Thai Korean Language Teachers’ Perspectives on Developing Korean Pronunciation Skills in Secondary Schools
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Abstract
This study aims to investigate the perspectives, challenges, and suggestions of Thai Korean language teachers regarding the teaching of Korean pronunciation in secondary schools. Data were collected from 100 teachers under the Office of the Basic Education Commission (OBEC) using a questionnaire on teachers’ opinions toward the instruction of Korean pronunciation. The findings revealed that most teachers recognized of the importance of pronunciation skills; however, the instructional practices lacked clarity and systematic organization in four aspects: curriculum, pronunciation materials, teacher readiness, and classroom time. Pronunciation content was often integrated into other language subjects without specific teaching guidelines. Although the textbooks user-friendly and practical, they lacked adequate explanations of pronunciation principles, practice exercises, and sufficient audio support. Most teachers rated their own competence and readiness as moderate and faced limitations in using teaching technologies as well as inadequate instructional time. The study recommends improvements in curriculum clarity, the development of textbooks and materials tailored to Thai learners’ context, teacher training and access to instructional technologies, and an increase in instructional time or supplementary activities to enable consistent and effective pronunciation practice.
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
ข้อความรู้ใดๆ ตลอดจนข้อคิดเห็นใดๆ เป็นของผู้เขียนแต่ละท่านโดยเฉพาะ คณะมนุษยศาสตร์ มหาวิทยาลัยนเรศวร และกองบรรณาธิการวารสารมนุษยศาสตร์ฯ ไม่จำเป็นต้องเห็นพ้องด้วย
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