Asst. Prof. Dr. Budi Waluyo, FHEA
Lecturer and Researcher in Applied Linguistics, TESOL, and Education
Welcome! I am an experienced educator. I design and deliver engaging English language and educational courses for diverse learners.
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With 43 publications and a Scopus h-index of 11, my research focuses on Applied Linguistics/TESOL, Educational Technology, and International Education.
As a Fellow of the Higher Education Academy (FHEA), UK, and recipient of the Fulbright PhD Presidential Scholarship and IFP M.A. Ford Foundation, I am committed to excellence in teaching and learning.
Publications
2024
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Rofiah, N. L. & Waluyo. (2024). Effects of Gamified Grammar and Vocabulary Learning in an English course on EFL Students in Thailand. Teaching English with Technology,
24(2), 22–46. https://doi.org/10.56297/vaca6841/LRDX3699/DJJL1101
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Peungcharoenkun, T., & Waluyo, B. (2024). Writing pedagogy in higher education: The efficacy of mediating feedback with technology. Reading & Writing, 15(1), 12. https://doi.org/10.4102/rw.v15i1.487
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Peungcharoenkun, T., & Waluyo, B. (2024). Students’ affective engagements in peer feedback across offline and online English learning environments in Thai higher education. Asian-Pacific Journal of Second and Foreign Language Education, 9(1), 60. https://doi.org/10.1186/s40862-024-00286-w
Waluyo, B., Braga, A. A., & Arsyad, S. (2024) Affective Engagement with Teacher Feedback in Higher Education: A Qualitative Phenomenological Approach. Journal of Asia Tefl, 21(2), 463-494. https://shorturl.at/hWV8x
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Duangmanee, K., & Waluyo, B. (2024). Narrating Chinese Teaching and Learning in Culturally Local Thai Schools. Journal of Education Culture and Society, 15(1), 283-302. https://doi.org/10.15503/jecs2024.1.283.302
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Waluyo, B., & Apridayani, A. (2024). Better learning and practice with teacher corrective feedback in higher education: a lesson from Thailand. Learning: Research and Practice, 1-18. https://doi.org/10.1080/23735082.2024.2357552
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Waluyo, B. & Rofiah, N.L. (2024). The Likelihood of Cheating at Formative Vocabulary Tests: Before and During Online Remote Learning in English Courses. Journal of Language and Education, 10(1), 133-145. https://doi.org/10.17323/jle.2024.14037
Peungcharoenkun, T., & Waluyo, B. (2024). Understanding Migrant School-Aged Children’s Education in Public Schools Thailand: Teachers’ Perspectives and Classroom Narratives. SAGE Open, 14(2), 21582440241245379. https://doi.org/10.1177/21582440241245379
Waluyo, B., & Wangdi, T. (2024). Understanding the roles of video cameras in online English courses: A qualitative inquiry into students and foreign lecturers’ conceptions. E-Learning and Digital Media, 20427530241239396. https://doi.org/10.1177/20427530241239396
Waluyo, B., & Panmei, B. (2024). Students’ peer feedback engagements in online English courses facilitated by a social network in Thailand. JOTSE, 14(2), 306-323. https://doi.org/10.3926/jotse.2305
Arsyad, S., Waluyo, B., & Maisarah, I. (2024). Enhancing TOEFL Performance and Student Motivation through Integrated Flipped and Gamified Learning in Online Settings. Human Behavior and Emerging Technologies, 2024. https://doi.org/10.1155/2024/1054242
Waluyo, B., Zahabi, A., & Ruangsung, L. (2024). Language Assessment at a Thai University: A CEFR-Based Test of English Proficiency Development. REFLections, 31(1), 25–47. https://doi.org/10.61508/refl.v31i1.270418