Online English Teaching with Interactive Slides: Reflection from Thai Pre-Service English Teachers’ Self-Directed Learning

Abstract

This study explores the self-directed learning (SDL) experiences of Thai pre-service English teachers as they navigate interactive slide platforms for online English teaching. Aimed at understanding how these teachers engage with SDL and reflecting on their experiences, the research employs a mixed-method approach. It begins with qualitative data collection to uncover the SDL strategies used by participants, followed by a quantitative phase to strengthen the findings. Engaging with 29 second-year English Education major students at a university in Thailand, the study focuses on those most relevant to the research objectives. The findings reveal that these pre-service teachers effectively utilized various SDL strategies, including utilizing YouTube tutorials and collaborating with peers. Interestingly, they highlighted gamification features, such as rewards for correct answers, as powerful tools for keeping students engaged and motivated. While the interactive slides were appreciated for their user-friendly design and real-time feedback capabilities, participants also faced challenges like technical issues and the costs associated with premium features. This study underscores the significance of interactive platforms in equipping pre-service teachers with the skills needed for effective online teaching, a growing necessity in today’s educational landscape.