Language teacher agency in English for medical purposes 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

Abstract

This study explores the experiences and perspectives of English for Medical Purposes (EMP) teachers in the Thai tertiary context, with a focus on teacher agency. As Thailand aims to become a leading destination for medical tourism by 2027, English proficiency among medical professionals is crucial for effective communication with international patients and colleagues. To address this need, Thai universities, particularly medical faculties, have implemented compulsory EMP courses tailored to equip students with specialised language skills. However, despite the increasing significance of EMP in Thailand, little research has been conducted on EMP teachers and the challenges they face.

This qualitative dominant mixed-methods study investigates the factors influencing EMP teacher agency, including teachers’ knowledge, prior experience, institutional conditions, and Thai cultural factors. Data is drawn from questionnaires from 33 teachers of EMP at tertiary institutions across Thailand, and two rounds of interviews with 14 EMP teachers at a single institution, Khon Kaen University, the largest university in the north east of Thailand. Drawing on the sociocultural approach and situating EMP as a specialised branch within English for Specific Purposes (ESP), the research highlights the unique teaching requirements, such as medical terminology, communication strategies, and professional context-specific skills. The findings identify both affordances and constraints affecting teacher agency, such as their existing knowledge of communicative English, a lack of medical background, limited instructional materials, large class sizes, and time constraints. Sociocultural factors, particularly the Thai value of face-saving, further influence how teachers navigate challenges in their roles.

This study addresses a critical research gap by providing insights into the experiences of EMP teachers and the ways they exercise agency to address challenges. The findings contribute to a deeper understanding of teacher agency within the EMP field, offering practical implications for enhancing teaching practices and professional development. Ultimately, the study aims to support the improvement of EMP instruction in Thailand, helping to better prepare medical students for real-world professional communication.