Enhancing Pre-Service EFL Teachers’ Teaching Skill through Teacher Training: A Case Study of a University in Thailand

Oct 15, 2026

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EFL teacher training for pre-service teachers is examined for its role in strengthening second language teacher education outcomes in Thailand. The study evaluates a university-based training program and investigates participants’ perceptions of the EFL training course. Thirty pre-service teachers completed a 24-hour training with an invited experienced EFL trainer. Evaluation forms, questionnaires, and student reflection sheets were analyzed using quantitative and qualitative approaches. Findings show very high training effects and changes across EFL knowledge, experience, and multiple influencing factors, while time limitation emerged as a critical problem.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

INTRODUCTION

An Overview of Second Language Teacher Education (SLTE)

Advances in Language and Literary Studies ISSN: 2203-4714 [www.alls.aiac.org.au](www.alls.aiac.org.au) | Enhancing Pre-Service EFL Teachers’Teaching Skill through Teacher Training: A Case Study of a University in Thailand
Anamai Damnet*
Kasetsart University, KamphaengSaen Campus, Thailand
Corresponding Author: Anamai Damnet, E-mail: [andydamnet@gmail.com](andydamnet@gmail.com) | | | --- | --- | | ARTICLE INFO | ABSTRACT
EFL teacher training for pre-service teachers plays a vital role in second language teacher | | Article history | | | Received: February 04, 2021 | education (SLTE) . In Thailand, pre-service EFL teacher training benefits in helping student- | | Accepted: April 15, 2021 | teachers gain confidence before going to their practicum. This study investigates the effects | | Published: June 30, 2021 | of the pre-service EFL teacher training in a university in Thailand. The pre-service teachers’ | | Volume: 12 Issue: 3 | perceptions towards the EFL training were also examined. Participants were 30 pre-service | | Advance access: June 2021 | teachers currently studying in English Learning Management Program in the university at the research site. Research method applied training program evaluation (Owen & Rogers, 1999), anda 24-hour EFL training program was implemented. An experienced trainer in EFL was invited to | | | | | Conflicts of interest: None | provide the EFL training during the whole training course. Data collection gained was from: 1) | | Funding: None | an evaluation form, 2) a questionnaire, and 3) a student reflection sheet. Data analysis employed | | | percentage, means, and S.D. for quantitative whereas grounded theory (Strauss & Corbin, 1999) was applied for qualitative data. Three major findings revealed that: 1) the effects of the preservice EFL teacher training was very high; 2) the participants showed changes in all areas of EFL knowledge and experience provided after the training; and 3) the participants viewed five factors which included training contents, knowledge and experience, training activities, training process, and the trainer that affected the training. However, the findings indicated that the critical problem of the study was time limitation of the training course. This study has shed light on the significant role of EFL training for pre-service EFL teachers before their practicum as the findings showed positive change in their motivation and attitude for their teaching practice. | | Key words:
Pre-service Teachers, EFL teacher Training, Practicum | | INTRODUCTION This research project aims to investigate the effects of the pre-service EFL teacher training in English language program. Also, the trainees’ perceptions towards the EFL training course were examined. Background of the study is in threefold. They are: 1) an overview of second language teacher education, 2) teaching practicum, and 30 the role of pre-service EFL teacher training. An Overview of Second Language Teacher Education (SLTE) To start with, second language teacher education (SLTE) plays a key role in the countries where English is used asa second language as well as a foreign language. In particular, the roles of teacher education for both in-service and pre-service teachers are very significant. As thus, universities that are responsible for EFL teacher education program place very high importance in SLTE, particularly in pre-service EFL teacher education. In Thailand, while the Ministry of Education is normally responsible for in-service teacher education, teacher training in particular, pre-service teacher education and training are taken for grant that the universities have to commit to this part. Concerning EFL teacher training, experts have discussed various content areas of education in EFL training. For example, Richards (Richards, 1998) has summarised six fields of core knowledge base in SLTE, that are 1) theories of teaching, 2) teaching skills, 3) communication skills,

FAQs

What was the purpose of the study on EFL teacher training?

The study investigated the effects of pre-service EFL teacher training and examined participants’ perceptions of the training course.

How was the training program delivered and evaluated?

A 24-hour EFL training program was implemented with an experienced EFL trainer. Data were collected using an evaluation form, a questionnaire, and a student reflection sheet.

What major findings emerged from the training?

The effects were very high, participants showed changes in EFL knowledge and experience, and they identified five factors—including training content, activities, process, and the trainer—as influencing the training.

Oct 15, 2026

Upload by Adam