Investigation Language Teaching Styles and Strategies: A Case Study of a Professional Filipino Teacher of English Teaching in Thailand
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This qualitative research aims to investigate the teaching styles and strategies employed by a professional Filipino English teacher in Thailand, as well as the contextual factors influencing their application in the classroom. The study utilized a single-case study approach. Data were collected using semi-structured in-depth interviews, classroom observations, and document analysis. The key informant was one Filipino English teacher with over 20 years of teaching experience in Thai educational settings.
The research instruments included an interview protocol, observation checklist, and content analysis framework. Thematic analysis was employed to examine the data, ensuring triangulation across multiple sources to enhance validity.
Findings reveal that the participant adopted a hybrid teaching style, shifting flexibly among expert, formal authority, facilitator, and delegator roles depending on instructional goals and classroom dynamics. Influential factors included curriculum requirements, student proficiency, class size, and available teaching time. Commonly used techniques included elicitation, modeling, group and pair work, error correction, and the use of authentic materials.
The study concludes that the teacher’s choices were not arbitrary but were strategically aligned with learners’ needs and lesson objectives. The findings underscore the importance of adaptive pedagogy and confirm that Non-Native English-Speaking Teachers (NNESTs), particularly from ASEAN countries, bring valuable cultural sensitivity, instructional flexibility, and learner-centered approaches to multilingual classrooms. This research contributes to the literature on effective English language instruction in intercultural contexts.
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ทัศนะและความคิดเห็นที่ปรากฏในบทความในวารสาร ถือเป็นความรับผิดชอบของผู้เขียนบทความนั้น และไม่ถือเป็นทัศนะและความรับผิดชอบของกองบรรณาธิการ ยินยอมว่าบทความเป็นลิขสิทธิ์ของวารสาร
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