English Language Development Center ELDC

1
Executive Summary Need Analysis for the Usage of
the English Language among the Personnel of the
Industrial Groups
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(???.) English Language Development Center
(ELDC)
The Tourism Industry
The Fashion Industry
The Health Science Industry
The Information Technology Industry
The Automobile Industry
The Food Industry
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(???.) English Language Development Center
(ELDC)
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Research Significance During the past
decade, Thailand has accelerated its industrial
structure in terms of production, management and
marketing in order to develop its capacity to
world class. Small and medium industries have
received encouragement and promotion. Thailand
has been boosted to be an Asian tourism center,
in particular Southeast Asia. Tourism related
activities have been promoted, namely nature
tours and culture tours as well as Eco-tourism.
The country is also expected to become a center
for fashion, jewelry, health-science and health
care and services are on the way as Thailand has
also aimed at being an Asian health center as
well as the center for food products. This is
because the country is known for food production
and agricultural produce processing with world
class standards and as an originator of the
unique Thai food or Thai cuisine. In addition,
the government has the policy to launch a network
and development of industrial clusters. There
have also been attempts for technology transfer
and resource exchanges among the industries in
order to situate Thailand as an automobile
industry hub or that of The Detroit of Asia.
For effective sustainable economic and social
development, information technology has also
played a great part in this upgrading scheme.
With this goal of world competitiveness
enhancement, it is necessary to create an
essential driving force, namely human resources
that are competent and able to communicate
effectively in English. For these reasons,
development to improve English skills among the
work force from the lowest to the administrative
groups of both the government and the private
sectors in addition to professional skills and
knowledge improvement is necessary.
For the above reasons, the English
Language Development Center of the Office of
Higher Education Committee has conducted a need
analysis for the usage of the English language
among the personnel of the six strategic
industrial groups which are considered important
to the national economy, namely
1. The Tourism Industry 2. The Fashion
Industry 3. The Health Science Industry 4. The
Food Industry 5. The Automobile Industry 6. The
Information Technology Industry
Research Objectives To study the English
skills needed among the personnel of the six
strategic industrial groups. To propose
guidelines for curriculum and plans for English
language training for the personnel of the six
strategic industrial groups. Expected Outcome
Results of the study will be used as the
basis for curriculum planning to respond to the
needs of the personnel in the work force of the
countrys target industries and as the primary
data to prepare the standards for the training
curriculum according to the need of the
respective industrial groups. Scope of the Study
Studying the English skills needed among the
personnel of the six strategic industrial group,
concentrating on Bangkok and its outskirts and
other provinces where the industries are
centered, namely Chiang Mai, Nakhon Ratchasima,
Surin, Sa Kaeo, Chon Buri, Rayong, Chantaburi,
Phetchaburi, Prachuap Khiri Khan and Phuket.
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(???.) English Language Development Center
(ELDC)
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(???.) English Language Development Center
(ELDC)
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3
Data Analysis The researchers studied all
the material related to English language used in
the six groups of industries and analyzed the
questionnaire in order to derive the qualitative
data before proceeding to conduct data
triangulation in order to process the data by
considering the following issues
Methods Studying the needs for English skills
of the personnel at the places of operation by
dividing the target industries into 2
types Service industries in which services go
hand-in-hand with the products such as tourism,
fashion, health science and food.
Technology-based industry such as the automobile
industry and information technology industry.
1. The significance and necessity for using
English among the six strategic industrial
groups. 2. People in the six strategic
industrial groups who needed improvement.
3. Types of English skills needed by personnel in
each group. 4. Guidelines for managing
teaching and learning. 5. Problems and
limitations in developing English skills.
6. Recommendations for developing English skills.

Sample Population The sample population
was selected by means of purposive sampling. The
groups were divided into 3 levels -
Senior Administrators - Junior
Administrators - Operations Personnel
Instrument The research team used a
combination of interviewing methods, namely
Face-To-Face Group Interviews, Structured
Interviews, Guided Interviews and Focused
Interviews. Where the interviewing might create
a problem, it was replaced by a questionnaire
which consisted of closed-ended and open-ended
items. To study the interaction and to cross
check the data, interviews were conducted in all
three sample-groups, in large as well as small
groups. Data Collection The
researchers collected data from relevant
documents, questionnaires and interviews between
June July 2004. However, due to time
limitations, the sample, particularly the senior
administrators, were not able to spare as much
time as the researchers had planned.
