Needs Analysis for English Curriculum in Secondary School in Thailand: Learners’ Perspectives
Keywords:
Needs analysis, English curriculum, Secondary education, ThailandAbstract
Despite the recognition of English as a vital language within the ASEAN community and academic contexts, English language instruction in Thailand remains largely ineffective. The curriculum is frequently shaped by the preferences of teachers or administrators rather than the actual needs of students. Although student input is essential for developing a learner-centered curriculum, few studies have examined the needs of secondary school students. This study addresses this gap by conducting a needs analysis of English curriculum from learners’ perspectives. Data were collected from 159 secondary students, comprising 83 lower secondary (LS) and 76 upper secondary (US) students. A questionnaire was employed to assess their attitudes toward English, preferred learning environments, and the specific skills they aimed to improve. Descriptive and inferential statistical methods were used to analyze differences between the two groups. The findings revealed that both groups strongly acknowledged the importance of learning English. The LS group prioritized communication with foreigners (71.10%), whereas the US group emphasized exam preparation (71.05%). Both cohorts expressed a strong need to improve speaking and listening skills. In terms of learning environment preferences, more than half of the students in both groups favored small group activities, incorporating games and various forms of interactive instruction. Significant differences emerged in exam-oriented topics: the US group showed a stronger preference for improving reading and writing skills for academic purposes. Additionally, both groups supported the use of both Thai and English in the classroom to facilitate comprehension and engagement. Open-ended responses underscored concerns regarding textbook quality, a desire for increased pronunciation practice, and an awareness of diverse English varieties. These findings suggest that the curriculum should be restructured to prioritize practical communication skills and address the distinct needs of both student groups.
References
Al-Nofaie, H. (2010). The attitudes of teachers and students towards using Arabic in EFL classrooms in Saudi public schools – A case study. Novitas-Royal Research on Youth and Language, 4(1), 64–95.
Atkinson, D. (1987). The mother tongue in the classroom: A neglected resource. ELT Journal, 41(4), 241–247. https://doi.org/10.1093/elt/41.4.241
Baker, W., & Jarunthawatchai, W. (2017). English language policy in Thailand. European Journal of Language Policy, 9(1), 27–44. https://doi.org/10.3828/ejlp.2017.3
Barbin, R. R. F., & Nicholls, P. H. (2012). Embracing an ASEAN economic community: Are Thai students ready for the transition? Assumption University. Graduate School of Business, 6(2), 3–10.
Benesch, S. (1996). Needs analysis and curriculum development in EAP: An example of a critical approach. TESOL Quarterly, 30(4), 723–738. https://doi.org/10.2307/3587931
Boriboon, P. (2011). Language, ideology and domination: Problems of English language teaching in Thailand and solutions. Songklanakarin: Journal of Social Sciences and Humanities, 17(6), 23–59.
Boyle, J. (2000). Education for teachers of English in China. Journal of Education for Teaching, 26, 147–155. https://doi.org/10.1080/02607470050127063
Brown, J. D. (1995). The elements of language curriculum: A systematic approach to program development. Heinle & Heinle Publisher.
Chan, J. (2020). Towards English as an international language: The evolving ELT curricula and textbooks in Hong Kong. International Journal of Applied Linguistics, 30(1), 244–263. https://doi.org/10.1111/ijal.12277
Changpueng, P., & Pattanapichet, F. (2023). A needs analysis of English for meeting lessons for Thai undergraduate engineering students. LEARN Journal: Language Education and Acquisition Research Network, 16(2), 603–623.
Choomthong, D. (2014). Preparing Thai students’ English for the ASEAN economic community: Some pedagogical implications and trends. Language Education and Acquisition Research Network (LEARN) Journal, 7(1), 45–57.
