Foreign EFL Teachers’ Challenges and Strategies in Teaching English to Rural Thai Upper Secondary School Students
Keywords:
Challenges;, EFL, English for Thai students, foreign teachers, strategies
Abstract
Despite national initiatives to enhance English levels, current testing consistently shows that Thai students, particularly rural students, still experience low English proficiency. This study aimed to reveal foreign EFL teachers in rural Thai Secondary schools with particular emphasis on challenges and strategies within the English classroom. Based on a qualitative case study research design, data were collected through observation and in-depth interviews of EFL teachers at Assa-adah School in Southern Thailand. Findings revealed a set of interlocking challenge categories, including psychological (students with demotivation and anxiety), cognitive (students with low English proficiency), pedagogic (curriculum and practice gap, and limited access to media), and social challenges (students' parental environment, students' preference for translanguaging and teachers partnerless). The pedagogic strategies to overcome the challenges involve using responsive teaching and a fun learning method. The present study contributes to the ongoing debate on EFL instruction in Southeast Asia by way of illustrating the complex interdependence among sociocultural context, pedagogy, and governmental support. The implications of these findings are sought for the Thai policy maker to arrange continuous training among teachers and provide sufficient resources even in rural areas, as well as for English teachers in Thailand to anticipate the challenges encountered before classroom interaction.
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References
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Averina, F. E., & Kanasya, A. V. (2024). Unravelling Thai EFL undergraduate students’ motivation‑engagement profiles in academic writing along with their challenges. LLT Journal: A Journal on Language and Language Teaching, 31(2), 478–500.
Bancha, W. (2021). Thai and non-Thai English language teachers’ beliefs and practices of teaching English to low-proficiency Chinese tertiary students in Thailand. Journal of Language and Linguistic Studies, 18(1), 116-134
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Chen, M., Mohammadi, M., & Izadpanah, S. (2024). Language learning through music on the academic achievement, creative thinking, and self-esteem of the English as a foreign language (EFL) learners. Acta Psychologica, 247, 104318.
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Fadli, Z., Sembiring, H. M., Isdianto, M. E., & Andayani, W. (2023). Learning While Relaxing: Physical Students’experiences Of Learning English Vocabulary By Songs. Wacana: Jurnal Penelitian Bahasa, Sastra dan Pengajaran, 21(2), 137-147.
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Hendrajaya, M. R. (2023). Assessing English Learning Motivation among Thai University Students: A Cross-Faculty Perspective. Journal of English and Education (JEE), 9(2), 102–124. https://doi.org/10.20885/jee.v9i2.31128
Hossain, S., & Boonmoh, A. (2025). Perceptions and Needs of EFL Teachers in Thailand Regarding Continuous Professional Development in English Language Teaching. Journal of Studies in the English Language, 20(1), 123–146.
Khamkhien, A. (2012). Proficiency, motivation, and classroom anxiety and their effects on language learning strategies used by Thai EFL learners. Rangsit Journal of Arts and Sciences, 2(2), 85–98.
Kim, H. J., Chong, H. J., & Lee, M. (2024). Music listening in foreign language learning: perceptions, attitudes, and its impact on language anxiety. Frontiers in Education, 9, 1372786. https://doi.org/10.3389/feduc.2024.1372786
Liu, M., & Wu, B. (2021). Teaching Anxiety and Foreign Language Anxiety Among Chinese College English Teachers. SAGE Open, 11(2), 1–12. https://doi.org/10.1177/21582440211016556
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Nasution D. S., (2023) The Role of Technology in English Language Learning: A Quantitative Examination of Student Performance Engagement and Motivation Trans. West Science Interdisciplinary Studies, 1(08), 690-701. https://doi.org/10.58812/wsis.v1i08.468
Nonkukhetkhong, K., Baldauf Jr, R. B., & Moni, K. (2006). Learner-centeredness in teaching English as a foreign language: Teachers' voices. 26 Thai TESOL International Conference, Chiang Mai, Thailand. 19-21 January 2006 (pp. 1-9)
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Phisutthangkoon, K. (2024). Thai EFL University Students’ Beliefs in English-Speaking Fluency. REFLections, 31(2 SE-Research articles), 478–500. https://so05.tci-thaijo.org/index.php/reflections/article/view/274780
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Potipipittanakorn, P., Kallawicha, S., & Vishuphong, P. (2023). Examining Educational Resource Allocation and Educational Quality Inequality: A Case Study of Schools in Chumphon Province. Journal of Multidisciplinary in Humanities and Social Sciences, 6(6), 3382–3402. https://so04.tci-thaijo.org/index.php/jmhs1_s/article/view/267375
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Rahatlou, M. B., Fazilatfar, A. M., & Allami, H. (2018). English as a lingua franca in Iran: An attitudinal investigation into the in-service teachers. Cogent Education, 5(1), 1499215. https://doi.org/10.1080/2331186X.2018.1499215
Sivabalan, Y., Pek, L. S., Nadarajan, N. T. M., Khusni, H. K., Wong Mee Mee, R., & Ismail, M. R. (2024). Parental Involvement on Children's Educational Achievement: A Scoping Review. International Journal on Studies in Education (IJonSE), 6(4), 555-574
Songnuan, N., & Nomnian, S. (2023). Science Students’ Motivational Orientations of EFL Reading through the Lens of Self-Determination Theory. REFLections, 30(1), 104–131. https://doi.org/10.61508/refl.v30i1.265147
Srimalee, P., & Worraarpakorn, S. (2024). The Use of Home-based English Language Activities to Enhance Thai Parents’ Involvement in their Children’s English Learning: A Study of Thai Parents with Limited English Proficiency. Journal of Liberal Arts Prince of Songkla University, 16(2), 280378-280378.
