Abstract
This research aimed to examine the characteristics of distinguished Thai language teachers and the factors contributing to being distinguished Thai language secondary school teachers in the south of Thailand, and to investigate the instructional models and strategies employed by these teachers. The samples consisted of 15 distinguished Thai language teachers, 13 school administrators, and 13 fellow teachers, A questionnaire, an interview schedule, and a teaching observation form were used in data collection; percentages, arithmetic mean, and standard deviation were used in data analysis. It was found that distinguished Thai language teachers had good teaching ethics, strong determination to develop learners, good personality and human relationship, and close collaboration with the community. In addition, they kept abreast of all the latest developments in their career, had teaching skills and teaching achievement, and were capable of performing their functions efficiently, academically prolific, creative and innovative, and devoted. The highest level is activity oriented and/or teaching method oriented instructional model, the fair level is activity oriented and/or teaching method oriented instructional models, together with Concentrated Language encounters (CLE) model were used by these teachers. However, these teachers knowledge on instructional design, instructional media design and CLE model needed to be further developed.
Keywords : characteristics of teachers, distinguished Thai language teachers,
instructional models, instructional strategies, secondary education,
Thai language teaching
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