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The goal of this research is to investigate the existence of perceptions and preferences among East Asian undergraduate students of Thai. To fill this gap, ninety-nine L2 learners having experience of studying Thai speaking courses at five universities completed an online questionnaire reporting on their recognitions and attitudes. The findings revealed that recast was the most frequently perceived strategy of oral corrective feedback (OCF) that Thai as a foreign language (TFL) students were provided. Explicit correction was the most favoured technique in TFL teaching situations. In a speech, they inclined to be provided with the error correction in private places and would like to be corrected by peers. Considering in terms of the nationalities. An analysis further suggested that some OCF opinions between Chinese and the Korean learners were similar; they tended to prefer clarification request and repetition techniques. In contrast, inattention to error, peer correction, and error correction in public were less preferable among them.

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This article aimed to provide new insights into critical factors to consider when developing a scenario-based mobile application (SBMA) for dual-language learners (DLLs). It is intended to investigate the factorial structure of the SBMA for young students in an elementary school context using exploratory and confirmatory factor analysis (CFA). The convenience sampling method was used to recruit 1,040 in-service teachers to complete the internet-based questionnaire. For half of the respondents, exploratory factor analysis (EFA) was conducted to identify the factors for SBMA design for young DLLs, and CFA was used to ascertain the model fit. The EFA identified five factors from 32 items, and through CFA, the results indicated that the five factors obtained from the EFA were validated: 1) application attribute; 2) lesson content; 3) immersive environment; 4) learning strategy; 5) instructional use. The findings shed light on how SBMA could be designed for DLLs.

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