Review of the Literature 1. Teaching
English in Thailand In Thailand, English
is taught as a foreign language, and although the
teaching is that of the integration of all the
four skills listening, speaking, reading and
writing for communication purposes from the
primary to the secondary educational levels, it
was not considered successful since the learners
were unable to communicate effectively in English
in all skills (Achara Wongsothorn 1993, 1994).
Moreover, the English language curriculum at the
tertiary level did not yet correspond to the type
of language needed in the work force (Kanchana
Prapphal, et al., 1985, Pholsawad 1987,
Silpa-anan 1991, cited in Arunee Wiriyachitra
2000).
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(???.) English Language Development Center
(ELDC)
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(???.) English Language Development Center
(ELDC)
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Research Results The following are
important findings of this research. 1.
The significance and necessity of English among
the personnel in the six strategic industrial
groups are that the people of all groups realized
the significance and necessity of English in
their work. Larger work places had funds to
support their personnels development by
arranging for experts to come and train them at
the premises or the administrators of the company
gave training in technical English to their
employees as in the case of a jewelry company.
Some sent their employees to study at various
language institutes. Some reimbursed their
language-training fee when the employees passed a
test. However, many small businesses had no
funds available for personnel development,
particularly the Thai entrepreneur with a family
business operation. Some had to hire outside
organizations or extra personnel to handle work
that required English language skills while some
sent their children or relatives to study abroad
in order to carry on the family business in the
future.
Study of researchers and the need for
language usage of the personnel in various
professions showed that the skills and the type
of English language required in the work force
were varied. For example, those related to
science needed practice in speaking and
listening, those in Law needed reading skills
those that needed it the most were those in some
communication services, for example postal
workers, needed speaking and listening skills
(Chaniga Silpa-anan 1991). Speaking and
listening skills were also needed among people
engaged in tourism (Pimpaporn Suvatikul, et al,
2003).
In addition to communicating effectively
the language users needed to be aware of cultural
factors including verbal language and non-verbal
language in order to avoid misunderstanding or
misinterpretation (Kachru, 1983). Mannerisms
were also deemed important in universal standard
services where politeness, hospitality and
courtesy were involved to create a good
impression among customers in order to draw them
back for more services (Pimpaporn Suvatikul, et
al., 2003).
2. Personnel in the six strategic
industrial groups that needed English language
improvement the most were the junior
administrators and the operational workers. The
junior administrators played the role of liaison
among the senior administrators and the workers,
particularly those in the service industries such
as the tourism, food, fashion and health science
industries. As for the automobile industry,
their senior administrators were foreign
investors who used English to communicate with
the senior officers who then relayed their
message to other workers in Thai. Those in
information technology needed English language
improvement at all levels except the senior
administrators. Most of the senior
administrators in all six industries were able to
use English effectively and had to use English to
conduct their business extensively with the
exception of those in such industries as the food
industry, namely producers of cooking
ingredients, vegetables and fruit whose senior
administrators needed some improvement in
English.
2. Appropriate Language Teaching and
Learning Suitable management of
English language teaching for personnel in
certain professions or work places should focus
on the communicative approach in the form of
English for specific purposes or ESP.
The degree of success of ESP depends on the
learners ability to use English in real
situations. Therefore, the content of the
teaching should be relevant to the work and the
teaching activities or materials used in the
training or teaching should stimulate learners to
have awareness of the importance and necessity to
use the language. Meanwhile, the teaching should
reflect the real situation and usage in terms of
vocabulary, expression, language structure and
language features as well as other necessary
skills (Sumitra Angwatanakul, 1992).
