| Collection Title: | SIU Thesis | | Title : | Key Success Factors and English Education Policy for Enhancing Proficiency of Language Learners for Digital Thailand and ASEAN Preparation | | Material Type: | printed text | | Authors: | Tanes Rianglaem, Author ; Amporn Sa-ngiamwibool, Associated Name ; Suree Kongsomchit, Associated Name | | Publisher: | Bangkok: Shinawatra University | | Publication Date: | 2017 | | Pagination: | vii, 88 p. | | Layout: | ill, Tables | | Size: | 30 cm. | | Price: | 500.00 | | General note: | SIU THE: SOLA-MTEIL-2017-01
Thesis. [M.Ed.[Teaching English]]. Shinawatra University, 2017. | | Languages : | English (eng) | | Descriptors: | [LCSH]Basic education
| | Keywords: | English Education Policy, Proficiency, Basic Education, Key Success Factors | | Abstract: | This study primarily aimed to explore policy implications related to English education in conformation to the latest government policy, Digital Thailand and ASEAN dynamic preparation. This study obtained three main objectives including:
1) analyzing the policy that promotes English language learning in basic education level with specific purposes to enhance communication skill and strive for self-learning on lifelong learning basis, 2) acquiring best practices from the countries where effective language education policy is being used to enhance national competitiveness,
3) incorporating countries’ best practices into Thai context to propose optional policy recommendations for enhancement of Thai’s English education. This was a qualitative research. The data from documentary study and in-dept interview were qualitatively interpreted and analyzed to draw the conclusion of the study.
The study revealed the following findings. First, the analysis of Thailand’s recent English education policy indicates strong emphasis on enhancement of communication skills and self-learning promotion. The policy guidelines for basic education include:
1) adopting CEFR framework (The Common European Framework of Reference for Languages), 2) moving English classroom towards Communicative Language Teaching (CLT),
3) promoting classroom standardization nationwide, 4) enhancing students’ competency and skills in educational institution nationwide, 5) providing professional development to Thai teachers of English and 6) promoting creative use of innovative learning tools.
Second, the detailed analysis of best practices from the selected countries (namely, Finland, Norway, South Korea, Netherland and Hong Kong) revealed that effective language education policy is being used to enhance national competitiveness. In coupled with the policy, the countries provide essential components including education system, reform, plans, program execution and educational initiatives, competent teachers and autonomy given to schools.
Third, the synthesis of best practices regarding English education policy, reform, and initiatives on key success factors as determined through recent PISA score (Programme for International Student Assessment) and EF English Proficiency Index revealed that their key success factors include: 1) free, accessible, equalized education, 2) small-class size, 3) homework reform, 4) assessment and testing reform,
5) stress on qualification of English teachers, 6) teachers compensations and welfares, 7) ICT in English education, 8) starting learning English in early age, 9) flexibility on teaching methodology, and 10) professional development for teachers.
For policy implications, this study was able to figure key success factors and certain practices that have created direct and indirect impacts to country competitiveness based on recent PISA result and EF English Proficiency Index.
These key components from the research findings will enable Thailand in preparation for competitiveness in this region and educational success at a global level in the future.
For suggestions, future study may consider benchmarking how other ASEAN nations strategize their English education and what kind of initiatives have they used in preparation to ASEAN regional integration. This comparison may give a narrow focus under similar geographical context of how neighboring nations have handled their education for 21st century and measurement to see the positioning of Thailand among ASEAN nations. | | Curricular : | BALA/MTEIL | | Record link: | http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=27508 |
SIU Thesis. Key Success Factors and English Education Policy for Enhancing Proficiency of Language Learners for Digital Thailand and ASEAN Preparation [printed text] / Tanes Rianglaem, Author ; Amporn Sa-ngiamwibool, Associated Name ; Suree Kongsomchit, Associated Name . - [S.l.] : Bangkok: Shinawatra University, 2017 . - vii, 88 p. : ill, Tables ; 30 cm. 500.00 SIU THE: SOLA-MTEIL-2017-01
Thesis. [M.Ed.[Teaching English]]. Shinawatra University, 2017. Languages : English ( eng) | Descriptors: | [LCSH]Basic education
| | Keywords: | English Education Policy, Proficiency, Basic Education, Key Success Factors | | Abstract: | This study primarily aimed to explore policy implications related to English education in conformation to the latest government policy, Digital Thailand and ASEAN dynamic preparation. This study obtained three main objectives including:
1) analyzing the policy that promotes English language learning in basic education level with specific purposes to enhance communication skill and strive for self-learning on lifelong learning basis, 2) acquiring best practices from the countries where effective language education policy is being used to enhance national competitiveness,
3) incorporating countries’ best practices into Thai context to propose optional policy recommendations for enhancement of Thai’s English education. This was a qualitative research. The data from documentary study and in-dept interview were qualitatively interpreted and analyzed to draw the conclusion of the study.
The study revealed the following findings. First, the analysis of Thailand’s recent English education policy indicates strong emphasis on enhancement of communication skills and self-learning promotion. The policy guidelines for basic education include:
1) adopting CEFR framework (The Common European Framework of Reference for Languages), 2) moving English classroom towards Communicative Language Teaching (CLT),
3) promoting classroom standardization nationwide, 4) enhancing students’ competency and skills in educational institution nationwide, 5) providing professional development to Thai teachers of English and 6) promoting creative use of innovative learning tools.
Second, the detailed analysis of best practices from the selected countries (namely, Finland, Norway, South Korea, Netherland and Hong Kong) revealed that effective language education policy is being used to enhance national competitiveness. In coupled with the policy, the countries provide essential components including education system, reform, plans, program execution and educational initiatives, competent teachers and autonomy given to schools.
Third, the synthesis of best practices regarding English education policy, reform, and initiatives on key success factors as determined through recent PISA score (Programme for International Student Assessment) and EF English Proficiency Index revealed that their key success factors include: 1) free, accessible, equalized education, 2) small-class size, 3) homework reform, 4) assessment and testing reform,
5) stress on qualification of English teachers, 6) teachers compensations and welfares, 7) ICT in English education, 8) starting learning English in early age, 9) flexibility on teaching methodology, and 10) professional development for teachers.
For policy implications, this study was able to figure key success factors and certain practices that have created direct and indirect impacts to country competitiveness based on recent PISA result and EF English Proficiency Index.
These key components from the research findings will enable Thailand in preparation for competitiveness in this region and educational success at a global level in the future.
For suggestions, future study may consider benchmarking how other ASEAN nations strategize their English education and what kind of initiatives have they used in preparation to ASEAN regional integration. This comparison may give a narrow focus under similar geographical context of how neighboring nations have handled their education for 21st century and measurement to see the positioning of Thailand among ASEAN nations. | | Curricular : | BALA/MTEIL | | Record link: | http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=27508 |
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