Thai Learners’ Poor English Proficiency

in English writing classes, but it has not been used in teaching speaking abilities. Therefore, a quasi-experimental study will be conducted to investigate the impact of cultures and contexts on English Language Learners (ELLs), especially those who speak English as a Foreign Language (EFL). By integrating a culturally-conscious approach into instructional techniques, Thai learners should improve their spoken English skills, which is an area that presents considerable difficulties for them.

The study aims to assess the speaking abilities and overall perception of students who have been taught using the collectivist approach 'TIMET'. It also aims to examine the advantages and disadvantages of employing this approach for EFL speaking.

This research has several benefits for students and teachers. Students can enhance their speaking skills through a culture-accommodated 'safe-space' that values teamwork and autonomy. Additionally, teachers can broaden their teaching methods by incorporating the alternative and systematic teaching method provided by the collectivist approach 'TIMET'.

However, there are limitations to this research. As it is a time-series quasi-experimental study, the findings cannot be universally applied since participants were not solely randomized or compared against other groups.

The chance of a fixable result that is specific to certain groups of students is possible. Long-term time series quasi-experimental studies encounter participant mortality issues beyond the control of the experimenter. Students may withdraw due to boredom or unknown factors. Additionally, some students' behaviors or attitudes cannot be controlled. Random grouping can result in two different outcomes - either the students will not have a good relationship because they were not previously close, or they will pay more attention to the task out of politeness.

On the contrary, if students

are allowed to group themselves, there could be two outcomes. They may choose to rely on their friends and become free riders or they may collaborate more effectively because they are acquaintances.

Definition of Terms English Language Teaching (ELT) is an abbreviation for English Language Teaching. It is commonly used in Britain to refer to the teaching of English as a Second Language (ESL) and English as a Foreign Language (EFL). In North American usage, this is often referred to as Teaching English to Speakers of Other Languages or TESOL (Richards, Platt & Platt, 1993).

English as a Second Language (ESL) and English as a Foreign Language (EFL) are terms used to differentiate between learning English as a second language compared to learning it as a foreign language.

The process of acquiring English skills in a formal classroom environment in countries where English is not widely spoken, such as China, Japan, and Korea, is referred to as "learning English as a Foreign Language". On the other hand, individuals who acquire English skills in settings where it is necessary for daily life, like immigrants in the US or in countries such as Singapore, the Philippines, India, and Nigeria where English has a vital role in education, business,and government (Richards, Platt & Platt, 1993), engage in "learning English as a second language". Cooperative learning involves organizing classrooms so that students can effectively collaborate in small teams.

Cooperative learning is thought to improve students' learning in several ways. It creates a less intimidating environment, promotes student engagement and active participation, reduces the emphasis on competition, and diminishes the dominant role of the teacher. Cooperative

learning activities such as peer tutoring, Jigsaw, cooperative projects, cooperative-individualized balance, and student interaction all contribute to these advantages.

Cooperative learning activities are frequently used in Communities Language Teaching (Richards, Platt ; Platt, 1993). The communicative approach, also known as Communicative Language Teaching (CLT), emphasizes the significance of attaining 'communicative competence' as the ultimate objective of language learning. This teaching approach was primarily created by British applied linguists in the 1980s as a reaction to grammar-based methods such as Situational Language Teaching and the audio-lingual method.

The Communicative Language Teaching approach encompasses five key principles. These principles include encouraging learners to use the language for communication, prioritizing authentic and meaningful communication in classroom activities, recognizing the importance of both fluency and accuracy in language learning, emphasizing the integration of various language skills in communication, and acknowledging that learning is a creative process involving trial and error.

Since its creation, Communicative Language Teaching has caused a re-evaluation of language teaching objectives, syllabuses, materials, and classroom activities, resulting in significant changes in language teaching globally, including in Thailand (Richards, Platt ; Platt, 1993). Collectivist cultures prioritize relationships between people to a higher extent. In these cultures, the interests of the group take precedence over those of individuals. People form tight-knit, cohesive in-groups that prioritize interdependent activities and relationships among members.

