Abstract
In Thailand, concerns over the imperative need to improve its citizens’ English proficiency and the unsatisfactory English learning outcomes have long been present. In addition, ongoing globalization has raised another concern that Thainess is being eroded due to external influences. This study attempted to compromise these two seemingly conflicting forces by enhancing Thai students’ global English and maintaining local Thainess associated with three regions of Thailand. First, a set of instructional innovations for elementary English education was constructed in each region. These were based on prominent characteristics of local Thainess elicited through a questionnaire completed by local community members and subsequently implemented in Grade 4 classes at three schools in each region of Thailand for ten weeks. Next, two separate sets of pretests-posttests corresponding to each instructional set were constructed and administered to assess their local Thainess and English knowledge. Finally, to ensure that the knowledge gained from the instruction was put into practical use, a tour guide simulation task was conducted by the students. The analysis of the test scores demonstrates that localized lessons were beneficial, enhancing their local Thainess knowledge and associated English vocabulary. The accomplishment of the task thus represented their knowledge of local Thainess and English, contributing to a sense of pride in their nation and a sense of achievement in their English proficiency and instruction.
Highlights
The need to use English as an international language (EIL) in both global and local contexts has brought substantial attention to English language instruction
Based on the test scores and execution of the tour guide simulation task, this study provides valuable insights into how the two putatively confronting forces could be integrated and addresses the dire need to ameliorate young Thai learners’ global English and instill local Thai identity
These numbers indicate that the students across the regions of Thailand, before exposure to the instruction, generally displayed minimal local Thainess knowledge
Summary
The need to use English as an international language (EIL) in both global and local contexts has brought substantial attention to English language instruction. Needs to confront a range of challenges to improve its citizens’ English proficiency. Various reforms and strategies have been introduced across the entire paradigm to elevate the effectiveness of English language instruction in Thailand. Despite these continuous attempts, a sharp contrast between the imperative need to improve Thai citizens’ English and their unsatisfactory performance has constantly been cited (Dili, 2017; Kaur et al, 2016). Among 100 non-native English-speaking countries participating in the survey, Thailand was ranked 89th and classified as a very low proficiency group (Education First, 2020)
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