Teachers’ Beliefs and Teaching Practices about Communicative Language Teaching (CLT) in a Thai EFL Context
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Published:
Jul 20, 2021
Keywords:
Teachers' beliefs Teaching practices Thai EFL teachers Communication Language Teaching (CLT) Communicative competence
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Abstract
This study investigates Thai EFL teachers’ beliefs regarding Communicative Language Teaching (CLT) and their teaching practices in General English (GE) classrooms. Data collection methods consist of semi-structured interviews, classroom observations, and fieldnotes. Seventeen teachers participated in the interviews and nine teachers’ classroom teaching practices were observed in four public Rajabhat universities from four provinces of the lower northeastern area of Thailand. The selection of participants was conducted via purposive sampling technique and data were analyzed via an interpretive approach and thematic analysis. The findings reveal that the teachers had strong beliefs that were mostly consistent with the CLT principles because of the benefits derived in terms of developing students’ communicative competence. The teachers applied the CLT approach in their classrooms, but adopted only some CLT principles. The teachers’ teaching practices were not in line with their beliefs concerning CLT due to various reasons and factors that might be related to the local teaching contexts which have influenced teaching practices.
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How to Cite
Pitikornpuangpetch, C., & Suwanarak, K. (2021). Teachers’ Beliefs and Teaching Practices about Communicative Language Teaching (CLT) in a Thai EFL Context. LEARN Journal: Language Education and Acquisition Research Network, 14(2), 1–27. Retrieved from https://so04.tci-thaijo.org/index.php/LEARN/article/view/253254
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Research Articles
References
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Brown, H. D. (2007). Teaching by principles. Addison Wesley Longman Inc.
Celce-Murcia, M. (2001). Language teaching approaches: An overview (3rd ed.). Heinle & Heinle.
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Chang, M., & Goswami, J. S. (2011). Factors affecting the implementation of communicative language teaching in Taiwanese college English classes. English Language Teaching, 4(2), 3-12.
Chu, Y.-w. (2014). Teachers’ beliefs in teaching English for kids at a kindergarten: A case study of students from the department of applied English. English Language Teaching, 7(10), 100-112. https://doi.org/10.5539/elt.v7n10p100
Creswell, J. W. (2014). Research design (4th ed.). SAGE Publications, Inc.
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Ellis, G. (1994). The appropriateness of the communicative approach in Vietnam: An interview study in intercultural communication [Master’s thesis, La Trobe University]. Australia.
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Erkmen, B. (2012). Ways to uncover teachers’ beliefs. Procedia - Social and Behavioral Sciences, 47, 141-146. https://doi.org/10.1016/j.sbspro.2012.06.628
Farrell, T. S. C., & Bennis, K. (2013). Reflecting on ESL teacher beliefs and classroom practices: A case study. RELC Journal, 44(2), 163-176. https://doi.org/10.1177/0033688213488463
Farrell, T. S. C., & Lim, P. C. P. (2005). Conceptions of grammar teaching: A case study of teachers' beliefs and classroom practices. Teaching English as a Second or Foreign Language (TESL-EJ), 9(2), 1-13. https://doi.org/10.1.1.432.6101
Karavas-Doukas, E. (1996). Using attitude scales to investigate teachers’ attitudes to the communicative approach. ELT Journal, 50(3), 187-198.
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Kim, A.-Y. A. (2014). Examining how teachers’ beliefs about communicative language teaching affect their instructional and assessment practices: A qualitative study of EFL university instructors in Colombia. RELC Journal, 45(3), 337-354. https://doi.org/10.1177/0033688214555396
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Kuzborska, I. (2011). Links between teachers’ beliefs and practices and research on reading. Reading in a Foreign Language, 23(1), 102-128.
Kwangsawad, T., & Yawongsa, P. (2009). Bridging the gap between CLT and CBI theory and practice. Educationist, 3(2), 83-89.
Larsen-Freeman, D., & Anderson, M. (2011). Techniques & principles in language teaching (3rd ed.). Oxford University Press.
