Guidelines for Developing the Implementation of Teaching English Reform Policy in Schools under the Secondary Educational Service Area Office Singburi Angthong

Abstract

The purposes of this research were 1) to study the current and desirable conditions of the Implementation of Teaching English Reform Policy in Schools under the Secondary Educational Service Area Office Singburi Angthong and 2) to study guidelines for developing the implementation of teaching English reform policy in schools under the Secondary Educational Service Area Office Singburi Angthong. The sample groups used in this research include 132 English teachers in school under the Secondary Educational Service Area Office Singburi Angthong by selecting a sample from the total population. The research instrument consisted of the current condition questionnaire with a reliability value of 0.995, and the desirable conditions questionnaire with a reliability value of 0.988. In-depth interview Data were analyzed by using percentage, mean, standard deviation, PNImodified, and content analysis together with narrative writing. The results showed that: 1. The current conditions and desirable conditions of the Implementation of Teaching English Reform Policy in Schools under the Secondary Educational Service Area Office Singburi Angthong were rate at high and the highest level, respectively and 2. Considering to the first needs for guidelines of developing the implementation of teaching English reform policy in schools under the Secondary Educational Service Area Office Singburi Angthong is the use of the European Framework of Reference for Language Proficiency. Six areas of policy which had procedures and processes could be applied as the guidelines for developing the implementation of teaching English reform policy in schools.