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(???.) English Language Development Center
(ELDC)
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(???.) English Language Development Center
(ELDC)
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Long-term and Continual Operation
Report based on the complete studies of several
research teams 1. The Need for English
Language Usage of the Personnel in the Tourism
Industry by Asst. Prof. Pimpaporn Suvatikul and
Chutima Srichai. 2. The Need for English
Language Usage of the Personnel in the Fashion
Industry by Samertip Karnchanachari and Assoc.
Prof. Lapa Jintanaseree. 3. The Need for
English Language Usage of the Personnel in the
Health Services Industry by Asst. Prof. Panit
Boonyavatana, Asst. Prof. Valayaporn Navykarn and
Asst. Prof. Pajarie Chinthammit. 4. The
Need for English Language Usage of the Personnel
in the Food Industry by Asst. Prof. Dr. Pornpimol
Chutisilp and Kinggan Sukhathummo. 5. The
Need for English Language Usage of the Personnel
in the Automobile Industry by Assoc. Prof.
Songporn Tajaroensuk, Rachanee Senisrisant and
Asst. Prof. Dr. Pornpimol Chutisilp. 6.
The Need for English Language Usage of the
Personnel in the Information Technology Industry
by Asst. Prof. Dr. Montha Jatupoj, Assoc. Prof.
Sonthida Keyuravong and Dr. Wareesiri Singhasiri.

Moreover, the study and analysis showed
many significant issues related to the
conservation of Thai local wisdom and the need
for other foreign languages besides English.
Therefore, it is advisable to arrange for patent
rights registration for Thai local wisdom and
Thai products, which has become an urgent matter,
especially in food products, ingredients,
preparation methods of some Thai foods,
ingredients used in hot herbal compresses and the
use of various Thai medicinal herbs.
Furthermore, there should be teaching of certain
foreign languages such as Chinese, Japanese and
Russian for certain industries that aim at market
expansion. The result of this study and
analysis of the needs for English language usage
among the personnel of the six industrial groups
will be useful for curriculum development and a
training as well as evaluation with the help from
the government and the relevant private sectors.
The English Language Development Center could be
assigned to create a network and cooperation to
ensure the success for the strategy to increase
the ability of the personnel, which will result
in increasing the income and the economic
development of the country in general.
Kinggan Sukhathummo, Asst. Prof. Dr. Pornpimol
Chutisilp and Assoc. Prof. Arunee Wiriyachitra,
Editors. English Language Development Center
(ELDC) First Edition, 1,000 copies, May
2005 Published by Nakota Co. Ltd.
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(???.) English Language Development Center
(ELDC)
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(???.) English Language Development Center
(ELDC)

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Achievement Path The success of the
English skills development for personnel in the
target industries to improve their ability in
English in order to be competitive in the world
market will be possible only when it has been
done on an urgent, short-term as well as a
continual operation on the long term basis.
Research Significance During the past
decade, Thailand has accelerated its industrial
structure in terms of production, management and
marketing in order to develop its capacity to
world class. Small and medium industries have
received encouragement and promotion. Thailand
has been boosted to be an Asian tourism center,
in particular Southeast Asia. Tourism related
activities have been promoted, namely nature
tours and culture tours as well as Eco-tourism.
The country is also expected to become a center
for fashion, jewelry, health-science and health
care and services are on the way as Thailand has
also aimed at being an Asian health center as
well as the center for food products. This is
because the country is known for food production
and agricultural produce processing with world
class standards and as an originator of the
unique Thai food or Thai cuisine. In addition,
the government has the policy to launch a network
and development of industrial clusters. There
have also been attempts for technology transfer
and resource exchanges among the industries in
order to situate Thailand as an automobile
industry hub or that of The Detroit of Asia.
For effective sustainable economic and social
development, information technology has also
played a great part in this upgrading scheme.
With this goal of world competitiveness
enhancement, it is necessary to create an
essential driving force, namely human resources
that are competent and able to communicate
effectively in English. For these reasons,
development to improve English skills among the
work force from the lowest to the administrative
groups of both the government and the private
sectors in addition to professional skills and
knowledge improvement is necessary.
??????????????????????????????????????
(???.) English Language Development Center
(ELDC)
??????????????????????????????????????
(???.) English Language Development Center
(ELDC)
??
?
