Synthesizing Approaches of Universities to Thai Language Teaching for Foreigners in Thailand and Abroad

Abstract

This study aimed to: (1) analyze and compare pedagogical approaches for teaching Thai as a foreign language in higher education institutions both within Thailand and abroad, and (2) synthesizing pedagogical approaches for teaching Thai as a foreign language in higher education institutions both within Thailand and abroad. The research focused on six purposively selected institutions: Chulalongkorn University, Mahidol University, Chiang Mai University, the University of London, Australian National University, and the National University of Singapore. A qualitative synthesis was conducted through content analysis of three instructional frameworks: short-term programs, long-term programs, and specialized courses. The results revealed a shared objective among all institutions to systematically develop learners’ four language skills—listening, speaking, reading, and writing—with an emphasis on communicative competence. However, pedagogical differences were observed across institutional contexts. Domestic institutions emphasize cultural activities and experiential learning, whereas international institutions focus on language proficiency alongside critical thinking skills in academic and global contexts. Furthermore, the synthesis identified five core approaches for effective instruction: (1) flexible curriculum structures, (2) the integration of communicative and analytical skills, (3) blended learning methodologies, (4) the incorporation of cultural engagement, and (5) the promotion of intercultural and international learning environments. These findings provide a comprehensive framework for curriculum development, aimed at elevating the quality and international standards of Thai language education for foreign learners.