<![CDATA[Disruptive behavior remains a challenge in EFL classrooms because it can interrupt communicative language practice and reduce students' engagement in learning activities. However, qualitative investigations of token economy as a classroom management strategy in EFL contexts remain limited. This study explores the use of token economy to address disruptive behavior among Thai EFL learners. A qualitative descriptive design was employed with 38 students from Class Matayom 1/5 at Darul U-loom School, Satun, Thailand. Data were collected over three instructional days through classroom observations, field notes, a student questionnaire, and a token economy implementation kit consisting of a behavior chart and star stickers. Thedata were analyzed thematically following Braun and Clarke (2006). The findings identified three patterns of disruptive behavior prior to the intervention: off-task behavior, social disruption, and passive disengagement. Following the implementation of the token economy, three themes emerged: increased behavioral awareness, positive emotional responses to reinforcement, and improved classroom participation. The findings suggested a reduction in off-task and socially disruptive behaviors, while the influence of the token economy on students' willingness to speak English appeared limited. These findings indicate that token economy can serve as a practical and culturally adaptable strategy for managing disruptive behavior in EFL classrooms. However, behavioral reinforcement alone may not sufficiently address factors underlying students' limited oral participation. This study contributes qualitative insights into the use of token economy in a Thai EFL context and highlights the importance of combining behavioral management with approaches that support students' communicative participation.]]>
