The Current Situation and Challenges of Using English for Communication in the Digital Age by Youth in Cultural Tourist Destinations in Surin Province

Abstract

This Article aimed to study (1) the use of English for digital communication among youth in cultural tourist destinations in Surin Province. (2) compare the use of English for digital communication among youth in cultural tourist destinations in Surin Province and  3) the problems and obstacles in using English for digital communication among youth in cultural tourist destinations in Surin Province.  The sample consisted of 300 youths currently studying in educational institutions within Surin Province. They were selected using a quota sampling technique unit. This study employs a quantitative research approach, using a questionnaire. The statistics used for data analysis include frequency, percentage, mean, standard deviation, and hypothesis testing through t-test, F-test, and LSD test.

            The research results were found as follows;

1. The use of English for digital communication among youth in cultural tourist destinations in Surin Province was found to be at a high level overall, with a mean score of 4.19 and a standard deviation of 0.386. In terms of specific aspects, it was found that youth use English the most for speaking, followed by practical application, communication, problem-solving, and creativity, respectively.
2. The comparison of the use of English for digital communication among youth in cultural tourist destinations in Surin Province, categorized by personal factors, revealed that differences in gender, age, education level, school affiliation, and the area of cultural tourist destinations resulted in statistically significant differences in the use of English for digital communication at the 0.01 level.
3. The problems and obstacles in using English can be categorized into 3 aspects: 1) Personal factors, which include a lack of confidence, weak foundational English skills, and limited practice opportunities. 2) External factors, include an environment that may not be conducive to using English, limited resources, and a lack of diverse and up-to-date English learning materials.3) The impact of technology, which includes a lack of high-speed internet and efficient smartphones, prevents youth from easily accessing online English learning resources.