The ten nation members of the Association of Southeast Asian Nations
(ASEAN) utilize English as the official working language for the organization.
This study focused on the nation of Thailand to examine the assessed level of
English proficiency of its workforce in relation to its ability to interact within
ASEAN’s economic community (AEC). This is the first academic study to
utilize a sample population consisting of human resources personnel from the
top 100 private companies in Thailand who are in charge of employee training
for learning English. Self-administered questionnaires were used to obtain
self-assessments on the issues of level of English proficiency, language training,
resource allocation for communication preparedness in AEC, and overall
perceptions of the importance of mastering English within their respective
companies. The results indicate that the acquisition of English as an economic lingua franca was considered important regardless of the demographic factors
of the company examined. A majority of the respondents expressed the belief
that their businesses had provided adequate resource allocation for English
preparedness and a majority also indicated that their respective workforces
possessed adequate English skills. However, a majority also expressed assessments
that the employees in their companies did not find it easy to learn English
and that Thais in general, and their employees in particular, did not like
learning the language.
References
[1]
ILO and ADB (2015) ASEAN Community 2015: Managing Integration for Better Jobs and Shared Prosperity. International Labour Organization and Asian Development Bank, Bangkok.
[2]
Verico, K. (2017) The Future of the ASEAN Economic Integration. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-59613-0
[3]
Jetin, B. and Mikic, M. (2016) ASEAN Economic Community: A Model for Asia-Wide Regional Integration? Palgrave MacMillan, New York.
https://doi.org/10.1057/9781137535085
[4]
Kobayashi, K., Rashid, K.A., Furuichi, M. and Anderson, W.P. (2018) Economic Integration and Regional Development: The ASEAN Economic Community. Routledge, London.
[5]
Baker, W. (2015) Culture and Identity through Culture as a Lingua Franca: Rethinking Concepts and Goals in Intercultural Communication. Mouton de Gruyter, Inc., Berlin.
[6]
Crystal, D. (2003) English as a Global Language. 2nd Edition, Cambridge University Press, Cambridge. https://doi.org/10.1017/CBO9780511486999
[7]
Jenkins, J. (2007) English as Lingua Franca: Attitude and Identity. Oxford University Press, Oxford.
[8]
Seidlhofer, B. (2011) Understanding English as a Lingua Franca. Oxford University Press, Oxford.
[9]
Sharifian, F. (2009) English as an International Language: Perspectives and Pedagogical Issues. Multilingual Matters, Bristol.
https://doi.org/10.21832/9781847691231
[10]
Cheng, L. (2012) The Power of English and the Power of Asia: English as Lingua Franca an in Bilingual and Multilingual Education. Journal of Multilingual and Multicultural Development, 33, 327-330.
https://doi.org/10.1080/01434632.2012.661432
[11]
Crocco, O.S. and Bunwiratn, N. (2014) English in ASEAN: Key Effects. International Journal of the Computer, the Internet and Management, 22, 22-27.
[12]
Honna, N. (2005) English as a Multicultural Language in Asia and Intercultural Literacy. Intercultural Communication Studies, 14, 73-89.
[13]
Kirkpatrick, A. (2010) English as a Lingua Franca in ASEAN. Hong Kong University Press, Hong Kong. https://doi.org/10.5790/hongkong/9789888028795.001.0001
[14]
Low, E. and Hashim, A. (2012) English in Southeast Asia: Features, Policy and Language in Use. John Benjamins Publishing, Amsterdam.
https://doi.org/10.1075/veaw.g42
[15]
Nunan, D. (2003) The Impact of English as a Global Language on Educational Policies and Practices in the Asia-Pacific Region. TESOL Quarterly, 37, 589-613.
https://doi.org/10.2307/3588214
[16]
Simpson, A. (2007) Language and National Identity in Asia. Oxford University Press, Oxford.
[17]
Channgam, P. (2012) Poor English Skills Threatened Thai Competitiveness, Employment. Pattaya Mail, April 26.
http://www.pattayamail.com/news/poor-english-skills-threaten-thai-competitiveness-employment-12153
[18]
World Bank (2012) Leading with Ideas: Skills for Growth and Equity in Thailand. The World Bank, Bangkok.
[19]
World Bank (2008) Thailand Investment Climate Assessment Update. The World Bank, Poverty Reduction and Economic Management Sector Unit, Report No. 44248-TH, Bangkok.
[20]
United Nations Development Programme (2014) Advancing Human Development through the ASEAN Community: Thailand Human Development Report 2014. United Nations Development Programme, Bangkok.
