Global Englishes and Teaching Approaches in Thailand: Basis for Curriculum Development
DOI:
https://doi.org/10.5281/zenodo.20775693Keywords:
curriculum development, Global Englishes, language teaching approaches, proficiency, Rajabhat University, ThailandAbstract
This study examined Global Englishes and teaching approaches in Thailand as basis for curriculum development. It described the profile of 101 language teachers connected to Rajabhat University branches in Thailand, assessed the degree of manifestation of their Global English proficiency, determined their level of utilization of selected language teaching approaches, and tested differences and relationships among the study variables. A descriptive-correlational, descriptive-comparative, and descriptive survey design was used. Data were gathered through a validated questionnaire and analyzed using frequency, percentage, weighted mean, multivariate test statistics, and Pearson correlation. Findings showed that most respondents were 36-45 years old, female, had 6-10 years of language teaching experience, held master's degrees, were single, held instructor or lecturer ranks, had attended one to five related seminars or trainings, and earned 30,001-40,000 Baht monthly. Teachers manifested high Global English proficiency overall (M = 4.24), with social competence obtaining the highest mean (M = 4.34). Their utilization of language teaching approaches was also high overall (M = 3.80), with the Lexical Approach and Communicative Language Teaching obtaining the highest means (M = 3.95), while Content-Based Instruction was moderately utilized (M = 3.31). No profile variable produced a significant difference in Global English proficiency. Significant positive relationships were found between Global English proficiency and teaching approach utilization, with an overall correlation of r = .562, p < .001. The study concludes that Global English proficiency and teaching-method utilization are meaningfully connected and may guide curriculum development toward globally responsive, culturally inclusive, and communicatively oriented language education.
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