1. The VELT model (training package) had significantly improved the low VBI competency of Thai EFL teachers during training period (p < .001).

2. The Pearson Correlation Coefficient between pretest and post-test suggested that there is a strong positive correlation (r = .070, p < .001).

1. There was a highly significant difference between the pre-assessment and post-assessment scores (p < .001), indicating that Thai EFL teachers had significant development in scores from the pre-assessment to the post-assessment

2. There was a small positive correlation between the pre-assessment and post-assessment scores (r = .220, p < .001.)

1. The overall mean scores of assessments in the teaching period were at the expert competency level with 3.88 for Jatoo and 3.92 for Lady Moon.

2. There was the improvement of the low VBI competency’s Thai EFL teachers from the training period to their teaching with the VELT model investigated by the comparison of the three assessments (Pre-assessment, Post-assessment, and teacher’s and rater’s assessments.) proven by a one-way ANOVA which was found that there was a statistically significant improvement of Jatoo’s VBI competency in the teaching part when compared with the training part with the VELT model, F(2, 33) = 14.23, p < .001. Similarly, there was a statistically significant improvement of Lady Moon’s VBI competency in the teaching part when compared with the training part with the VELT model, F(2, 33) = 210.80, p < .001.

3. For the interrater reliability of the assessment, the percent agreement between the researcher and the school director (an external rater) was 92 percent, and there was the reliability between the raters at the almost perfect level of agreement. For Lady Moon, the percent agreement between the researcher and the school assistant director (an external rater) was 83 percent, and there was the reliability between the raters at the almost perfect level of agreement.

There were eight strategies plus seven emerging characteristics. The eight strategies were engaging learners, utilising multiple videos, preparing videos, attracting learners, increasing retention, enhancing motivation, repeating videos, and verifying learners, and the seven characteristics of VELTic teachers were selective, technology-literate, traditional and teacher-centred, self-efficacious, extrovert, managerial, and competent.

1. The teachers applied the blended learning approach to their teaching but with different proportion of content delivered online (64.29% for Jatoo and 34.32 for Lady Moon).

2. the adjustability and familiarization were what they had experienced in their teaching with the VELT model and resulted in some points that the lesson plans were not aligned with the real teaching.

3. Their VBI competency level had been developed after having been trained to the expert level with the empirical evidence of using different videos, including the adapted videos (YouTube and EdPuzzle) and the produced videos (AI VLLO and VLLO).

1. The questionnaire’s results showed that the employment of the VELT model in training was associated with a high level of satisfaction among the teachers. The findings of the questionnaire showed that the overall satisfaction towards the training using the VELT model was at the high level. When considering each aspect, there were three aspects with the highest means which were learning environment, interaction, and instruction, all of which were associated to social cognitive theory which emphasises the role of social interaction and observation in the learning process.

1. The findings of the interview can be classified into four primary themes: Social Cognitive Theory, Technology Acceptance Model, Adult Learning Theory and Assessment for Learning. The findings of the interview can also be classified into four emerging themes: School Policy, Materials, Teaching Styles and Student Motivation.

2. The results showed a relationship between questionnaire responses and interview findings, suggesting that the VELT approach is effective in improving Thai EFL instructors' VBI proficiency and their adeptness in integrating technology into their teaching strategies.