[21]
EF Education First (2017) EF EPI: EF English Proficiency Index. EF Education First, Zurich.
[22]
Khamkhien, A. (2010) Teaching English Speaking and English Speaking Tests in the Thai Context: A Reflection from Thai Perspective. English Language Teaching, 31, 184-190. https://doi.org/10.5539/elt.v3n1p184
[23]
Kraisuth, D. and Panjakajornsak, V. (2018) Thai AEC Engineer Readiness: A Confirmatory Factor Analysis. SAGE Open, 8, 1-16.
[24]
Prapphal, K. (2004) A Reflection of English Teaching. Manusya: Journal of Humanities, 7, 1-5.
[25]
Saraithong, W. and Chancharonchai, K. (2012) The Determinants of New Coming Workers’ English Proficiency in the ASEAN Economic Community: A Case of Thai Vocational Students. In: The IISES International Interdisciplinary Conference, International Institute of Social and Economic Sciences, Palermo, 1-21.
[26]
Wongsothorn, A., Hiranburana, K. and Chinnawongs, S. (2002) English Language Teaching in Thailand Today. Asia Pacific Journal of Education, 22, 107-116.
https://doi.org/10.1080/0218879020220210
[27]
Chatsawat, T. and Rimkeeratikul, S. (2013) English Proficiency Development as a Preparation for the ASEAN Economic Community (AEC) 2015: A Study of Students at Thammasat University. In: The 2nd LITU International Graduate Conference, English Language Research: Professional Use and Pedagogy, Language Institute, Thammasat University, Bangkok, 141-150.
[28]
Herberholz, C. and Sukontamarn, P. (2014) Higher Education in ASEAN with Special Reference to Thailand. Asian Review, 27, 27-55.
[29]
Kaur, A., Young, D. and Kirkpatrick, R. (2016) English Education Policy in Thailand: Why the Poor Results? In: Kirkpatrick, R., Ed., English Language Education Policy in Asia, Springer International Publishing, Cham, 345-361.
https://doi.org/10.1007/978-3-319-22464-0_16
[30]
Noom-ura, S. (2013) English-Teaching Problems in Thailand and Thai Teachers’ Professional Development Needs. English Language Teaching, 6, 139-147.
https://doi.org/10.5539/elt.v6n11p139
[31]
Tangchuang, P. (2010) Credentialism and the Diploma Disease in Higher Education. In: Mounier, A. and Tangchuang, P., Eds., Education and Knowledge in Thailand: The Quality Controversy, Silkworm Books, Chiang Mai, 217-238.
[32]
Dore, R. (1976) The Diploma Disease: Education, Qualification and Development. George Allen & Unwin, London.
[33]
Lauder, H., Brown, P., Dillabough, J. and Halsey, A.H. (2006) Introduction: The Prospects for Education: Individualization, Globalization, and Social Change. In: Lauder, H., Brown, P., Dillabough, J. and Halsey, A.H., Eds., Education, Globalization and Social Change, Oxford University Press, Oxford, 1-70.
[34]
Buasuwan, P. and Jones, M.E. (2016) Diploma Disease in Thai HE. In: Neubauer, D.E. and Buasuwan, P., Eds., Asia Pacific Graduate Education: Comparative Policies and Regional Developments, Palgrave MacMillan, New York, 173-198.
https://doi.org/10.1057/978-1-137-54783-5_11
[35]
Suebnusorn, W. (2010) The Diploma Disease and HE Reform during Economic Crisis: A Comparative Analysis of Diploma Disease in Thailand before and after the HE Reform of 1999. Institute of International Education, Department of Education, Stockholm University, Stockholm.
[36]
Mounier, A. and Tangchuang, P. (2010) Education and Knowledge in Thailand: The Quality Controversy. Silkworm Books, Chiang Mai.
[37]
Chaikarn, B. and Jaratrasame, K. (2013) Foreign Passengers’ Satisfaction towards Air Asia’s Flight Attendants’ Interpersonal Communication. In: The 2nd LITU International Graduate Conference, English Language Research: Professional Use and Pedagogy, Language Institute, Thammasat University, Bangkok, 81-90.
[38]
Khamkaew, S. (2015) The Study of Reasons to Promote Speaking Skills of the Immigration Officers Working at Suvarnabhumi Airport, Don Mueang Airport and the Government Complex, Pattaya, Thailand, November 2015. Institute for Social and Economic Research, Pattaya, 34-37.
