THINKING AND DOING:
AN INVESTIGATION OF THAI PRESERVICE TEACHERS’
BELIEFS AND PRACTICES
REGARDING COMMUNICATIVE LANGUAGE TEACHING
IN ENGLISH AS A FOREIGN LANGUAGE CONTEXT

Abstract

This study investigates the English as a foreign language (EFL) Preservice teachers’ beliefs and practice; and their relationship; and examines the extent to which teacher education plays a role in promoting innovative teaching of Communicative Language Teaching (CLT). It focuses particularly on the context of the school-based teaching practicum in basic education level in southern Thailand.
A sequential mixed approach employing quantitative and qualitative research methods was used for data collection in two stages. Stage One is based on self-survey questionnaire data from 166 Thai EFL pre-service teachers from three universities which explored their self- reported beliefs. In Stage Two, observation of English communication classes of 3 pre-service teachers were conducted in three practicum schools, in a nine - month teaching practicum course. Classroom practices were observed and documented providing further insights into their beliefs and practices regarding to CLT. Statistical Package of Social Sciences (SPSS) was used to analyze the quantitative survey data. Content analysis was used to analyze the qualitative observation data.
Analysis of the findings indicated that majority of the participants held positive beliefs about CLT principles and the PST cases taught differently from many of their reported beliefs. Key findings of the study confirm that the Thai EFL pre-service teachers, taught to a limited extent, in accordance with their pedagogical beliefs. Findings showed that PSTs’ instructional decision-making was central to the deep-rooted core beliefs regarding ‘accuracy is as perfect learning’. Active experimentation and self-reflection helped bridge the gap between conflicting beliefs and enhanced their effort in innovative teaching. Factors that affect CLT adoption include students’ motivation to learn and the guidance from supervisor/mentor. Implications for EFL teacher education are that PSTs should be made aware of their personal beliefs and the possible contextual constraints they face. The study suggests the consideration in the localization of the ELT reform.