USING PICTURE BOOKS TO SUPPORT ENGLISH WRITING DEVELOPMENT IN THAI PRIMARY EDUCATION: STAKEHOLDERS’ INSIGHTS

Abstract

Writing remains one of the most challenging skills for Thai learners of English as a foreign language (EFL), largely due to teacher-centered instruction and limited opportunities for meaningful writing practice. Traditional methods often fail to foster creativity and confidence, resulting in low writing proficiency among primary students. To address this issue, picture books have been proposed as an innovative pedagogical tool; however, research on their application in writing instruction, particularly in Thai primary education, remains limited. This qualitative study explored stakeholders’ perspectives on integrating picture books into English writing instruction for Grade 5 students. Data were collected through in-depth interviews with six participants, including an educational supervisor, an academic teacher, two English teachers, and two parents. Interviews were conducted in Thai using a semi-structured guide, audio-recorded with consent, and analyzed thematically. Findings revealed five key themes: (1) positive perceptions of picture books as engaging and age-appropriate; (2) improved student motivation, confidence, and creative writing skills; (3) pedagogical benefits such as contextual learning and reduced writing anxiety; (4) challenges including limited resources, time constraints, and lack of teacher training; and (5) recommendations for teacher development, resource support, and home–school collaboration. The study concludes that picture books are a promising tool for enhancing EFL writing instruction in primary education. However, successful implementation requires institutional support, teacher training, and policy-level integration to ensure sustainability and equity.