Teacher perspectives on the development of business English programmes in the Thai tertiary context : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Applied Linguistics at Massey University, Palmerston North, New Zealand
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Date
2019
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Massey University
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Abstract
Business English has emerged as an important aspect of English for Specific
Purposes in Thailand and is currently provided as an undergraduate programme in about
one third of all universities. However, to date we know relatively little about how the
Business English programme has been developed in the Thai tertiary context. The current
study aimed to explore the development of Business English programmes in the past,
present, and future, through the perspectives of Thai tertiary teachers. Firstly, the
development of Business English programmes in two university contexts was explored,
based on retrospective interviews with five experienced teachers. In addition, a survey
which included open-ended scenarios was completed by Business English teachers
(N=84) from throughout Thailand (North, Northeast, Central, and South), regarding their
contemporary perspectives on Business English in the Thai tertiary context and future
prospects for the field. Finally, in-depth interviews were conducted with 13 Business
English teachers, focusing particularly on their contemporary perspectives on Business
English and the trajectory of Business English as a tertiary subject.
Overall, the findings revealed that the contemporary tertiary Business English
programmes emerged from both bottom-up and top-down initiatives, and were shaped by
local factors such as ongoing changes to curriculum and teaching practices. The
development of the programmes was also influenced by a combination of external factors,
including the government policy, English as a Lingua Franca in the Asia region and global
pressures. The teachers who participated in this study thought that the future changes
would be in line with these contemporary changes. It was also evident that future
programmes might continue to face both internal and external challenges.
The thesis concluded by reflecting on future challenges which needed to be
addressed and the resulting implications for research, professional development, and
practice.
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Keywords
English language, Business English, Study and teaching (Higher), Thailand, College teachers, English teachers, Attitudes