ELT Master’s Programmes in Thailand: Focused Areas and Research Trends

Athip Thumvichit

doi:10.17323/jle.2020.10532

Abstract

The increasing demand for competent users of English and qualified English teachers has accelerated the growth of graduate programmes in English language teaching (ELT). In Thailand, ELT master’s programmes have been serving as a training ground for Thai English teachers for decades. This study explores the focused areas and research trends of Thai ELT master’s programmes. The analyses involved ten ELT master’s programmes offered by ten different universities and 201 master’s theses submitted between the years of 2014 and 2018. Foundation and core courses were categorised into twelve content areas. The findings show that teaching and research methodology courses were the most common areas, indicating that the programmes were not only pedagogical but also research-oriented. In consistence with the international trends of ELT research, the Instructional effects research area still prevails. The number of studies on Assessment and Curriculum/Programme is relatively low compared with the number of courses in such areas. Also discussed are considerations for programme management, lecturers, and students. It is also recommended that all the courses offered be treated as a gateway to research opportunities in addition to teaching practice and professional practice improvement.

Highlights

English Language Teaching (ELT) master’s programmes in Thailand were established to strengthen qualifications and career pathways of those entering or already employed in English language education
The current study was conducted in a descriptive manner, the ten programmes reviewed in this study rendered results more representative of the areas of focus and research trends of ELT master’s programmes in Thailand
The current study confirms that even at a national scale, pedagogical content still dominates master’s research in Thailand. This trend is subject to change, but as of this content area has received considerable attention from international and Thai ELT master’s programmes

Summary

Introduction

English Language Teaching (ELT) master’s programmes in Thailand were established to strengthen qualifications and career pathways of those entering or already employed in English language education. The programmes are considered a stepping stone to professional development and a gateway to a teaching career at the tertiary level In this sense, ELT master’s programmes are serving as a training ground for Thai English teachers and even for those who are pursuing other English-related careers. By gaining insight into the currently research trends and areas of focus, ELT scholars and programme management can be better informed about the present state of affairs in the ELT community (Lin & Chen, 2010). Addressing such issues provides a better understanding of how to move the ELT community forward (Abdel Latif, 2018)

Methods

Results

Conclusion