Abstract

This study investigates foreign EFL teachers’ perceptions, instructional practices, and challenges in implementing Teaching Proficiency through Reading and Storytelling (TPRS) in Thailand, where communicative language learning is increasingly prioritized. Utilizing a mixed-methods design, the research compares teachers who have received formal TPRS training with those without such training. Findings indicate that both groups recognize the method’s benefits for vocabulary acquisition, listening comprehension, and student engagement but perceive its impact on grammar, pronunciation, and speaking fluency as more limited. Trained teachers reported greater confidence in applying TPRS, attributing this to structured professional development, whereas untrained teachers relied on self-guided adaptation and frequently reported uncertainty. Common challenges, including large class sizes, student reluctance to participate, and time constraints, were expressed by both groups; however, trained teachers employed more systematic strategies to address these issues. While both groups underscored the value of formal TPRS training, untrained teachers cited limited access to such programs. These findings underscore the urgent need for accessible, contextually responsive training to support foreign EFL teachers within communicative learning environments. The study contributes to ongoing discussions on optimizing TPRS for EFL instruction and recommends future research into the long-term effects of training on teacher efficacy and student outcomes in non-English-speaking contexts.