Needs Analysis of English Among Thai Pre-Service English Teachers

Abstract

This study aimed to identify the English language learning needs of Thai pre-service English teachers, who are undergraduates. Eighty-one pre-service teachers from the English Education program at a Thai university were participants, selected by a purposive sampling method. This study employed a questionnaire (α = 0.91) and interviews as research tools. The interviews with eight participants across the academic years were employed as a supplementary source. Descriptive statistics were used to analyze the data. The study found that pre-service English teachers felt it crucial to master all English language systems and subsystems in preparation for their future careers. Speaking emerged as the most desired skill, with participants emphasizing the need for a stronger curriculum focus and expressing that current teaching methods only moderately addressed these needs. Similar gaps were found in listening skills and grammar, whereas reading and writing skills were well articulated. The study underscored the importance of developing English education curricula that were tailored to bridge the gaps between students’ current English language needs and the skills they required for future success. This will ensure that future English teachers are better equipped with skills for their classrooms. It could also guide current teachers in tailoring their methods to meet students’ needs effectively.