An analysis of Thai university foreign language teachers’ teaching styles

Thanatcha Thongsuwan
King Mongkut’s University of Technology Thonburi

Phanitphim Sojisirikul
King Mongkut’s University of Technology Thonburi

Reference to this paper should be made as follows:
Thongsuwan, T., & Sojisirikul, P. (2016). An analysis of Thai university foreign language teachers’ teaching styles. Asian International Journal of Social Sciences, 16(3), 04 – 26.

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The purposes of this study are to investigate the perceptions of language teachers on higher education toward their pedagogical styles and to extrapolate the factors that might affect their styles of teaching. The sample consisted of 40 language teachers from the King‟s Mongkut University of Technology Thonburi (KMUTT), Thailand. The Teaching Style Inventory questionnaire was adopted and used as the principal means of data collection. Descriptive statistics, frequency and percentages were used to calculate and identify self-perception of the participating language teachers. The results indicated that most of the language teachers perceived themselves by using the Facilitator style regardless of their gender, age range, educational background, or teaching experience while the least perceived style was the Delegator style of teaching. Both styles fall upon student-centered cline, but the latter pedagogical style might be considered difficult to fully adopt and apply to most teaching and learning situations for Thai students practically in an academic institution who are still not yet ready to completely become autonomous learners.

Keywords: perceptions; teaching styles; language teachers; higher education



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This paper is a revised and expanded version of a paper presented at the 14th Developing Real-Life Learning Experiences: STEM Education and Lifelong Learning Skills in the 21st Century at the Faculty of Industrial Education at the King Mongkut’s Institute of Technology Ladkrabang, Bangkok, Thailand on June 17th, 2016.