Lived Experiences of Filipino Teachers Teaching Foundational English Reading Skills in Grade 1 in Thailand

This research aimed to explore Filipino teachers’ lived experiences teaching foundational English reading skills in Grade 1 in Thailand. Reviewed literature showed Thai reading is low, but none of these focused on Filipino teachers in terms of their experiences, teaching, teaching methods, feelings, challenges and how they cope with the challenges. It also intended to derive a teaching framework and, describing the challenges, identify the phenomenon through investigation. Therefore, Filipino teachers must have their insights and experiences shared and valued in the research and teaching profession. In relation to their responses regarding their experiences, five major themes emerged, which are Causes of Difficulties in Reading, Effective Tools for ELL, Student’s Progress Influences Teacher’s Emotion, Challenges in Preparation and Instruction in Supporting the ELL, and Role of Key Stakeholders in Independent Learning. Through phenomenological investigation, this study attempted to uncover the prevailing themes of the teachers teaching foundational English reading skills in Grade 1 in selected schools in Thailand experiences. The general representation and direction the research undertook guided the conceptual framework for this phenomenon and constructed the emergent conceptual framework. The qualitative inquiry was appropriate for this research, as there is a need for more evidence-based information in teaching foundational English reading skills. The overarching question sought a deeper understanding of the informants’ lived experiences.