7
For the above reasons, the English
Language Development Center of the Office of
Higher Education Committee has conducted a need
analysis for the usage of the English language
among the personnel of the six strategic
industrial groups which are considered important
to the national economy, namely
6. Recommendations for English Language
Development
1. The Tourism Industry 2. The Fashion
Industry 3. The Health Science Industry 4. The
Food Industry 5. The Automobile Industry 6. The
Information Technology Industry
Research Objectives To study the English
skills needed among the personnel of the six
strategic industrial groups. To propose
guidelines for curriculum and plans for English
language training for the personnel of the six
strategic industrial groups. Expected Outcome
Results of the study will be used as the
basis for curriculum planning to respond to the
needs of the personnel in the work force of the
countrys target industries and as the primary
data to prepare the standards for the training
curriculum according to the need of the
respective industrial groups. Scope of the Study
Studying the English skills needed among the
personnel of the six strategic industrial group,
concentrating on Bangkok and its outskirts and
other provinces where the industries are
centered, namely Chiang Mai, Nakhon Ratchasima,
Surin, Sa Kaeo, Chon Buri, Rayong, Chantaburi,
Phetchaburi, Prachuap Khiri Khan and Phuket.
??????????????????????????????????????
(???.) English Language Development Center
(ELDC)
??????????????????????????????????????
(???.) English Language Development Center
(ELDC)
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8
Methods Studying the needs for English skills
of the personnel at the places of operation by
dividing the target industries into 2
types Service industries in which services go
hand-in-hand with the products such as tourism,
fashion, health science and food.
Technology-based industry such as the automobile
industry and information technology industry.
5. Curriculum - The content did not suit
the learners needs due to the lack of analysis
of the language types and skills actually
required in each type of industry. -
Teaching media and activities were not
interesting enough to motivate the learners.
Sample Population The sample population
was selected by means of purposive sampling. The
groups were divided into 3 levels -
Senior Administrators - Junior
Administrators - Operations Personnel
Instrument The research team used a
combination of interviewing methods, namely
Face-To-Face Group Interviews, Structured
Interviews, Guided Interviews and Focused
Interviews. Where the interviewing might create
a problem, it was replaced by a questionnaire
which consisted of closed-ended and open-ended
items. To study the interaction and to cross
check the data, interviews were conducted in all
three sample-groups, in large as well as small
groups. Data Collection The
researchers collected data from relevant
documents, questionnaires and interviews between
June July 2004. However, due to time
limitations, the sample, particularly the senior
administrators, were not able to spare as much
time as the researchers had planned.
4. Learners and trainers - Learners
knowledge background was so different that it was
difficult to arrange a suitable class for many of
them. Besides this, learners lacked an awareness
of the need for an on-going improvement.
??????????????????????????????????????
(???.) English Language Development Center
(ELDC)
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(???.) English Language Development Center
(ELDC)
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9
Data Analysis The researchers studied all
the material related to English language used in
the six groups of industries and analyzed the
questionnaire in order to derive the qualitative
data before proceeding to conduct data
triangulation in order to process the data by
considering the following issues
5. Problems and Limitations for English
Development are summarized in the following
diagram
1. Policy - The government lacks clarity in
promoting English language development for
personnel - The private sector, particularly
the medium and small Thai investor group, is not
ready to invest in the English language skills of
the personnel.
1. The significance and necessity for using
English among the six strategic industrial
groups. 2. People in the six strategic
industrial groups who needed improvement.
3. Types of English skills needed by personnel in
each group. 4. Guidelines for managing
teaching and learning. 5. Problems and
limitations in developing English skills.
6. Recommendations for developing English skills.

2. Budget - The government budget did not
cover work places at all levels. - Medium
and small businesses lack funds for a language
improvement program for their personnel.
Review of the Literature 1. Teaching
English in Thailand In Thailand, English
is taught as a foreign language, and although the
teaching is that of the integration of all the
four skills listening, speaking, reading and
writing for communication purposes from the
primary to the secondary educational levels, it
was not considered successful since the learners
were unable to communicate effectively in English
in all skills (Achara Wongsothorn 1993, 1994).
