Dr. Phornrat Tiranant is Director of the Thai Programme at the School of Modern Languages and Cultures, Faculty of Arts, The University of Hong Kong. She specialises in Thai as a foreign language, with particular interests in foreign language acquisition, curriculum development, and innovative approaches to language teaching and learning.

Dr. Tiranant holds a PhD in Curriculum and Instruction from Chulalongkorn University. Prior to joining the University of Hong Kong, she has extensive experience teaching Thai as a foreign language at universities in Thailand and Japan. Her contributions to language teaching and learning have been recognised through teaching awards received in 2019 and 2021.

Dr. Tiranant contributes to the advancement of Thai language and cultural education in Hong Kong and the Greater Bay Area through academic collaboration, community engagement, and language education initiatives. She works with academic institutions and Thai community organisations to broaden opportunities for Thai language learning and cultural exchange. Her work also includes the establishment of the Thai Language Proficiency Test for non-native speakers in Hong Kong, providing learners of Thai with greater opportunities to develop and formally demonstrate their Thai language proficiency.

Selected Research Publications

Journal Articles

Human-AI feedback ecologies in L2 writing: A Q-methodological study of evaluation, positioning, and regulation. Computers and Composition, 81, 103026 (2026).

AI-driven chatbots in second language education: A systematic review of their efficacy and pedagogical implications. Ampersand, 14, 100224 (2025).

Designing chatbots in language classrooms: An empirical investigation from user learning experience. Smart Learning Environments, 11(1), 1–25 (2024).

Exploring factors affecting communication in three-dimensional virtual worlds for second language learning: Development and validation of a scale. International Journal of Information and Learning Technology, 41(1), 86–98 (2024).

Preferences for oral corrective feedback: Are language proficiency, first language, foreign language classroom anxiety, and enjoyment involved? Journal of Language and Education, 9(1), 172–184 (2023).

Enhancing L2 speaking proficiency through collaborative tasks in RILCA World: The case of East Asian learners. Asian-Pacific Journal of Second and Foreign Language Education, 8(1), 1–22 (2023).

Beliefs about native-speaking teachers in grammar and pronunciation instruction: Views and voices from second language learners. International Journal of Language Studies, 16(1), 45–72 (2022).

Development of a Thai business-oriented reading curriculum using a standards-based education approach for foreigners. Journal of Education Studies, Chulalongkorn University, 47(1), 263–279 (2019).

Book Chapter

AI-driven corrective feedback for low-proficiency learners: A study on writing skill development. In Learning Technology for Education Challenges (pp. 3–20). Springer (2025).