Abstract

The application of project-based learning (PBL) in English class has been growing in the Thai educational setting. However, a body of literature has revealed problems regarding Thai EFL teachers and their use of PBL. Hence, this convergent mixed methods research study aimed to quantitatively and qualitatively study the relationship among English teachers’ PBL knowledge, belief, and practice in the Thai university context. A total of 52 Thai EFL teachers from a language institute of an autonomous university participated in this study. All of them were asked to complete a PBL knowledge test and a questionnaire on PBL belief and practice. Subsequently, non-participatory observations and follow-up interviews were conducted to capture in-depth information on the beliefs and practices of 15 participants. Thematic analysis was used to analyze qualitative data, whereas frequency, mean, standard deviation, Pearson’s product moment correlation, and multiple regression were used to analyze quantitative data.

The findings revealed glaring inconsistencies in participants’ knowledge, belief, and practice. Comprehensive knowledge of PBL was witnessed in the knowledge test. Positive belief about PBL was also reported. However, the observations and follow-up interviews revealed a pattern of recurring problems and factors negatively affecting the in-class application of PBL. The study suggests revisiting the three elements as well as the customization of teacher professional development to solve underlying problems and enhance the congruence of belief and practice regarding PBL in the Thai context.

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