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
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
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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
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2023
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Rofiah, N. L., Sha’ar, M. Y. M. A., & Waluyo, B. (2023). The efficacy of integrating Padlet-mediated feedback into writing lessons: A case of low-proficiency students. The JALT CALL Journal, 19(3), 317-343. https://doi.org/10.29140/jaltcall.v19n3.1150
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Peungcharoenkun, T., & Waluyo, B. (2023). Implementing process-genre approach, feedback, and technology in L2 writing in higher education. Asian-Pacific Journal of Second and Foreign Language Education, 8(1), 34. https://doi.org/10.1186/s40862-023-00211-7
Waluyo, B., Phanrangsee, S., & Whanchit, W. (2023). Gamified grammar learning in online English courses in Thai higher education. Online Journal of Communication and Media Technologies, 13(4), e202354. https://doi.org/10.30935/ojcmt/13752
Waluyo, B., & Tran, H. M. (2023). Implementing gamified vocabulary learning in asynchronous mode. TEFLIN Journal, 34(1), 136-156. https://doi.org/10.15639/teflinjournal.v34i1/136-156
Apridayani, A., Han, W., & Waluyo, B. (2023). Understanding students’ self-regulated learning and anxiety in online English courses in higher education. Heliyon, e17469. https://doi.org/10.1016/j.heliyon.2023.e17469
Bakoko, R., Waluyo, B., & Songkhai, K. (2023). Learners’ attitudes and perspectives towards English pronunciation abilities with different religious backgrounds in Thailand. Studies in English Language and Education, 10(2), 943-961. https://doi.org/10.24815/siele.v10i2.27524
Silviyanti, T. M., Waluyo, B., & Alya, A. R. (2023). Pedagogical strategies for increasing students' English use in bilingual education: A linguistic ethnography case study. International Journal of Language Studies, 17(2), 99-122. https://drive.google.com/file/d/1vXoO60ACAAtD-I0D3bI9i5yAyBD-YSWU/view
Pratiwi, D. I., & Waluyo, B. (2023). Autonomous learning and the use of digital technologies in online English classrooms in higher education. Contemporary Educational Technology, 15(2), ep423. https://doi.org/10.30935/cedtech/13094
Waluyo, B., Apridayani, A., & Arsyad, S. (2023). Using Writeabout as a Tool for Online Writing and Feedback. TESL-EJ, 26(4), 1-18. DOI: https://doi.org/10.55593/ej.26104int
Waluyo, B. & Wangdi, T. (2023). Reasons and Impacts of Camera On and Off during Synchronous Online English Teaching and Learning: Insights from Thai EFL Context. CALL-EJ, 24(1), 178-197. Link: http://callej.org/journal/24-1/Waluyo-Wangdi2023.pdf
Duangmanee, K., & Waluyo, B. (2023). Active Learning and Professional Development: A Case of Thai Chinese Teachers. Social Sciences, 12(1), 38. DOI: https://doi.org/10.3390/socsci12010038
Panmei, B., & Waluyo, B. (2023). The Pedagogical Use of Gamification in English Vocabulary Training and Learning in Higher Education. Education Sciences, 13(1), 24. DOI: https://doi.org/10.3390/educsci13010024
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Kusuma, I., & Waluyo, B. (2023). Enacting E-portfolios in Online English-Speaking Courses: Speaking Performance and Self-efficacy. Iranian Journal of Language Teaching Research, 11(1), 75-95. DOI: 10.30466/ijltr.2023.121273
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2022
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Apridayani, A., & Waluyo, B. (2022). Antecedents and effects of students’ enjoyment and boredom in synchronous online English courses. Journal of Multilingual and Multicultural Development, 1-16. https://doi.org/10.1080/01434632.2022.2152457
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Waluyo, B., Min, F., & Castillo, V. V. (2022). Teaching English online in higher education: Understanding the social climate of online academic English courses. Australasian Journal of Educational Technology, 38(6), 91-106. DOI: https://doi.org/10.14742/ajet.7978
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Apridayani, A., & Waluyo, B. (2022). Antecedents and effects of students’ enjoyment and boredom in synchronous online English courses. Journal of Multilingual and Multicultural Development, Nov 2022, 1-16. DOI: https://doi.org/10.1080/01434632.2022.2152457
Rofiah, N. L., & Aba, S. A. MYM, & Waluyo, B. (2022). Digital divide and factors affecting English synchronous learning during covid-19 in Thailand. International Journal of Instruction, 15(1), 633-652. DOI: https://doi.org/10.29333/iji.2022.15136a
Pratiwi, D. I., & Waluyo, B. (2022). Integrating Task-And Game-Based Learning into an Online TOEFL Preparation Course During Covid-19 Outbreak. Malaysian Journal of Learning and Instruction, 19(2), 37-67. DOI: https://doi.org/10.32890/mjli2022.19.2.2
