How Teaching Experience Shapes EFL Teachers’ Integration of Extramural English in Thai Classrooms

Santipap Upara; Ruedeerath Chusanachoti

doi:10.66947/pasaa.v72i1.2354

Authors

Santipap Upara Burapha University Language Institute https://orcid.org/0009-0004-4091-6184
Ruedeerath Chusanachoti Faculty of Education, Chulalongkorn University https://orcid.org/0009-0004-9460-2463

DOI:

https://doi.org/10.66947/pasaa.v72i1.2354

Keywords:

Extramural English (EE), informal and formal language learning, TPACK, teaching experience, professional development

Abstract

Teachers’ integration of extramural English into formal instruction to support students’ informal language learning remains underexplored, particularly in relation to the role of teaching experience. This mixed-methods study examines how teaching experience (novice, transitioning, and experienced) influences the integration of extramural English (EE) into classrooms. A one-way ANOVA conducted with 81 Thai EFL teachers revealed no statistically significant differences across the experience groups (p > 0.05). Complementary qualitative data were gathered through interviews with 12 purposively selected teachers (4 per group). Qualitative findings revealed that EE integration is influenced more by individual beliefs, institutional constraints, and access to professional development than by teaching experience. Transitioning and experienced teachers employed EE more structurally but relied on familiar methods, whereas novices showed enthusiasm for integrating diverse EE yet faced implementation challenges. These findings are interpreted through the TPACK framework and inward and outward bridging concepts to highlight how differences in teachers’ technological and pedagogical practices related to EE integration across experience levels. These insights underscore the need for differentiated and context-specific professional development programs to bridge classroom teaching and students’ informal digital learning opportunities in EFL contexts.

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