This study investigates Thai EFL teachers’ beliefs regarding Communicative Language Teaching (CLT) and their teaching practices in General English (GE) classrooms. Data collection methods consist of semi-structured interviews, classroom observations, and fieldnotes. Seventeen teachers participated in the interviews and nine teachers’ classroom teaching practices were observed in four public Rajabhat universities from four provinces of the lower northeastern area of Thailand. The selection of participants was conducted via purposive sampling technique and data were analyzed via an interpretive approach and thematic analysis. The findings reveal that the teachers had strong beliefs that were mostly consistent with the CLT principles because of the benefits derived in terms of developing students’ communicative competence. The teachers applied the CLT approach in their classrooms, but adopted only some CLT principles. The teachers’ teaching practices were not in line with their beliefs concerning CLT due to various reasons and factors that might be related to the local teaching contexts which have influenced teaching practices.
(2564). Teachers’ Beliefs and Teaching Practices about Communicative Language Teaching (CLT) in a Thai EFL Context. LEARN Journal, 14(2), 1-27.