Teacher Cognition and Pedagogical Responses to Systemic Challenges in English Education in Thailand

Abstract

Aim. The study examined the interplay between teacher cognition, pedagogical practices, and systemic conditions in English education in Thailand. It seeks to understand how teachers interpret students’ learning challenges, adapt instructional strategies, and respond to educational constraints affecting English language learning in Thai secondary schools. Methods. A qualitative research design was employed. Five high school English teachers in Thailand participated in semi-structured interviews exploring their perceptions of students’ learning difficulties, classroom practices, and recommendations. The data were analysed using thematic analysis. Results. The findings revealed variation in students’ English proficiency. The participating teachers associated learners’ development with both individual factors, including motivation, confidence, and perceived aptitude, and contextual influences such as family support, access to technology, and opportunities for exposure to English. They reported implementing pedagogical strategies that emphasise pronunciation and vocabulary development, technology-mediated instruction, collaborative learning activities, confidence building, and the adaptation of materials to local learning environments. They also offered several recommendations based on their classroom experiences, including practical and communicative English, real-life language practice, everyday English use, and a more balanced approach to standardized assessment. Conclusions. The research demonstrated a significant influence of the teachers' beliefs about learner motivation, confidence, family support, and exposure to English on classroom practices. They addressed emotional barriers and uneven proficiency by implementing strategies that prioritised foundational language skills, interactive learning, confidence building, technology use, and contextualised materials. They also called for a more practical and communicative approach to English education.