Roads to Nowhere: The Effects of Culture on Thai Learners of English

According to a 2011 Reuters report, while other countries have allotted a significant amount to developing world-class universities where English and other high-value skills are taught, Thailand “has moved little beyond a decades-old system that aims mostly to preserve national identity” (Ahuja, 2011, para 4). In this same report, it was found that out of all the Southeast Asian countries, Thailand allocates the highest amount to education in its National Plan. An additional assessment carried out by the JobStreet.com English Language Assessment (JELA), swed that Thai workers scored the lowest among the Southeast Asian countries of Singapore, The Philippines, Malaysia, and Indonesia (Thailand’s English Skills, 2013). Why then, despite the vast amounts of money being spent on education, as well as the dramatic increase of English language being taught in schools, companies, and private institutions does the ability to communicate in English among the vast majority of the population remains poor? This study attempts to answer this question.

Collectivist Society

With a rating of 20 on Hofstede’s Power Distance Index dimension of Individualism, as well as the classification of communitarian within Trompenaars’ cultural divisions, Thailand can be considered a highly collectivist/communitarianism society (Atikomtriat & Pongpayaklert, 2011; Trompenaars & Hampden-Turner, 1998). Evidence of this can be seen in the importance that the Thai places upon family and to groups in which forms of care are given in exchange for loyalty. Relationships in which individuals assume responsibility for other members of the group are strongly supported by society. In education, the collectivist mindset is a determining factor in what is to be taught, how it is to be taught, and how it is to be learned. One may also observe how group loyalties are fostered within the collectivist culture as well as methods that discourage—even eliminate—challenges to the primary educator in the form of questions or disagreement, thus removing the threat of a loss of face. In addition, responsibility for educating students is placed solely in the hands of the teacher, with little or no input from parents and, one may assume, other outside forces. Because collectivism can be seen as the cultural backbone of Thai society, it will be of greater use to focus upon the facets of culture that emerge from this particular mindset rather than concentrate upon it as a singular element.

Thai Hierarchy

Thailand follows a strict organization of society based on a hierarchy of status and authority (Maisrikrod, 1999). Factors in the real world that determine one’s superiority include age, income, occupation, education, social connections, and family. Parents are superior to children, bosses are superior to employees, and teachers are superior to students. All know their position in society, and it is unheard of to challenge someone of a higher standing (Mulder, 1997; Smalley, 1994).

It is due to this acceptance of superiority and lack of any real objection to it that positions of power are often not awarded to the best qualified, but to the individual at the top of the hierarchy. Examples of this are perhaps most glaring in the world of Thai politics, where name alone is often sufficient to ensure one a position of power. In the realm of education, this creates possibilities for unqualified or under-qualified individuals to be assigned tasks such as developing L2 curriculum, assessing students’ L2 abilities, or teaching L2. In addition, native-speakers who have little or no experience in teaching L2 are often employed by schools and institutions and given a high standing on the hierarchy, usually just below the school director (Buripakdi, 2008).

Attitudes Towards English

Attitude can be defined as a set of beliefs that develop within a socio-cultural setting. Just as culture influences behavior, it can in turn have a bearing upon attitudes. Positive attitudes towards educational subject matters may lead to increased motivation, while negative attitudes can result in motivational decline (Gardner, 1985). In addition, it has been shown that the ability of teachers to motivate students is one of the central aspects of teaching effectiveness (D...