A survey of the English language communication needs of

Ref. code: 25595821040606JOBRef. code: 25595821040606JOB

A SURVEY OF THE ENGLISH LANGUAGE

COMMUNICATION NEEDS OF QUEEN SIRIKIT

MUSEUM OF TEXTILES OFFICIALS

BY

MISS NUCHADA PIANPRASANKIT

AN INDEPENDENT STUDY PAPER SUBMITTED IN

PARTIALFULFILLMENT OF

THE REQUIREMENTS FOR THE DEGREE OF

MASTER OF ARTS IN CAREER ENGLISH FOR

INTERNATIONAL COMMUNICATION

LANGUAGE INSTITUTE, THAMMASAT UNIVERSITY

ACADEMIC YEAR 2016

COPYRIGHT OF THAMMASAT UNIVERSITY


A SURVEY OF THE ENGLISH LANGUAGE

COMMUNICATION NEEDS OF QUEEN SIRIKIT

MUSEUM OF TEXTILES OFFICIALS

BY

MISS NUCHADA PIANPRASANKIT

AN INDEPENDENT STUDYPAPER SUBMITTED IN PARTIAL

FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE

OF MASTER OF ARTS IN CAREER ENGLISH FOR

INTERNATIONAL COMMUNICATION

LANGUAGE INSTITUTE, THAMMASAT UNIVERSITY

ACADEMIC YEAR 2016

COPYRIGHT OF THAMMASAT UNIVERSITY


(1)

Independent Study Paper Title A SURVEY OF THE ENGLISH LANGUAGE

COMMUNICATION NEEDS OF QUEEN

SIRIKIT MUSEUM OF TEXTILESOFFICIALS

Author Miss Nuchada Pianprasankit

Degree Master of Arts

Major Field/Faculty/University Career English for International Communication

Language Institute

Thammasat University

Independent Study Paper Advisor Pimsiri Taylor, Ed.D.

Academic Years 2016

ABSTRACT

This study investigated the English language communication needs as

well as the implications and suggestions for an English language training course of

Queen Sirikit Museum of Textiles officials. In terms of English language

communication needs, the study focused on the four areas of listening, speaking,

reading, and writing. The study was conducted using forty-four copies of

questionnaires distributed to respondents from four different departments: Museum

Department, Operation Department, Administration Department, and Visitor Services

Department. The data was analyzed using the Statistical Package for the Social

Sciences (SPSS).The results revealed that the majority of respondents need to

improve their writing skills, especially writing formal letters. The implications for

English training courses are that the organization needs to provide the officials with

an English training course to support their tasks and job positions. In order to design a

training course, the organization has to determine the objective and subjective training

needs.

Keywords: Needs analysis, English language, Museum


(2)

ACKNOWLEDGEMENTS

This research study could not have been accomplished without the help and

support of many people.

Firstly, I would like to express my gratitude to my advisor, Dr. Pimsiri Taylor,

for her kindness, encouragement, and valuable advice throughout my research study.

Secondly, I would like to thank my colleagues who always gave me great

ideas for this research study and also the staff of the Queen Sirikit Museum of

Textiles for responding to my questionnaires.

Lastly, I would like to thank my friends who always asked about the progress

of my study. Moreover, I thank my family for their great support and love. They were

the great motivation for me to complete my master’s degree

Miss Nuchada Pianprasankit


(3)

TABLE OF CONTENTS

Page

ABSTRACT (1)

ACKNOWLEDGEMENTS (2)

CHAPTER 1 INTRODUCTION 1

1.1 Background 5

1.2 Research questions 7

1.3 Objectives of the study 8

1.4 Definitions of Terms 8

1.5 Scope of the study 8

1.6 Significance of the study 8

1.7 Organization of the study 9

CHAPTER 2 REVIEW OF LITERATURE 10

2.1 The needs of English language for communication 10

2.2 The needs as a tool to develop the organization 10

2.3 Identifying the needs of English language communication 11

2.4 Relevant research 12

CHAPTER 3 RESEARCH METHODOLOGY 15

3.1 Respondents 15

3.2 Research instrument 15

3.3 Procedures 16


(4)

CHAPTER 4 RESULTS AND DISCUSSION 18

4.1 General information 18

4.2 The needs of using English language communication 22

4.3 The suggestions for English language training courses 25

CHAPTER 5 CONCLUSIONS AND RECOMMENDATIONS 29

5.1 Summary of the findings 29

5.2 Conclusion 30

5.3 Recommendations for further research 30

REFERENCES 31

APPENDICES

APPENDIX A 34

APPENDIX B 39

BIOGRAPHY 44


1

CHAPTER 1

INTRODUCTION

1.1 Background

The English language has been used for communication as an

international language in Thailand. The English language is also commonly used in

Thailand’s tourism industry (Rattanaphumma, 2013). According to the statistics of the

National Statistical Office of Thailand (2017), there was significant growth of tourists

in Thailand between 2002-2015. Hence, the tourism industry also requires a large

number of employees who have good English language proficiency (Piriyasilpa,

2014).

