Thitima Maeoka
La-orutis Demonstration School Lampnag, Suan Dusit University, Thailand
About
I'm a primary English teacher at La-orutis Demonstration School in Lampang, Thailand, with six years of teaching experience. My research interests include project-based learning, CLIL, and technology-enhanced language learning. Committed to continuous professional growth, I actively explore new instructional theories and innovative teaching techniques to enhance my classroom practice. I'm dedicated to developing effective and supportive English curricula that respond to the needs and potential of young EFL learners.Sessions
Presentation Singing Away Grammar Anxiety: Affective and Creative Engagement through LyricsTraining in Thai Primary EFL Classrooms more
This classroom action research investigates how a music-based, AI-supported CALL approach can improve grammar learning and reduce affective barriers among Thai primary EFL learners. Grounded in Krashen’s Affective Filter Hypothesis, the study integrates LyricsTraining for interactive song-based grammar tasks, Task-Based Language Teaching (TBLT) for structured pre-task/task/post-task cycles, and Project-Based Learning (PBL) for creative multimodal output. Participants are 45 Grade 5 students (CEFR A1–A2) at La-orutis Demonstration School, Lampang, Thailand, implementing a 10-week intervention across two cycles: Cycle 1 focuses on grammar learning through LyricsTraining and collaborative analysis of target forms (present passive, will-future, first conditional, and present perfect with for/since). Cycle 2 culminates in a group mini project where students compose English songs using SUNO AI and design promotional posters with Canva for Education. Data will be collected through 20-item grammar tests (pre, post-1, post-2), an affective filter questionnaire, observation checklists, student reflection logs, and a song–poster rubric. Quantitative analyses (means, SD, paired-sample t-tests) and qualitative thematic analysis will examine changes in grammar performance, motivation, confidence, and anxiety. Expected outcomes include improved grammar accuracy, reduced anxiety, increased confidence and motivation, and high engagement through AI-assisted creative production.
Presentation Ed‑Venturers in Action: A Four‑Theme Hybrid CALL–PBL Cycle for Grammar, Writing, and Presentation in a Grade‑4 EFL Class more
Ed-Venturers in Action is a four-theme instructional model for a Grade 4 EFL class in Thailand (N≈40) integrating CLIL and PBL, with CALL as supportive practice. It was developed to address a common pedagogical need in primary EFL: grammar lessons can feel repetitive, class time is limited, and learners often fail to transfer target forms into meaningful writing and speaking. Over eight 50-minute periods, each theme follows a two-period cycle. Period 1 uses a short CLIL text (city, country, continent, global issues) to introduce one grammar target, followed by brief digital game micro-practice (Wordwall, Quiz.zep.us, Baamboozle) to sustain attention; similar games may be assigned for home review. Period 2 guides students with sentence frames to write a 70–90 word theme summary, draft a short presentation script, and rehearse speaking. The sequence culminates in a three-panel Environmental Trifold Poster (Lampang–Thailand–World) and a group presentation. Using a one-group pre–post design, data include a 30-item grammar test administered via Google Forms on iPads, writing and speaking rubric scores, a brief SEL/GCED survey, engagement checklists, and game logs (accuracy, attempts, time). The session shares classroom evidence and ready-to-use materials for teachers seeking a practical, low-prep model.