The study of Barriers, Opportunities, and Needs for English Language Skill Development through Artificial Intelligence of Taxi Drivers in Bangkok.
Article Sidebar
Main Article Content
Abstract
This study aimed to: (1) examine barriers to using artificial intelligence (AI) for English language development among Bangkok taxi drivers, (2) explore opportunities for AI-assisted English learning, (3) investigate English language development needs through AI, (4) compare differences by personal factors, and (5) analyze relationships among barriers, opportunities, and needs. A mixed methods design was employed, combining quantitative data from 400 taxi drivers using a five-point Likert scale questionnaire and qualitative data from in-depth interviews with 10 key informants. Data were analyzed using descriptive statistics, t-test, one-way ANOVA, Pearson's correlation, and thematic analysis.
Results revealed that: (1) overall barriers were at a high level (M = 4.11), with foundational skill barriers scoring highest (M = 4.76), followed by time (M = 4.49), economic (M = 4.47), and technology barriers (M = 4.32); attitudinal barriers scored lowest (M = 2.46). (2) Overall opportunities were at the highest level (M = 4.77), led by learning support (M = 4.93). (3) Overall development needs were at the highest level (M = 4.59), with speaking skills scoring highest (M = 4.98). (4) Age, education level, and work experience significantly influenced barrier perceptions (p < .05). (5) Opportunities and needs showed a very strong positive correlation (r = 0.988). Qualitative findings confirmed that taxi drivers face multidimensional communication challenges and require AI tools specifically designed for their occupational context.
Article Details
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
References
ภาษาไทย
กรมการขนส่งทางบก. (2568). รายงานข้อมูลสะสมจากกรมการขนส่งทางบก 2569. จาก https://www.dlt.go.th
สมาคมผู้ขับแท็กซี่และสามล้อกรุงเทพมหานคร. (2567). สถิติจำนวนพนักงานขับรถแท็กซี่จดทะเบียนในเขตกรุงเทพมหานคร. https://www.thaifranchisecenter.com/links/show.php?id=1422
สำนักงานสถิติแห่งชาติ. (2565). การสำรวจแรงงานนอกระบบ พ.ศ. 2565. https://www.etda.or.th/th/
ภาษาอังกฤษ
Ally, M. (Ed.). (2009). Mobile learning: Transforming the delivery of education and training.
Athabasca University Press.
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman and Company.
Beatty, K. (2010). Teaching and researching computer-assisted language learning (2nd ed.).
Pearson Longman.
Cohen, E., & Cooper, R. L. (1986). Language and tourism. Annals of Tourism Research, 13(4),
–563. https://doi.org/10.1016/0160-7383(86)90002-2
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among
five approaches (4th ed.). SAGE Publications.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of
information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
Dörnyei, Z. (2001). Teaching and researching motivation. Pearson Education.
Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.),
Motivation, language identity and the L2 self (pp. 9–42). Multilingual Matters.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes
and motivation. Edward Arnold.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The
Modern Language Journal, 70(2), 125–132. https://doi.org/10.2307/327317
Knowles, M. S. (1984). Andragogy in action: Applying modern principles of adult learning.
Jossey-Bass.
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The adult learner: The definitive classic
in adult education and human resource development (8th ed.). Routledge.
Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
Krashen, S. D. (1985). The input hypothesis: Issues and implications. Longman.
Poonpon, K. (2011). Enhancing English skills through project-based learning. The English
Teacher, 40, 1–10.
Prapphal, K. (2003). English proficiency of Thai learners and directions of English teaching and
learning in Thailand. In C. Wah Kam & R. L. Wong (Eds.), English language teaching in
East Asia today: Changing policies and practices (2nd ed., pp. 363–375). Eastern Universities Press.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd
ed.). Cambridge University Press.
Rogers, E. M. (2003). Diffusion of innovations (5th ed.). Free Press.
van Dijk, J. (2020). The digital divide. Polity Press.
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information
technology: Toward a unified theory. MIS Quarterly, 27(3), 425–478. https://doi.org/10.2307/30036540
Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language Teaching, 31(2), 57–71. https://doi.org/10.1017/S0261444800012970
Yamane, T. (1973). Statistics: An introductory analysis (3rd ed.). Harper & Row.
