Thai EFL teachers' beliefs and reported practices: an investigation of english language pronunciation instruction

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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