Barriers to English Proficiency in Thailand: An Exploratory Study

Abstract

English proficiency in Thailand has consistently lagged behind international benchmarks, despite significant investments in education and language policy reforms. This exploratory study investigates the key barriers that impede English language learning among Thai students, focusing on factors related to pedagogy, learner motivation, teacher preparedness, and socio-cultural influences. Using a mixed-methods approach, the research combines surveys of secondary and tertiary students with interviews of English teachers and educational administrators to provide a comprehensive understanding of the challenges.

Findings reveal that traditional grammar-focused instruction, exam-driven curricula, and limited opportunities for authentic English communication significantly hinder students’ ability to develop communicative competence. In addition, disparities in teacher proficiency, lack of professional development, and inadequate learning resources exacerbate the problem, particularly in rural areas. Learners’ low motivation and fear of making mistakes further reduce engagement and practical application of the language. Socio-cultural factors, including perceptions of English as a foreign language with limited relevance in daily life, also contribute to persistent proficiency gaps.

The study highlights the need for pedagogical reforms that prioritize communicative and task-based learning, enhanced teacher training programs, and equitable access to learning resources. Furthermore, fostering learner motivation and creating environments that encourage authentic language use are essential for sustainable improvement. By identifying systemic, pedagogical, and socio-cultural barriers, this research provides insights for policymakers, educators, and curriculum developers seeking to enhance English proficiency in Thailand.