Development of guideline on English autonomy-supportive instruction with out-of-class English resources for EFL classrooms

Abstract

The purposes of this mixed methods study were to 1) explore how teachers integrate out-of-class resources in Thai EFL classrooms, 2) explore how teachers conduct autonomy-supportive instruction with out-of-class resources in Thai EFL classrooms, and 3) propose a teaching guideline for English autonomy-supportive instruction with out-of-class resources in EFL classrooms. Data were collected through a questionnaire, classroom observations, and follow-up interviews. The research instruments consisted of 1) Teachers’ Out-of-class English Resources Integration Questionnaire, 2) observation field notes, and 3) Teaching follow-up interviews questions. The participants, selected purposively, were English teachers in Bangkok, Thailand. Seventy-five participants took part in the Teachers' Out-of-class English Resources Integration Questionnaire. From this group, four participants were purposively selected for classroom observations and follow-up interviews. The quantitative data were analyzed using descriptive statistics, while the qualitative data underwent content analysis.

The study findings suggest that teachers frequently and extensively rely on receptive-oriented resources, creating a positive and supportive learning environment. The study identifies gaps that need to be addressed, emphasizing the importance of teachers actively teaching learners how to utilize learning strategies and evaluate out-of-class resources. It highlights the need to prioritize the incorporation of learners' perspectives into lessons and encourage reflection on the effectiveness of their own learning experiences, aiming to enhance learner autonomy. The pedagogical guideline emphasizes the importance of incorporating learners' perspectives, promoting real-life application, developing self-directed learning skills

and strategies and adopting an active advisory role in learners' out-of-class language learning.