Sriwongsa, O. & Sukying, A. (2024). Overcoming Challenges: Implementing the CEFR in Thai Secondary School English Classrooms. Journal of English Language Teaching and Applied Linguistics, 6(3), 06-13. https://doi.org/10.32996/jeltal.2024.6.3.2
Sukying, A. (2023). Investigating the Relationship Between Speaking Anxiety and Productive Skill Development in Thai EFL Learners. Asian EFL Journal, 25(1), 100–118.
Surani, D., Mudjiyanto, J., Hartono, R., Sakhiyya, Z. (2025). Enhancing Speaking Skills and Overcoming Anxiety Using Technology: An E-Learning Module for EFL Learners. Participatory Educational Research, 12(3), 196-216. https://doi.org/10.17275/per.25.40.12.3
Susaniari, N. K. A. C., & Santosa, M. H. (2024). A Systematic Review on The Implementation of Game-based Learning to Increase EFL Students’ Motivation. Journal of English Language and Education, 9(6), 77-87.
Suwannatrai, L., Thumawongsa, N., & Chumpavan, S. (2022). English Instruction Difficulties Perceived by Teachers in English as a Foreign Language (EFL) Classrooms at the University Level in Thailand. Rajapark Journal, 16(47 SE-Research Article), 23–38. https://so05.tci-thaijo.org/index.php/RJPJ/article/view/257620
Takong, C., & Wichaidit, S. (2024). Challenges and opportunities of EFL teachers in Thailand during emergency remote teaching. Kasetsart Journal of Social Sciences, 45(1), 85–94. https://doi.org/10.34044/j.kjss.2024.45.1.09
Tantiwich, K., & Sinwongsuwat, K. (2024). Exploring Thai EFL Undergrads’ Challenges in Constructing and Sequencing Turns to Make Friends. Education Quarterly Reviews, 7(1), 77–90. https://doi.org/10.31014/aior.1993.07.01.801
Ulla, M. B. (2019). Filipinos as EFL Teachers in Bangkok, Thailand: Implications for Language Education Policy in the ASEAN Region. RELC Journal, 52(3), 588–602. https://doi.org/10.1177/0033688219879775
Wangkamhan, Y., Nachaisin, K., & Kenthoraphak, P. (2024). The Impact of Technology on Learning Outcomes in Thai Secondary Schools: An Educational Psychology Perspective. Journal of Buddhist Education and Research (JBER), 10(3), 184-195.
Ahmed, A. A. A., Ampry, E. S., Komariah, A., Hassan, I., Thahir, I., Hussein Ali, M., ... & Zafarani, P. (2022). Investigating the Effect of Using Game‐Based Learning on EFL Learners’ Motivation and Anxiety. Education Research International, 2022(1), 6503139.
Akaraphattanawong, A., Hongsiriwat, A., & Methakunavudhi, P. (2024). Fear, Apprehension, And Evaluation: Exploring The Sources Of English Language Anxiety In Thai Graduate Students. European Journal of Education Studies, 11(10), 1-35
Ambele, E. A. (2022). Supporting English teaching in Thailand by accepting translanguaging: Views from Thai university teachers. Issues in Educational Research, 32(3), 871–886.
Averina, F. E., & Kanasya, A. V. (2024). Unravelling Thai EFL undergraduate students’ motivation‑engagement profiles in academic writing along with their challenges. LLT Journal: A Journal on Language and Language Teaching, 31(2), 478–500.