Dooey, P. M. (2010). Students' perspectives of an EAP pathway program. Journal of English for Academic Purposes, 9(3), 184–197. https://doi.org/10.1016/j.jeap.2010.02.013
Eslami, Z. R. (2010). Teachers’ voice vs. students’ voice: A needs analysis approach to English for Academic Purposes (EAP) in Iran. English Language Teaching, 3, 3–11. https://doi.org/10.5539/elt.v3n1p3
Fitzpatrick, D. (2011). Making sense of English language policy in Thailand: An exploration of teachers’ practices and dispositions. [Doctoral Dissertation, University of Exeter]. University of Exeter. https://hdl.handle.net/10036/3314
Hayes, D. (2010). Language learning, teaching and educational reform in rural Thailand: an English teacher's perspective. Asia Pacific Journal of Education, 30(3), 305–319. https://doi.org/10.1080/02188791.2010.495843
Hutchinson, T., & Waters, A. (1987). English for specific purposes. Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511733031
Imsa-ard, P. (2020). Motivation and attitudes towards English language learning in Thailand: A large-scale survey of secondary school students. rEFLections, 27(2), 140–161. https://doi.org/10.61508/refl.v27i2.247153
Jeremy, W. (2009). EAP reading and lexis for Thai engineering undergraduates. Journal of English for Academic Purposes, 8(4), 294–301. https://doi.org/10.1016/j.jeap.2009.10.002
Jindapak, N. (2013). The politics of standard English: An exploration of Thai tertiary English learners’ perceptions of the notion of standard English. Asian Social Science, 9(5), 118–127.
Karnnawakul, P. (2004). Summary of research report: Foreign language teaching in the southern part of Thailand. Manusya Journal of Humanities, 7, 80–81.
Kim, H. H. (2013). Needs analysis for English for specific purpose course development for engineering students in Korea. International Journal of Multimedia and Ubiquitous Engineering, 8(6), 279–288. http:// dx.doi.org/10.14257/ijmue.2013.8.6.28
Kimsuvan, A. (2004). Summary of research report: Foreign language teaching in the northern part of Thailand. Manusya Journal of Humanities, 7, 78–79.
Klaichim, S. (2009). Problems and needs in English language teaching and learning at the institutes of physical education. [Unpublished Master's Thesis, Prince of Songkla University]. Prince of Songkla University.
Matthuchad, W. (2012). The readiness of learning English in high schools to prepare the country for joining the ASEAN community in 2015: A study of selected high schools in Pitsanulok, Thailand. Stamford Journal, 4(2), 36–40.
Mala, D. (2021, January 2). ‘Long-overdue end of O-Net exams’. Bangkok Post. https://www.bangkokpost.com/thailand/general/2044427/long-overdue-end-of-o-net-exams
Meadseena, A., Chano, J., & Nithideechaiwarachok, B. (2023). Needs analysis of English language teaching and learning in upper secondary schools. Journal of Educational Issues, 9(1), 174–191. https://doi.org/10.5296/jei.v9i1.20633
Mihalache, R. (2015). Motivation VS Need of ESP of engineer students. The Journal of International Social Research, 8(36), 968–979. https://doi.org/10.17719/jisr.2015369561
Ministry of Education. (2008). Basic education core curriculum B. E. 2551 (A.D. 2008). Agricultural Cooperative Federation of Thailand. https://neqmap.bangkok.unesco.org/wpcontent/uploads/2019/06/BasicEducation-Core-Curriculum.pdf
Ng, P. T. (2004). Students’ perception of change in the Singapore education system. Educational Research for Policy and Practice, 3(1), 77–92. https://doi.org/10.1007/s10671-004-3935-8
Noom-ura, S. (2013). English-teaching problems in Thailand and Thai Teachers’ professional development needs. English Language Teaching, 11(6), 139–147. https://doi.org/10.5539/elt.v6n11p139.
Noopong, D. (2002). English teaching problems and the needs for professional development of teachers of English in education extended schools under the Jurisdiction of the Office of Primary Education, Nakhon Ratchasima [Unpublished master’s thesis, Nakhon Ratchasima Rajabhat University]. Nakhon Ratchasima Rajabhat University.
Nuemaihom, A. (2017). Need analysis of English for Specific Purposes (ESP) for 7-Eleven employees: A case study in Buriram province. Research and Development Journal Suan Sunandha Rajabhat University, 9(1), 96–104.
Oeamoum, N., & Sriwichai, C. (2020). Problems and needs in English language teaching from the viewpoints of pre- service English teachers in Thailand. Asian Journal of Education and Training, 6(4), 592–601.
Paci, M. (2013). Needs analysis and environmental analysis: Designing an ESP curriculum for the students of the Polytechnic University of Tirana. Journal of Educational and Social Research, 3(7), 425–430. https://doi.org/10.5901/jesr.2013.v3n7p425
Passakornkarn, S., & Vibulphol, J. (2020). Development of world Englishes-based listening materials to raise the awareness of the varieties of English for Thai EFL upper secondary school students. LEARN Journal: Language Education and Acquisition Research Network, 13(1), 225–246.
