LGBTQ should not be a Lecturer?: Thai Undergraduate Students’ Attitudinal Assessment towards LGBTQ Lecturer in EFL Classroom
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Through news in Thailand, some Thai LGBTQ lecturers have been negatively assessed by authorities. Since then, the questions have been raised to debate whether LGBTQ lecturer should be a teacher or not. To contribute to this concern, this study, therefore, aims at investigating how students who are believed to be directly affected by lecturer’s actions assess their LGBTQ lecturers’ performances and personalities in EFL classroom. This study employed a mixed-method design. The participants were 423 Thai EFL students who have studied with LGBTQ lecturers at a large-size university in Bangkok, Thailand. They were asked to complete a questionnaire, which was adapted from Puakchit (2013) consisting of four main sections: (1) in-class teaching roles, (2) in-class managing roles, (3) in-class communication skills, and (4) individuals’ attributes. After the quantitative results were obtained, a focus-group interview with 5 volunteer students was conducted. The findings revealed that Thai LGBTQ lecturers in EFL classroom were positively evaluated in all aspects. Genderless or gender-free perspective was promoted by students for being a lecturer of English and students also suggested that whether a good or bad lecturer is not determined by gender.
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