Li, D. (1998). "It's always more difficult than you plan and imagine": Teachers’ perceived difficulties in introducing the communicative approach in South Korea. TESOL Quarterly, 32(4), 677-703. https://doi.org/10.2307/3588000
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Marshall, C., & Rossman, G. B. (2016). Designing qualitative research (3rd ed.). SAGE.
Methitham, P. (2009). An exploration of culturally-based assumptions guiding ELT practice in Thailand, a non-colonized nation (Publication Number UMI No. 3352431) [Doctoral dissertation, Indiana University of Pennsylvania]. ProQuest Dissertations and Theses database.
Nguyen, L. V. (2010). Computer mediated collaborative learning within communicative language teaching approach: A sociocultural perspective. Asian EFL Journal Quarterly, 12(1), 202-233.
Nishino, T. (2009). Communicative language teaching in Japanese high schools: Teachers' beliefs and classroom practices (Publication Number UMI No. 3371994) [Doctoral dissertation, Temple University]. ProQuest Dissertations and Theses database.
Nonkukhetkhong, K., Baldauf Jr, R. B., & Moni, K. (2006, 19-21 January). Learner centeredness in teaching English as a foreign language: Teachers' voices. 26 Thai TESOL International Conference, Chiang Mai, Thailand.
Noom-ura, S. (2013). English-teaching problems in Thailand and Thai teachers’ professional development needs. English Language Teaching, 6(11), 139-147.
Nunan, D. (1993). Designing tasks for the communicative classroom (6th ed.). Cambridge University Press.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
Pookcharoen, S. (2016). Thai EFL university teachers’ beliefs and practices about vocabulary learning strategies. Language Education and Acquisition Research Network (LEARN) Journal, 9(2), 155-172.
Promtara, N. (2016). Thai students and teachers' perceptions of learning and teaching English through the communicative language teaching approach [Master’s thesis, National Institute of Development Administration]. Bangkok.
Rahman, M. M., Singh, M. K. M., & Pandian, A. (2018). Exploring ESL teacher beliefs and classroom practices of CLT: A case study. International Journal of Instruction, 11(1), 295-310. https://doi.org/10.12973/iji.2018.11121a
Richards, J. C., Gallo, P. B., & Renandya, W. A. (2001). Exploring teachers' beliefs and the processes of change. The PAC Journal, 1, 41-58.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press.
Richards, L. (2015). Handling qualitative data: A practical guide (3rd ed.). SAGE.
Saengboon, S. (2002). Beliefs of Thai EFL teachers about communicative language teaching (Publication Number UMI No. 3054384) [Doctoral dissertation, Indiana University]. ProQuest Dissertations and Theses database.
Sakui, K. (2004). Wearing two pairs of shoes: Language teaching in Japan. ELT Journal, 58(2), 155-163.
Savignon, S. J. (2006). Communicative language teaching. Elsevier, 673-679.
Setyaningrum, T. (2018). Teachers’ beliefs about Communicative Language Teaching (CLT) and the implementation in classroom practices. Jurnal Pendidikan Humaniora, 6(4), 152-161.
Sommer, R., & Sommer, B. (2002). A practical guide to behavioral research tools and techniques (9th ed.). Oxford University Press.
Tayjasanant, C., & Barnard, R. (2010). Language teachers’ beliefs and practices regarding the appropriateness of communicative methodology: A case study from Thailand. The Journal of Asia TEFL, 7(2), 279-311.
Teng, B., & Sinwongsuwat, K. (2015). Teaching and learning English in Thailand and the integration of conversation analysis (CA) into the classroom. English Language Teaching, 8(3), 13-23. https://doi.org/10.5539/elt.v8n3p13
Wiriyachitra, A. (2002). English-language teaching and learning in Thailand in this decade. Thai TESOL Focus, 15(1), 4-9.
Xu, L. (2012). The role of teachers’ beliefs in the language teaching-learning process. Theory and Practice in Language Studies, 2(7), 1397-1402. https://doi.org/10.4304/tpls.2.7.1397-1402
Baxter, L. A., & Babbie, E. R. (2003). The basics of communication research. Wadsworth Cengage Learning.
