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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
was too difficult for them and stated that they were unable to answer the theoretical questions. A number of respondents stated that they did not have any knowledge at all about ESP. On the whole, it was extremely difficult to motivate the staff of tertiary institutions to respond to the questionnaire. This seems to have related to a number of factors. What is evident is that many felt that the questionnaire was simply an intrusion into an already over-loaded schedule. The combination of over-work, fear, suspicion and anxiety that language teachers in Thai tertiary institutions appear to suffer from is not conducive to effective innovation. Only when teachers feel adequately trained and experienced and effectively supported by their institutions are they likely to be willing to discuss possible improvements openly and with confidence. Only when they feel that innovation involves unthreatening partnership are they likely to welcome it. Successful innovation is likely to take place where there is confidence, trust and professional security. Thailand must acknowledge that the process of change is likely to be a long and gradual one and that it must involve the acknowledgment of the need for true professionalism in language teaching and, therefore, of the need for a comprehensive policy on language teacher education - a policy that offers opportunities to everyone involved. References Allwright, R. (1984). “Why don’t learners learn what teachers teach?: The interaction hypothesis.” In D. Singleton & D. Little (Eds.). Language learning in formal and informal contexts (pp. 3-18). Dublin: IRAAL. Andrews, S. (1984). “The effect of arabicization on the role of service English.” In J. Swales & H. Mustafa, (Eds.). ESP in the Arab world (pp. 172-84). Birmingham: Language Services Unit, University of Aston. Holliday, A. (1992). “Tissue rejection and informal orders in ELT projects: Collecting the right information.” Applied Linguistics, 13 (4), pp. 403-424. Kirkpatrick, A & Prescott, D. (1995). “Whose course is it anyway? Why we need a new ELT teacher education course.” Expanding horizons in English language teaching (pp. 95-107). Selected Papers Presented at CULI’s Third International Conference 27-29 November 1995, Bangkok Thailand. Nunan, D. (1995). “Closing the gap between learning and instruction.” TESOL Quarterly, 29 (1), 133-158. ______
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Page 3 and 4: 175). Nevertheless, it has been not
Page 5 and 6: languages are taught and learned”
Page 7 and 8: statistical test. The coefficients
Page 9 and 10: continue to learn outside of the cl
Page 11 and 12: subject specific vocabulary for sub
Page 13 and 14: trying out new vocabulary and langu
Page 15 and 16: Table 7 below shows that Applied li
Page 17 and 18: Many do not seem to be aware of deb
Page 19 and 20: Though all four skills appear on oc
Page 21 and 22: Table 15 Ten Features of Learning T
Page 23 and 24: and/or without sound empirical or t
Page 25 and 26: English is used all the time 4 Engl
Page 27 and 28: Table 18 Innovations and Developmen
Page 29 and 30: Table 21 Statistical Analyses of Le
Page 31 and 32: multiple choice 12/19 63.2 % - - 65
Page 33 and 34: (b) asking questions in English 29.
Page 35: often felt to be uninteresting, as

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