Moreover, the English language curriculum at the
tertiary level did not yet correspond to the type
of language needed in the work force (Kanchana
Prapphal, et al., 1985, Pholsawad 1987,
Silpa-anan 1991, cited in Arunee Wiriyachitra
2000).
3. Training arrangements - Training venues,
duration and period of time did not suit the
learners, especially discontinuity of the
training.
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(???.) English Language Development Center
(ELDC)
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(???.) English Language Development Center
(ELDC)
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Study of researchers and the need for
language usage of the personnel in various
professions showed that the skills and the type
of English language required in the work force
were varied. For example, those related to
science needed practice in speaking and
listening, those in Law needed reading skills
those that needed it the most were those in some
communication services, for example postal
workers, needed speaking and listening skills
(Chaniga Silpa-anan 1991). Speaking and
listening skills were also needed among people
engaged in tourism (Pimpaporn Suvatikul, et al,
2003).
Teaching Content There should be an integration
of language and culture focusing on the following
areas 1. Functional English Emphasizing
functional language usage such as greetings,
offering suggestions and advice, giving
information, asking questions and expressing
thanks, apology, leave-taking, etc. 2.
Conversational English Emphasizing hospitality
and politeness. 3. Useful Terms and
Expressions Emphasizing learning vocabulary,
idioms, expressions and fixed phrases relevant to
the learners context and type of work. 4.
Mannerisms and Cultural Awareness Including
appropriate manners and courtesy as a service
provider with an awareness of cultural
differences to prevent misunderstanding.
Non-verbal language, personal space and
punctuality should be emphasized as well.
In addition to communicating effectively
the language users needed to be aware of cultural
factors including verbal language and non-verbal
language in order to avoid misunderstanding or
misinterpretation (Kachru, 1983). Mannerisms
were also deemed important in universal standard
services where politeness, hospitality and
courtesy were involved to create a good
impression among customers in order to draw them
back for more services (Pimpaporn Suvatikul, et
al., 2003).
2. Appropriate Language Teaching and
Learning Suitable management of
English language teaching for personnel in
certain professions or work places should focus
on the communicative approach in the form of
English for specific purposes or ESP.
The degree of success of ESP depends on the
learners ability to use English in real
situations. Therefore, the content of the
teaching should be relevant to the work and the
teaching activities or materials used in the
training or teaching should stimulate learners to
have awareness of the importance and necessity to
use the language. Meanwhile, the teaching should
reflect the real situation and usage in terms of
vocabulary, expression, language structure and
language features as well as other necessary
skills (Sumitra Angwatanakul, 1992).
Below is the table summarizing the training
content and methods.
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(???.) English Language Development Center
(ELDC)
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(???.) English Language Development Center
(ELDC)
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Besides language skills the personnel of
all sections of the service industries were aware
of the importance of etiquette and cultural
communication of both the verbal and non-verbal
language. 4. Appropriate Teaching and
Learning Arrangement. All of the personnel in
the six industrial groups wanted a curriculum
that corresponded to the real world, especially
related to their work. Some of them felt an
urgent need for certain skills. Thus, attractive
curriculum development needs to include a
suitable amount of time, methods, content and
teaching media.
Research Results The following are
important findings of this research. 1.
The significance and necessity of English among
the personnel in the six strategic industrial
groups are that the people of all groups realized
the significance and necessity of English in
their work. Larger work places had funds to
support their personnels development by
arranging for experts to come and train them at
the premises or the administrators of the company
gave training in technical English to their
employees as in the case of a jewelry company.
Some sent their employees to study at various
language institutes. Some reimbursed their
language-training fee when the employees passed a
test. However, many small businesses had no
funds available for personnel development,
particularly the Thai entrepreneur with a family
business operation. Some had to hire outside
organizations or extra personnel to handle work
that required English language skills while some
sent their children or relatives to study abroad
in order to carry on the family business in the
future.