Boonkongsaen, N. (2018). English communication strategies used by Thai EFL teachers. The New English Teacher, 12(1), 63-76.
Borg, M. (2001). Key concepts in ELT. Teachers’ beliefs ELT Journal, 55(2), 186-188. https://doi.org/10.1093/elt/55.2.186
Brown, H. D. (2007). Teaching by principles. Addison Wesley Longman Inc.
Celce-Murcia, M. (2001). Language teaching approaches: An overview (3rd ed.). Heinle & Heinle.
Chang, M. (2009). Taiwanese college English teachers’ attitudes toward communicative language teaching (Publication Number UMI No. 3400335) [Doctoral dissertation, Texas A&M University-Kingsville]. ProQuest Dissertations and Theses database.
Chang, M., & Goswami, J. S. (2011). Factors affecting the implementation of communicative language teaching in Taiwanese college English classes. English Language Teaching, 4(2), 3-12.
Chu, Y.-w. (2014). Teachers’ beliefs in teaching English for kids at a kindergarten: A case study of students from the department of applied English. English Language Teaching, 7(10), 100-112. https://doi.org/10.5539/elt.v7n10p100
Creswell, J. W. (2014). Research design (4th ed.). SAGE Publications, Inc.
Darasawang, P., & Watson Todd, R. (2012). The effect of policy on English language teaching at secondary schools in Thailand. In E.-L. Louw & A. Hashim (Eds.), English in Southeast Asia: Features, policy and language in use (pp. 207-220). https://doi.org/10.1075/veaw.g42.17dar
Dörnyei, Z. (2009). The 2010s communicative language teaching in the 21st century: The ‘principled communicative approach.’ Perspectives, XXXVI(2), 33-43.
Ellis, G. (1994). The appropriateness of the communicative approach in Vietnam: An interview study in intercultural communication [Master’s thesis, La Trobe University]. Australia.
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Erkmen, B. (2012). Ways to uncover teachers’ beliefs. Procedia - Social and Behavioral Sciences, 47, 141-146. https://doi.org/10.1016/j.sbspro.2012.06.628
Farrell, T. S. C., & Bennis, K. (2013). Reflecting on ESL teacher beliefs and classroom practices: A case study. RELC Journal, 44(2), 163-176. https://doi.org/10.1177/0033688213488463
Farrell, T. S. C., & Lim, P. C. P. (2005). Conceptions of grammar teaching: A case study of teachers' beliefs and classroom practices. Teaching English as a Second or Foreign Language (TESL-EJ), 9(2), 1-13. https://doi.org/10.1.1.432.6101
Karavas-Doukas, E. (1996). Using attitude scales to investigate teachers’ attitudes to the communicative approach. ELT Journal, 50(3), 187-198.
Kaweian, S. (2018). Thinking and doing: An investigation of Thai preservice teachers’ beliefs and practices regarding communicative language teaching in 'English as a foreign language' context (Publication Number (UMI)Aai13831648) [Doctoral dissertation, University of Durham]. ProQuest Dissertations and Theses database.
Kim, A.-Y. A. (2014). Examining how teachers’ beliefs about communicative language teaching affect their instructional and assessment practices: A qualitative study of EFL university instructors in Colombia. RELC Journal, 45(3), 337-354. https://doi.org/10.1177/0033688214555396
Kumaravadivelu, B. (2012). Language teacher education for a global society. Routledge.
Kuzborska, I. (2011). Links between teachers’ beliefs and practices and research on reading. Reading in a Foreign Language, 23(1), 102-128.
Kwangsawad, T., & Yawongsa, P. (2009). Bridging the gap between CLT and CBI theory and practice. Educationist, 3(2), 83-89.
Larsen-Freeman, D., & Anderson, M. (2011). Techniques & principles in language teaching (3rd ed.). Oxford University Press.
