Filipino Teachers’ Experiences in Contextualizing Grammar Instruction for EFL Learners in Thailand

Abstract

This study examined how English grammar teaching has evolved towards more contextualized methods to improve communication skills. However, challenges remain in EFL settings like Thailand, where exposure to English is limited. Even with a notable number of Filipino teachers in the Thai education system, research on how they adapt their grammar instruction has not been done. This study investigated the experiences and teaching methods of Filipino ESL teachers in Thailand, focusing on how they contextualize grammar lessons. Using a descriptive qualitative research design, data were gathered through semi-structured in-depth interviews with Filipino teachers currently working in Thai schools. The data were analyzed using reflexive thematic analysis to find common patterns in teaching practices and challenges. Key findings showed that teachers adjusted their roles through significant cultural adaptation. They often included Thai cultural norms and the use of native language support to help bridge language gaps. Participants encountered major challenges, such as students’ first language interference and limited vocabulary. They addressed these issues with learner-centered methods like role-playing, authentic materials, and real-life scenarios. Additionally, the study highlighted that these teaching experiences led to professional growth. This growth improved the teachers’ ability to adapt their teaching styles and manage their classrooms, despite facing systemic challenges. The study concludes that effective grammar instruction in this context requires a mix of cultural sensitivity and creative support rather than strict adherence to traditional rules. These findings have important implications for teacher training programs and curriculum design, highlighting the need for culturally responsive teaching in foreign language education.