[39]
Paosuphan, T. and Rimkeeratikul, S. (2013) A Study of Communication Problems in Speaking and Listening between Custom Service Staff of Airline Companies and Foreign Customers at Airline Companies’ Office in Silom Area. In: The 2nd LITU International Graduate Conference, English Language Research: Professional Use and Pedagogy, Language Institute, Thammasat University, Bangkok, 546-556.
[40]
Edgerton, N. (2016) Wage Returns to English Skills: A Comparison of Local and Multinational Banks in Thailand. Southeast Asian Journal of Economics, 4, 113-140.
[41]
Luekhuntod, T. and Wongsuwanich, S. (2013) An Investigation into English Communication Skills Required by Thai Engineers: A Survey at Electricity Generating Authority of Thailand. The 2nd LITU International Graduate Conference, English Language Research: Professional Use and Pedagogy, Language Institute, Thammasat University, Bangkok, 546-556.
[42]
Rajprasit, K., Pratoomrat, P., Wang, T., Kulsiri, S. and Hemchua, S. (2014) Use of the English Language Prior to and during Employment: Experiences and Needs of Thai Novice Engineers. Global Journal of Engineering Education, 16, 27-33.
[43]
Sureeyatanapas, P., Boonma, A. and Thalangkhan, S. (2016) English Proficiency Requirements for Engineering Graduates at Private Organizations in Thailand. KKU Engineering Journal, 43, 35-39.
[44]
Chaiyapornangkul, P. and Phankaeo, W. (2013) Foreign Customers’ Satisfaction towards Five-Star Hotel Receptionists’ English Oral Communication Ability: A Study of Shangri-La Hotel, Bangkok. In: The 2nd LITU International Graduate Conference, English Language Research: Professional Use and Pedagogy, Language Institute, Thammasat University, Bangkok, 91-101.
[45]
Sirikhan, S. and Prapphal, K. (2011) Assessing Pragmatic Ability of Thai Hotel Management and Tourism Students in the Context of Hotel Front Office Department. Asian EFL Journal, 53, 72-94.
[46]
Saenkam, C. and Viriya, C. (2013) A Survey Study of Employees’ Motivation towards Speaking English in the Dutch Mill Company. In: The 2nd LITU International Graduate Conference, English Language Research: Professional Use and Pedagogy, Language Institute, Thammasat University, Bangkok, 767-777.
[47]
Sirisommai, T. and Rimkeeratikul, S. (2013) Attitudes, Problems and Needs towards Language Abilities: A Study at Siam Denso, Thailand. In: The 2nd LITU International Graduate Conference, English Language Research: Professional Use and Pedagogy, Language Institute, Thammasat University, Bangkok, 889-900.
[48]
Buddhithammaporn, N. and Tangkiengsirisin, S. (2013) The 2nd LITU International Graduate Conference, English Language Research: Professional Use and Pedagogy. Language Institute, Thammasat University, Bangkok, 55-67.
[49]
Chensarikit, N. and Rajatanun, K. (2013) A Study of English Communication Problems between Foreign Customers and Salespeople of Siam Paragon. In: The 2nd LITU International Graduate Conference, English Language Research: Professional Use and Pedagogy, Language Institute, Thammasat University, Bangkok, 151-165.
[50]
Baker, W. (2012) English as a Lingua Franca in Thailand: Characterizations and Implications. Englishes Practice, 1, 18-27.
[51]
Fry, G.W. and Bi, H. (2013) The Evolution of Educational Reform in Thailand. The Thai Educational Paradox. Journal of Educational Administration, 51, 290-319.
https://doi.org/10.1108/09578231311311483
[52]
Puengpipattrakul, W., Chiramanee, N. and Sripetpun, W. (2007) The Challenge Facing Thai Graduates and Their Potential for English-Required Workforce. Kasetsart Journal of Social Science, 28, 288-297.
[53]
Sanonguthai, S. (2014) Ready or Not? The State of Thai Schools in Response to the ASEAN English Language Policy. Thammasat Review, 16, 128-142.
[54]
OECD/UNESCO (2016) Education in Thailand: An OECD-UNESCO Perspective. OECD Publishing, Paris.
[55]
Dueraman, B. (2013) Focus on Thai Learners of English: Their Self-Reports about Foreign Language Learning. International Research Journal of Arts and Social Sciences, 2, 176-186.
