PDF format - AU Journal - Assumption University of Thailand

an important language for Thailand and 10= 5.0% 181=95% 100%
Thai business dealings and information
do not like other languages 2=1.0% 189=99% 100%
to be able to speak many languages 1=0.5% 190=99.5% 100%
to improve one’s social status 1=0.5% 190=99.5% 100%
to be different from other people 1=0.5% 190=99.5% 100%
Summary of Research Findings and
Suggestions for Further Research
What is clear is that (a) there is
very little detailed, reliable research
evidence about how English is actually
taught/learned at schools and
universities in Thailand, (b) there is
very little evidence that standards are
improving significantly. The objectives
outlined in the various curricula at
different levels of education in Thailand
cover a wide variety of skills and, if
successfully achieved, should ensure
that students are highly proficient in
English. However, there is a wide gap
between general objectives statements
and specific achievement. To address
the above problems, it is suggested that
further research be carried out to
answer the following questions: what is
actually happening in relation to the
teaching of English in the Thai school
and university systems? What exactly
are the syllabus contents currently being
used at both school and university
levels and how effective are the various
courses?
In the area of examinations,
research is need to answer the following
questions: what factors are most likely
to lead to successful examination
performance by students? What type of
examinations should be made
available?
Follow up studies of actual
classroom behaviour and perception of
teachers and students about what is
being taught and learnt are clearly
required. This study indicates that
teachers may not necessarily be doing
what they believe they are doing, or
believe they ought to be doing. Only
observation of what is actually
happening in classrooms will reveal the
extent to which perception and reality
match.
Anecdotal Evidence
Many comments were made (and
negative reactions received) about the
length and purpose of the
questionnaires used in this study. One
or two lecturers asked if the researcher
was testing their knowledge of the
theories of second/foreign language
teaching. Several expressed suspicion
about the researcher’s motivation,
believing she wanted to obtain inside
information about the teaching and
learning of English in their institutions.
Some teachers said the questionnaire