Pongklee, C., & Sukying, A. (2022). A needs analysis of English language of Thai pre-service teachers. Journal of Modern Learning Development, 7(10), 184–194.
Rashidi, N., & Kehtarfard, R. (2014). A needs analysis approach to the evaluation of Iranian third-grade high school English textbook. Sage Open, 4(3). https://doi.org/10.1177/2158244014551709
Richards, J. C. (2001). Curriculum development in language teaching. Cambridge University Press.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge University Press.
Robinson, P. (2001). Task complexity, cognitive resources, and syllabus design: A triadic framework for examining task influences on SLA. In P. Robinson (Ed.), Cognition and Second Language Instruction (pp. 287–318). Cambridge University Press.
Sahan, K., Galloway, N., & McKinley, J. (2022). ‘English-only’ English medium instruction: Mixed views in Thai and Vietnamese higher education. Language Teaching Research, 29(2), 657–676. http://doi.org/10.1177/13621688211072632
Sangeetha, V. (2020). Inculcating self-editing skills for enhancing writing skills of the EFL students. International Journal of Instruction, 13(1), 509–522. https://doi.org/10.29333/iji.2020.13133a
Sangwanglao, J. (2024). Competency-based education reform of Thailand’s basic education system: A policy review. ECNU Review of Education, 0(0). https://doi.org/10.1177/20965311241240486
Sarasean, T. (2024). Challenges and opportunities: Reforming the Thai education system for global competitiveness. Journal of Exploration in Interdisciplinary Methodologies, 1(3), 25–35.
Sothan, S. (2015). Exploring English langauge needs according to undergraduate students and employers in Cambodia. International Journal of Linguistics and Communication, 3(1), 87–96.
Sukavatee, P., & Khlaisang, J. (2023). A survey of research into English teaching approaches and instructional media in Thailand. LEARN Journal: Language Education and Acquisition Research Network, 16(2), 752–769.
Thongprasert, N., & Burn, J. (2003). Identifying strategies for effective virtual education delivery in Thailand. In Proceedings of the 7th Pacific Asia Conference on Information Systems (pp. 332–346). University of South Australia. https://aisel.aisnet.org/pacis2003/23/
Tongpoon-Patanasorn, A. (2011). Impact of learner-centeredness on primary school teachers: A case study in Northeast Thailand. Journal of Asia TEFL, 8(3), 1–28.
Van, H. V. (2016). Renovation in curriculum design and textbook development: An effective solution to improving the quality of English teaching in Vietnamese schools in the context of integration and globalization. VNU Journal of Science: Education Research, 32(4), 9–20. https://doi.org/10.25073/2588-159/vnuer.3845
Vibulphol, J. (2016). Students’ motivation and learning and teachers’ motivational strategies in English classroom in Thailand. English Language Teaching, 9(4), 64–75. https://doi.org/10.5539/elt.v9n4p64
Vibulphol, J., Prabjandee, D., Chantharattana, M., & Bupphachuen, P. (2021). English teachers’ understanding of Thailand basic education core curriculum. English Language Teaching, 14, 128–143. https://doi.org/10.5539/elt.v14n11p128
Wen, W. P., & Clément, R. (2003). A Chinese conceptualization of willingness to communicate in ESL. Language, Culture and Curriculum, 16(1), 18–38. https://doi.org/10.1080/07908310308666654
West, R. (1994). Needs analysis in language teaching. Language Teaching, 27(1), 1–19. https://doi.org/10.1017/S0261444800007527
Yusuk, S. (2020). Perceptions and practices of EFL school teachers on implementing active learning in Thai English language classrooms. THAITESOL Journal, 33(1), 36–56.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Suan Dusit University
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
1 All articles will undergo a formal peer-review. A panel of experts from within or without the university will examine the article; approval from a minimum of two experts is required for publication. Revisions posed by the experts must be completed by the research prior to publication.
2 Once published in the ASEAN Journal of Education, the article becomes intellectual property of Suan Dusit University. Duplication, in full or part, requires permission from Suan Dusit University.
3 Excluding errors incurred during printing, author(s) are responsible for the content of their articles.