Bancha, W. (2021). Thai and non-Thai English language teachers’ beliefs and practices of teaching English to low-proficiency Chinese tertiary students in Thailand. Journal of Language and Linguistic Studies, 18(1), 116-134
Buathong, T., Ngudgratoke, S., & Nakorn, N.N. (2020), Assessing the Impact of School and Family Educational Resource Inequality on Academic Outcomes of Lower Primary School Students in Tak Province, Phranakhon Rajabhat Research Journal (Humanities and Social Sciences, 15(1), 168-184. https://so05.tci-thaijo.org/index.php/PNRU_JHSS/article/view/142782
Bunmy, C., Nuangchalerm, P., & Dejtrakulwongse, P. (2025). Exploring Success Factors to Improve Preservice EFL Teacher Education Program in Thailand. World Journal of English Language, 15(5), 335–340. https://doi.org/10.5430/wjel.v15n5p335
Chaisiri, P. (2023). Promoting Thai EFL Learners’ Willingness to Communicate in the Virtual Classroom Through Technology-Mediated Oral Tasks. LEARN Journal: Language Education and Acquisition Research Network, 16(1), 97–120.
Chen, M., Mohammadi, M., & Izadpanah, S. (2024). Language learning through music on the academic achievement, creative thinking, and self-esteem of the English as a foreign language (EFL) learners. Acta Psychologica, 247, 104318.
Chuanpongpanich, S. (2021). 24. The Challenges of Thailand in Promoting The English Skills To Be An Effective ASEAN Citizen. วารสาร วิชาการ วิทยาลัย สัน ต พล, 7(2), 229-238.
Fadli, Z., Sembiring, H. M., Isdianto, M. E., & Andayani, W. (2023). Learning While Relaxing: Physical Students’experiences Of Learning English Vocabulary By Songs. Wacana: Jurnal Penelitian Bahasa, Sastra dan Pengajaran, 21(2), 137-147.
Haryadi, D. (2024). ‘I feel like I am more respected here in Thailand’: Indonesian EFL Teachers’ Experiences and Challenges in Thai Elementary Schools. Journal of Foreign Language Teaching and Learning, 8(2), 173–197. https://doi.org/10.18196/ftl.v8i2.20873
Hasbullah, M. A., & Wangi, N. B. S. (2021). Innovation Strategy on Online-Based Library Services to Achieve Freedom Learning Program during Covid 19. Edutec; Journal of Education and Technology, 4(4).
Hendrajaya, M. R. (2023). Assessing English Learning Motivation among Thai University Students: A Cross-Faculty Perspective. Journal of English and Education (JEE), 9(2), 102–124. https://doi.org/10.20885/jee.v9i2.31128
Hossain, S., & Boonmoh, A. (2025). Perceptions and Needs of EFL Teachers in Thailand Regarding Continuous Professional Development in English Language Teaching. Journal of Studies in the English Language, 20(1), 123–146.
Khamkhien, A. (2012). Proficiency, motivation, and classroom anxiety and their effects on language learning strategies used by Thai EFL learners. Rangsit Journal of Arts and Sciences, 2(2), 85–98.
Kim, H. J., Chong, H. J., & Lee, M. (2024). Music listening in foreign language learning: perceptions, attitudes, and its impact on language anxiety. Frontiers in Education, 9, 1372786. https://doi.org/10.3389/feduc.2024.1372786
Liu, M., & Wu, B. (2021). Teaching Anxiety and Foreign Language Anxiety Among Chinese College English Teachers. SAGE Open, 11(2), 1–12. https://doi.org/10.1177/21582440211016556
Loo, D. B., Maidom, R., & Kitjaroonchai, N. (2019). Non-native English speaking pre-service teachers in an EFL context: examining experiences through borderland discourse. Asia-Pacific Journal of Teacher Education, 47(4), 414–431. https://doi.org/10.1080/1359866X.2019.1607252
Methanonpphakhun, S., & Deocampo, M. F. (2016). Being an English language teacher: A narrative analysis of ten foreign teachers in Thailand. The New English Teacher, 10(1), 1-19.
Nasution D. S., (2023) The Role of Technology in English Language Learning: A Quantitative Examination of Student Performance Engagement and Motivation Trans. West Science Interdisciplinary Studies, 1(08), 690-701. https://doi.org/10.58812/wsis.v1i08.468
Nonkukhetkhong, K., Baldauf Jr, R. B., & Moni, K. (2006). Learner-centeredness in teaching English as a foreign language: Teachers' voices. 26 Thai TESOL International Conference, Chiang Mai, Thailand. 19-21 January 2006 (pp. 1-9)
Pipuš, D. (2021). Overcoming Speaking Anxiety in the EFL Classroom. World Conference on Education and Teaching, (pp. 15–25).
