Refereed Research Article [As of September 25, 2025]

1. Imsa-ard, P., & Lam, R. (under reivew). Teachers’ ethical orientations. [SCOPUS Q1]

2. Imsa-ard, P., & Barrot, J. (under review). Students’ self-efficacy. [SCOPUS Q1]

3. Imsa-ard, P. (under review). Extramural English (EE). [SCOPUS Q1]

4. Matyakhan, T., & Imsa-ard, P. (under review). Teacher agency. [SCOPUS Q1]

5. Imsa-ard, P. (accepted - in press). Learning-oriented assessment and L2 argumentative writing: effects on writing ability and academic resilience. Discover Education. [SCOPUS Q3]

6. 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 [SCOPUS Q1 top 15%]

7. 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  [SCOPUS Q2]

8. 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  [SCOPUS(Q1) Rank the 2nd; SSCI(Q1) Rank the 1st]

9. Kruawong, T. & Imsa-ard, P.* (2024). Investigating STEM secondary school teachers’ CLIL assessment practices in EFL contexts: The repertory grid technique. RELC Journal, 00336882241304123. https://doi.org/10.1177/00336882241304123  [SCOPUS Q1 top 2%; SSCI(Q1-96%); IF 3.6]

10. 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 [SCOPUS Q1; SCIE(Q1); IF 3.4]

11. 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  [SCOPUS Q1]

12. 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  [SCOPUS Q1; top 5%]

13. Imsa-ard, P. (2024). ‘I’m happy with my job, but …’: EFL teachers’ well-being and boreout. NIDA Journal of Language and Communication, 29(46), 23–45. [TCI Tier 1]

14. Thangthong, P., Phiromsombut, J., & Imsa-ard, P. (2024-accepted). Navigating AI writing assistance tools: Unveiling the insights of Thai EFL learners. THAITESOL Journal. [ERIC]

15. Ounwised, A., Rangpung, P., Pitaktum, K., & Imsa-ard, P.* (2024). Discovering the vibrant world of ‘out-of-class’ English learning through TikTok: Views from Thai EFL university students. Pasaa Paritat, 39, 146–170. [TCI Tier 2]

16. 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), 350-365. [SCOPUS Q1]

17. Imsa-ard, P. (2023). Thai EFL teachers' self-reported levels of intercultural communicative competence and intercultural sensitivity. Issues in Educational Research, 33(1), 71-90. [SCOPUS Q2]

18. Imsa-ard, P. & Tangkiengsirisin, S. (2023). Language assessment literacy: A preliminary survey of Thai EFL university lecturers’ language assessment knowledge, beliefs, and practices [Special Issue]. PASAA, 66(1), 37-80. [SCOPUS Q1]

19. Imsa-ard, P. & Tangkiengsirisin, S. (2023). Digitally-mediated Language Assessment Practice (D-LAP): Qualitative case studies of four Thai EFL university lecturers. REFLections, 30(2), 403–427. https://doi.org/10.61508/refl.v30i2.267222 [SCOPUS Q2]

20. Imsa-ard, P. & Phoocharoensil, S. (2022). “A Whole New World… Wait, Is It a Whole, Entire, or Total World?”: The extraction of collocations for the three English synonym discrimination. 3L: Language, Linguistics, Literature®, 28(2), 67-82. [SCOPUS Q1 top 5%]

21. Imsa-ard, P. & Soontornwipast, K. (2022). Enhancing lesson plan writing skills through Screencast-Assisted Written Feedback (SAWF): A study of Thai pre-service EFL teachers. The International Journal of Pedagogy and Curriculum, 29(1), 67-82. [SCOPUS Q4]

22. Imsa-ard, P. (2022). Reading better?: Enhancing Thai EFL secondary school students' reading comprehension abilities with the use of graphic organizers. English Language Teaching, 15(4), 1-13. [ERIC]

23. Prongkitsanuluck, N., Adipat, S., & Imsa-ard, P. (2022). The development of vocabulary acquisition for Thai kindergarteners through digital storytelling (DST). Journal of Roi Kaensarn Academi, 7(7), 149-160. [TCI 1]

24. Imsa-ard, P. (2021). Choices of teaching practices: Does the English test in the national examination cause the teachers to teach to the test? TESOL International Journal, 16(5), 56-86. [SCOPUS Q1]

25. Imsa-ard, P., Wichamuk, P., & Chuanchom, C. (2021). Muffled voices from Thai pre-service teachers: Challenges and difficulties during teaching practicum. Shanlax International Journal of Education, 9(3), 246-260. [ERIC]

26. Imsa-ard, P. (2021). A corpus-based study of English synonymous verbs:  Concentrate, emphasize, and focus. NIDA Journal of Language and Communication, 26(40), 22-40. [TCI 1]

27. Imsa-ard, P. (2021). Genre analysis of research article abstracts in language education and acquisition research. KKU International Journal of Humanities and Social Sciences, 11(2), 74-98. [TCI 2]

28. Imsa-ard, P. (2020). Motivation and attitudes towards English language learning in Thailand: A large-scale survey. REFLections, 27(2), 140-161. [SCOPUS Q2, ERIC]

29. Imsa-ard, P. (2020). Voices from Thai EFL teachers: Perceptions and beliefs towards the national examination in Thailand. LEARN Journal: Language Education and Research Network, 13(2), 269-287. [SCOPUS Q3, ERIC]

30. Imsa-ard, P. (2020). Thai university students’ perceptions towards the abrupt transition to ‘forced’ online learning in the COVID-19 situation. Journal of Education Khon Kaen University, 43(3), 30-44. [TCI Tier 2]

Refereed Academic Article

1. Imsa-ard, P. (2025). Reframing subjectivity and construct elicitation: Applying the repertory grid technique in applied linguistics research. Research Methods in Applied Linguistics, 4(3), 100261. https://doi.org/10.1016/j.rmal.2025.100261 [SCOPUS Q1 top 2%]

2. 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(1), 440–468. [SCOPUS Q2]

3. Imsa-ard, P. (2020). Potential guidelines for implementing performance-based assessment for Thai EFL secondary school teachers. NIDA Journal of Language and Communication, 25(38), 30-42. [TCI 2]

4. Imsa-ard, P. (2020). Being an effective writing teacher: Understanding writing theories behind the product, process, and genre approaches. International Journal of Linguistics and Translation Studies, 1(2), 35-47. [International]

5. Imsa-ard, P. (2019). TOEIC Reading section: The evaluation of the four cardinal criteria for testing a test. NIDA Journal of Language and Communication, 24(36), 91-110. [TCI Tier 1]

Book Chapter

1. Imsa-ard, P. & Jimarkorn, P. (2024). Let’s look back to what I did: Promoting reflective practice in ELT in the Thai context. In A. Cirocki, A. Gao, & M. Wyatt (Eds.), Developing reflective ELT practitioners through teacher education: Insights from Asian contexts. Springer.

Conference Papers

1. Iamsirirak, E. & Imsa-ard, P. (2022). Do I know as much as I think I know?: The effect of the test on Thai EFL undergraduate students’ perceived grammatical knowledge [Paper presentation]. 22nd SEAAIR Annual Conference, Seoul, South Korea. [International Conference]

2. Imsa-ard, P. & Iamsirirak, E. (2022). ‘I wish to know about my teaching’: Thai pre-service EFL teachers’ expectations to learn from their supervisors. In E. Sungtong & W. Maitreephun (Eds.), Proceedings of the International and National Teacher Education Conference (INTEC 2022) (pp. 98-108). The consortium of Education Deans of Thailand. [International Conference]