Investigating the Influences of Linguistic Insecurity on Pre-service English Language Teachers’ Teaching Performance in Thai EFL Classrooms

Abstract

Speaking anxiety is a crucial difficulty experienced by pre-service English language teachers in the Thai context. Therefore, this study investigated the influence of linguistic insecurity on the teaching performance of Thai EFL pre-service teachers majoring in English education programs at six Rajabhat universities in Thailand. The questionnaire was adapted from Jantri and Phusawisot (2021) and the professional standard for Thai pre-service teachers by the Teachers’ Council of Thailand (2021), which included three factors: Lack of Confidence (LC), Poor Performance (PP), and Negative Self-Concept (NSC). A quantitative approach was adopted in this study; thus, 100 participants were selected through convenience sampling due to their teaching experience. The data were collected using a questionnaire. Descriptive statistics and multiple regression techniques were employed, using SPSS Statistics version 29, to examine factors affecting the teaching performance of Thai EFL pre-service teachers. The results revealed that the correlation coefficient (R) is .649, and the coefficient of prediction (R square) is 42.20 percent, indicating that one of those factors predicted the teaching performance of Thai EFL pre-service English teachers. The adjusted coefficient of prediction (Adjusted R square) is 0.403. Consequently, a Negative Self-Concept (NSC) significantly influenced the teaching performance of all Thai EFL pre-service teachers from Rajabhat Universities (P < 0.05).

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Author Information
Nuttaporn Takhet, Phuket Rajabhat University, Thailand
Aeknarin Yokchawee, Phuket Rajabhat University, Thailand
Jaruwan Kaewwiriya, Phuket Rajabhat University, Thailand
Pakawat Wipamart, Phuket Rajabhat University, Thailand

• Category: Learning Experiences, Student Learning & Learner Diversity

Posted by James Alexander Gordon

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