Museums are considered to be an important part of the tourism industry,

reflecting tangible and intangible identity of a local culture and serving as educational

centers for the general public (Murphy, 2004). Museums tend to be interesting tourist

attractions, which is why the number of museums in Thailand grew significantly

between 1999 and 2015. Among those are local museums, university museums,

private museums, public museums, etc. (Thai Museums Database, 2017).Queen

Sirikit Museum of Textiles is located at The Grand Palace in Bangkok, which is one

of the most interesting tourist attractions in Thailand’s capital. Queen Sirikit Museum

of Textiles was officially opened on May 9, 2012. The museum has approximately

1,000-1,500 visitors per day and 80% of visitors are foreign visitors. The museum

also provides an alternative leaning method by having bi-lingual exhibition

descriptions (Thai and English) in the galleries and activity room. In order to serve as

an educational textiles center in Southeast Asia following the museum’s mission, the

organization plans to provide a human resource development program for officials

such as organizational training and technical skills training. Thus, the museum aims to

provide English Language training courses, which would be properly supported and

tailored to every role in the museum.

Queen Sirikit Museum of Textiles consists of four departments:

(1.) Museum department, (2.)Operation department, (3.)Administration department,

(4.) Visitor services department.


2

The Museum department is a crucial department which reflects the

organization. The Museum department’s official work has different roles: Curators

have to manage the museum’s collection and design exhibitions; education and

activities program officials have to generate and transmit the knowledge related to

exhibitions to the public; conservators and registrars are responsible for preserving,

conserving, and cataloging the museum’s objects. In addition, the museum’s

departments have to carry out and publish academic research in order to maintain its

position as a center of academic study. Not only are reading and writing skills

considered crucial for this department, but listening and speaking skills are equally

important, especially when attending international conferences or presenting

academic papers.

The Operation department supports other departments by providing

several services. For example, graphic designers have to design and produce the

products related to current exhibitions. Information technology has to provide and

support the internet system for officials, whereas engineers have to manage and

control the museum’s environment in order to preserve the artifacts (HVAC system,

i.e. Heating, Ventilation, and Air Conditioning, Lighting system, Fire protection

system etc.).

The Administration department supports and assists other departments.

For example, HR officials are responsible for activities relating to officials e.g.

recruiting, issuing certificates of employment, organizing training programs, etc.

Accounting and purchasing officials have to contact and communicate with other

organizations.

The official at Visitor Services have to provide good services and

products for visitors. For example, the visitor service officers have to welcome and

give information about the museum and exhibitions to visitors. Finally, the staff

employed at the museum shop have to be able to explain products and persuade

customers to make purchases.


3

As mentioned above, English language communication skills are essential

for Queen Sirikit Museum of Textiles’ officials in order to achieve their career goals

and organizational mission. Therefore, this study aimed to investigate the needs of

English language communication skills: Listening, Speaking, Reading, and Writing.

The results of this study will be used for English language training courses for the

museum’s officials in the future.

1.2 Research questions

There are two research questions as follows:

1.2.1 What are the most needed English communication skills that Queen

Sirikit Museum of Textiles officials require to improve?

1.2.2 What are the implications or suggestions regarding training needs in

English language communication for Queen Sirikit Museum of Textiles officials?


4

1.3 Objectives of the study

The study objectives are:

1.3.1To investigate the needs of English language communication

skills of Queen Sirikit Museum of Textiles officials

1.3.2To give suggestions on the training needs of English language

communication skills.

1.4 Definitions of terms

Definitions of terms in this study are:

QSMT refer to Queen Sirikit Museum of Textiles, Thailand

QSMT officials refer to persons who work in Queen Sirikit Museum of

Textiles

Needs refer to the requirements of English language communication

skills, which cover four areas: Listening, Speaking, Reading, and Writing.

English communication skills refer to the performance in English

listening, speaking, reading, and writing.

1.5 Scope of the study

Forty-four officials of the Queen Sirikit Museum of Textiles who use

English language through their communication were used as respondents of this

study. Forty-four copies of the questionnaires were distributed. One hundred percent

of completed questionnaires were returned to analyze. The duration of collecting data

was one week.

1.6 Significance of the study

This study will firstly aid the researcher in understanding the needs of

English language communication skills of Queen Sirikit Museum of Textiles officials.


5

Secondly, the study will help the organization to develop English language

proficiency of the officials.

1.7 Organization of the study

This research study comprises three chapters.

Chapter One: Introduction consists of background, research questions,

objectives of the study, definitions of terms, scope of the study, significance of the

study, and organization of the study.

