AN ASSESSMENT OF AN EFL CLASSROOM BY USING LEARNER-CENTRED METHODOLOGY FOR UNDERGRADUATE STUDENTS IN THAILAND

Abstract

          The purposes of this research were to assess EFL classroom by using learner- centred methodology for undergraduate students in Thailand in six aspects: curriculum, teaching – learning process, teaching materials, instructors, evaluation, and supporting resources and to gather supplemental suggestions.
          Research samples were 425 Thai-Nichi Institute of Technology undergraduate students derived through stratified random sampling techniques. The instruments used for gathering the data were the rating-scale and open-ended questionnaire. The statistics used for analyzing the data were frequency, percentage, mean, standard deviation and content analysis.
The research findings were as follows: 1. EFL classroom by using learner-centred method of Thai-Nichi Institute of Technology undergraduate students as a whole was at high level. When considered in each aspect, it was found that their using learner-centred method was at high level on curriculum, teaching-learning process, teaching materials, instructors and evaluation, while their using learner-centred method in supporting resource was at a moderate level. 2. Thai-Nichi Institute of Technology students had supplemental suggestions: to organize the curriculum in order to learners’ needs in curriculum, to provide various activities and be suitable for learners’ skills in teaching-learning process, to use innovative materials for learners in teaching materials, to teach how to do efficient examination in evaluation, and to provide facilities such as wireless and more modern equipments both in the classroom and outside classroom in supporting resources.