Thai EFL Learners' Needs of English for Office Administration: A Learner-Centered Needs Analysis

Abstract

This study investigated Thai EFL learners' needs in learning English for office administration contexts through a comprehensive learner-centered needs analysis. Employing a mixed-methods sequential explanatory design, the research involved 116 students who completed questionnaires assessing perceived difficulty and priority needs, followed by semi-structured interviews with 15 participants to explore perspectives in greater depth. Quantitative findings revealed that learners perceived grammar ( = 3.65), vocabulary ( = 3.55), and writing skills ( = 3.49) as most challenging, while prioritizing telephone communication ( = 4.92), basic office vocabulary ( = 4.88), and interpersonal skills as highest needs. Qualitative analysis identified four major themes; anxiety surrounding telephone communication, formality challenges in professional writing, confidence and fluency barriers, and specific learning support requirements. Key findings indicate that effective ESP curricula should prioritize communicative competencies, incorporate authentic workplace materials, and address cultural and pragmatic dimensions of professional communication. The study contributes to ESP theory by demonstrating the value of learner-centered approaches to needs analysis and provides practical frameworks for curriculum design in office administration contexts. Implications include restructured skill priorities, and confidence-building pedagogical approaches that better prepare Thai students for office environments.