Enhancing Pre-Service EFL Teachers’ Teaching Skill through Teacher Training: A Case Study of a University in Thailand

Anamai Damnet


EFL teacher training for pre-service teachers plays a vital role in second language teacher education (SLTE). In Thailand, pre-service EFL teacher training benefits in helping student-teachers gain confidence before going to their practicum. This study investigates the effects of the pre-service EFL teacher training in a university in Thailand. The pre-service teachers’ perceptions towards the EFL training were also examined. Participants were 30 pre-service teachers currently studying in English Learning Management Program in the university at the research site. Research method applied training program evaluation (Owen & Rogers, 1999), and a 24-hour EFL training program was implemented. An experienced trainer in EFL was invited to provide the EFL training during the whole training course. Data collection gained was from: 1) an evaluation form, 2) a questionnaire, and 3) a student reflection sheet. Data analysis employed percentage, means, and S.D. for quantitative whereas grounded theory (Strauss & Corbin, 1999) was applied for qualitative data. Three major findings revealed that: 1) the effects of the pre-service EFL teacher training was very high; 2) the participants showed changes in all areas of EFL knowledge and experience provided after the training; and 3) the participants viewed five factors which included training contents, knowledge and experience, training activities, training process, and the trainer that affected the training. However, the findings indicated that the critical problem of the study was time limitation of the training course. This study has shed light on the significant role of EFL training for pre-service EFL teachers before their practicum as the findings showed positive change in their motivation and attitude for their teaching practice.


Pre-service Teachers, EFL teacher Training, Practicum

Full Text:



Altan, M. (2018). Intercultural sensitivity: A study of pre-service english language teachers. Journal of Intercultural Communication, 46. Retrieved March 3, 2020

Arcagok, S. Y. (2020). Intercultural sensitivities: A mixed methods study with pre-service EFL teachers in Turkey. Issues in Educational Research, 30(1), 1-18. Retrieved March 3, 2020

AUA LANGUAGE CENTER. (2020). AUA Language Center. Retrieved May 26, 20202, from auathailand.org/en/teachertraining/#: www.auathailanf.org/en/

BRITISH COUNCIL Thailand. (2020). BRITISH COUNCIL. Retrieved May 26, 2020, from www.britishcouncil.or.th/en: www.britishcouncil.or.th/en

Burns, A., & Richards, J. C. (2009). Second language teacher education. In A. Burns, & J. C. Richards, Second Language Teacher Education (pp. 1-8). Cambridge: Cambridge University Press.

CELIK, M. (2008). Pre-service Efl teachers'reported concerns and stress for practicum in Turkey. Education and Science, 33(150), 97-109. Retrieved May 19, 2020, from http://hdl.handle.net/20.500.12498/1580

Charttrakul, K. (2007). An implementation of a collaborative internet-based project for Thai EFL students. D.Ed. Thesis, The University of Melbourne, Department of Language, Literacy and Arts Education, Melbourne.

Chumworatayee, T. (2019). English language teaching in Thailand as perceived by graduate student teachers. International Forum of Teaching & Studies, 15(2), 3-13.

Council of Europe. (2001). Common European framework of references for languages: Learning, teaching, assessment. Cambridge:: Cambridge University Press.

Debreli, E. (2012). Change in beliefs of pre-service teachers about teaching and learning English as a foreign language throughout an undergraduate pre-service teacher training program. Procedia - Social and Behavioral Sciences, 46(2012), 367-373. Retrieved August 17, 2019, from www.sciencedirect.com

Franz, J., & Teo, A. (2018). "A2 is Normal"- Thai secondary school English teachers' encounters with the CEFR. RELC Journal, 49(3), 322-338. Retrieved April 21, 2020, from http://doi.org/10.1177/0033688217738816

Freeman, D. (2009). The scope of second language teacher education. In A. Burns, & J. C. Richards, Second Language Teacher Education (pp. 11-19). Cambridge: Cambridge University Press.

Gebhard, J. G. (2009). The practicum. In A. Burns, & J. C. Richards, Second Language Teacher Education (pp. 250-258). Cambridge: Cambridge University Press.

Harmer, J. (2007). The practice of English language teaching (4th edition). London: Longman.

Kagan, S. (1992,1994). Cooperative learning. San Clemente, CA: Resources for Teachers Inc.

Kasetsart University KamphaengSaen. (2020). Field of Study in English Education. Retrieved March 3, 2020, from www.edu.kps.ku.ac.th/Course/Bachelor/index4.html

Littelwood, W. (1981). Communicative language teaching: An introduction. Cambridge: Cambridge University Press.

Mak, H. (2004). The development of Hong Kong pre-service EFL teachers' beliefs about communicative language teaching in a postgraduate diploma programme in education(3162576). Availble from Proquest Dissertations &Theses Global.(305050542). 429. Retrieved November 23, 2019, from https://portal.lib.ku.ac.th: 10049/docview/305050542?countid=48250

Ministry of Education. (2006). National Qualifications Framework for Higher Education in Thailand Implementation Handbook. . Bangkok: Ministry of Education.

Ministry of Education. (2008). The basic education core curriculum B.E.2551 (AD 2008). Bangkok: Ministry of Education.

Muzaffar, I., Rahim, H., & Jessee, C. (2011). First principles: Designing effective pre-service teacher education programs. USAID, American Institutes for Research. Retrieved March 10, 2020, from www.eqiup123.net

Owen, J. M., & Rogers, P. J. (1999). Program evaluation: forms and approaches. NSW, Australia: Allen & Unwin.

Prabjandee, D. (2019). Becoming English teachers in Thailand: student teacher identity development during teaching practicum. Issues in Educational Research, 29(4), 1277-1294. Retrieved April 21, 2020, from http://www.iier.org.au/iier29/prabjandee2.pdf

Prajandee, D. (2020). Narratives of learning to become English teachers in Thailand: developing identity through a teacher education program. Teacher Development, 24(1), 71-87. doi:10.1080/13664530.2019.1699155

Richards, J. C. (1998). Beyond training. Cambridge: Cambridge University Press.

Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, California: Sage.

Strauss, A., & Corbin, J. (1999). Basic of qualitative research: Grounded theory procedures and techniques. Newbury Park, California: Sage.

Tuzel, A. E., & Akcan, S. (2009, Jul 09). Raising the language awareness of pre-service teachers in an EFL context. European Journal of Teacher Education, 32(3), 271-287. Retrieved August 17, 2019, from http://doi.org/10.1080/02619760802572659

Ushioda, E. (2012). Motivation. In A. Burns, & J. C. Richards, Pedagogy and practice in second langauge teaching (pp. 77-85). Cambridge: Cambridge University Press.

Worawong, K. (2019). Collaborating intercultural communication through CEFR and project-based activities for Thai university students. Kasetsart University, Liberal Arts and Science. Bangkok: Kasetsart University.

คณะศึกษาศาสตร์และพัฒนศาสตร์ มหาวิทยาลัยเกษตรศาสตร์ วิทยาเขตกำแพงแสน. (2560). คู่มือนิสิต 2560 คณะศึกษาศาสตร์และพัฒนศาสตร์. นครปฐม: มหาวิทยาลัยเกษตรศาสตร์ วิทยาเขตกำแพงแสน. Retrieved May 19, 20202, from http://ded.edu.kps.ku.ac.th

DOI: https://doi.org/10.7575/aiac.alls.v.12n.3.p.1


  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2010-2023 (CC-BY) Australian International Academic Centre PTY.LTD.

Advances in Language and Literary Studies

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.