Thailand is higher education ESP practitioners problems, solutions and practices

Thailand's higher education ESP practitioners problems, solutions and practices

Name: Traithana Chaovanapricha

keyword: English for Specific Purposes

MeSH: English language -- Study and teaching

Classification :.DDC: e-Theses

; English Language Teaching

MeSH: English language -- Study and teaching -- Foreign speakers

LCSH: English language -- Study and teaching

LCSH: English language -- Study and teaching -- Foreign speakers

Abstract: This exploratory sequential mixed methods research aimed to identify the problems that the higher education English for Specific Purposes (ESP) practitioners in Thailand encountered and the solutions they employed to overcome these problems. In addition, the study aimed to develop a model highlighting effective practices for ESP practitioners within the current Thai context. Semi-structured interviews and Analytic Hierarchy Process (AHP) pairwise comparisons were employed to reveal that the practitioners encountered a total of 54 problems categorized in six categories: needs analysis, course design, teaching-learning, assessment, evaluation, and others. In addition, using the thematic analysis, the problems were classified into five themes: student engagement and assessment, ESP curriculum identity and uniqueness, curriculum and course design, committee and institutional policies and training and development. By employing AHP pairwise comparisons, three highest-ranked problems were (1) the appointed ESP practitioners’ lack of specialization in relevant fields of study and background knowledge resulting in a lack of confidence and hesitation in selection of materials, activities and assessment tools (34.62%), (2) unsuitable classrooms and facilities for ESP activities (29.15%), and (3) the lack of specific course objective-oriented, accessible and cost-effective commercial textbooks that could comprehensively cover all the required topics (19.09%). Additionally, most practitioners suggested the need for training provisions, inclusion of ESP courses in the curriculum, and promotion of an inclusive mindset of English curriculum committee. The model constructed recommended various practices for institutions, such as conducting needs analysis, recruiting ESP practitioners, providing suitable facilities and budgets, and appointing course verification committee. Meanwhile, ESP practitioners were advised to utilize needs analysis for course design, employ experiential and collaborative learning approaches, use diverse assessment methods, and embrace norm-referenced grading systems. These recommendations aimed to enhance ESP education and improve the curriculum, teaching practices, and evaluation processes.

Mae Fah Luang University. Learning Resources and Educational Media Center

Address: CHIANG RAI

Email: library@mfu.ac.th

Name: Wilawan Champakaew

Role: Advisor

Created: 2023

Modified: 2024-03-14

Issued: 2024-03-14

วิทยานิพนธ์/Thesis

application/pdf

CallNumber: e-Theses

eng

DegreeName: Doctor of Philosophy

Level: Doctoral Degree

Descipline: English for Professional Development

Grantor: Mae Fah Luang University

©copyrights Mae Fah Luang University

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