Publication: Unlocking Tourism Potential: Enhancing English through an E-book in Thailand's Remote Areas
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Issued Date
2025-12-01
Resource Type
ISSN
01285157
eISSN
25502247
Scopus ID
2-s2.0-105025034516
Journal Title
3l Language Linguistics Literature
Volume
31
Issue
4
Start Page
200
End Page
216
Rights Holder(s)
SCOPUS
Bibliographic Citation
3l Language Linguistics Literature Vol.31 No.4 (2025) , 200-216
Suggested Citation
Behr N.S., Wongthai N. Unlocking Tourism Potential: Enhancing English through an E-book in Thailand's Remote Areas. 3l Language Linguistics Literature Vol.31 No.4 (2025) , 200-216. 216. doi:10.17576/3L-2025-3104-14 Retrieved from: https://hdl.handle.net/20.500.14740/54989
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Abstract
Thai EFL learners in remote areas often face challenges due to limited resources and opportunities, which possibly result in low English proficiency. However, there has not been extensive research in these contexts. Enhancing their English skills may be boosted by a simple supplement, such as an e-book. This study examines the effectiveness of an e-book that draws on Krashen’s Input Hypothesis (i+1) and Communicative Language Teaching (CLT) principles, incorporating meaning-focused tasks. Meanwhile, Gardner’s socio-educational model provides a framework for learner motivation. Fifty participants were trained to use the e-book and divided into two groups: a regularly monitored group (Group A) and an independent study group (Group B). Pre-, Dur-, and Post-tests were statistically analysed at p < .05, complemented by post-stage interviews. Results revealed significant improvements in English proficiency and motivation. Group A outperformed Group B with mean scores of 78.32 versus 72.16 (p = .04, η² = .11). While instrumental motivation increased notably in Group A, Group B showed stronger integrative motivation. Interviews highlighted limitations of close monitoring in fostering autonomy. Moreover, the integration of tourism-related vocabulary expanded learners’ career perspectives. The potential of e-books enhances English learning in underserved areas by highlighting the role of self-directed learning and digital tools in reducing educational inequality, which aligns with Sustainable Development Goal 4 (SDG4). These insights also offer implications for educators, policymakers, and the tourism sector, encouraging the development of English competencies and career opportunities in remote areas.