English Teaching in Thailand: Using Local Wisdom as a Bridge to Comprehension and Continuity

1
English Teaching in Thailand Using Local
Wisdom as a Bridge to Comprehension and
Continuity

• Thailand Today Focus on International Teaching
  and Research
• California State University, San Bernardino
• April 26, 2007
• Rosalie Giacchino-Baker, Ph.D.
• Professor, Department of Language, Literacy, and
  Culture
• Co-Director, International Institute
• rosalie_at_csusb.edu

2
Research Objectives

• To describe and analyze participating Thai
  English teachers self-reported language
  competencies, classroom methodologies, curriculum
  materials and future professional development
  needs
• To determine the current use and future interest
  in using Thai folklore materials in English
  classes in Thailand.

3
Historical Background on Education in Thailand

• Watson, K. (1980) Educational development in
  Thailand. Hong Kong Heinemann Asia.
• Office of the National Education Commission
  (ONEC) (1999). National Education Act of B.E.
  2542 (1999). Available online at
  http//www.moe.go.th/English/edu-act.htm
  Accessed March 18, 2007
• Developing students critical thinking skills
• Educating global citizens
• Ensuring strong moral grounding
• Instilling pride in Thai language and local
  wisdom
• Decentralizing curriculum and textbook/material
  selection

4
References on English Teaching Reforms in Thailand

• Mackenzie, A.S. (2005). Current developments in
  EFL curriculum in Thailand. Available online from
  http//scholar.google.com/scholar?hlenlrqcach
  ewk2Iy-kIjIkJwww.britishcouncil.or.th/future-per
  fect/current-dev-in-efl-curriculum-reform-in-thail
  and.docEFLinthailand Accessed March 11, 2007
  
• Barriers to the implementation of curriculum
  reforms in English teaching in Thailand.
• Thai English teachers backgrounds (low
  self-reported language abilities, poor language
  teaching skills high workload lack of
  willingness to change low salaries lack of
  access to English language resources
  insufficient professional development
  opportunities)
• Administrative policies and leadership
  (excessive paperwork, budgetary
  priorities/constraints, lack of expertise for
  English program development)
• Content and types of national English language
  tests (foster grammar-based rather than
  communicative programs)

5
Research on English Teaching Methodologies in
Thailand

• Sukamolson, S. (1993). English teaching methods
  What worked, what did not work, and what seemed
  to work. Bangkok, Thailand.
• Eclecticism best (Traditional methods as
  effective as integrated skills approach.
  Activity-based better than traditional methods.)
• Most research conducted on reading
  methodologies (Authentic materials more effective
  than provided materials. Culture-oriented reading
  instruction more effective than conventional
  methods-P. 5, M. 2, and university)
• Tubtimtong, W. (1993). The problems of
  translating communicative needs into course
  design and implementation. Bangkok, Thailand
  Chulalongkorn University.

6
Research on the Use of Literature in ESL/EFL
Classes

• Council of Europe (2001). Common European
  Framework for the teaching of languages
• Importance of literature in language classes to
  clarify values
• Ghosn, I.K. (2002). Four good reasons to use
  literature in primary school ELT.
• Motivation
• Language learning
• Academic literacy
• Literature as change agent
• McKay, S. (1982). Literature in the ESL
  classroom.
• Requires careful selection and opportunity to
  respond and interact

7
Research Methodology

• Survey of English teachers (n73)(primary,
  secondary, and university levels) in Bangkok
  (Chulalongkorn University and its demonstration
  schools, workshop participants at Rajanagarindra
  Rajabhat University, Surindra Rajabhat
  University, Uttaradit Rajabhat University, as
  well as the Chiang Mai University Demonstration
  School)
• Survey data triangulated through
• Visits to 5 schools, observations of English
  lessons, discussions with teachers and
  administrators in their English programs
  (Bangkok, ChiangMai, and Uttaradit)

8
Survey DataResponsdents Background Information
n73

• Gender
• Male 16
• Female 84
• Age
• 23-29 24.5
• 30-35 13
• 36-45 20.7
• 45 41.5
• English Studied in
• Thailand 77
• Abroad 23

9
Survey DataResponsdents Teaching Levels n73
10
Survey FindingsRespondents Study Abroad
Experiences
11
Survey FindingsRespondents Self-Identified
Language Competencies-Listening n73
12
Survey FindingsRespondents Self-Identified
Language Competencies-Speaking n73
13
Survey FindingsRespondents Self-Identified
Language Competencies-Reading n73
14
Survey FindingsRespondents Self-Identified
Language Competencies-Writing n73
15
Survey Findings (Forced Choice Item)English
Teaching Methodologies n73

