The Recognition of English Tenses by Thai EFL Learners

Abstract

This study addresses the challenges encountered by Thai learners of English as a foreign language (EFL) due to the absence of a tense-aspect system in their native language. Emphasizing the prevalent reliance on classroom instruction for English tense acquisition, the primary research objective is to examine the proficiency of Thai EFL learners, stratified by varying levels of English grammar competency, in discerning English tenses and aspects. Through the administration of two evaluative instruments, encompassing 12 distinct English tenses and verb phrase structures, the findings reveal that initial recognition is centered on the present simple and past simple tenses. Proficiency levels significantly influence tense recognition, with the initial phase comprising the present simple, past simple, present continuous, and past continuous tenses, aligning with the Common European Framework of Reference for Languages (CEFR). These insights hold pedagogical implications, suggesting practical applications for English instructors catering to Thai EFL learners, thereby enhancing overall classroom efficacy.