| Between Constraint and Resistance: Negotiating Queer Literature for an Inclusive Curriculum in Philippine English Classrooms | Geraldine S. Wakat, Joselita M. Ferrer, Joselito T. Kitongan, Mark B. Ulla, Nikky S. Garo, Wei Chi | 2026 | 0 |
| Translanguaging for social justice in Thailand’s language classrooms: a classroom ethnography | Napapat Thongwichit, Mark Bedoya Ulla, Jayson Parba | 2026 | 3 |
| Decolonizing higher education institutions’ language curriculum: A collaborative autoethnography | Mark Bedoya Ulla, Stephenie Ong Busbus, William F. Perales, Hazel Hinay Montederamos, Jeng Jeng Mandolado Bolintao | 2026 | 0 |
| Moving toward inclusion: a systematic review of dance as an educational intervention for learners with visual impairments | Mark B. Ulla, Sheila Marie C. Magat, Teresita D. Ignacio | 2026 | 0 |
| Philippine University Academics in the Internationalization of Higher Education Institutions (HEIs): A Decolonizing Perspective | Mark Bedoya Ulla, Stephenie Ong Busbus, Jeng Jeng Mandolado Bolintao | 2025 | 2 |
| ROOTS AND ROUTES: THE TEACHING AND RESEARCH NEXUS IN ENGLISH LANGUAGE EDUCATION FROM AN ECOLOGICAL PERSPECTIVE | Jeng jeng M. Bolintao, Geraldine S. Wakat, Mark B. Ulla, Veronico N. Tarrayo | 2025 | 0 |
| Developing, Negotiating, and Articulating Identities: An Autoethnographic Study of a Filipino English Language Teacher in Thailand | Mark B. Ulla, Lucas Kohnke | 2025 | 0 |
| Persuasion, proclamation, and power: the role of language and rhetoric in sermon delivery | Amabel C. Palangyos, Mark B. Ulla | 2025 | 0 |
| Examining gender-fair language (GFL) use in Thai language classrooms: towards equity in language pedagogy | Regina Gano, Joselito Gutierrez, Ethel Jovy Wacas, Mark Ulla | 2025 | 1 |
| Understanding ‘learning to teach’ through the experiences of Filipino teachers working while pursuing graduate studies in Thailand | Mark B. Ulla, Henry E. Lemana, Alvin E. Bersamin | 2025 | 1 |
| Philippine Hybrid Hokkien (PHH): Its ecology and pedagogical usage among Filipino Chinese communities | Luo Yang, Felina P. Espique, Mark B. Ulla | 2025 | 0 |
| Vietnam: Inequality Between Native English-Speaking and Non-native English-Speaking Teachers in EMI Courses: A Myth or a Sensitive Reality? | Quang Nhat Nguyen, Mark Bedoya Ulla, Hien Nguyen Thi Thu | 2025 | 0 |
| Mapping the ethnolinguistic vitality of the Subanen language: socio-economic influences on language attitudes and sustainability | Rovy M. Banguis, Norhanie S. Domato-Macarao, Mark B. Ulla, Fatima T. Evangelista, Janice B. Manlangit | 2025 | 2 |
| Language teachers’ awareness of their accents at a Thai university: Global Englishes (GE) in English language teaching (ELT) | Freda Bacuso Paulino, Mark Bedoya Ulla, William F. Perales | 2025 | 1 |
| Navigating linguistic diversity toward ELF-informed pedagogy: Filipino teachers’ perceptions of their accent | Geraldine S. Wakat, Wendy Eustaquio, Mark Bedoya Ulla, Ethel Jovy Wacas | 2025 | 1 |
| Technology in EFL contextual teaching and learning: Teachers’ practices and perspectives in a Thai university | William Perales, Mark Bedoya Ulla | 2025 | 0 |
| Queer Pedagogy in TESOL: Teachers’ Perspectives and Practices in Thai ELT Classrooms | Mark B. Ulla, Joshua M. Paiz | 2025 | 17 |
| Queer teachers' agency in language education: Shaping inclusive and equitable learning environments | Mark Bedoya Ulla | 2025 | 0 |
| Living, Teaching, and Belonging: How Shared Experiences Shape the Identity of Filipino Teachers in Thailand | John N. Ponsaran, Jan Justin C. Rodriguez, Ma Fatima B. Bacala, Mark B. Ulla, William F. Perales | 2025 | 1 |
| Translanguaging Pedagogy in Thailand’s English Medium of Instruction Classrooms: Teachers’ Perspectives and Practices | Napapat Thongwichit, Mark Bedoya Ulla | 2024 | 13 |
| Challenging the raciolinguistic inequality in English education in Thailand: the macro, meso, and micro perspectives | Pavirasa Praditsorn, Mark Bedoya Ulla, Jeng Jeng Mandolado Bolintao | 2024 | 3 |
| Embracing generative artificial intelligence: The perspectives of English instructors in Thai higher education institutions | Mark B. Ulla, Lucas Kohnke | 2024 | 6 |
| Exploring Early-Career EFL Teachers’ Engagement in Professional Learning: Teaching Beliefs and Professional Values | Mark B. Ulla | 2024 | 8 |
