Perceptions and Practices of EFL School Teachers on Implementing Active Learning in Thai English Language Classrooms
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Published:
Jun 15, 2020
Keywords:
active learning EFL classrooms teacher perceptions EFL teaching practices
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Abstract
Thai students study English as a compulsory subject for twelve years in primary and secondary school, yet their English language competency is generally lower than other ASEAN countries. This might have been attributed to the teacher-centred approach in EFL classrooms. Active learning has been suggested as a better approach for English learning in Thai school, but more research is needed to confirm the previous findings in the Thai context. This study investigated the practices and perceptions of 41 school teachers after 40 hours of training on the active learning approach. Observation, questionnaires, and interviews were administered. The findings revealed the positive effects of active learning on teachers’ perceptions, and classroom observations showed that the approach implemented in the classroom were moderately practical. However, the findings from classroom observation disclosed that classroom facilities did not fully support active learning. The findings of interviews unveiled some negative impacts of active learning that could hinder the effective implementation of active learning in the classroom such as limited resources, space, and time, as well as challenges in classroom management. Overall, teachers’ perceptions of the active learning approach was positive.
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Watanapokakul, S. (2011). Supplementary materials for active learning: Development and
implementation. E-Journal for Researching Teachers, 4(1), 1-22.
Wilke R. (2003). The effect of active learning on student characteristics in a human
physiology course for nonmajors. Adv Physiol Educ., 27, 207–223.
Yusuk, S. (2018). Effects of zone of proximal development based scaffolding techniques on
reading comprehension of Thai university students. Journal of Thai Interdisciplinary
Research, 13(4), 1-6.
through active learning: Clickers or communicative approach? Educational
Technology & Society, 17(2), 257-269.
Astin, A. (1993). What Matters in College? Four Critical Years Revisited. San Francisco,
CA.: Josey-Bass.
Ayele, D. (2014). Teachers’ job satisfaction and commitment in general secondary schools
of Hadiya Zone, in southern nation nationality and people of regional state. Jimma
University, Jimma.
Birdwell, T., Roman, T. A., Hammersmith, L., & Jerolimov, D. (2016). Active learning
classroom observation tool: A practical tool for classroom observation and instructor
reflection in active learning classrooms. Journal on Centers for Teaching and
Learning, 8, 28-50.
Bonwell, C.C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the
Classroom. Washington, D.C.: The George Washington University, School of
Education and Human Development.
Boonchom, S. (2002). Introduction to Research (7th ed). Bangkok: Suweeriyasarn.
Cacioppo, J., & Freberg, L. (2013). Discovering Psychology: The Science of Mind.
Belmont, CA: Wadsworth.
Clapper, T. C. (2009). Moving away from teaching and becoming a facilitator of learning.
PAILAL, 2 (2).
Drew, C. (2019). Problematizing ‘student choice’ in classrooms. British Journal of
Educational Studies, 67(4), 541-555.
Dörnyei, Z. (2007). Research Methods in Applied Linguistics. Oxford: Oxford University
Press.
Education First Proficiency Index (2018). Retrieved January, 2019, from
https://www.ef.com/wwen/epi/regions/asia/thailand/
Eyob, A. (2014). A study on the implementation of active learning: Exploring its practices,
challenges and opportunities in teaching English lessons. Hawassa University,
Ethiopia.
Fink, L. D. (2013). Creating Significant Learning Experiences: An Integrated Approach to
Designing College Courses. San Francisco: Jossey-Bass Publishers.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., &
Wenderoth, M. P. (2014). Active learning increases student performance in science,
engineering, and mathematics. Proceedings of the National Academy of Sciences of
the United States of America, 111, 8410–5.
Hakulinen L., Auvinen T. & Korhonen A. (2015). The effect of achievement badges on
students’ behavior: An empirical study in a university level computer science
course. International Journal of Emerging Technologies in Learning, pp. 18-29.
