The Study of Thai Pre-Service Teachers' Awareness of Gender Fair Language (GFL) in English Language Teaching
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| Title: | The Study of Thai Pre-Service Teachers' Awareness of Gender Fair Language (GFL) in English Language Teaching |
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| Language: | English |
| Authors: | Huan Chen |
| Source: | International Education Studies. 2025 18(5):124-134. |
| Availability: | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/ies |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Preservice Teachers, Knowledge Level, English (Second Language), Second Language Instruction, Gender Issues, Sex Fairness, Student Attitudes, Language Usage, Vocabulary, Form Classes (Languages) |
| Geographic Terms: | Thailand |
| ISSN: | 1913-9020 1913-9039 |
| Abstract: | This study explores Thai pre-service teachers' awareness of Gender-Fair Language (GFL) in English language teaching. Employing a mixed-methods approach, the research combines quantitative and qualitative data collection. A total of 106 pre-service teachers from faculties of education at various public universities in Thailand participated in the study. Data were gathered through an electronic questionnaire and semi-structured interviews. The results showed that most of the pre-service teachers had a positive attitude towards gender-fair language and this indicated their openness to use gender-fair language. The findings aim to shed light on participants' understanding and application of GFL, contributing to the discussion on inclusive language use in English language teaching. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1485133 |
| Database: | ERIC |
| Abstract: | This study explores Thai pre-service teachers' awareness of Gender-Fair Language (GFL) in English language teaching. Employing a mixed-methods approach, the research combines quantitative and qualitative data collection. A total of 106 pre-service teachers from faculties of education at various public universities in Thailand participated in the study. Data were gathered through an electronic questionnaire and semi-structured interviews. The results showed that most of the pre-service teachers had a positive attitude towards gender-fair language and this indicated their openness to use gender-fair language. The findings aim to shed light on participants' understanding and application of GFL, contributing to the discussion on inclusive language use in English language teaching. |
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| ISSN: | 1913-9020 1913-9039 |
