Exploring Success Factors to Improve Preservice EFL Teacher Education Program in Thailand

Abstract

Since the Thai Ministry of Education has mandated English as a compulsory subject in schools, challenges remain in developing teachers' proficiency and teaching methodologies. This research explores the key success factors for enhancing preservice English as a Foreign Language teacher education program. Documentary research was employed by collecting data from the ERIC database, reviewing studies carried out between 2020 and 2024. The study emphasizes the importance of integrating digital literacy into the TPACK framework, introducing effective training programs, and revising the curriculum to give more importance to practical communication skills instead of traditional grammar-focused instruction. The findings show that enhancing preservice EFL teacher training necessitates a combination of technical abilities, reflective teaching approaches, and language practices.