Matches and mismatches between teacher beliefs and practices in teaching Thai

This case study examines the beliefs and practices of a Thai language teacher instructing an elective course in general education at a Chinese university. The teacher’s background includes undergraduate and master’s degrees in Thai language and culture, along with approximately two years of teaching experience. Data were collected through interviews, video recordings of lessons, classroom observations, and analysis of teaching materials. The findings indicate that the teacher’s beliefs primarily stem from previous learning and teaching experiences, particularly as a Thai language major. However, dissatisfaction with student  reactions and classroom atmosphere leads the teacher to prioritize student engagement and motivation. Overall, the teacher’s beliefs align with their teaching practice, although challenges arise from a singular mode of classroom interaction. These challenges are mainly attributed to the large student cohort, limited class time, and course nature.