English Education Policy in Thailand: Why the Poor Results?

Kaur, Amritpal; Young, David; Kirkpatrick, Robert

doi:10.1007/978-3-319-22464-0_16

Cited by 48 publications

(56 citation statements)

References 9 publications

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“…This happens as English is the international language that must be learned by all learners in Thailand. According to Kaur, Young, & Kirkpatrick (2016) English is taught as a compulsory subject across the nation. International conferences, tourism, and global advertising are the domains in which English is spoken.…”

Section: Resultsmentioning

confidence: 99%

The Implementation and Improvisation of Islamic School Curriculum in Buddhist Country

Wijayanti¹,

Widhanarto²

2019

IJCETS

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AbstrakThailand adalah salah satu negara Budha terbesar di Asia Tenggara, oleh karena itu nilai-nilai dan budaya Budha tak terelakkan lagi pasti mengintervensi dunia pendidikannya, termasuk kurikulumnya. Sangat menarik untuk menyelidiki bagaimana sekolah Islam di Thailand mengatur dan mengembangkan kurikulumnya sendiri untuk menyeimbangkan kepentingan nasional yang dipengaruhi oleh agama Budha dengan ajaran, nilai-nilai, dan budaya Islam yang dimiliki oleh sekolah tersebut. Artikel ini mencoba menggambarkan Sekolah Songkhla Islam Anuban sebagai salah satu sekolah Islam yang mengadaptasi kebijakan pendidikan nasional dalam upaya menyusun kurikulum mereka sendiri yang berakar pada visi-visi keislaman. Penelitian ini menemukan bahwa Sekolah Songkhla tidak menerapkan semua kebijakan yang diberlakukan oleh pemerintah secara resmi, karena memang pada dasarnya tidak semuanya kompatibel dengan visinya sebagai sekolah Islam. AbstractThailand is one of the greatest Buddhist country in Southeast Asia, therefore the Buddhism values and culture inevitably intervene education, including the curriculum. It is interesting to investigate how Islamic school arranges and develops its own curriculum in order to balance the national interest influenced by Buddhism and the Islamic belief, values, and culture owned by the school in Thailand. This article tries to illustrate Anuban Islam Songkhla School as one of the Islamic schools adapts the national educational policy and arranges their curriculum rooted on Islamic vision. This research found that Songkhla School does not implement all policy endorsed by the government officially due to its incompatibility with the Islamic vision of the school.

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Section: Resultsmentioning

confidence: 99%

The Implementation and Improvisation of Islamic School Curriculum in Buddhist Country

Wijayanti¹,

Widhanarto²

2019

IJCETS

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“…There has been an attempt to elevate the quality of English language education in Thailand for over a decade (Baker & Jarunthawatchai, 2017;Kaur, Young, & Kirkpatrick, 2016). However, as reported by the Education First English Language Proficiency Index (EF EPI) in 2016, from 80 countries around the world, Thailand ranked 53th, labelled "Low Proficiency".…”

Section: Elt Situation At Tertiary Level In Thailandmentioning

confidence: 99%

“…Kaur et al (2016) assert the development of language proficiency among Thais are still problematic, despite numerous of initiatives related to English Language Teaching (ELT) and language proficiency development such as the promotion of English program, Bilingual program, mini English program and the integration of Common European Framework of References for Languages (CEFR) in the assessment and classroom management system across educational level (Office of The Basic Education Commision, 2014). Most of the initiatives failed to meet their goals (Kaur et al, 2016;Todd, 2015). As pointed out by Chayunuvat (2017) on the nature of Thai learners, Thai students are unable to use English language to serve their own needs.…”

Section: Elt Situation At Tertiary Level In Thailandmentioning

confidence: 99%

Students’ Perceptions of a Student-Produced Video Project in the General English Language Course at Srinakharinwirot University, Thailand

Journal¹,

Kulsiri²

2018

Preprint

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The research was conducted to study students' perceptions of a student-produced video project (SPV project) in the context of the General English Language Course at Srinakharinwirot University in Thailand. First year students with a pre-intermediate level of English language proficiency, who were enrolled in the General English Language course, were assigned to work on a SPV project that required them to make a short video related to content learnt in class. There were four main objectives of the SPV project which were: (1) to provide an environment that allows students to grasp a deeper understanding of the topic learnt in class; (2) to enhance English language proficiency as well as creativity and problem-solving skills; (3) to promote the use of Information and communication technology (ICT) in language teaching and learning and (4) to provide a collaborative working environment among students. There were 450 students who participated in this project. A questionnaire on the perceptions of the SPV project was administered to 107 students. It covered three aspects (1) the improvement of students' English language proficiency and life skills, (2) the use of technological tools and (3) collaboration among peers. Questionnaires results were statistically analyzed and reported in descriptive statistics. Findings indicated that students had positive perceptions toward the SPV projects in all three aspects. The aspect that received the highest mean value was that of collaboration among peers. This paper advocates the use of SPV projects as feasible and adaptable language projects suitable for the language learning in the 21 st century.

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“…Cuesta and Madrigal (2014) reported a proportionately larger spending by Thai families on private education. These private schools normally offer international English curricula from countries such as Singapore, the United Kingdom (UK), or the United States of America (USA), and are accredited by the Ministry of Education, or by external bodies such as the Western Association of School and Colleges (WASC) and the Council of International Schools (CIS) (Kaur, Young, & Kirkpatrick, 2016). There are two major types of private schools: full-fledged international schools where the medium of instruction and administration is English, with the exception of foreign language subjects, which includes Thai, and bilingual schools which have an English Program (EP) and an English Intensive Program (EIP).…”

Section: Research Context and Participantsmentioning

confidence: 99%

Examining Narratives of Conflict and Agency : Insights into Non-Local English Teacher Identity

Loo¹,

Trakulkasemsuk²,

Zilli³

2017

The Journal of AsiaTEFL

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This study examines teacher identity through conflicts and agency emergent from the narratives of five non-local English teachers working in Bangkok, Thailand. The examination of conflict and agency to gauge one's identity is suitable as these constructs are interdependent. Using a sociocultural approach, the study examined meaning and word choices found in the participants' narratives. The findings indicated that participants encountered conflicts with different social entities such as their employers' expectations, circumstances of their students, and interference from other stakeholders. The ways in which these conflicts were addressed depended on the workplaces of the participants, wherein those whose workplace had stronger social suggestion resorted to a resolved acceptance of difference, while participants whose workplace had weaker social suggestion enacted agency by modifying pedagogy or teaching content, or opposing the school administration. It was found that these agentic actions were carried out based on the notion of inclusivity and social justice. From these findings, the multifaceted identity of non-local English teachers was not only determined by their culture or country of origin but also by their work context. This study calls for further examination of international school settings, as well as the professional growth of non-local English teachers in such contexts.

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English Education Policy in Thailand: Why the Poor Results?

Cited by 48 publications

References 9 publications

The Implementation and Improvisation of Islamic School Curriculum in Buddhist Country

The Implementation and Improvisation of Islamic School Curriculum in Buddhist Country

Students’ Perceptions of a Student-Produced Video Project in the General English Language Course at Srinakharinwirot University, Thailand

Examining Narratives of Conflict and Agency : Insights into Non-Local English Teacher Identity

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