What the teacher does or does not do any classroom can make the difference between a student succeeding or fail, but it is not just about the teacher’s knowledge or creating an environment in which the students want to learn in, methodologies and knowing how the students learn best is of paramount importance. English proficiency amongst Thai students is relatively low compared with the world average, this paper examines how and why Thai students’ English proficiency is so low and what methodologies could be used in classrooms in Thailand where English learning is taking place.
Keywords: methodologies, teaching,
Teaching English in Thailand and Teaching Methodologies of ESL Teachers English is widely taught in Thailand as a second language and analysis of English test results has not yielded overwhelmingly good results. English scores are quite poor. According to the EF English Proficiency Index 2015 Thailand scored 45.35 which places Thailand 62 out of the 70 countries tested. Topping the list is Sweden with a score of 70.4. OBEC secretary-general Kamol Rodkhail (2015) commented on how poor students did in O-net tests, especially in English and said that schools need to improve teaching methods. It is embedded in Thai law that all students learn both Thai and English, English as a second language. It was back in 1996 when English was introduced into the curriculum and is now a compulsory subject for all students
It is described as a common language for assessment purposes, which gives a consistent view for delivering the
Test of English as a Foreign Language) as applicable, Certifications
understand that my upbringing is different from my students because many of them are raised with different cultural beliefs. I must also hold my students from a different background to the same esteem and expectation as I would have for students from my background. In order to be culturally competent it is important to recognize your history and how it may shapes your beliefs about other cultures. Sometimes you may have have biases that you are oblivious to.
In all testing categorizes, Chinese students received the highest test scores ("Mathematics Literacy: Average Scores"). Although it may not specifically hold true for every Asian student, studies
According to the website it says,” English language learners take test in English before they have mastered. Plus special needs students take the same test as other students.” First off how do you expect someone that does not speak English to just magically ace a test that is written in English. Secondly special needs children have SPECIAL NEEDS!!! They cannot take a test that other kids take because they struggle in learning, they may not get the information as well as other kids.
One of the considerately biggest places for opportunities is United States and education is the biggest way to accomplish one's dreams, but when someone moves to the U.S. from another country, not being fluent in English can be a huge barrier to being able to accomplish what one wants, and being successful in the educational system. Therefore, the people who control the education system have set specific standards in order to teach students who are learning the English language. In order to prompt the development of English Language development set standards have been initiated that keep up with the subjects that the other students who speak English are learning and are being tested on. The idea of that is great and should promote both content
Mandatory testing means for the test that required by law or mandate that everyone has to take even they don’t want to. Actually, in high school mandatory testing is required as the part of the basic education system. Thai education structure was different in another country, in Thailand we use the structure that called 6-3-3: Primary education for 6 years, lower secondary for 3 years and upper secondary for 3 years. As the law now stands, Thai student normally has to take mandatory testing every 2-3 years. However, for that admission Thai student also required to take mandatory testing again and this time it almost more than 10 tests in a year.
"Australia has an impressive record of policy development and program innovation in second language education, but a relatively poor record for consistency of application and maintenance of effort". "A large number of reports, enquiries, official policies and implementation programs is testimony to a lively concern for improvement, unfortunately undermined by lack of consensus about priorities and failure to devise an enduring rationale for what is ultimately needed: high standard, articulated, compulsory language education." (ACER Report,
Researcher and papers have showed that in most Namibian schools, English is one of the subject that contribute to high failure rate in examination at all
Before going to university, I have already been a lover of writing since primary school, all because of a childish reason: I scored high marks in writing exams. However, in retrospect, the real reason why I could pass the writing exams with flying colors every time, was because I always chose the safest topic, and churned out what my teacher likes best within the given time. After having twelve lessons of University English, my perspectives towards writing and learning have changed a lot. In my qualtrics, I thought “One of my major strengths as a writer of English is producing interesting ideas.”, but that was not true, because the first thing I found out about myself from my learning experience, is that the intention and process I had for writing were ineffective.
The participants of this research is eight teacher from two university in southern Taiwan. Researchers use interviewing face-to-face with the interviewee to investigate by asking two open ended questions to them. The result reveals that there are a lot of factors that makes the students get a problem with English language that can relate to teacher factors, students factors and CLT factors. Also, this article provides practical recommendations for teacher and educator to improve teacher training, curriculum design and so on to success in implementing the CLT approach. Therefore, this article is suitable for my writing because this article has a lot of information which has a lot of problem of learning English and the recommendation to improve English language skills that it involved to
In Indonesia, English is considered as a foreign language, because not so many people use it either as a daily communication or as a medium of learning. Considering this phenomenon, the government has decided to include English as the compulsory subject in secondary school. In the 1994 revised curriculum, English is included as a subject in the primary school curriculum, starting in the fourth grade. However, only the government primary and private schools in the urban areas would have the staff to teach English (Kam & Wong, 2004: 7). This is why many people in Indonesia want to learn English.
Academic English is important to college and university in academic writing course (Jet Writers Essay Writing Contest 2015). It is required students to reading, speaking and listening, while employing evaluating and sharpen their research and writing skills for college and university environment. At the college and university level is the ever-increasing need for students to focus on language and more specifically, the specialized language found both in substance areas and the Academic Language used in teaching that content. Academic Language as the name implies is importance the kind of writing that we are required to do in college and university. It differs from other kinds of writing such as annotated bibliographies, literature reviews,
Thailand’s education system was known to implement rote teaching (Wiriyachitra, 2002), while most countries’ education system had been utilizing more progressive teaching methods such as the aforementioned natural approach. However, some local institutions in Thailand have been showing some progress. Not only these institutions offered International/English programs, they are also leaning towards more western teaching approaches. In this regards, the following hypotheses below were
English is not an official language, not an international language, nor a language of wider communication or a language of group identification (Shrestha, 1983). However, it has been used as a medium of instruction in many private boarding schools, colleges and universities but it has not received the same statue in public schools' of Nepal. Realizing the importance of English especially, Nepal Educational system plan NESP (1971-1976) brought revolutionary