Publications:

2020

–Deng, D., Seepho, S., and Lian, A.P. (2020). Preferential Admission Policies for Ethnic Minority Students in Yunnan: Help or Hindrance. International Journal of Learning, Teaching and Educational Research, 19(4), pp. 356-376.

2019

–Xie, G., Tajaroensuk, S. & Seepho, S. (2019). The Effectiveness of Work-based Reflective Model for In-service Tertiary Tourism English Teachers’ Professional Development. Suranaree Journal of Social Science 13 (1); January-June 2019 (73-88)

2017

–Wang, S., & Seepho, S. (2017). Facilitating. Chinese EFL Learners’ Critical Thinking Skills: The Contributions of Teaching Strategies. SAGE Open. 7(3): 1-9. doi:10.1177/2158244017734024

–Thao Q. T.& Seepho, S. (2017). Intercultural Language Education : Supportive Factors and Constraints on EFL Learners’ Intercultural Communicative Competence Development. Suranaree Journal of Social Science. 11(1): 1-28.

–Asmara, A., & Seepho, S. (2017). Duong, M. T. & Seepho, S. (2017). Implementing a Portfolio-based Learner Autonomy Development Model in an EFL Writing Course. Suranaree Journal of Social Science. 11(1): 29-46.

2016

–L2 Grammar Learning Strategies Used by High Good Verbal & Logical Intelligence Learners: EFL Indonesian University Students. The 1st International Conference on English Language Studies (ICELS), MahaSarakham, Thailand. 29-30 August 2016. p.1-27.

–Sheng, W. & Seepho, S. (2016). The Development of Critical Thinking in EFL Reading with Chinese Students: Reducing the Obstructive Effect of English Proficiency. Suranaree Journal of Social Science. 10(2). 33-51

–Thao, Q. T. & Seepho, S (2016). Intercultural Language Education: EFL Learners’ Perceptions toward Intercultural Language Communicative Teaching. Philippine ESL Journal. 16. 46-64.

— Tran, T. Q., & Seepho, S. (2016). The Development of an Intercultural Communicative Language Teaching Model for EFL Learners. Thai TESOL Journal, 29(1), 73-93.

–Thao, Q. T. & Seepho, S. (2016). EFL Learners’ Attitudes toward Intercultural Communicative Language Teaching and their Intercultural Communicative Competence Development. Journal of English Studies. 11. 1-40

–Tran, T. Q., & Seepho, S. (2016). An Intercultural Communicative Competence Model for EFL Learners. The 4th TESOL 2016: Teaching Methodologies and Learning Outcomes in Ho Chi Minh City (pp. 27-42). Ho Chi Minh City: Publishing House of Economics.

2015

–Duong, M. T. & Seepho, S. (2015). Constructing a Proposed Portfolio-based Learner Autonomy Development Model for EFL Learners.English for Specific Purposes World. 48 (16). 1-18

–Lan, Y. & Seepho, S. (2015). Problem-based Learning Materials Design for a Medical English Course. Theory and Practice in Language Studies. 5(7). 1346-1351.

–Newprasit, N. & Seepho, S. (2015). The Effects of a Project-based Learning Approach on the Improvement of English Language Skills. Journal of Applied Language Studies and Communication. 1(1). 16-51.

–Thao, Q. T. & Seepho, S. (2015). An Instructional Design Model for Intercultural Language Teaching: A Proposed Model Humanising Language Teaching Magazine for Teachers and Teacher Trainers. 17(1).

2013

–Meng, J., Tajaroensuk, S., & Seepho, S. (2013). Recommendations for Sustaining the In-service Professional Development of Tertiary EFL Teachers. Theory and Practice in Language Studies. 3(8). 1311-1321.

–Zhang, L. & Seepho, S. (2013). Metacognitive Strategy Use an Academic Reading Achievement: Insight from a Chinese Context. Electronic Journal of Foreign Language Teaching. 10(1). 54-69

–Meng, J., Tajaroensuk, S., & Seepho, S. (2013). The multilayered peer coaching model and the in-service professional development of tertiary EFL teachers. International Education Studies, 6(7) 18-31