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THAI EFL TEACHERS' BELIEFS AND REPORTED PRACTICES:AN INVESTIGATION OF ENGLISH LANGUAGE PRONUNCIATION INSTRUCTION 

THAI EFL TEACHERS' BELIEFS AND REPORTED PRACTICES:AN INVESTIGATION OF ENGLISH LANGUAGE PRONUNCIATION INSTRUCTION

by Phurichaya Songyai; ภูริชญา สงใย; Kasma Suwanarak; กษมา สุวรรณรักษ์

Title:

THAI EFL TEACHERS' BELIEFS AND REPORTED PRACTICES:AN INVESTIGATION OF ENGLISH LANGUAGE PRONUNCIATION INSTRUCTION 
THAI EFL TEACHERS' BELIEFS AND REPORTED PRACTICES:AN INVESTIGATION OF ENGLISH LANGUAGE PRONUNCIATION INSTRUCTION

Advisor:

Kasma Suwanarak
กษมา สุวรรณรักษ์

Issued date:

7/1/2022

Publisher:

National Institute of Development Administration

Abstract:

Despite the vast research regarding pronunciation teaching and learning, little is known about the status quo of pronunciation instruction in the Thai EFL context, particularly in elementary education. Thus, this study was conducted to investigate pronunciation instruction in Thailand through different lenses, which are teachers’ beliefs and practices, by using a sequential mixed-method design whereby quantitative survey data was collected followed by semi-structured interviews. The objectives of this study were to explore Thai EFL teachers’ beliefs and their reported practices about English pronunciation instruction, the links between their beliefs and reported practices about English pronunciation instruction, and their perceived challenges when teaching pronunciation. The participants were 60 Thai EFL teachers who taught English to sixth-grade students in public elementary schools, Prachuap Khiri Khan province, Thailand. The results revealed that the teacher participants believed that pronunciation instruction was a pivotal part of the English language teaching and learning. In practice, pronunciation was taught implicitly based on the intuitive-imitative approach. Their instruction was greatly dominated by the nativelikeness paradigm. However, pronunciation was still marginalized compared to other English skills, mainly due to achievement tests restricting teaching to only vocabulary and grammar. Other factors contributing to their reported practices, such as the absence of a coherent curriculum, time limitation, and teacher shortage should also be taken into consideration. Findings from this study were important for informing the professional development of Thai English teachers and the development of teacher education as well as curriculum design.
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Keyword(s):

Pronunciation teaching
English as a foreign language (EFL)
Teacher beliefs and practices
Elementary education

Type:

Text

Language:

eng

URI:

https://repository.nida.ac.th/handle/662723737/5852
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ทรัพยากรสารสนเทศทั้งหมดในคลังปัญญา ใช้เพื่อประโยชน์ทางการเรียนการสอนและการค้นคว้าเท่านั้น และต้องมีการอ้างอิงแหล่งที่มาทุกครั้งที่นำไปใช้ ห้ามดัดแปลงเนื้อหา และทำสำเนาต่อ รวมถึงไม่ให้อนุญาตนำไปใช้ประโยชน์เพื่อการค้า ไม่ว่ากรณีใด ๆ ทั้งสิ้น



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  • Dissertations, Theses, Term Papers [242]

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Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International license.

Copyright © National Institute of Development Administration | สถาบันบัณฑิตพัฒนบริหารศาสตร์
Library and Information Center | สำนักบรรณสารการพัฒนา
Email: NIDAWR@nida.ac.th    Chat: Facebook Messenger    Facebook: NIDAWisdomRepository
 

 

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