An Assessment of Thai Language Communication Competence among Grade 12 Students
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Abstract
This study aimed to (1) assess Thai language communication competence and (2) compare competence by gender, educational affiliation, school size, school location, and region. The sample comprised 2,681 Grade 12 students selected through multistage sampling covering regions, affiliations, school locations, and school sizes. The 60-item, 100-point Actual Test required 120 minutes and assessed reception, transmission, and interaction. Data were analyzed using frequency, percentage, mean, standard deviation, independent-samples t tests, one-way ANOVA, and LSD post hoc comparisons. The overall competence was at the Needs Improvement level (M = 51.24, SD = 12.58), with speaking showing the lowest mean relative to its maximum score (M = 4.66 out of 20). Female students obtained a significantly higher total score than male students (t = -7.26, p < 0.001), and students in urban schools scored significantly higher than those in non-urban schools (t = 5.40, p < 0.001). Total scores also differed significantly by educational affiliation (F = 23.53, p < 0.001), school size (F = 140.43, p < 0.001), and region (F = 18.78, p < 0.001). The findings indicate a need to strengthen speaking competence and allocate educational support in accordance with school and regional contexts.
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