EMPIRICAL STUDY ON ENGLISH PRIMARY TEACHERS AND ACTIVE LEARNING CLASSROOM PRACTICES IN THAILAND

Abstract

This empirical study aimed to study English primary teachers and active learning classroom practices in Thailand. Data was collected through interviewing boot camp teachers and non-boot camp teachers. Questionnaires were employed to collect teachers’ perceptions about concepts in active learning and active learning needs in classrooms. Data was analyzed by content analysis for qualitative study, and descriptive statistics were used for describing students’ perceptions and active learning needs in classrooms. Primary English teachers have both similar and different concepts of active learning. Active learning is a term describing when teachers do instructional design allowing students to participate in learning activities. Teachers play significant roles in preparing learning materials and learning media, equipment, games, music, worksheets, and so on that allow students to focus on lessons through active participation. This empirical study indicates that teachers need to improve active learning in their classrooms at high levels of practice.