Often, individuals from an "individualist culture" struggle to comprehend collectivist values (Hall, 1989 ; Hofstede, 1984, 1986 ; 2001). To address this challenge, Professor Saneh Thongrin developed TIMET, an award-winning collectivist methodology in 2009. TIMET aims to improve English writing skills while bridging cultural and language barriers by fostering collaboration among students and

simultaneously strengthening their individual writing abilities.

The TIMET model, which integrates socio-cultural, cognitive, and affective domains elements such as Vygotsky's Zone of Proximal Development (ZPD), was created. This model is a five-step method that is sensitive to students' collectivist culture in multiple ways. Initially, it allows students to have their 'personal space' and freedom to create their work before engaging in conversation. Additionally, it encourages group interaction and comparison of work to foster a positive learning environment. Please refer to Figure 5 for a detailed description of the TIMET model.

Students, whether perfect or not, will find amusement and awe in their unfinished projects. The group workshop, provided at just the right moment after working separately as teams, allows students to reflect on the previous team meeting and use the knowledge gained from this section to make improvements in both their individual work and their teamwork. TIMET shares many similarities with cooperative learning and communicative language teaching, but it is designed to be easier for Thai teachers to implement in the classroom due to its cultural sensitivity and flexibility.

The Methitham ; Chamcharatsri (2011) journal 'Critiquing ELT in Thailand: A reflection from history to practice' provides a review of the brief history of English teaching methodology in Thailand. The journal discusses the introduction of English as a foreign language to Thailand in the 18th century, along with Portuguese, French, and Spanish, which occurred during the colonization of Southeast Asia. King Rama III became aware of the language's influence when Protestant missionaries arrived from the U.S.

Although they were unsuccessful in converting any Thai individuals to Christianity, they brought Western education, medical

expertise, and modern technology. King Rama III was the first to propose teaching English and employed American tutors for his children. This practice was continued by King Rama IV and V. Consequently, English became seen as a pathway to security and prosperity for the Thai people. However, in 1960, there was a shift in the English syllabus that prioritized international communication.

Starting in 1996, English became a required subject for Thai students beginning in grade one. Known as the 4 C’s, the English curriculum covers culture, communication, connection, and communities. Proficiency in English is now seen as just as important as IT skills because it opens up opportunities in technology, communication, and career advancement. Presently, there is an ongoing discussion about the role of English within the Thai education system when it comes to teaching the language.

The government is working with the English Language Institute (ELI) to improve the education system. The ELI's main objective is to enhance the nation's English skills. However, despite many schools and universities adopting more effective Communicative Language Teaching (CLT) methods, the government is not happy with the results. These outcomes do not meet their standards and can be attributed to ineffective teaching, lack of supervision, absence of a structured curriculum, uncertain teaching approaches, and insufficient teaching resources.

Researchers are concerned about whether the teaching methodology used in the U.S. or British is appropriate for Thai language learners, considering their culture and context. The role of culture in English Language Teaching (ELT) has typically focused on providing cultural information. However, there are conflicting viewpoints regarding ELT and culture materials from the source culture due to the

inseparable connection between language and culture (McKay, 2002).

Previous research has shown that language acquisition is closely connected to cultural background knowledge (Byram, 1986 and Jiang, 2000). This means that when learning any language, including a second or foreign language, it is important to also learn about the associated culture. However, there has been a growing trend in teaching English as an International Language (EIL) over time. Both native and non-native teachers and members of the academic community now recognize that English Language Teaching (ELT) takes place in various contexts and acknowledge that it is practically impossible to teach the target language without incorporating its cultural context. As a result, there is another perspective suggesting that ELT should be conducted independently from cultural context and instead use familiar contexts for language learners. Sandra L. Mackay (2007), a proponent of teaching English as an International Language, argued that contemporary English users should embrace their own linguistic diversities as bilingual users rather than solely relying on models from native English speakers such as British or American individuals for pedagogical guidance.

The focus in English language teaching materials is on using cultural materials from the learners' own culture as content, rather than materials from the target culture. This is because these materials are already familiar to the learners and can make learning the language easier. Using source cultural materials works particularly well for learners with limited exposure to other cultures, especially when taught by teachers who share the same culture as the students (see Figure 2).