Hung, H. (2015). Flipping the classroom for English language learners to foster active
learning. Computer Assisted Language Learning, 28(1), 81-96.
Girma, A. (2013). Teachers’ and students’ perceptions and practices of active learning in
communicative English class. Hawassa University, Hawassa.
Harasim, L., Starr, R. H., Teles, L. & Turnoff, M. (1997). Learning Networks: A Field
Guide to Leaching and Learning Online. Cambridge, MA: Massachusetts Institute
of Technology.
Kember, D. (1997). A reconceptualization of the research into university academics’
conceptions of teaching. Learning and Instruction, 7, 255–275.
Lumpkin, A. L., Achen, R. M., & Dodd, R. K. (2015). Student perceptions of active
learning. College Student Journal, 49(1), 121-133.
Malik, S. (2011). Active learning: An effective approach for large classes. IPEDR, 5, 214-
217.
Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students’ awareness of reading
strategies. Journal of Developmental Education, 25(3), 2-10.
Mulatu, M., & Bezabih, W. (2018). Perceptions and practices of EFL teachers in
implementing active learning in English classes: the case of three selected secondary
schools in Dawro zone, SNNPRS, Ethiopia. International Journal of Education,
10(2), 88-94.
Niemi, H. (2002). Active learning—a cultural change needed in teacher education and
schools. Teaching and Teacher Education, 18, 763–780
Ndebele, C. & Maphosa. C. (2013). Promoting active learning in large class university
teaching: Prospects and challenges. Journal of Social Science, 35(3), 251-262.
Nonkukhetkhong, C., Baldauf Jr, R. B., & Moni, K. (2006). Learner Centeredness in
Teaching English as a Foreign Language, Paper Presented at 26 Thai TESOL
International Conference, Chiang Mai, Thailand, 19-21 January 2006, 1—9.
Noom-ura, S. (2013). English-teaching problems in Thailand and Thai teachers’ professional
development needs. English Language Teaching, 6(11), 139-147.
Noopong, D. (2002). English teaching problems and the needs for professional development
of teachers of English in education extended schools under the Jurisdiction of the
Office of Primary Education, Nakhon Ratchasima. Nakhon Ratchasima Rajabhat
University. English Program.
Oxford, R., & Burry-Stock, J. (1995). Assessing the use of language learning strategies
worldwide with the ESL/EFL version of the strategy inventory for language learning
SILL. System, 23, 1–23
Samuelowicz, K., & Bain, J. D. (2001). Revisiting academics’ beliefs about teaching and
learning. Higher Education, 41, 299–325
Silberman, M. (1996). Active Learning: 101 Strategies to Teach Any Subject. Boston: Allyn
and Bacon.
Simpson, J. (2011). Integrating Project-Based Learning in an English Language Tourism
Classroom in a Thai University. Australian Catholic Research Services.
Soltanzadeh, L., Seyed R. N. H., & Sakineh S. (2013). The effect of active learning on
academic achievement motivation in high school students. Archives of Applied
Science Research, 5(6), 127-131.
Statistics How To. (2017). Cronbach’s Alpha: Simple Definition, Use and Interpretation.
Retrieved from http://www.statisticshowto.com/cronbachsalpha-spss/
Stone, G. (2017). Implementation of critical literacy for English writing classes in the Thai
context. The New English Teacher, 11(2), 65-76.
Taye, G. (2008). Perceptions and Practices of Active Learning in Dilla University. Addis
Ababa: Addis Ababa University.
Watanapokakul, S. (2011). Supplementary materials for active learning: Development and
implementation. E-Journal for Researching Teachers, 4(1), 1-22.
Wilke R. (2003). The effect of active learning on student characteristics in a human
physiology course for nonmajors. Adv Physiol Educ., 27, 207–223.
Yusuk, S. (2018). Effects of zone of proximal development based scaffolding techniques on
reading comprehension of Thai university students. Journal of Thai Interdisciplinary
Research, 13(4), 1-6.