Suitable training time This should vary
depending on the group. For example, senior
administrators have a lot of responsibilities so
they can spare very little time. The training
period for this group should be rather short. As
for the junior administrators and other workers,
the time slot should depend on their language
ability. Those who have low language ability
need a longer period approximately 30 hours per
course. - Trainers A combination of Thai
and English teachers is recommended in order to
boost the learners confidence in interacting
with native English speakers. - Training
methods Private tuition is recommended for
senior administrators besides self-study. The
teaching medium should include multi-media,
self-study and Computer Assisted Instruction
(CAI). Junior administrators should go
for self-study and classroom teaching with
multi-media and CAI, including videos and CDs.
Operational level workers should study in
classrooms with additional self-practice.
Teaching aids should include videos, tapes, etc.,
while Thai and foreign teachers should be
available as teachers and facilitators.
2. Personnel in the six strategic
industrial groups that needed English language
improvement the most were the junior
administrators and the operational workers. The
junior administrators played the role of liaison
among the senior administrators and the workers,
particularly those in the service industries such
as the tourism, food, fashion and health science
industries. As for the automobile industry,
their senior administrators were foreign
investors who used English to communicate with
the senior officers who then relayed their
message to other workers in Thai. Those in
information technology needed English language
improvement at all levels except the senior
administrators. Most of the senior
administrators in all six industries were able to
use English effectively and had to use English to
conduct their business extensively with the
exception of those in such industries as the food
industry, namely producers of cooking
ingredients, vegetables and fruit whose senior
administrators needed some improvement in
English.
??????????????????????????????????????
(???.) English Language Development Center
(ELDC)
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(???.) English Language Development Center
(ELDC)
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3. English language skills most needed at
various levels in respect to the industrial
groups were listening and speaking. However,
those in the information technology did not need
these two skills as much.
The Food Industry Their personnel at all levels
needed speaking and listening skills (82 and
78) to provide services, information about
ingredients, taste, spices and herbs and cooking
methods. The upper and intermediate level
administrators needed reading and writing skills
(56 for both skills) for market expansion,
publicity, reading customers complaints as well
as compliments, writing journal and daily
records, writing down how immediate problems were
solved and for giving information on product
labels.
The Tourism Industry Their personnel at all
levels needed speaking and listening skills (80
and 60) to provide information concerning
tourist attractions, history and culture. The
senior and junior administrators also needed
writing skills (30) to give information on
tourist attractions and to conduct market
promotion as well as publicity. They needed
reading skills as well (20) to read the
customers complaints and compliments.
The Food Industry
The Automobile Industry Their personnel at all
levels needed speaking and listening skills (87
and 76) to give information and to conduct
negotiations. Their upper and intermediate
administrators also needed writing skills (59)
to write the project, instruction and
installation manuals as well as for business
correspondence and publicity. Reading skills
were also requires (45) for reading
instructions, price lists, specifications of
parts, articles, reports and contracts as well as
international trade regulations.
The Tourism Industry
The Fashion Industry Their personnel at all
levels needed speaking and listening skills (80
and 70) to communicate with customers, give
information on the products and quote prices.
Administrators at the upper and intermediate
levels needed writing and reading skills (60 and
50) to correspond with customers and read
instructions on the use and care of products.
The Automobile Industry
The Information Technology Industry Their
personnel at all levels needed reading skills
(76) to read e-mail messages, documents, text
and information on the websites. Administrators
at the intermediate level and workers at the
operation level needed writing skills (59) to
write correspondence via e-mail, and to write
programs, reports, project details and manuals.
They also needed listening skills (54) for
general conversation in the office, attending
lectures and listening to information from the
media. Only the junior administrators needed
speaking skills(45). However, speaking and
listening skills were considered important by all
groups of personnel who expressed the desire to
improve their skills. Nevertheless, they did not
think they needed to develop their reading
skills.
The Fashion Industry
The Health Science Industry Their personnel at
all levels needed speaking and listening skills
(80 and 70) to elicit the history and health
information and to explain to customers about the
service and for immediate problem solving. The
upper and intermediate administrators needed
reading and writing skills (60 and 50) for
business correspondence and for reading technical
and professional articles and documents.
The Information Technology Industry
The Health Science Industry
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(???.) English Language Development Center
(ELDC)
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(???.) English Language Development Center
(ELDC)
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