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Maretha, A. L., & Waluyo, B. (2022). Profiles, Differences, and Roles of Learners' Agency in English Learning in Thailand. International Journal of Instruction, 15(2), 543-564. DOI: https://doi.org/10.29333/iji.2022.15230a
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Waluyo, B., & Bakoko, R. (2022). Effects of affective variables and willingness to communicate on students’ English-speaking performance in Thailand. Studies in English Language and Education, 9(1), 45-61. DOI: https://doi.org/10.24815/siele.v9i1.21090
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2021
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Waluyo, B., & Bucol, J. L. (2021). The impact of gamified vocabulary learning using Quizlet on low-proficiency students. Computer Assisted Language Learning Electronic Journal, 22(1), 164-185. Link: http://callej.org/journal/22-1/Waluyo-Bucol2021.pdf
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BOOK REVIEW: Mobile Assisted Language Learning: Concepts, Contexts, and Challenges, Glenn Stockwell, CAMBRIDGE University Press, New York (2021). DOI: https://doi.org/10.1016/j.system.2022.102818
Panmei, B., & Waluyo, B. (2021). Writing Classes with Writeabout. com: Learning Mode, Feedback, and Collaboration. Studies in Self-Access Learning Journal, 12(4), 1-7. DOI: https://doi.org/10.37237/120406
Bakoko, R. & Waluyo, B. (2021). Learning Reading through Current News Events: Newsela.com. TESL-EJ, 25(3), 1-6. Link: https://tesl-ej.org/wordpress/issues/volume25/ej99x/ej99m1/
Waluyo, B., & Bakoko, R. (2021). Vocabulary list learning supported by gamification: Classroom action research using quizlet. Journal of Asia TEFL, 18(1), 289-299. DOI: http://dx.doi.org/10.18823/asiatefl.2021.18.1.20.289
Waluyo, B., & Apridayani, A. (2021). Teachers' beliefs and classroom practices on the use of video in English language teaching. Studies in English Language and Education, 8(2), 726-744. DOI: https://doi.org/10.24815/siele.v8i2.19214
Waluyo, B., & Tuan, D. T. (2021). Understanding Help-Seeking Avoidance among EFL Students and the Social Climate of EFL Classrooms in Thailand. The Journal of AsiaTEFL, 18(3), 800-815. DOI: http://dx.doi.org/10.18823/asiatefl.2021.18.3.4.800
Waluyo, B., & Panmei, B. (2021). English Proficiency and Academic Achievement: Can Students' Grades in English Courses Predict Their Academic Achievement?. MEXTESOL Journal, 45(4), 1-10. Link: http://www.mextesol.net/journal/index.php?page=journal&id_article=26510
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Waluyo, B., & Rofiah, N. L. (2021). Developing Students' English Oral Presentation Skills: Do Self-Confidence, Teacher Feedback, and English Proficiency Matter?. MEXTESOL Journal, 45(3), 1-17. Link: http://www.mextesol.net/journal/public/files/60ac7488f607be8ee55939f96939ad31.pdf
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Waluyo, B., & Bakoko, R. (2021). Academic Vocabulary Used by High School Students in Essays and Its Relation to English Proficiency. 3L: Southeast Asian Journal of English Language Studies, 27(4), 157-172. DOI: http://doi.org/10.17576/3L-2021-2704-12
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Tran, H. M., & Waluyo, B. (2021). Receptive Knowledge of Nouns and Collocations and the Impact on English Skill Performances. GEMA Online Journal of Language Studies, 21(1), 124-147. DOI: http://doi.org/10.17576/gema-2021-2101-08
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2020
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Rofiah, N. L., & Waluyo, B. (2020). Using Socrative for vocabulary tests: Thai EFL learner acceptance and perceived risk of cheating. Journal of Asia TEFL, 17(3), 966. DOI: http://dx.doi.org/10.18823/asiatefl.2020.17.3.14.966
Waluyo, B. (2020). Thai EFL learners’ WTC in English: Effects of ICT support, learning orientation, and cultural perception. Humanities, Arts and Social Sciences Studies (FORMER NAME SILPAKORN UNIVERSITY JOURNAL OF SOCIAL SCIENCES, HUMANITIES, AND ARTS), 477-514. DOI: https://doi.org/10.14456/hasss.2020.18
Waluyo, B. (2020). Learning Outcomes of a General English Course Implementing Multiple E-learning Technologies and Active Learning Concepts. Journal of Asia TEFL, 17(1), 160-181. DOI: http://dx.doi.org/10.18823/asiatefl.2020.17.1.10.160
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2019
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Waluyo, B. (2019). Task-Based Language Teaching and Theme-Based Role-Play: Developing EFL Learners’ Communicative Competence. Electronic Journal of Foreign Language Teaching, 16(1), 153-168. Link: https://e-flt.nus.edu.sg/wp-content/uploads/2020/09/waluyo.pdf
Waluyo, B., Eng, S., & Wiseman, A. W. (2019). Examining a model of scholarship for social justice. Research in Comparative and International Education, 14(2), 272-293. DOI: https://doi.org/10.1177/1745499919846013