Thai EFL University Teachers’ Beliefs about Communicative Language Teaching

By Duangta Jaipetch.

Published by Journal of the World Universities Forum

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

The idea of teaching communicative English is now widely accepted in Thailand. It is believed that this approach can foster the learner’s communicative ability because most of Thai learners are unable to communicate in English effectively although they have been studying English for many years. However, even though Communicative Language Teaching (CLT) has been promoted, many Thai teachers of English as a Foreign Language (EFL) are still focusing on teaching grammar, also teaching English through Thai language. This study aimed to investigate beliefs of Thai EFL teachers at a Thai university about CLT. It examined their actual classroom practice for teaching communication as well. To collect data, various methods were used including questionnaires, interview and observations.
The study showed that the teachers differently understood what CLT was and the possibility of CLT in actual classroom practice mainly depended on course objectives. Area where beliefs converged with or diverged from practice were identified and discussed, including factors affecting teachers’ classroom practice.

Keywords: CLT, EFL, Teachers

Journal of the World Universities Forum, Volume 4, Issue 4, pp.115-120. Article: Print (Spiral Bound). Article: Electronic (PDF File; 699.195KB).

Duangta Jaipetch

Lecturer, Department of Languages, Faculty of Applied Arts, King Mongkut’s University of Technology North Bangkok, Bangkok, Thailand

Duangta Jaipetch obtained her Master’s Degree in Teaching English as a Foreign Language from Thammasat University. Now, she is an English lecturer in the Faculty of Applied Arts, King Mongkut’s University of Technology North Bangkok. She has 3-year experiences in teaching English to undergraduate students. Also, she had been a tutor for 3 years. Her interest focuses on teaching methodologies and second language acquisition.


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