The Problems and Encouragement of English Teaching and Learning in Elementary schools of municipality in Three Southern Border Provinces

Abstract

The objectives of this research were to study the problems and encouragements of English teaching and learning in elementary schools of municipality in three southern border provinces. The research methodology was case study, interviewed 4 students in each grade, 3 and 6 with high and low English scores. Two students were rated high, 1 male and 1 female; and two students were rated low, 1 male and 1 female, from the small, middle and large school, included 9 schools. There were 72 students and 47 informants consist of Mayors, Directors of Education Divisions, Supervisors, School Directors, Heads of English Divisions, English teachers and relevant others. Data was analyzed by classifying into issues, issues into themes, and themes synthesized to produce research results.

The study found that English teaching and learning follows the Basic Education Core Curriculum B.E. 2551. The curriculum is quite rigid, does not correspond to actual conditions, teaching activities cannot be integrated into lifestyle realities, and lack of development of modern teaching materials. Measurement and evaluation of teaching and learning should use a variety of methods and should measure student readiness. The promotion of English instruction should have increased hours of curriculum to enhance English skills. Promoting academic competition is useful but this technique should be employed so most students can take advantage. This should be supervised by continuous English practice time, and reduced importance on grammatical skills. The agreement between the municipality and the schools should provide good governance, and must not decrease the quality of English teaching and learning in affiliated schools.