6. Recommendations for Further Study
1) Although this study was on a small scale basis, the findings might provide a condensation of the content areas
of professional development programs that need to be organized in the future. Teachers see the necessity of
teaching productive skills such as listening-speaking and writing over the teaching of reading and grammar and
structure. The training courses that help improve teachers’ English proficiency are also highly valued.
2) For any PD program that is well established, it is worthwhile to conduct a follow-up study to find out whether
the participants are henceforth able to solve their teaching problems or apply what they gain from the program in
their teaching situation. Alternately, a teacher-driven PD program may be more valuable because it may result in
the delivery methods and the content areas that directly serve the participants’ needs.
3) The current study presents only the teachers’ perspectives on English-teaching problems; it may be
worthwhile to take the other side of the coin i.e. Thai learners’ views on English teaching and learning problems
into consideration, too.
4) There should be some research conducted on number of hours of exposure necessary for Thai learners to
become moderately proficient users of English. This may help advocate self-directed learning or help policy
makers see the necessity to provide more time-allocation for English classes, hire more English native speakers,
or support using English in teaching other subjects to increase students’ English exposure.