抄録
Collaboration in English language education has been a crucial mechanism for improvement in language pedagogy across disciplines, research, and testing. Collaborative efforts in language education are undertaken to meet the needs of various stakeholders in this dynamic world, where technology plays an important and transformative role in multiple dimensions of language instruction (Ngoc & Barrot, 2022). It is established that English language education in the 21st century has constantly faced disruptions, such as the COVID-19 pandemic, the introduction of artificial intelligence (AI), and more importantly, the emergence of large language models (e.g., ChatGPT by Open AI, Amazon Titan, and Microsoft 365 Copilot) that have an inevitable impact on all involved parties in the language education system. In this paper, I reflect on collaborative work in the Thai English-as-aforeign- language (EFL) context, with a focus on collaboration in teaching across disciplinary studies, research, testing, and assessment. Empirical studies have also been cited to contextualize and illustrate each type of collaboration, highlighting their perceived significance, challenges, and possible future directions in similar contexts. The analyses have been drawn from the authors’ experiences as practitioners, course designers, material developers, assessors, educators, and administrators. Evidence-based suggestions will also be made based on the empirical study examples.
