Development of English Communication Competence of Learners in Educational Institutes in Nakhon Ratchasima Province for Joining AEC

Thawascha Dechsubha

doi:10.22158/eltls.v2n3p32

Abstract

This research interpreted data from 4 research topics 1) Development of a New Method of English Instruction for Higher Secondary School Learners for Joining AEC, 2) Development of Basic English Communication for Occupational Progress of Non-Formal Education Learners in Nakhon Ratchasima Province, 3) Development of English Competence for Communication of higher Secondary School Learners in Nakhon Ratchasima Province for Joining AEC and 4)Development of English Skills of Tertiary Level Learners in Nakhon Ratchasima Province for Jobs and Occupational Opportunity.The purposes of this study were to (1) study ability of English speaking for communication of higher secondary school learners from Boonluawithayanusorn, and Baanluamwithayakhom higher secondary schools for joining AEC, (2) compare ability of English speaking for communication of higher secondary school learners from Boonluawithayanusorn and Baanluamwithayakhom higher secondary school for joining AEC for joining AEC, (3) study basic English speaking ability for occupational progress of non-formal education learners, (4) compare basic English speaking ability for occupational progress of non-formal education learners, (5) study the English speaking skill of the tertiary level learners in Nakhon Ratchasima in order to add up a chance of jobs and occupation and (6) compare the English speaking ability of the tertiary level learners in Nakhon Ratchasima in order to add up a chance of jobs and occupation.The population in this study consisted of 290 learners from higher secondary schools, from non-formal education department, and tertiary level who took English course during the second semester of the academic year 2015. Samples consisted of 140 learners from higher secondary schools, non-formal education department, and tertiary level who took English course during the second semester of the academic year 2015 through the purposive sampling random. Eight weeks were spent on this research. The instruments were (1) the questionnaire related to students’ problems about the English instruction, (2) classroom observation, (3) semi-structured interview, and (4) English speaking ability test (pre-test and post-test. The scores of English speaking ability were analyzed and interpreted statistically in terms of mean (x?), standard deviation (S.D.), and t-test (pretest and posttest) with the criterion of 60%.

Highlights

English has been considered as an international language and widely used for communication in the age of AEC because it is used for communication by the majority of people around the world as media of communication
In order to solve the above mentioned problems, TCRS (Teaching Communication through Reading, Writing and Storytelling) approach of teaching English can encourage learners to be skillful in basic English conversation for Joining AEC because this approach focuses on activities involving the interaction in real communication and performing meaningful tasks
The results of this study revealed that the post-test mean score of English speaking ability of leaners who studied eight contents through the TCRS approach process were significantly higher than the pre-test mean score

Summary

Introduction

English has been considered as an international language and widely used for communication in the age of AEC because it is used for communication by the majority of people around the world as media of communication. Speaking and listening do comprise much of what is often referred to as communicative competence because the communication competence is even more multi-faceted and complex including knowledge (what a student should know), motivation (how a student should feel about communicating), and skills (what a student should be able to do) (Moghadam & Adel, 2011) Thailand may encounter both crises and opportunities after the implementation of the ASEAN Economic Community in 2016 if some Thai people still encounter communicating to ASEAN members including foreigners. English is very important for communication in the age of AEC, it appears that Thai learners lack the skills to use English in real situations, especially in speaking and listening outside the classroom after graduation. Learners are assigned to perform communicative activities, while the teachers have a duty as consultants or facilitators to facilitate and guide the communicative activities

Objectives

Methods

Results

Conclusion