Competency Based Assessment Language in the Thai Teaching and Learning Context

Abstract

English as a global language spoken in diverse parts of the world has been a priority for many countries in the world to enhance the English language proficiency of its citizens. Thailand, in particular, has made efforts to promote higher levels of English proficiency. Among its population, the teaching of English within the Thai education system is categorized as a foreign language, largely reflecting the traditional British or American native speaker norms. Thai learners who participate in English education often have limited fluency compared to native speakers and often lack confidence in using English in both academic and non-academic settings. Teachers must be aware of the diverse nature of English as a global language, adapting their teaching approaches not only to the context of the speakers but also to the ongoing development of the language, while emphasizing effective communication and mutual understanding. Therefore, it is necessary to assess and measure English proficiency within the framework of Thai educational practice. They are responsible for exploring innovative methods and strategies for classroom instruction to facilitate the achievement of integrated knowledge, expecting learners to have knowledge and language skills, integrating knowledge from the language learning process with their own internal knowledge and being able to use the language in a variety of situations. The measurement and assessment of language proficiency should assess actual communication ability, not separate language use from the situation. It should be comprehensive, that is, assess both knowledge and ability or efficiency. Selecting language appropriately and in line with ideas and situations and assessing the extent of language use is language competence.