Teacher-Produced ELT Resource Book for Global Citizenship in Thailand’s Deep South
Issued Date
2026-01-01
Resource Type
Scopus ID
2-s2.0-105035930030
Journal Title
Current Trends and Issues in Elt Materials in Selected Asian Contexts Implications for the Global Community
Start Page
154
End Page
170
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SCOPUS
Bibliographic Citation
Current Trends and Issues in Elt Materials in Selected Asian Contexts Implications for the Global Community (2026) , 154-170
Suggested Citation
Fonghoi W., Nomnian S. Teacher-Produced ELT Resource Book for Global Citizenship in Thailand’s Deep South. Current Trends and Issues in Elt Materials in Selected Asian Contexts Implications for the Global Community (2026) , 154-170. 170. doi:10.4324/9781003738046-11 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/116338
Title
Teacher-Produced ELT Resource Book for Global Citizenship in Thailand’s Deep South
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Abstract
This study investigates the perceptions of Thai secondary school English as a Foreign Language (EFL) teachers concerning the integration of global citizenship education (GCE) into English language teaching (ELT). Data were collected through semi-structured interviews, classroom observations, and analysis of students’ group assignments, providing a triangulated perspective on teachers’ practices and challenges. Participants were purposively selected, and content analysis was employed to interpret the findings. Results indicate that teachers relied on professional training, accumulated teaching experience, and peer collaboration to incorporate global themes into elective courses, supported by a specially developed ELT resource book. They perceived their role as pivotal in preparing students for global citizenship, often supplementing lessons with additional materials and implementing varied pedagogical approaches to cultivate global awareness and intercultural competence. Despite these efforts, teachers identified major constraints, particularly the limited availability of resources and insufficient professional training in GCE. The findings suggest that while teachers value the integration of GCE into ELT, their initiatives remain hindered by gaps in pedagogical expertise and institutional support, underscoring the necessity for sustained professional development and resource enhancement.