skip to main content
Language:
Search Limited to: Search Limited to: Resource type Show Results with: Show Results with: Search type Index

English as an International Language Teaching and Perceptions: A Case Study of Thai Tertiary English Language Teachers

International journal of progressive education, 2021-12, Vol.17 (6), p.93-114 [Peer Reviewed Journal]

ISSN: 1554-5210 ;EISSN: 1554-5210 ;DOI: 10.29329/ijpe.2021.382.7

Full text available

Citations Cited by
  • Title:
    English as an International Language Teaching and Perceptions: A Case Study of Thai Tertiary English Language Teachers
  • Author: Jantadej, Kewalin
  • Subjects: Case Studies ; College Faculty ; Cultural Awareness ; Cultural Literacy ; English (Second Language) ; Foreign Countries ; Language Attitudes ; Language Teachers ; Language Variation ; Local Issues ; Second Language Instruction ; Second Language Learning ; Teacher Attitudes ; Teaching Methods
  • Is Part Of: International journal of progressive education, 2021-12, Vol.17 (6), p.93-114
  • Description: This study scrutinized English as an international language teaching (EILT) and perceptions of Thai tertiary English language teachers through a 20-item Likert Scale questionnaire and a 7-question semi-structured interview protocol. The results from these two instruments disclosed some inconsistencies. Although the questionnaire results revealed that the participants (n=15) perceived the role of EILT to a great level, the semi-structured interview results indicated that they did not entirely implement EILT in their classroom. It was manifest that participants were confused with the concept and principles of EILT as they considered it a new language teaching paradigm. Therefore, they were uncertain how to implement EILT into practice. Some were misunderstood and misled to provide linguistic and cultural literacy to their students. Besides, they disregarded to raise awareness on the dispossession of English and underline the proud localism concept to their students. However, it was noteworthy that participants best applied English as an international language interpretation in their classroom. Overall results evidenced that a case study of the English teaching situation found from this study remained far from the progress of moving toward EILT and suggested that the EILT paradigm should be urgently and sustainably endorsed and integrated into the English teaching curriculum in Thailand.
  • Publisher: International Association of Educators
  • Language: English
  • Identifier: ISSN: 1554-5210
    EISSN: 1554-5210
    DOI: 10.29329/ijpe.2021.382.7
  • Source: ERIC Full Text Only (Discovery)
    Alma/SFX Local Collection
Back to results list
INSPIRE LIBRARY - TON DUC THANG UNIVERSITY (84-028) 37 755 057 Feedback
19 Nguyen Huu Tho St. Dist.7, HCM thuvien@tdtu.edu.vn

Copyright © 2017 INSPIRE LIBRARY - TON DUC THANG UNIVERSITY

Searching Remote Databases, Please Wait