Professional Needs and Challenges for the Development of English language Proficiency at a Research Institute Pathum Thani: A Situational Analysis

Abstract

This study examined workplace challenges, professional English language needs, and the design of tailored activities to address these issues among 80 researchers at the Research Institute Pathum Thani. Data collection involved questionnaires and interviews, with questionnaire analysis conducted through descriptive statistics in Microsoft Excel and interview data analyzed using Lichtman’s (2013) Three Cs Analysis Technique. The data gathered from the initial group through semi-structured interviews were analyzed to address the first research question. For the second research question, both the questionnaire and semi-structured interview data were examined. After analyzing the findings from the second group, these results were shared with the third group of participants. The semi-structured interviews with this third group were then analyzed to respond to the third research question. The findings revealed that all four English language skills presented moderate challenges, with listening and reading identified as high-priority needs. Researchers expressed preferences for Academic English training courses emphasizing speaking (45.07%) and writing (43.67%) skills. Directors highlighted the necessity of a comprehensive training program encompassing all four skills to support professional development. This study offers valuable guidance for designing English language courses that enhance researchers’ professional competencies and workplace communication. Recommendations for future research should consider broadening the participant base and including various locations to enhance the generalizability of the results. It would also be valuable to examine English language skill needs and challenges across different professions to facilitate comparative analysis. The use of observational methods could provide additional context to subjective reports, offering deeper insights into internal factors, personal learning preferences, and intrinsic motivation. Furthermore, conducting a language proficiency test could help reveal any gaps between participants' current language skills and their actual language needs in real-world situations.