Exploring the Creation of Online English Self-Learning Materials by Thai Pre-Service Teachers

Abstract

This study explored the language learning challenges that Thai pre-service teachers faced during their secondary education and how they used their experiences to create online English self-learning materials. A qualitative research design was utilized in this study, incorporating a case study approach with content analysis. The participants comprised 50 third-year English major students enrolled in the course ‘ICT and Communication for English Language Teaching.’ Data was collected through written reflections and by analyzing the online English self-learning materials created by participants. Participants reflected on the challenges experienced during secondary education and then created online English self-learning materials based on these reflections. Content analysis was used to analyze the data. The findings indicated several language learning challenges, including a lack of diverse teaching materials, insufficient practical language exposure, learner-specific issues, technological problems, and teacher-related problems. The study highlighted the need for engaging and interactive teaching methods beyond traditional textbooks. Focus areas for the online English self-learning materials included vocabulary, applications and tools, pronunciation, practical usage, grammar, role plays, interactive learning and teaching techniques. These materials aimed to address specific language learning difficulties and enhance the learners' overall proficiency and confidence in English. The study concluded that English learners creating their own online learning materials is valuable and effective, promoting active learning and critical thinking. The implications for teaching practices are to emphasize integrating technology and learner-generated content in language education.