The Lived Experiences of EFL Teachers in Developing Listening and Speaking Competencies in Nonthaburi Project

Abstract

As the need for excellent English proficiency grows in business and education in Thailand, teaching English as a foreign language has become increasingly relevant. Hence, learning strategies in Thailand have shifted to meet the needs of students and maintain the concepts and techniques of instruction utilized in foreign countries. This phenomenological study aimed to acquire information from the Filipino EFL teachers under the Chulalongkorn University Nonthaburi Project about their lived experiences and the teaching strategies used for effective classroom instruction in developing the listening and speaking competencies of the students. Seven EFL teachers under the Nonthaburi Project were the participants of this study. The results were transcribed and analyzed using Giorgi’s descriptive phenomenological method and thematic analysis to identify relevant knowledge and provide perspectives into the teaching methods and experiences of foreign language teachers striving to enhance the listening and speaking competencies of the students. Furthermore, the study revealed that the main challenge for EFL teachers is the language barrier. It was evidently seen that when the students have difficulty understanding the language, they lose interest and become unfocused on the classroom discussion. With this, this study explored that interactive strategies are more effective in English classes. Moreover, implementing interactive, cooperative, and active learning can serve as a framework for teachers to incorporate teaching strategies. They are learning activities to strengthen competency and achieve a high level of awareness for teachers and students in the teaching and learning process.