| Exploring Social Presence through Group Collaboration in Blended Learning | Alvin Espiritu Bersamin, Aree Saripa, Korawan Suebsom, Mark Bedoya Ulla | 2024 | 3 |
| ‘What’s the word? That’s the word!’: linguistic features of Filipino queer language | Jonathan Marcos Macaraeg, Mark Bedoya Ulla, Renz E. Ferrera | 2024 | 3 |
| How can GenAI foster an inclusive language classroom? A critical language pedagogy perspective from Philippine university teachers | Harriette Mae A. Mercullo, Christine Dawn S. Mombay, Mark Bedoya Ulla, Joseph P. Nacionales, Antonia D. Entino-Señorita, Ma Jenny C. Advincula | 2024 | 22 |
| Examining the rhetorical landscape of political campaign slogans in the Philippines: a rhetorical-semantic analysis | Rexon H. Gaston, Mark B. Ulla, Jinky V. Mangad | 2024 | 2 |
| Unveiling the TikTok Teacher: The Construction of Teacher Identity in the Digital Spotlight | Mark B. Ulla, Henry E. Lemana, Lucas Kohnke | 2024 | 5 |
| ‘Becoming and being online EFL teachers’: Teachers' professional identity in online pedagogy | Mark B. Ulla, William F. Perales, Veronico N. Tarrayo | 2024 | 4 |
| Towards a more equitable ELT practice: Practicing queer inquiry in Thailand's university language classrooms | Mark B. Ulla, Joshua M. Paiz | 2024 | 6 |
| Blended Learning and its Impact on English Reading Comprehension among Thai Vocational Students | Alvin Espiritu Bersamin, Aree Saripa, Korawan Suebsom, Mark Bedoya Ulla, Henry E. Lemana | 2024 | 2 |
| Generative Artificial Intelligence (AI) Applications in TESOL: Opportunities, Issues, and Perspectives | Mark Feng Teng, Mark Bedoya Ulla | 2024 | 5 |
| TikTok for language teachers: Affordances of TikTok on teachers' identity and emotional vulnerability | Mark B. Ulla, Henry E. Lemana, Lucas Kohnke | 2024 | 1 |
| Narratives of taking part: International faculty in the internationalization of curriculum in Thai higher education | Karen Joy B. Talidong, Judiel B. Milan, Mark B. Ulla, Henry E. Lemana | 2024 | 7 |
| Content and language integrated learning (CLIL): Experiences and challenges of English preparatory school graduates in a Cambodian international university | Marivic Cruz Gallego, Jonathan Marcos Macaraeg, Mark Bedoya Ulla, Renz E. Ferrera | 2024 | 1 |
| Transnational research experiences: Global perspectives in educational research | Mark Bedoya Ulla | 2024 | 3 |
| Editorial: Digital learning innovations in education in response to the COVID-19 pandemic | Mark Bedoya Ulla, Haoran Xie, Lucas Kohnke | 2023 | 0 |
| Of tongues and ties: Surfacing inclusive strategies in linguistically diverse classrooms | Geraldine S. Wakat, Mark B. Ulla, Freda B. Paulino, Sherene T. Cagaoan | 2023 | 3 |
| Editorial: The roles of social media in education: affective, behavioral, and cognitive dimensions | Hung Phu Bui, Mark Bedoya Ulla, Veronico N. Tarrayo, Chien Thang Pham | 2023 | 7 |
| ChatGPT in Language Education: How To Use It Ethically? | Mark Bedoya Ulla, Stephenie Ong Busbus, William Franco Perales | 2023 | 6 |
| Labor Migration and Queer Sexuality Exploration: A Narrative Inquiry of Filipino Queer Teachers in Thailand | Elena E. Pernia, Mark B. Ulla | 2023 | 4 |
| Queer intercultural communication in migration: Perspectives and future directions | Mark B. Ulla | 2022 | 1 |
| TESOL Teachers’ Professional Identity Construction in Emergency Remote Teaching in Thailand | Junifer L. Bucol, Mark B. Ulla | 2022 | 2 |
| Exploring the concept of pedagogical resilience during the COVID-19 pandemic: Teachers’ perspectives from Thailand and the Philippines | Francis Balazon, Thinley Wangdi, Mark Bedoya Ulla, Pavirasa Praditson, Celso G. Zara, William Franco Perales | 2022 | 6 |
| Supporting Online Language Teaching: The Use of Zoom and Facebook (Zoom-booking) | Pavirasa Praditsorn, Mark B. Ulla | 2022 | 3 |
| Hybrid Teaching and the Hybridization of Education: Thai University Teachers’ Perspectives, Practices, Challenges | Felina P. Espique, Mark B. Ulla | 2022 | 13 |
| Queering the labor migration: Highly-skilled Filipino gay men as labor migrants in Bangkok, Thailand | Elena E. Pernia, Mark B. Ulla | 2022 | 10 |