Phisutthangkoon, K. (2024). Thai EFL University Students’ Beliefs in English-Speaking Fluency. REFLections, 31(2 SE-Research articles), 478–500. https://so05.tci-thaijo.org/index.php/reflections/article/view/274780
Pongsin, V., Lawthong, N., Fry, G. W., Ransom, L., Kim, S., & Thi My, N. N. (2023). Thailand as a new international higher education hub: Major challenges and opportunities, a policy analysis. Research in Comparative and International Education, 18(2), 249-276. https://doi.org/10.1177/17454999231163401
Potipipittanakorn, P., Kallawicha, S., & Vishuphong, P. (2023). Examining Educational Resource Allocation and Educational Quality Inequality: A Case Study of Schools in Chumphon Province. Journal of Multidisciplinary in Humanities and Social Sciences, 6(6), 3382–3402. https://so04.tci-thaijo.org/index.php/jmhs1_s/article/view/267375
Putri, V. A. (2025). Experiences and Challenges Perceived by Indonesian EFL Teachers as Non-Native English Speaker Teachers (NNESTs) in Thailand. Vision: Journal for Language and Foreign Language Learning, 9(1), 62–80. https://doi.org/10.21580/vjv9i25187
Rajendran, M., Ray, M., Ilangovan, A., Xavier, Y. S., & Parthasarathy, G. (2025). Game-based learning and its impact on students’ motivation and academic performance. Multidisciplinary Reviews, 8(3), 2025074-2025074.
Rahatlou, M. B., Fazilatfar, A. M., & Allami, H. (2018). English as a lingua franca in Iran: An attitudinal investigation into the in-service teachers. Cogent Education, 5(1), 1499215. https://doi.org/10.1080/2331186X.2018.1499215
Sivabalan, Y., Pek, L. S., Nadarajan, N. T. M., Khusni, H. K., Wong Mee Mee, R., & Ismail, M. R. (2024). Parental Involvement on Children's Educational Achievement: A Scoping Review. International Journal on Studies in Education (IJonSE), 6(4), 555-574
Songnuan, N., & Nomnian, S. (2023). Science Students’ Motivational Orientations of EFL Reading through the Lens of Self-Determination Theory. REFLections, 30(1), 104–131. https://doi.org/10.61508/refl.v30i1.265147
Srimalee, P., & Worraarpakorn, S. (2024). The Use of Home-based English Language Activities to Enhance Thai Parents’ Involvement in their Children’s English Learning: A Study of Thai Parents with Limited English Proficiency. Journal of Liberal Arts Prince of Songkla University, 16(2), 280378-280378.
Sriwongsa, O. & Sukying, A. (2024). Overcoming Challenges: Implementing the CEFR in Thai Secondary School English Classrooms. Journal of English Language Teaching and Applied Linguistics, 6(3), 06-13. https://doi.org/10.32996/jeltal.2024.6.3.2
Sukying, A. (2023). Investigating the Relationship Between Speaking Anxiety and Productive Skill Development in Thai EFL Learners. Asian EFL Journal, 25(1), 100–118.
Surani, D., Mudjiyanto, J., Hartono, R., Sakhiyya, Z. (2025). Enhancing Speaking Skills and Overcoming Anxiety Using Technology: An E-Learning Module for EFL Learners. Participatory Educational Research, 12(3), 196-216. https://doi.org/10.17275/per.25.40.12.3
Susaniari, N. K. A. C., & Santosa, M. H. (2024). A Systematic Review on The Implementation of Game-based Learning to Increase EFL Students’ Motivation. Journal of English Language and Education, 9(6), 77-87.
Suwannatrai, L., Thumawongsa, N., & Chumpavan, S. (2022). English Instruction Difficulties Perceived by Teachers in English as a Foreign Language (EFL) Classrooms at the University Level in Thailand. Rajapark Journal, 16(47 SE-Research Article), 23–38. https://so05.tci-thaijo.org/index.php/RJPJ/article/view/257620
Takong, C., & Wichaidit, S. (2024). Challenges and opportunities of EFL teachers in Thailand during emergency remote teaching. Kasetsart Journal of Social Sciences, 45(1), 85–94. https://doi.org/10.34044/j.kjss.2024.45.1.09
Tantiwich, K., & Sinwongsuwat, K. (2024). Exploring Thai EFL Undergrads’ Challenges in Constructing and Sequencing Turns to Make Friends. Education Quarterly Reviews, 7(1), 77–90. https://doi.org/10.31014/aior.1993.07.01.801
Ulla, M. B. (2019). Filipinos as EFL Teachers in Bangkok, Thailand: Implications for Language Education Policy in the ASEAN Region. RELC Journal, 52(3), 588–602. https://doi.org/10.1177/0033688219879775
Wangkamhan, Y., Nachaisin, K., & Kenthoraphak, P. (2024). The Impact of Technology on Learning Outcomes in Thai Secondary Schools: An Educational Psychology Perspective. Journal of Buddhist Education and Research (JBER), 10(3), 184-195.
Published
2025-07-09
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