This study aims to investigate the effects of blended learning on Thai university students' speaking ability, students' learning motivation, as well as to explore students' and teachers' perceptions towards blended learning. Utilizing a mixed-methods embedded experimental research design, 56 students in the treatment group received blended learning instruction. Meanwhile, the other 46 students in the control group received traditional teaching instruction. In this study, the pre-and post-speaking tests and students' learning motivation questionnaires were used to collect the quantitative data. The qualitative data were retrieved from students' online reflection blogs and students' and teachers' semistructured group interviews. Both descriptive and inferential statistical methods were then used to analyze the data. The research results revealed that blended learning instruction helped improve students' speaking ability. Furthermore, the results indicated that students' learning motivation was at a high level. Additionally, a great majority of both student and teacher participants had positive perceptions towards blended learning. The research results, therefore, conclusively proves that blended learning implementation is effective in improving students' speaking ability and in attaining a high level of students' learning motivation.

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.