English Learning Standards for Thai University Students: From Policy to Practice

1
English Learning Standards for Thai University
Students From Policy to Practice

• Arunee Wiriyachitra, Chiang Mai University
• Jirada Wudthayagorn, Maejo
  University

2
Motivation

• English is playing an important role in all
  aspect of life social, academic, professions,
  etc.
• The universities must make sure their graduate
  have enough knowledge of English.
• An idea to reform English language instruction
  has been taken place.

3
Reform History

• 1999-2000
• Research on the topic of the English proficiency
  level of Thai students when entering
  universities.
• 2000
• The committee to improve the standards of English
  language teaching was appointed by MUA

4
Reform History

• 2001
• National seminar of about 100 heads of English
  department and co-ordinators of Foundation
  English courses from Thai universities to
  consider social needs, research recommendation,
  and present syllabus.

5
Consensus has been made on what to change and how
to manage change.

• There should be only one set of English scores to
  consider students entering the university the
  English language scores from English Entrance
  Examination.

6
Consensus

• Each university use the scores to place students
  according to their level of proficiency.
• -low score remedial course (no credit)
• -average score Foundation English 1
• -higher score Foundation English 2 or 3 and
  take advanced English courses to make up the
  required credits.

7
Consensus

• The English proficiency test should be
  standardized and each year the Ministry should
  inform the universities of the four levels of
  scores.

8
Consensus

• Each student should take at least 4 compulsory
  English courses.
• The first two are integrated and study skills
  courses.
• The other two may be EAP or ESP as required by
  each major.

9
Consensus

• Each student should take a National English
  proficiency test before leaving the university.

10
Policy of English language teaching in Thai
universities.

• Based on the consensus, MUA approved the policy
  with minor adaptations.

11
Policy

• Universities which use quota system should
  consider using the English language scores from
  English proficiency test by MUA to admit the
  students.

12
Policy

• Scores from the test to place the students
  according to their levels of proficiency.
• Level 1 Below the university standards.
• Level 2 Attend Foundation English 1
• Level 3 Attend Foundation English 2
• Level 4 Attend Foundation English 3

13
Policy

• Universities should consider revising the
  Foundation English syllabus by having students
  take at least 4 compulsory English courses.
• Foundation English 1 and 2 are integrated
  language skills and study skills courses. The
  others are either EAP or ESP.

14
Policy

• Universities should have students take English
  Proficiency Test before leaving the university.
  This test will not be considered as a requirement
  for graduation, only to measure their proficiency.

15
What was done in 2001?

• National Seminar to consider the scores to be
  used to place students.
• 0-35 scores Remedial course
• 35-70 scores Foundation English1
• 70-80 scores Foundation English 2
• 80 up Foundation English 3

16
What was done in 2002?

• Survey conducted to find out the goals and
  standards of the existing English foundation
  courses of each university.
• Workshop to formulate national goals and
  standards (adapted from ACTFL).
• Public hearing on goals and standards.
• Revised goals and standards.
• Disseminated goals and standards of Foundation
  English 1 and 2 courses.

17
How about 2003?

• Survey conducted to find out the problems in
  using goals and standards.
• Revised goals and standards and made extension of
  these goals and standards to four courses.

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Revised Goals and Standards

• Curriculum Standards for Foundation English
  Courses 1- 4 (June 2002)
• Definitions of Terms
• Thai University English Foundation Courses have
  been framed around two goals and seven standards.
  
• Goals
• The goals cover two areas in which students need
  to develop competence in English social
  language, and academic language. Each goal is
  supported by standards. Upon meeting these
  standards, students will have developed
  competence to function in a basic range of
  academics and social contexts.

19
Continued..

• Standards
• The seven standards indicate more specifically
  what students should know and be able to do as a
  result of instruction. The standards in Goal l
  focus on using English to accomplish personal and
  social interaction tasks, including addressing
  cultural differences. The standards in Goal 2 are
  concerned with using English to accomplish
  personal and academic tasks, to further study,
  and to promote life-long learning. Both Goals
  specifically target the use of learning
  strategies to enhance the use of English for
  social and academic purposes.

20
Continued

• Descriptors
• The descriptors are broad categories of
  discrete, representative behaviors that students
  exhibit when they meet a standard. They reflect a
  range of behaviors that is needed to use English
  effectively and accurately in personal, social,
  and academic circumstances.

21
Continued

• Sample Progress Indicators
• The sample progress indicators list assessable,
  observable activities that students may perform
  to show progress toward meeting the designated
  standard. These progress indicators represent a
  variety of instructional techniques that may be
  used by teachers to determine how well students
  are doing and they can be achieved by all
  students at some level of performance.
• Because students enter universities with
  different levels of English, the progress
  indicators represent a sampling of activities
  that can be demonstrated by the students at
  different proficiency levels of English
  (beginning, intermediate, advanced).

22
Continued

• Goal 1 To use English to communicate in social
  settings both inside and outside the university
• Standard 1 Students will use spoken and written
  English for personal statement, and for enjoyment
  and enrichment.
• Standard 2 Students will use spoken and written
  English to participate appropriately in social
  interaction.
• Standard 3 Students will recognize and
  understand cultural differences.
• Standard 4 Students will use appropriate
  learning strategies to extend their communicative
  competence.

23
Continued

• Goal 2 To use English to help achieve personal
  and academic goals and to promote life-long
  learning
• Standard 1 Students will use English to access
  and process information and to construct
  knowledge in both spoken and written forms.
• Standard 2 Students will use English to
  participate in academic contexts.
• Standard 3 Students will use appropriate
  learning strategies to acquire, construct, and
  apply academic knowledge and to develop critical
  thinking skills.

24
Continued

• Goal 1 To use English to communicate in social
  settings both inside and outside the university
• Standard 1 Students will use spoken and written
  English for personal statement, and for enjoyment
  and enrichment.
• Descriptors
• expressing needs, feelings, values, ideas, and
  opinions
• getting personal needs met
• describing, reading about, or participating in
  favorite activities
• Sample progress indicators
• describe feelings, emotions, or opinions after
  watching a movie or listening to a song
• indicate interests, opinions, or preferences
  related to certain topics or class projects
• make recommendations about a place, a film etc.

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Recent task in 2006

• Survey conducted to find out the success of
  implementing the policy