An Innovative Pedagogical Practice Models for English Teachers: A Case Study at Srisuvit School, Thailand

Abstract

This study explored the pedagogical English teaching model by analyzing the data from the classroom action research conducting at Srisuvit School. The research objectives were to: 1) compose a systematic English teaching model being implemented at the school. 2) explore the factors that help English teachers at the school be competent in English teaching. 3) explore English teaching activities appropriate with different grade levels of students and 4) explore how those teachers work together in teaching English at the school. The research approach is a Mixed Methods, using Concurrent Embedded design strategy. The informants who provide the research data were eight pairs of English teachers at the English Department at the school with the total of 16 teachers. The data analysis for the quantitative research methods was a mean to measure the teacher competency and attitude towards teaching English as well as students’ attitude toward English learning. The data analysis for a qualitative data was done through manual coding and categorizing then interpreting the data. The research results were as follows: 1) the systematic English teaching model composed of  seven elements, they were: school culture and policy, parents’ participation, English learning environment, teacher’s self-development, student’s individual differences, teaching pedagogy, and students’ learning achievement, 2) the factors that help teachers be more competent in teaching English were: working together in pair, application of teaching pedagogy, 3) approaches those suit the different grade level of student’s abilities: letting student work in group, giving student encouragement and motivation, using songs, making them relax and comfortable, letting student do self-evaluation, and building the English learning atmosphere and 4) the ways that teachers work together are: the more experienced teachers work with the less experienced teachers, identifying the problem together, analyzing the problem together, planning the lesson together, and having discussion after class. It is recommended that the parents’ participation element of the English teaching model should be the most beneficial to any private schools.