This exploratory study investigated the perceptions of Thai university students towards World Englishes (WEs). One hundred and ninety-eight students from three universities in Bangkok were administered a questionnaire inquiring about definitions of WEs, the Kachruvian concentric circles, the concepts of standard and ownership of English, Thai English and the role of native vs. non-native English speaking teachers. Findings revealed that the majority of the respondents were ambivalent about WEs, although they still prized British and American English as most desirable. However, Thai English was perceived as undesirable, although they did not mind whether Thais may speak English with the Thai accent. Implications for classroom teaching and future research are provided.

This study aimed at investigating English grammar knowledge of a group of Thai university students. The three main research questions revolved around their knowledge of English grammar, the kinds of difficulties they had encountered in using the grammar as well as their perceptions of the roles of grammar in using English. The participants were administered two types of grammar test: one was the grammar production test (20 items), and the other was the grammar recognition test (40 items). The average scores of the tests were relatively low: 7.30/20 and 21.13/40, respectively. The interview results suggested that the participants viewed grammar as important in learning and using English effectively. They also reported that appropriate teaching of grammar was beneficial as long as the communicative use of the grammar was emphasized. Further, a thorough analysis of sentence structures, which was one of the foci of the lesson learned, helped them to gain a better understanding of English sentences, enabling them to read academic texts more effectively. In short, the participants believed that grammar was essential and was something that was not insurmountable albeit the low scores reported above.

This qualitative case study aimed to solicit Thai EFL university lecturers' opinions concerning postmethod pedagogy. It was motivated by an interest in how local teachers construe pedagogical innovations such as postmethod pedagogy vis-à-vis their own teaching conditions. More often than not, local teachers encounter many challenges in implementing those innovations in their own teaching. Through semi-structured interviews and unique and snowball sampling, the participants (n=6) were asked a series of questions that delved into their English teaching experiences, especially their understanding of postmethod pedagogy. Results suggested that, although the participants did not spell out exact postmethod strategies, their response patterns pointed to a high level of understanding of the postmethod pedagogy philosophy. Moreover, limitations of the study were provided and the paper was concluded with Hayes' (2008) ecological perspective on language teaching. It is recommended that qualitative research be conducted at a wider scale in order to ascertain whether and to what extent postmethod pedagogy can be successfully implemented in the EFL context.