thai teachers in their second year of study and after they graduated and taught at schools for one year. An interview was implemented to collect qualitative data after the two surveys were completed. The survey results indicated a congruent attitude change from 'agree' (x̄ = 3.90, S.D. = 0.43) to 'strongly agree' (x̄ = 4.22, S.D. = 0.58). The increase was statistically significant (p = .003). The findings revealed controversy between the teachers' attitudes and their practices. The teachers had positive attitudes towards ELF, but they preferred native speakers' models of English usage and accents. The interview findings indicated that factors influencing their attitude change were personal factors (e.g., selfperceived English proficiency and exposures to English) and contextual factors (e.g., training and teaching experiences). The findings suggest that awareness of the ELF phenomenon may not be sufficient to drive change in English language teaching (ELT), but ELF-aware teacher education is needed to teach an ELF skillset that best suits the objectives and processes of ELT.

This study explored EFL instructors’ perceptions and practices to identify challenges of teaching synchronous collaborative writing (SCW) and then proposed solutions to the problems. The instructor survey of practices in online English writing instruction was sent to 52 instructors from 15 regional universities in Thailand; 51 responded to the survey and, after selection, 24 participants were included. Data also included classroom observations and interviews. The participants felt unprepared to teach SCW because of insufficient online pedagogical skills in engaging students in the classroom and a lack of technology skills in managing online classrooms, facilitating real-time collaborative writing and giving objective formative assessments. The findings suggest that EFL instructors improve their teaching quality regarding student engagement, goals, content, tools, classroom management strategies, instructor and student roles, SCW activities and assessment. These discoveries enable educators to develop contextualised guidelines for SCW practices and suggest initial preparation for EFL cyber education. Keywords: Online learning challenges, synchronous collaborative writing, EFL writing teaching practices, EFL writing instruction

Focus on Form is one of several teaching methodologies in Task-Based Language Teaching, which mainly concentrates on communicative class setting. This study examines students' skills in Thai to English translation after implementing Focus on Form in Task-Based Language Teaching, and the students' feedback regarding the development of translation skills following this method. The target group was comprised of 40 third-year English-major students at Chiang Mai Rajabhat University. The experiment consisted of 5 three-hour lessons focusing on form in Task-Based Language Teaching. The data were collected through a Thai to English translation test, a Thai to English translation evaluation form and a student's opinion questionnaire. After implementing this method, the students' translation capabilities reached a satisfactory level of 65.16%. The students' opinions toward the teaching method were positive. The results of this study demonstrated the benefits of employing a form-focused approach in a classroom setting, and exhibited factors that affect students' translation capabilities.