Abstract:
This study looks into Thai students’ experiences of learning English with
non-Thai teachers in primary and secondary schools in Thailand. Using a
qualitative phenomenological research design, the study seeks to
understand how students perceive, feel, and interpret their English
learning experiences in communication-focused classrooms led by non
Thai teachers. The primary data source consisted of five interview
participants aged 9-17, while a preliminary questionnaire administered to
21 students was used solely for contextual and screening. Data were
gathered through semi-structured interviews conducted in English, each
lasting around ten minutes. This was supported by a preliminary
questionnaire given to a larger group of students for additional context. The
researchers analyzed the data manually, following the steps set by
Moustakas, which include bracketing, horizonalization, thematic
clustering, and essence synthesis, while also drawing on van Manen’s
interpretations. The findings highlight key themes regarding students’
emotional experiences, including enjoyment, excitement, fear of making
mistakes, and shyness during speaking activities. While students typically
reported feeling more motivated and comfortable when learning with non
Thai teachers, they also faced significant challenges, like anxiety and fear of
judgment from their peers in speaking-centered classrooms This study
adds to the limited research on primary and secondary EFL learners’
experiences with non-Thai teachers in Thailand and emphasizes the
significance of emotional factors in English language teaching settings.
