LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 18:1 January 2018
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
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         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
         C. Subburaman, Ph.D. (Economics)
         N. Nadaraja Pillai, Ph.D.
         Renuga Devi, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.
         Dr. S. Chelliah, Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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A Study of Characteristics of Effective English Teachers as
Perceived by High School Teachers and High School Students in a
High School in Thailand

Suchada Chanmanee, M.A. ELT
Assumption University, Thailand

Abstract

This thesis reports a study of a group of English teachers and students in grade 12 in a high school in Thailand on their perceptions of the characteristics of effective English teachers. The purpose of this study is to investigate the characteristics of effective English teachers as perceived by both groups. Also, it finds out the differences between English teachers’ and students’ perception.

The research methodology was a mixed method. The first part of the study was conducted through a questionnaire survey of 169 students studying in the 12th grade of a high school as well as their 25 English teachers. This was followed by the semi-interview with a sample of these students and English teachers. The questionnaire consists of three main categories: subject matter knowledge, pedagogical knowledge and socio-affective skill.

Overall, the findings showed that English teachers had a different perception of the characteristics of effective English teachers from the students. English teachers rated the socio-affective skill as the highest rank out of the three categories, whereas students ranked pedagogical knowledge as the highest. The findings of the study have useful implications for English teachers to acknowledge more about the perception of their students about themselves, which English teachers can enhance their behaviors, teaching techniques and teaching materials. Also, plan the activities that attract students to engage more in the learning process and to receive the effective learning outcome.

Keywords: English Language Teachers, Schools in Thailand, characteristics, effective English teachers, pedagogical knowledge, socio-affective skills, subject matter knowledge.

Introduction

As English has seemed to be the dominant language across the globe, people from different countries use it as a communication tool with the rest from other nations. Apart from daily usage, English can be also utilized for accessing various sources of information or knowledge. Therefore, it is essential to encourage and provide opportunities for Thai citizens to learn English as the basic tool of communication. With the exposure of English language, they are able to gain more job opportunities, as well as contribute in terms of negotiation among the economic and social life aspect. English learning and teaching have always been seen as major issues by the Ministry of Education in Thailand, despite the countless policy changes in regards of language teaching and learning ever since 2006. For instance, the English syllabus in Thailand has been shifted more towards a communicative approach, instead of focusing on grammatical structures. However, according to the GAT (General Aptitude Test) result during 2004, it has revealed that the outcome was not as effective as it might have seemed to be. Students from elementary school, especially grade 10th and grade 12th, students have received the lowest score in English as compared with any other subjects. In addition, the study of Sripathum Noom-ura in 2013 revealed that the academic results from Thai students were below satisfactory, even though they have spent twelve years in studying English during the primary and secondary levels. In regards of the level of English proficiency, standards in Thai might be relatively low, as compared with the rest of the neighboring countries. The outcome of the 2010 Test of English as a foreign Language (TOEFL) has indicated that Thailand ranked 116 out of 163 countries. Several issues were being brought up and reported by the Ministry of Education in Thailand. Such issues are divided into two main issues. First is teaching and learning problem, teaching and learning English in Thailand does not cover all four skills (listening, speaking, reading, and writing). Grammar is only emphasized and memorized how to use their vocabulary. This leads to the lack of communication skill when students do not learn useful knowledge; they are not able to apply what they have learnt. English teachers’ pedagogical strategy is not various and efficient for the students. Also, there are too many students in one class. Therefore, all students are not being well taken care of.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Ms. Suchada Chanmanee, M.A. ELT
Assumption University
Soi Ramkhamhaeng 24 Yeak 30
Khwaeng Hua Mak, Khet Bang Kapi
Krung Thep Maha Nakhon 10240
Thailand
Suchada_poo@hotmail.com

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