Non-Thai EFL teachers' perceptions and problems in integrating content into language instruction in a Thai primary school

This study attempted to investigate perceptions of non-Thai EFL teachers in an English Program toward integrating content into language instruction and to explore the problems experienced by EFL teachers in an English Program context. The instrument was a five Likert scale questionnaire and semi-structured interviews. The participants were the 30 non-Thai primary English teachers teaching in an EP in government schools in Thailand. They were from the UK, the USA, South Africa, Russia, and France. The findings of this study revealed the perceptions among non-Thai primary English teachers within the English Program framework in Thailand regarding the efficacy of Content-Based Instruction (CBI) in enhancing students’ language proficiency including increasing confidence in English language and facilitating second language acquisition. Furthermore, the study identifies a salient impediment encountered by non-Thai instructors in the form of the language barrier, which poses considerable challenges to effective pedagogical delivery and classroom management.