A Study of Needs and Teaching Approaches for English Elective Courses of Cadets at Chulachomklao Royal Military Academy

Abstract

This research aimed to 1) examine the cadets’ need for English elective courses at Chulachomklao Royal Military Academy (CRMA) and 2) study instructional guidelines for English elective courses at CRMA. A mixed-methods research design was employed. The sample consisted of 324 fourth-year cadets enrolled at CRMA in the academic year 2025, selected through purposive sampling. Research instruments included a questionnaire and an interview. Data were analyzed using percentage, mean, frequency, standard deviation, and thematic analysis, which involved organizing and categorizing qualitative responses.
The research findings revealed that:
1)  The majority of the sample group, 188 cadets (58.33%), conveyed the highest demand for speaking skills. They expressed the highest need for content and activities related to conversational English for use in daily life (M = 4.44, SD = 0.69), and preferred learning English primarily through various video media (M = 4.40, SD = 0.76). For assessment, their highest preference was for a combination of scoring alongside midterm and final examinations (M = 3.73, SD = 1.00). Thematic grouping of needs identified five key factors influencing the instructional guidelines: 1) the need for practical use in daily life and careers, 2) preferences for engaging and easily accessible learning media, 3) obstacles in English learning, 4) effective learning methods, and 5) expectations for English elective courses.
2)  Guidelines for English instruction in elective courses include designing teaching and learning that correspond to military contexts and cadets’ needs in order to develop listening and speaking skills through authentic communicative activities, along with practical assessments. Using various learning materials and conducting activities outside the classroom increase motivation and help cadets learn more effectively.