Abstract

This qualitative research study examines 158 Thai EFL, 3rd-year, undergraduate students’ perceptions of Thai English teachers (TETs) and Native English teachers (NETs). The purposive convenience sample was three English-major cohorts studying at UBRU, Thailand. A content analysis of 158 ‘Compare and Contrast’ essays entitled ‘Thai English Teachers and Native English teachers’ was conducted and followed repetitive reading and coding of the data. The initial twenty-four identified codes were collapsed into five code groups. These groups were then collapsed further into two emerging themes. The research indicates that the students prefer NETs when learning Listening, Speaking and Writing skills and preferred TETs when learning Grammar. The students also clearly indicated a preference for the varied, interactive activity based teaching methods employed by NETs over the didactic, textbook, gramma-translation methods used by the TETs. The limited use of L1 in the EFL classroom was perceived as appropriate because it enabled understanding of complicated grammar concepts. It also reduced students’ interactive anxiety. The students did however indicate a preference for NETs when their perceived proficiency levels are higher. This study should aid readers understanding of Thai EFL undergraduate students and inform teaching staff about important considerations when developing EFL educational programmes in Thailand.

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