Thai EFL Teachers’ Beliefs and Reported Practices: An Investigation of English Language Pronunciation Instruction

Abstract

This study investigated pronunciation instruction in Thailand through different lenses, which were teachers‟ beliefs and teaching practices, by using a sequential mixed-method design whereby the quantitative survey data was collected followed by a semistructured interview. The objectives of this study were to explore Thai EFL teachers‟ beliefs and their reported practices vis-à-vis English pronunciation instruction, and their perceived challenges when teaching pronunciation. The participants of this study were 60 Thai EFL teachers who taught English to sixth-grade students inpublic elementary schools in Thailand. The results revealed that the teachers believed that pronunciation instruction was a pivotal part of their English language teaching and learning. In practice, pronunciation was taught implicitly based on the intuitive-imitative approach. Their instruction focused on segmentals and was greatly dominated by the nativelikeness paradigm. However, pronunciation was still marginalized compared to other English skills, owning to achievement tests, absence of a coherent curriculum, time limitations, and teacher shortages. Findingsfrom this study are important for informing the professional development of Thai English teachers and the development of teacher education, as well as curriculum design.