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Despite English being included in the Thai public education system, the overall proficiency of English speakers continues to be low in Thailand. There remain several ongoing common problems encountered by Thai English learners. Here we will discuss their public curriculum, general problems faced by Thai learners, solutions for EFL teachers, and why “practical” matters when teaching English as a foreign language in Thailand. Thai English students of all ages encounter several English language learning obstacles, both in their daily lives and in public Thai classrooms. One of the biggest concerns for learners in Thailand is simply lack of sufficient English practice both inside and outside of the classroom. While motivation can be high, especially in older students who understand the importance of English for their careers, opportunities to speak English in their daily lives and during lessons can remain very limited. While English classes are offered as a core curriculum, the public Thai education system remains seriously lacking in this area. Classes are mandatory beginning in Elementary school through Secondary, but often rely on inconsistent and ineffective curriculums, outdated and ineffectual materials, and inadequately trained teachers. The public education English classes often do not allow students practical use in the classroom and adequate speak time, resulting in a lack of actual engagement and overall retention. The insufficient lessons combined with the lack of opportunities for use outside of the classroom, leads to an overall lack of confidence in secondary students and adult learners. Writing and self-editing skills remain a particular problem, because of lack of use. Finally students are often accustomed to a grading system with limited personal feedback, so they tend become reliant on using methods such as rote memorisation to simple achieve passing marks. Understanding the importance of why “practical” matters in lesson is a powerful tool for EFL teachers when teaching Thai learners of all ages. Applying an ESA methodology in the classroom not only gives students the foundational skills they need, it is also excellent for encouraging a high level of engagement and communication during lessons. Additionally it provides practical and functional uses for the language both inside and outside of the classroom. Adapting the provided curriculum when possible and allowed, can become essential to ensure lessons remain relevant and practical. For young learners engaging materials and activities that solicit involvement and, for older students and adult learners, materials relevant for their careers, studies and daily lives. This can and should include use of authentic, fresh materials that target specific functional learning goals when possible, and always engage and encourage speech, reading, writing, and listening. Additionally, fresh and appropriate supplemental study materials, and activities can be sourced online and updated regularly when possible. It’s also specifically important to give ample opportunities for drafting, proof-reading, and self-editing activities that are age appropriate and relevant to students. The goal is to engage the students and give them the opportunity to use the written language. Finally, traditional public Thai classrooms usually offer a grading system instead of direct teacher feedback. The direct feedback used in effective EFL classrooms is more effective, but can be new to students. It may be useful to introduce this tool beginning with student-teacher conferences and building upon it from there. After several years living in, and traveling, South East Asia I personally know how friendly and engaging the wonderful people of Thailand can be. The motivation level for older students and adults is high, and the need for English has become increasingly apparent to young children and their parents. Providing for the future of their families in many instances may rely on it. While there is much to be desired in the Thai public system regarding their English Curriculum, I truly believe that effective EFL teachers in Thailand have a wonderful opportunity to make their lessons more effective. Making these simple changes that target specific, practical reasons for usage in this audience is the perfect way to increase engagement, and improve confidence in both English speaking and overall competence of use for Thai learners. References: International TEFL and TESOL Training, posted 25 August 2006, Canadian Center of Science and Education, published 10 October 2013, FluentU English Educator Blog, Bangkok Post, posted 5 November 2018,
