Exploring Beliefs of Exemplary Thai EFL Teachers toward Teaching Efficacy

Abstract

The roles of non-native English speaking teachers have been extensively researched. In this small-scale study, I attempted to ascertain pedagogical beliefs and practices of two Thai EFL teachers at the university level, who have received Best Teaching Awards from their respective universities. Semi-structured interviews were conducted with the teachers, each lasting 1 hour. The analysis of the transcriptions yielded several salient themes. For example, both teachers were in agreement that eclectic teaching methods and techniques were the most optimal way of teaching and learning. This is in congruence with the argument put forth by Kumaravadivelu (2006) in his postmethod pedagogy. Teaching performances that transpire in the classroom do not lend themselves readily to dichotomous thinking. While the two teachers differed in the use of either Thai or English as a medium of instruction, they concurred that the teaching of grammar cannot be ignored. Also, the two teachers stressed the need for learners to cooperate in the teaching process, which necessitates more efforts on the part of the teacher. What is equally important is the teacher must develop appropriate attitudes towards teaching. For example, teaching is an ongoing development for both the teacher and learner. It is pointless for the teacher to wait for perfect instructional situations.

Key words: teachers' beliefs, explicit grammar instruction, context-based teaching