Challenges of non-native English speaking (NNES) EMI primary teachers: a case study at a private school in Thailand

This study aims to explore the challenges of non-native English (NNES) EMI Primary teachers in terms of English language proficiency at a private school where English is a medium of instruction. The research method was adopted using a structured questionnaire based on a review of relevant literature (e.g., Macaro, 2018; Kim et al., 2014; Pun & Jin, 2021) to explore the challenges and possible solutions in terms of English language proficiency. The participants were fourteen Thai NNES EMI primary teachers who taught in Science, Mathematics, and Social Studies in EMI classes at least once a week and did not graduate with any degree in English. The adapted questionnaire employed both quantitative - the Likert-scale responses were used for descriptive statistical analysis presented by percentage, mean (M) and standard deviation (SD) which were analyzed by Excel and qualitative data were analyzed by using thematic analysis (Braun & Clarke’s, 2006) to explore deeper insights into possible solutions regarding English language proficiency challenges. The results revealed that interaction and student engagement were the highest challenges especially during questioning and conversation in the classroom. Moreover, they reported that the school assigned them to implement EMI, but there was no training provided, which aggravated anxiety and ability gaps. Hence, mindset and motivation of teachers, professional support for teachers and effective classroom tools and resources were the possible solutions from the teachers themselves to support EMI teachers effectively in the real classroom. The findings may be beneficial for those involved in educational planning and instruction.