Abstract:
This study explores the methodological strategies, innovations, and challenges
experienced by five Indonesian pre-service teachers teaching English as a
Foreign Language (EFL) to Thai secondary students during an international
practicum. A qualitative descriptive approach was employed, using semi
structured interviews, classroom observations, and supporting documentation
such as lesson plans, photos, and video recordings. Data were analyzed
inductively following Miles, Huberman, and Saldaña’s (2014) interactive model,
including data condensation, thematic coding, and triangulation to identify
patterns in teaching strategies, challenges, and innovations. Findings show that
storytelling, implemented through five modalities teacher-modeled narration
with visual aids, collaborative group projects, culturally responsive stories,
multimedia-assisted narration, and student-generated narratives served as the
central strategy for engaging students in speaking activities. Complementary
techniques, such as role-play, think-pair-share, and peer scaffolding, were also
used to enhance participation and manage classroom anxiety. Teachers reported
that these strategies supported vocabulary use, fluency, and learner confidence,
based on qualitative observations. Challenges included linguistic constraints,
culturally influenced reticence, mismatches with students’ previous learning
styles, and limited resources or class time. This study contributes by providing a
detailed account of storytelling practices in cross-cultural EFL classrooms and
emphasizes the importance of preparing pre-service teachers to combine
communicative techniques with culturally adaptive strategies. Future research
should integrate quantitative measures and multi-site studies to evaluate the
effectiveness of different storytelling modalities.
