รศ.ดร.ปริวรรต อิ่มสอาด

Matyakhan, T., Chusanachoti, R., & Imsa-ard, P. (2025). Rethinking oral communication materials: Learner-informed coursebook design in EFL higher education contexts. International Journal of TESOL Studies, 7(3), 167–179. https://doi.org/10.58304/ijts.250825

Imsa-ard, P. (2025). The L2 psychology constructs and L2 willingness to communicate of L2 learners in a context of low exposure to English. rEFLections, 32(1), 269–294. https://doi.org/10.61508/refl.v32i1.275575

Imsa-ard, P., & Barrot, J. S. (2024). Combining multimodal technology-mediated and peer feedback: effects on second language (L2) learners' complexity, accuracy, and fluency (CAF) in writing. Computer Assisted Language Learning, 1–39. https://doi.org/10.1080/09588221.2024.2443770

Kruawong, T. & Imsa-ard, P. (2024). Investigating STEM secondary school teachers' CLIL assessment practices in EFL contexts: The repertory grid technique. RELC Journal. https://doi.org/10.1177/00336882241304123

Imsa-ard, P. (2024). "It felt like we were trying to get through the class …": Insights on learners' FL boredom from Q methodology. Heliyon, 10(23), e40578. https://doi.org/10.1016/j.heliyon.2024.e40578.

Imsa-ard, P. (2024). It's the mind that matters: A factor analysis of L2 positive psychology constructs in limited English exposure language learning. LEARN Journal: Language Education and Acquisition Research Network, 17(2), 419–446. https://so04.tci-thaijo.org/index.php/LEARN/article/view/274112

Attachoo, B., & Imsa-ard, P. (2024). Illuminating inclusive pedagogy in Thai EFL classrooms: Critical perspectives and practices in higher education. 3L: Language, Linguistics, Literature — The Southeast Asian Journal of English Language Studies, 30(3), 229–245. http://doi.org/10.17576/3L-2024-3003-16

Cirocki, A., & Imsa-ard, P. (2024). Integrating reflective practice into undergraduate teacher education programmes in ELT: A no-lose deal for Thai universities. PASAA, 68, 440–468.

Imsa-ard, P. & Jimarkon, P. (2024). Let's look back to what I did: Promoting reflective practice in ELT in Thailand. In A. Cirocki, M. Wyatt, & X. Gao (Eds.), Developing reflective ELT practitioners through teacher education: Insights from Asia (pp. 177–202). Springer. https://doi.org/10.1007/978-981-97-2685-1_8

Chuanchom, C., Wichamuk, P., & Imsa-ard, P. (2024). Exploring the impact of e-portfolio reflections on learning efficiency and cognitive loads among Thai undergraduate students. World Journal of English Language, 14(4), 350–350. https://doi.org/10.5430/wjel.v14n4p350