A Lesson from a Sudden Change of the GMS Educational Policy due to the Abrupt Disruption of the COVID -19 Pandemic

บทคัดย่อ

          The abrupt change in Greater Mekong Subregion (GMS) educational policies in relation to modes of teaching due to the disruption of the Covid-19 pandemic highlights the challenges faced in transitioning to online methods of tuition. Due to the significance of English for the GMS's social, economic, and national growth, this study targets these challenges by identifying problems and needs in reading English, and investigating GMS educational policies relating to learning pedagogy. GMS students studying as undergraduates in Thai universities were purposively selected as samples (36 in total) from Thailand, Laos, Myanmar, Cambodia, Vietnam and China in the Mekong region. An online questionnaire, semi-structured video interviews, and documentary study yielded the data during the first semester of the academic year 2021. Major problems identified were overloaded online English reading tasks with limited time and inadequate learning facilities such as stable internet and smartphones. Additionally, training or support from teachers for self-directed study was found to be inadequate. Thus, they needed more support and motivation from teachers through blended learning with a proper number of online tasks and time allocation, including training to cultivate autonomous learning ability and IT skills. Also, the findings from the documentary study indicated that the abrupt shift from on-site learning to online learning with an uncertain time of the reintroduction of face-to-face or blended learning seemed to work well in controlling the pandemic but in turn it appeared to be an expedient measure resulting in undesirable ramifications such as the drop out of learners and loss of job of educational staff and reduced learning outcomes. Findings suggest modification of the educational policy for effective teaching and learning to increase students’ English reading proficiency.