Li, D. (1998). "It's always more difficult than you plan and imagine": Teachers’ perceived difficulties in introducing the communicative approach in South Korea. TESOL Quarterly, 32(4), 677-703. https://doi.org/10.2307/3588000
Maestre, J.-L. T., & Gindidis, M. (2016). Teachers’ beliefs, practices and challenges in using communicative language teaching (CLT) in an ESL context in the Philippines. The Asian Conference on Language Learning 2016: Official Conference Proceedings. https://papers.iafor.org/proceedings/conference-proceedings-ACLL2016/
Marshall, C., & Rossman, G. B. (2016). Designing qualitative research (3rd ed.). SAGE.
Methitham, P. (2009). An exploration of culturally-based assumptions guiding ELT practice in Thailand, a non-colonized nation (Publication Number UMI No. 3352431) [Doctoral dissertation, Indiana University of Pennsylvania]. ProQuest Dissertations and Theses database.
Nguyen, L. V. (2010). Computer mediated collaborative learning within communicative language teaching approach: A sociocultural perspective. Asian EFL Journal Quarterly, 12(1), 202-233.
Nishino, T. (2009). Communicative language teaching in Japanese high schools: Teachers' beliefs and classroom practices (Publication Number UMI No. 3371994) [Doctoral dissertation, Temple University]. ProQuest Dissertations and Theses database.
Nonkukhetkhong, K., Baldauf Jr, R. B., & Moni, K. (2006, 19-21 January). Learner centeredness in teaching English as a foreign language: Teachers' voices. 26 Thai TESOL International Conference, Chiang Mai, Thailand.
Noom-ura, S. (2013). English-teaching problems in Thailand and Thai teachers’ professional development needs. English Language Teaching, 6(11), 139-147.
Nunan, D. (1993). Designing tasks for the communicative classroom (6th ed.). Cambridge University Press.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
Pookcharoen, S. (2016). Thai EFL university teachers’ beliefs and practices about vocabulary learning strategies. Language Education and Acquisition Research Network (LEARN) Journal, 9(2), 155-172.
Promtara, N. (2016). Thai students and teachers' perceptions of learning and teaching English through the communicative language teaching approach [Master’s thesis, National Institute of Development Administration]. Bangkok.
Rahman, M. M., Singh, M. K. M., & Pandian, A. (2018). Exploring ESL teacher beliefs and classroom practices of CLT: A case study. International Journal of Instruction, 11(1), 295-310. https://doi.org/10.12973/iji.2018.11121a
Richards, J. C., Gallo, P. B., & Renandya, W. A. (2001). Exploring teachers' beliefs and the processes of change. The PAC Journal, 1, 41-58.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press.
Richards, L. (2015). Handling qualitative data: A practical guide (3rd ed.). SAGE.
Saengboon, S. (2002). Beliefs of Thai EFL teachers about communicative language teaching (Publication Number UMI No. 3054384) [Doctoral dissertation, Indiana University]. ProQuest Dissertations and Theses database.
Sakui, K. (2004). Wearing two pairs of shoes: Language teaching in Japan. ELT Journal, 58(2), 155-163.
Savignon, S. J. (2006). Communicative language teaching. Elsevier, 673-679.
Setyaningrum, T. (2018). Teachers’ beliefs about Communicative Language Teaching (CLT) and the implementation in classroom practices. Jurnal Pendidikan Humaniora, 6(4), 152-161.
Sommer, R., & Sommer, B. (2002). A practical guide to behavioral research tools and techniques (9th ed.). Oxford University Press.
Tayjasanant, C., & Barnard, R. (2010). Language teachers’ beliefs and practices regarding the appropriateness of communicative methodology: A case study from Thailand. The Journal of Asia TEFL, 7(2), 279-311.
Teng, B., & Sinwongsuwat, K. (2015). Teaching and learning English in Thailand and the integration of conversation analysis (CA) into the classroom. English Language Teaching, 8(3), 13-23. https://doi.org/10.5539/elt.v8n3p13
Wiriyachitra, A. (2002). English-language teaching and learning in Thailand in this decade. Thai TESOL Focus, 15(1), 4-9.
Xu, L. (2012). The role of teachers’ beliefs in the language teaching-learning process. Theory and Practice in Language Studies, 2(7), 1397-1402. https://doi.org/10.4304/tpls.2.7.1397-1402