Language Competencies for Thai Teachers in the AI Era
Keywords:
Language Competencies, Thai Teachers, Artificial Intelligence, Professional DevelopmentAbstract
This study investigates the essential language competencies required of Thai teachers in an era increasingly shaped by Artificial Intelligence (AI), within the context of Thailand’s bilingual education framework. Employing a mixed-methods approach, the research integrates quantitative data from a survey of 1,350 Thai teachers with qualitative insights from in-depth interviews with 15 educators experienced in applying AI to language instruction. Quantitative findings indicate that 87% of respondents recognize the need for advanced proficiency in both Thai and English, 92% highlight the importance of cultural competence for effective bilingual teaching, and 89% underscore the essential role of digital literacy in utilizing AI tools in education. Qualitative data further revealed a pronounced demand for professional development, with 80% of interviewed teachers identifying a lack of training programs focused on AI integration in language education. The results emphasize the necessity for teacher competencies to evolve beyond conventional linguistic skills, incorporating a robust understanding of AI technologies. The study advocates for the development of comprehensive professional development initiatives that equip educators with a balanced integration of linguistic proficiency, technological competence, and cultural awareness. This comprehensive strategy aims to prepare students for a future where bilingualism and technological fluency are intricately linked, requiring educators to navigate the complexities of teaching in the AI era effectively.
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