The research reported in this paper adopts a sociocultural approach to the comparative study of Thai and Serbian foreign language learning settings, seeking to identify similarities and differences in student perception of teacher approaches to teaching EFL. The participants in the research included a total of 439 Thai and 106 Serbian students. The instrument used in the study included a questionnaire constructed for the purposes of this research, comprising statements that covered general aspects of possible teaching approaches. The findings corroborate conclusions of other investigations in this field, particularly in terms of the respective communication styles of the learners, the amount of exposure to the foreign language in a natural setting and the distinction between non-native and native EFL teachers. The paper concludes with recommendations for pedagogical practice.