An Analysis of Ability and Problem Levels in the Use of Classroom English of Non- English Major Teachers in Schools under Loei Primary Educational Service Area Office 2, Loei Province

Abstract

The purposes of this research were: to identify the ability and problem levels in the use of classroom English of Non-English major teachers in schools under the Loei Primary Educational Service Area Office 2, Phu Luang District, Loei Province.  Participants were 40 Non-English major teachers from 15 schools under the Loei Primary Educational Service Area Office 2, Phu Luang District, Loei Province. The research instruments included: 1) a personal information questionnaire, 2) the use of classroom English capability level measurement, 3) English problem level assessment and 4) English capability assessment in the use of classroom English of Non-English major teachers in schools under the Loei Primary Educational Service Area Office 2, Phu Luang District, Loei Province. The data was analyzed by Mean and Standard Deviation.

        The research results revealed that the overall ability level in the use of classroom English of the Non-English major teachers was at a moderate level ( = 3.11, S.D. = 1.13). The highest level of ability was the use of classroom English at the stage of starting the lesson, which was at a high level ( = 3.58, S.D. =1.04), and the lowest level was the use of classroom English at the stage of giving simple instructions and commanding, which was at a moderate level  ( = 2.85, S.D. = 1.00). Concerning the problem level in the use of classroom English, overall it was found to be at a moderate level ( = 2.95, S.D. = 0.85), with the highest level of problem being the use of classroom English during the lesson, which was at a moderate level ( = 3.50, S.D. = 0.75), and the lowest being the use of classroom English to praise and encourage, recorded to be at a low level ( = 2.30, S.D.= 0.80). By observing the teaching of those teachers who recorded a score lower than 60%, it was found that although they could probably speak English, they rarely chose to, and when they did their speech contained errors sometimes. This was possibly due to limitations in basic knowledge and experience in teaching English. In addition, the study also found that 47.50 % of Non-English major teachers suffered anxieties and lacked the necessary self-confidence for teaching English.