LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 14:7 July 2014
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
         C. Subburaman, Ph.D. (Economics)
Assistant Managing Editor: Swarna Thirumalai, M.A.

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A Study of Elementary School Thai English Teachers'
Perceived English Proficiency and Self-Reported English Teaching Efficacy

Masters Dissertation, Payap University
Chiang Mai, Thailand

Barbara Best, M.A. TESOL

Contents

Chapter 1 Introduction
Chapter 2 Literature Review
Chapter 3 Research Methodology
Chapter 4 Results of the Study
Chapter 5 Discussion, Conclusion and Recommendation
Bibliography

Introduction

English as a global language has grown exponentially. It has become the modern day "lingua franca." It is the basis of communication in countries all over the world. In southeast Asia a new community—ASEAN (Association of Southeast Asian Nations)—is becoming stronger each day. It is comprised of 10 countries: Brunei, Cambodia, Indonesia, Lao, Malaysia, Myanmar, Philippines, Singapore, Thailand, and Vietnam. The chief aim of this collaboration of countries is to promote "economic growth, social progress, cultural development in the region through joint endeavors in the spirit of equality and partnership in order to strengthen the foundation for a prosperous and peaceful community of Southeast Asian Nations" (ASEAN.org, n.d.). As a community working together they are stronger than as individual nations. And in 2015, the ASEAN economic community (AEC) will be officially integrated in southeast Asia. Since the 10 countries represent many languages, one language, English, was chosen for business communication. Thus, speaking and using English in daily communications has become more important to many Thais.

International business and transactions, science and technology, international academic communities and education also use English as the primary language, which, in turn, requires proficiency in English (Crystal, 2003). And English, used mainly for business, education, and technology, is generally used in Bangkok, Chiang Mai, and other tourist destinations (Chamcharatsri, 2013). In order to be competitive globally, Thailand realizes the need to produce citizens who are competent in more than one language (ONEC, 1999). In this country there are over sixty three million citizens who will help Thailand be a part of the global age (BIC, 2005). To achieve this, teachers need to help prepare students in all subjects, including English. The students need to become proficient, or competent, in the areas outlined in the national curriculum (ONEC, 1999). Proficient English teachers are also needed to teach English as a foreign language to the fourteen and a half million students of Thailand (BIC, 2007). They are expected to teach students how to use foreign languages in a more communicative manner and to have a good attitude toward the people and its culture. Language proficiency is needed to communicate and be understood by using the language for exchange of information, sharing interpersonal relationships, etc. In general, knowledge of a second language helps a person experience a more expanded view of the world beyond the immediate community. Language proficiency is now viewed as more than grammatical knowledge and a more communicative language teaching approach is the present course of action as described by the Basic Core Curriculum of Thailand (2008). As stated in the core curriculum (ONEC, 2007), a foreign language is required at all grade levels. The standards call for an understanding and mastery of the four macro skills: reading, writing, speaking and listening, and an ability to communicate in a foreign language. English is the standard foreign language taught in schools in Thailand. Understanding of the similarities and differences between the English language and culture and Thai culture and having the ability to communicate this information are core tenets of the Act. The standard practice of using English as a foreign language (EFL) for studying other subjects such as math and science, yet developing a broader word view of other cultures cannot be realized if students are not given the proper opportunities to learn the language. At present, Thailand does not require language teachers to pass any proficiency tests so there is no standard by which teachers are held accountable.

This is only the beginning part of the Dissertation. PLEASE CLICK HERE TO READ THE ENTIRE DISSERTATION IN PRINTER-FRIENDLY VERSION.

Barbara Best, M.A. TESOL
Payap University
Chiang Mai, Thailand
barbestbara@gmail.com
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