As for a recent learning platform as synchronous online learning through Microsoft Teams (MS Teams) in Academic English course based on particular three learning domains, very few previous studies were conducted and explored in Thailand and Asia. Due to the unending epidemic of COVID-19, the pedagogy in EFL context at every level of educational institutes has to be shifted to an online approach that has never been implemented in Rajamangala University of Technology Lanna Tak (RMUTL Tak), Thailand. The current study has mainly addressed the research gap by determining underlying cognitive, affective, and behavioral aspects in synchronous online learning. Therefore, this paper aimed to investigate perceptions and difficulties of synchronous learning in Academic English course through MS Teams. Academic English skills are not only acquired during the early years of Thai educational system but also at tertiary level. RMUTL Tak has currently provided an Academic English course as a mandatory subject that every undergraduate student has to pass this course before graduation. Promoting synchronous learning to Academic English course allows students have greater learning motivation. In the study, two hundred and fifty four undergraduate students studied in three faculties comprising Business Administration and Liberal Arts, Engineering, and Sciences and Agricultural Technology at RMUTL Tak. They were all enrolling in an Academic English course in the first semester, academic year 2020. Additionally, an online questionnaire including twenty one items and one open-ended question was employed in the study. All obtained data was analyzed quantitatively and qualitatively. The findings revealed that most of the participants have positively perceived synchronous learning as their fruitful online platform. Nonetheless, it was found that poor internet signal was considered as a dominant factor preventing them from learning online.   Received: 8 March 2021 / Accepted: 2 August 2021 / Published: 5 September 2021

Writing has been the most difficult skill among EFL students for several decades. It inevitably promotes writing feedback and approaches to English writing classroom to minimize students’ errors in their writing draft revision. Hereby, the current study aimed at investigating perceptions towards the three writing features: vocabulary, grammar, and content, and examining the differences of the three assessments including teacher feedback, peer feedback, and self-correction. In addition, the teacher feedback preference as implicit and explicit feedback was determined as well. Participants were 32 first-year undergraduate students majoring in English for International Communication at Rajamangala University of Technology, Lanna Tak, Thailand. The current study employed a mixed-method research approach. Questionnaires and open-ended questions were utilized as research tools. Participants were assigned three genres of writing paragraphs. It took 15 consecutive weeks in providing three different feedback to purposive samples. For every assignment, their peers corrected their first drafts and then they rechecked and edited their output by their own decision. Afterward, the teacher provided both implicit and explicit feedback on the revision process. The data obtained were quantitatively analyzed for mean, standard deviation, and a paired sample t-test which have been deployed to the differences among the three feedback. Correspondingly, all written responses were thematically grouped and transcribed into frequency and percentage. The findings indicated that students mostly expected the teacher to edit their misused words, grammatical errors, and ideas on their drafts. As for the three feedback, most beginning writers particularly believed that teacher feedback, which was followed by self-correction and peer feedback, was much necessary for writing improvement and teachers should edit their redrafts explicitly in an EFL writing classroom.