In-Service Secondary School English Language Teachers' Instructional Practices, Challenges, and their Training Needs: A Focus Group Interview Study

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Watcharin Fonghoi
Chamaipak Tayjasanant
Singhanat Nomnian


This article aims to report the findings of a descriptive qualitative study about the attitudes of in-service teachers toward teachers teaching practices, the challenges that they faced throughout their profession growth and their needs of training program reported by Thai teachers of English in Narathiwat province. Eight Thai female of English from high schools in Narathiwat province volunteered to participate in the present study. Six of English language teachers are from an urban high school and two of them are from a high school in Takbai district participated in the data collection. All of them had experiences for participating in the professional training program. The data were collected by means of focus group interview and analyzed in order to identify the attitudes toward their professional development, the challenges issues, and needs of training program as well. The findings clarify that all EFL teachers agree that TPD training program increase their knowledge, achievement and improve their teaching quality and they also agree that attending training program can improve not only their profession but also students’ learning outcome.   


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