Abstract
This research aimed to 1) analyse the situations and problems of Business English instruction, 2) examine the accelerated learning system to enhance motivation in Business English learning for undergraduate programmes by means of a focus group of 10 people, and 3) evaluate the accelerated learning system to enhance motivation in Business English learning for undergraduate programmes. The sample consisted of 30 Chairs of Management, the focus group with 10 experts, and the experimentation with 34 students, while the three steps of the research process included 1) the examination of concepts and theories, 2) the learning system development, and 3) the learning system experimentation. The data were analysed using percentages, mean, standard deviation, and t-test (dependent samples), and the paired difference was analysed using LSD and one-way analysis of variance. According to the results of the learning system development, the system consists of the following components: 1) input, 2) process, and 3) output and feedback. Meanwhile, the system process elements include the: 1) principles, 2) objectives and 3) evaluation and assessment of training, contents, training activities, and roles of instructors and learners. The learning system evaluation results reveal that the pre- and post-trial difference of learners’ Business English knowledge to be at the statistical significance level of .05. Also, the pre- and post-trial motivation was different with an increase at the statistical significance level of .05. With respect to the level of satisfaction towards the learning system, the learners’ satisfaction towards the learning system was found to be at the highest level.Int. J. Soc. Sc. Manage. Vol. 4, Issue-3: 185-191
Highlights
Thailand and the other countries in the Association of Southeast Asian Nations (ASEAN) became the ASEAN Economic Community ) AEC( at the very end of 2015
The JobStreet. com English Language Assessment ) JELA) results showed that the country with the highest average score in English was Singapore, while Thailand was in the lowest rank ) Jobstreet English Language Assessment, 2012)
The findings show that the situation and problems of Business English instruction comprises the following: 1) There is a need to promote more English foundation skills for competitiveness among university groups
Summary
Thailand and the other countries in the Association of Southeast Asian Nations (ASEAN) became the ASEAN Economic Community ) AEC( at the very end of 2015. A number of research studies indicate that Thai students encounter numerous problems when using the English language. Some publications have indicated that the ability of Thai people to use the English language is lower than most other countries in ASEAN. Com English Language Assessment ) JELA) results showed that the country with the highest average score in English was Singapore, while Thailand was in the lowest rank ) Jobstreet English Language Assessment, 2012). The survey results of the World Economic Forum )2011( revealed that the ability to use the English language of Thai people was in the 8th rank out of ten, followed by the Lao People's Democratic Republic and the Republic of the Union of Myanmar. The main problem with teaching and learning English in Thailand is that the teaching methods emphasize grammar with very little listening and speaking practice
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