How active is ‘active’? Overcoming Misconceptions and Optimizing Pedagogical Practices of Active Learning in EFL Classrooms
2
Issued Date
2025-05-01
Resource Type
ISSN
15135934
eISSN
26511479
Scopus ID
2-s2.0-105008915546
Journal Title
Reflections
Volume
32
Issue
1
Start Page
595
End Page
612
Rights Holder(s)
SCOPUS
Bibliographic Citation
Reflections Vol.32 No.1 (2025) , 595-612
Suggested Citation
Lu B.D., Watanapokakul S. How active is ‘active’? Overcoming Misconceptions and Optimizing Pedagogical Practices of Active Learning in EFL Classrooms. Reflections Vol.32 No.1 (2025) , 595-612. 612. doi:10.61508/refl.v32i1.280462 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/111053
Title
How active is ‘active’? Overcoming Misconceptions and Optimizing Pedagogical Practices of Active Learning in EFL Classrooms
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Author's Affiliation
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Abstract
Active Learning (AL) has emerged as a promising pedagogical alternative to traditional passive learning across various educational fields, including English as a Foreign Language (EFL) instruction. Despite its increasing adoption, discrepancies and misconceptions persist in its implementation within EFL contexts. This review article first delineates the core principles of AL as recognised in contemporary educational literature. It then addresses prevalent misunderstandings that hinder effective practice. In response, the paper proposes an updated, comprehensive framework tailored to EFL classrooms, with practical recommendations for instructional design, activity integration, and the strategic use of educational technologies, including generative artificial intelligence (GenAI). Finally, it outlines key criteria for evaluating the effectiveness of AL, focusing on student achievement, attitudes, and engagement.