บทความทางวิชาการ

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Thai primary school English language teachers perceived proficiency

Montree Polyium and Thanaset Chavangklang

Teacher’s qualification has raised concerns about the students’ performance in English learning. This study investigated Thai primary school English language teachers’ perceived proficiency. Questionnaires were randomly sent to 800 public primary schools under the Nakhon Ratchasima Primary Education Service Area Office. One English teacher from each school was asked to complete the questionnaire. The total number of 196 questionnaires was returned for analysis.

The results showed variations in the levels of perceived proficiency. Significant differences occurred between the perceived proficiency of English and non-English major teachers. Certain patterns of teacher’s response were identified from the analysis of the interview data. It might be concluded that teachers’ qualification influence how teachers perceived their proficiency, which may affect their performance as a teacher of English.

Keywords: perceived proficiency, English teaching.