• Pair or Small Group Activities..97
• Translation.91
• Grammar Drills.85
• Vocabulary Building Activities..82
• Paragraph/Essay Writing.80
• Small Group Reading.80
• Individual Reading Aloud.77
• Comprehension Building Activities..62
• Large Group Discussions in English.59
• Choral Repetitions.47
• Journal Writing20
• Other0

16
Survey Findings (Forced Choice Item) n73
Materials/Resources Used in English Classes

• Standard Textbook91
• Pictures and Photos.88
• English-Language Publications82
• Story Books in English.82
• (foreign stories)
• Computer Programs/Internet..80
• Audiotapes.71
• Videos, DVDs, etc..62
• Story Books in English.50
• (Thai stories)
• Academic Materials in English.41
• (history books, science books, etc.)
• Other..0

17
Survey Findings (Forced Choice Item) n73
Biggest Successes in Teaching English

• Students can understand English well in my
  classroom..74
• Students can use the internet and write e-mails
• in English62
• Students can understand English media
  (newspapers,
• magazines, TV, etc.)62
• Students understand grammar rules in
  English56
• Students enjoy reading in English for
  pleasure44
• Students can write creatively in
  English..41
• Students can write correctly in
  English.29
• Students can read difficult materials in
  English24
• Students speak English fluently18
• Other.0

18
Survey Findings (Forced Choice Item) n73
Biggest Challenges in Teaching English

• Using a variety of teaching methods. 65
• Conducting classes in English 59
• Large class sizes.. 53
• Finding good textbooks. 47
• Finding good supplementary materials in
  English..44
• Lack of computers and equipment. 29
• Not enough professional development
  opportunities.26
• Lack of time to read and evaluate students
  writing..20
• Other0

19
Preliminary Conclusions

• Thai English instructors at all levels are under
  pressure (from educational reforms and parental
  demands) to improve their students competencies
  in English
• Most survey respondents (a geographical,
  institutional, and educational cross-section of
  Thai English instructors) indicate that English
  instructors self-report their own skills as good
  or very good in all areas listening (85)
  speaking (75) reading (85) and writing (73).
  Nevertheless, a majority of them (59) indicated
  that conducting classes in English was one of
  their biggest challenges.
• Differs from teachers self-reported
  language competencies in MacKenzie (2005)

20
Preliminary Conclusions (continued)

• Teaching Methodologies Although almost all (97)
  of all respondents reporting using pair or small
  group activities, 91 of them indicated that
  translation, and 85 said that grammar drills
  were the most common teaching methods used.
  Focus on standardized tests is still on
  grammar-MacKenzie (2005)
• Teaching Resources Although 91 of respondents
  reported that the standard textbook was the
  primary classroom resource, they also indicated
  that they use a rich variety of other materials
  in English. 82 of the teachers said they used
  foreign stories in English 50 of the teachers
  said they used Thai stories in English. As found
  in Sukamolson, S. (1993), teachers reported the
  effectiveness of culture-based readings

21
Preliminary Conclusions (continued)

• Successes Only 18 of respondents claimed that
  their students speaking skills as one of their
  successes 74 claimed that their students had
  good listening comprehension skills. Teachers
  reported that Thai students are passive learners
  who speak English poorly
• Successes 62 of respondents were proud of their
  students achievements using English with
  technology and English print and news media The
  question remains whether students learn these
  skills in or out of the classroom

22
Preliminary Conclusions (continued)

• Challenges Three biggest challenges (using a
  variety of teaching methods, large class sizes,
  and conducting classes in English) match those
  reported in MacKenzie (2005). Administrative
  problems were not mentioned under other.
• Resources Teachers reported the availability
  and use of a rich variety of materials in English
  in contrast to the situation reported in
  MacKenzie (2005).

23
Final Thoughts

• Classroom practices do not always mirror survey
  data.
• Thai teachers of English report that they are
  enthusiastic, overworked, and open to new
  teaching methods in their eclectic repertoires.
  They say they understand the importance of
  communicative strategies, but state the need to
  focus on grammar and translation since these are
  tested in standardized exams.
• Thai teachers use stories (foreign and Thai) in
  their English classes. They would like to learn
  more communicative strategies that use Thai
  cultural knowledge (local wisdom) as the
  springboard to intercultural communication, that
  is to say, helping their students communicate in
  English in our global society.