Abstract
Using a case study approach, this study focused on teachers’ linguistic insecurity. The purpose of this study was to investigate the influences of Thai EFL teachers’ linguistic insecurity on their teaching performance. The data were obtained from classroom observation and semi-structured interviews. Using a purposive sampling, the participants were two Thai EFL teachers who were in-service teachers at a public secondary school in the northeastern part of Thailand. The study was conducted in the second semester of the 2020 academic year. Data were analyzed by using content analysis to identify themes. The results of the study indicated that the participants perceived that linguistic insecurity influenced their teaching performance in three aspects: lack of confidence about English knowledge, poor performance in English language teaching, and negative self-concept toward their English language ability. The discussion of findings, pedagogical implications, and recommendations for further investigations were also discussed.
Highlights
1 Due to the growing number of English language users worldwide, English has become the communication medium used by many people from different parts of the world
In order to answer this research question posed in this study, classroom observation and semi-structured interviews were conducted to investigate the influences of linguistic insecurity on Thai English as a foreign language (EFL) teachers’ teaching performance
This present study provided understandings of Thai EFL teachers’ linguistic insecurity through the perception of the Thai EFL teachers in the northeastern part of Thailand
Summary
1 Due to the growing number of English language users worldwide, English has become the communication medium used by many people from different parts of the world This has led to a steady increase in the number of English language teachers and learners. In the field of English language teaching (ELT), an increasing number of teachers are not native speakers of English (Muam, 2002); Braine (2010) mentioned that 80% of the English teachers worldwide are non-native speakers of the language. Some non-native speakers of a language face challenges in terms of socio-cultural and racial socioeconomic differences, including feelings of anxiety, self-consciousness, and lack of confidence. These factors can impact non-native speakers’ self-perception, and a negative self-perception causes linguistic insecurity. In the case of language teachers, lack of self-confidence and linguistic insecurity can hinder the process of teaching and learning
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