Abstract:

This study aimed to explore the conditions and policies of English language teaching management at the basic education level in Thailand. A sample group was administers from 705 primary and 383 secondary schools (both in urban and suburban areas) from 20 provinces in the northeast of Thailand. A questionnaire was used to collect the data. 1,088 copies of the questionnaire were sent by mail, 784 (72.06%) were returned (502 from primary and 282 from secondary schools). The data were analyzed with percentage, mean, standard deviation, and grouping according to their potentiality.

The findings were divided into five main points:
(1) Basic information about the potential in English language teaching management. Most primary schools had small number of students, so the teaching of English was done with small classes. They still had similar problems with the teaching of English, since most lacked teachers with degree in English, native (or foreign) teachers, language laboratories, computers, teaching materials and technologies, and printed media. In contrast, the secondary schools had larger number of students, so they had big English classes. They had teachers with degree in English and hired native (or foreign) teachers. They also had language laboratories. Anyhow, both levels had very few computers and lacked software programs and electronics media for the teaching of English.
(2) The policy and management in English language teaching of the schools. The administrators were highly aware of the importance of their learners’ development in the English language. They supported their English language teachers by sending them to training courses, promoting study tours for the teachers, as well as encouraging the teachers to attend conference programs in English.
(3) The conditions of English language teaching in the schools. The teachers in both primary and secondary schools were aware of English language teaching. The conditions of language teaching management in the secondary schools were better than those of the primary schools, since the secondary schools had more teachers with degree in English as well as foreign English teachers.
(4) Opinions and suggestions on English language teaching management in schools. There should be co-operations from all sectors, especially from higher education institutions. The government should continually promote and help develop the English skills and teaching capability of the language teachers. All schools should have English teachers with the degree in English.
(5) The analysis and grouping of the schools’ potential in English language teaching management.

Both primary and secondary schools in the northeastern region had high potential and good management in English language teaching. However, the primary schools had some problems with language teaching management, as they had a few teachers and lacked teachers with degree in English, while most of the secondary schools had higher potential because they had more students, English language teachers, information technology and access to the Internet.

Keywords:

English language teaching, Basic education, Language teaching management, Thailand.