'Becoming and being online EFL teachers': Teachers' professional identity in online pedagogy.

Teaching online may require teachers to shift to and display a professional identity different from the ones they held in face-to-face classroom teaching. Drawing upon the concept of teacher professional identity (TPI) and employing narrative inquiry as a method, the present study examines how two English as a foreign language (EFL) teachers display their professional identity through reflexivity as they shift experiences of being and becoming online teachers. It also explored how such identity is developed among EFL teachers in Thailand throughout their online teaching experience.

TikTok for language teachers: Affordances of TikTok on teachers' identity and emotional vulnerability.

This qualitative study examines how five secondary school TESOL teachers in Thailand use TikTok to express their emotions and shape their professional identities. The research uses semi-structured interviews and thematic analysis to explore the platform's role as an emotional outlet and a medium for enhancing teacher-student relationships. Findings indicate that TikTok helps teachers manage work-related stress and allows them to present authentic selves, facilitating deeper connections with students.

Facebook as an integrated online learning support application during the COVID19 pandemic: Thai university students' experiences and perspectives.

While a number of studies in the literature have explored the potentials of using Facebook in classroom teaching, there is a scarcity of studies that investigate its use as an online learning support application, especially when classes have to be moved to online and remote teaching due to health emergencies like the COVID19 pandemic. This article explores the use of a closed-class Facebook group (FBG) as a learning support application from the perspectives and experiences of 33 university English language students in Thailand. A self-report survey questionnaire and a semi-structured individual interview were conducted to get the data for the study.

Exploring the Gender Perspective in English Language Teaching (ELT): Voices from ELT Practitioners in Philippine Higher Education Institutions.

In recent years, gender mainstreaming in education has been discussed and studied. In the Philippines, however, research has tended to focus on extreme ends of the implementation process such as the awareness of educators about the gender perspective or the success in incorporating gender in their pedagogical practices, rather than an in-depth analysis on the experience of educators in the government's attempt to mainstream gender-and-development education in schools. Also, there is a gap in the literature concerning Filipino English language teaching (ELT) practitioners' views on integrating the gender perspective into English language education.