[56]
Hayes, D. (2016) The Value of Learning English in Thailand and Its Impact on Thai: Perspectives from University Students. Asia Pacific Journal of Education, 36, 73-91. https://doi.org/10.1080/02188791.2014.924390
[57]
Wang, T. and Rajprasit, K. (2015) Identifying Affirmative Beliefs about English Language Learning: Self-Perceptions of Thai Learners with Different Language Proficiency. English Language Teaching, 8, 1-12. https://doi.org/10.5539/elt.v8n4p1
[58]
Holmes, H. and Tangtongtavy, S. (1997) Working with the Thais: A Guide to Managing in Thailand. White Lotus Company, Ltd., Bangkok.
[59]
Suntaree, K. (1990) Psychology of the Thai People: Values and Behavior Patterns. Research Institute of Development Administration, Bangkok.
[60]
Welty, R. (2004) The Thai and I: Thai Culture and Society. Asia Book, Bangkok.
[61]
Calderon, E., Angulo, O., O’Mahony, M. and Wichchukit, S. (2015) “Liking” and “Take Away” Preferences for Mexican Consumers: Cross-Cultural Comparison with Thais for Psychological Style. Journal of Sensory Studies, 30, 77-84.
https://doi.org/10.1111/joss.12138
[62]
Hair, J.F., Black, W.C., Babin, B.J. and Anderson, R.E. (2010) Multivariate Data Analysis: A Global Perspective. 7th Edition, Prentice-Hall International, Saddle River.
[63]
Sekaran, U. (2000) Research Methods for Business: A Skill Building Approach. 4th Edition, John Wiley & Sons, Inc., New York.
[64]
Behling, O. and Law, K.S. (2000) Translating Questionnaires and Other Research Instruments: Problems and solutions. SAGE Publications, Inc., Thousand Oaks.
https://doi.org/10.4135/9781412986373
[65]
Domyei, Z. and Taguchi, T. (2009) Questionnaires in Second Language Research: Construction, Administration, and Processing. 2nd Edition, Routledge, London.
[66]
Holtgraves, T. (2004) Social Desirability and Self-Reports: Testing Models of Socially Desirable Responding. Personality and Social Psychology Bulletin, 30, 161-172. https://doi.org/10.1177/0146167203259930
[67]
McCrae, R.R. (1986) Wellbeing Scales Do Not Measure Social Desirability. Journal of Gerontology, 41, 390-392. https://doi.org/10.1093/geronj/41.3.390
[68]
Paulhus, D.L. (1984) Two-Component Models of Socially Desirable Responding. Journal of Personality and Social Psychology, 46, 598-609.
https://doi.org/10.1037/0022-3514.46.3.598
[69]
Dodaj, A. (2012) Social Desirability and Self-Reports: Testing a Content and Response-Style Model of Social Desirable Responding. Europe’s Journal of Psychology, 8, 651-666. https://doi.org/10.5964/ejop.v8i4.462
[70]
Paulhus, D.L. and John, O.P. (1998) Egoistic and Moralistic Biases in Self-Perception: The Interplay of Self-Deceptive Styles with Basic Traits and Motives. Journal of Personality, 66, 1025-1060. https://doi.org/10.1111/1467-6494.00041
[71]
King, M.F. and Bruner, G.C. (2000) Social Desirability Bias: A Neglected Aspect of Validity Testing. Psychology & Marketing, 17, 79-103.
https://doi.org/10.1002/(SICI)1520-6793(200002)17:2<79::AID-MAR2>3.0.CO;2-0
[72]
Jo, M., Nelson, J.E. and Kiecker, P. (1997) A Model for Controlling Social Desirability Bias by Direct and Indirect Questioning. Marketing Letters, 8, 429-437.
https://doi.org/10.1023/A:1007951313872
[73]
Kidder, L. and Judd, C.M. (1986) Research Methods in Social Relations. 5th Edition, The Dryden Press, New York.
[74]
Petty, R.E. and Cacioppo, J.T. (1981) Attitudes and Persuasion: Classic and Contemporary Approaches. William C. Brown, Dubuque.
[75]
Fernandes, M.F. and Randall, D. (1992) The Nature of Social Desirability Response Effects in Ethics Research. Business Ethics Quarterly, 2, 183-205.
https://doi.org/10.2307/3857570
[76]
Owen, D., Pettijohn, C. and Keillor, B.D. (2001) A Cross-Cultural National Study of Influencing Factors and Socially Desirable Responses Biases. International Journal of Market Research, 43, 63-84.
[77]
Campbell, D.J., Campbell, K.M. and Gob, S. (1999) The Impact of Social Desirability on Employee Responses to Work-Oriented Surveys: Findings in an Asian Context. Asia Pacific Journal of Human Resources, 37, 36-52.
https://doi.org/10.1177/103841119903700304