| Writing for Higher Education Academy Fellowship Towards Professionalization of Teaching: Perspectives from University Teachers in Thailand | Mark B. Ulla | 2022 | 6 |
| English language curriculum reform strategies: The impact of EMI on students' language proficiency | Pongsathorn Dechatiwongse Na Ayuthaya, Junifer L. Bucol, Mark B. Ulla | 2022 | 16 |
| Teaching on facebook in a university in thailand during the covid-19 pandemic: A collaborative autoethnographic study | Jesthony S. Achivar, Mark B. Ulla | 2021 | 6 |
| Facebook as an integrated online learning support application during the COVID19 pandemic: Thai university students’ experiences and perspectives | Mark B. Ulla, William F. Perales | 2021 | 53 |
| Does Thai English exist? Voices from English language teachers in two Thai universities | Panya Lekwilai, Mark B. Ulla, Veronico N. Tarrayo | 2021 | 11 |
| Doctoral academics’ roles in philippine higher education institutions: Insights from a qualitative study | Mark B. Ulla, William F. Perales, Rudolf T. Vecaldo, Veronico N. Tarrayo | 2021 | 4 |
| Exploring asean teachers’ practices and perceived benefits on the use of web applications in elt classrooms | Mark B. Ulla, William F. Perales, Veronico N. Tarrayo | 2021 | 6 |
| Classroom teaching or academic publishing? An investigation of Philippine doctoral academics’ beliefs | Mark B. Ulla, Veronico N. Tarrayo | 2021 | 9 |
| Exploring the Gender Perspective in English Language Teaching (ELT): Voices from ELT Practitioners in Philippine Higher Education Institutions | Rafaella R. Potestades, Mark B. Ulla, Veronico N. Tarrayo | 2021 | 20 |
| Perceptions toward Thai English: A study of university English language teachers in Thailand | Panya Lekwilai, Mark B. Ulla, Veronico N. Tarrayo | 2021 | 20 |
| Developing an English Language Teaching Textbook in a Thai University: Classroom Language Teachers as Writers | Mark B. Ulla, William F. Perales | 2021 | 22 |
| Filipinos as EFL Teachers in Bangkok, Thailand: Implications for Language Education Policy in the ASEAN Region | Mark B. Ulla | 2021 | 32 |
| Understanding the social media news consumption among filipinos as transnational-migrants in Thailand | Mark Ulla | 2021 | 4 |
| Emergency remote teaching during covid19: The role of teachers’ online community of practice (cop) in times of crisis | Mark B. Ulla, William F. Perales | 2021 | 40 |
| Employing group work for task performances in a task-based learning classroom: Evidence from a University in Thailand | Mark B. Ulla, William F. Perales | 2021 | 5 |
| Students’ speaking motivation and their perspectives on a task-based language classroom: Pedagogical implications | Mark Bedoya Ulla | 2020 | 9 |
| Integrating internet-based applications in english language teaching: Teacher practices in a thai university | Mark B. Ulla, William F. Perales, Veronico N. Tarrayo | 2020 | 38 |
| The adoption of Facebook as a virtual class whiteboard: Promoting EFL students’ engagement in language tasks | Mark B. Ulla, William F. Perales | 2020 | 15 |
| Western-published ELT textbooks: Teacher perceptions and use in Thai classrooms | Mark B. Ulla | 2019 | 21 |
| Examining university teachers’ writing errors in the Philippines: Implications for teacher qualifications | Mark Bedoya Ulla | 2019 | 0 |
| From writing to presenting and publishing research articles: Experiences of philippine education faculty-researchers | Rudolf Vecaldo, Jay Emmanuel Asuncion, Mark Ulla | 2019 | 9 |
| Benefits and challenges of doing research: Experiences from Philippine public school teachers | Mark B. Ulla | 2018 | 33 |
| In-service teacher training program in Thailand: Teachers’ beliefs, needs, and challenges | Duangkamon Winitkun, Mark B. Ulla | 2018 | 10 |
| In-service Teachers' Training: The case of university teachers in Yangon, Myanmar | Mark B. Ulla | 2018 | 14 |
| Teacher training in Myanmar: Teachers' perceptions and implications | Mark B. Ulla | 2017 | 18 |
| Philippine classroom teachers as researchers: Teachers' perceptions, motivations, and challenges | Kenneth Ian B. Barrera, Mark B. Ulla, Meller M. Acompanado | 2017 | 48 |
| Thai learners' linguistic needs and language skills: Implications for curriculum development | Duangkamon Winitkun, Mark B. Ulla | 2017 | 15 |
Scopus h-index 16 ( Last updated on 01/05/2026 )