The Lexical Approach as Known and Utilized by Thai EFL Teachers

Abstract

This exploratory research was conducted to investigate the knowledge and utilization of the Lexical Approach (LA) of Thai university EFL teachers in the higher educational institutes in the upper North-eastern parts of Thailand. Specifically, it explored to what extent the teachers know about the LA and utilize it in their classroom practices. The samples were 140 EFL teachers selected by convenient sampling from 9 state universities located in 8 provinces in the region. A close-ended questionnaire with a 5-point-Likert scale was used to collect the data which were analyzed using descriptive statistics. The findings showed that the teachers possessed a moderate level of knowledge about the LA and they utilized the LA in terms of exercises and activities also at a moderate level. The findings were discussed in relation to the LA being unpopular in Thailand due to some factors that might hold back the teachers' interest in utilizing the LA exercises and activities, including other traditional approaches embedded in commercial ELT books and some LA exercises and activities as time-consuming and daunting tasks. Pedagogical implications for the use of the LA in EFL classroom practices and recommendations for future research were provided.