Chapter Two: Review of the literature covers four topics; the needs of

English language for communication, the needs as a tool to develop the organization,

identifying the needs of English language communication and relevant research.

Chapter Three: Methodology contains the respondents, the research

instruments, the procedures.

Chapter Four: Results of the study contains three parts; General

information, the needs of using English language communication, and the suggestions

for English language training courses.

Chapter Five: Conclusion and Recommendations. This chapter consists of

three topics: the summary of the findings, conclusion, and the recommendations for

further research.


6

CHAPTER 2

REVIEW OF LITERATURE

The review of literature in this study focuses on (1.) The needs of English

Language communication, (2.)Needs as a tool to develop the organization,

(3.)Identifying the needs of English language communication, (4.)Relevant research.

2.1 The needs of English language for communication

The definition of need can be explained by Oxford dictionary as

circumstances or things that are required because of the necessity rather than desire.

The demand of using English language for Specific Purposes (ESP), such as English

for Academic Purposes (EAP) and English for Occupational Purposes (EOP) is

caused by the demand of the “brave new world”. Because the significance of English

language is related to the international currencies of technology and commerce, this

creates a great number of new learners who have a distinctive objective of learning

English. For example, businesspersons need to be able to sell the products

internationally, mechanics need to be able to read English instruction manuals,

doctors need to further their expertise, etc. (Hutchinson and Waters, 2010). As a

result, there has been a growing importance of English for Specific Purposes (ESP),

which focuses on learners’ needs and interests with intensively specific and limited

objectives (Basturkmen, 2010). Therefore, English for Specific Purposes programs

create learner’s motivation, which has a significant impact on the needs of English

language. The results can be seen in the study of Kasper (1997) and Song (2006).

2.2 Needs as a tool to develop the organization

Needs theory has been used to develop organizations for a long time.

Needs can be defined as the gap between current results and desired results and

consequences (Kaufman, 2000; McConnell, 2003). Needs assessment or needs

analysis is an instrument that is generally used to identify the needs of employees in

an organization.


7

Deborah D Tobey (2005) suggests that in order to construct a sustainable

organizational training program, the organizational training structure should be related

to the organizational objectives. Therefore, the organization has to provide training

courses that focus on the officials, the target audience. Moreover, Sheal (1994) notes

that time, capital and resources of organization affect needs analysis.

Training needs can be divided into two aspects: (1.) The organizational

training needs (2.) The individual training needs. The organizational training needs

have to be related to the requirements of organizational objectives. Hence,

organizations have to provide the training for officials, especially courses which relate

to the nature of their work. For example, the customer service department has to deal

directly with customers such as welcoming customers, giving information about

organization, etc. To this end, the organization, therefore, might have to provide a

speaking and listening course for the customer service department. Individual training

needs refer to the requirements of an individual employee, rather than typical

employees. The objective of individual training needs is to improve specific

employee’s skills. For example, an accountant needs to be trained in a basic

mathematics course. Although every employee might have such individual needs, the

organization has to determine what training programs to introduce to benefit all

employees (McConnell, 2003).

2.3 Identifying the needs of English language communication

Needs analysis is used as a tool to assess the English language needs of

learners. Dudley-Evans and St.John(2011) provide a definition of needs analysis as

the process of establishing a course such as English for Specific Purposes (ESP).

Hutchinson and Waters (2010) suggest the target needs analysis should be

considered in order to approach English language needs. Target needs refer to what

the learner needs to do in the target situation. Target needs can be considered in three

aspects:

2.3.1 Necessities: what the learner has to know in order to function

effectively in the target situation. For example, a businessperson might need to

understand business letters, or to communicate effectively at sales conferences.


8

2.3.2 Lacks: the absence of learner’s necessities. Therefore, necessities of

each target situation need to be addressed first. Then, the lacks can be identified

afterward.

2.3.3 Wants: the requirement of learners. Wants is differ from lacks and

necessities since wants focus on the perspective of learners rather than perspective of

instructors, which is shown in necessities and lacks.

2.4 Relevant research

In this section, the literature involves empirical studies, which are

connected with needs analysis of English communication skills required in the

workplace as this research project is in the service industry.

Soda(2014) conducted an analysis of staffs’ needs and problems in

English communication at an international company. There were three purposes of

this study. First, to investigate the needs in English communication of respondents.

Second, to explore the problems in English communication of the respondents. And

last, to examine the type of English course that respondents prefer to attend. Thirty-

six questionnaires were used to explore the three research questions. The results were

transcribed into the descriptive statistics of percentage, mean score, and standard

deviation. The results revealed that the speaking skill was the most needed skill for

communication. The writing skill was defined as the most problematic

communication skill. The respondents also preferred listening and speaking training

courses delivered by native English speakers.

Khakhai (2014) investigated the needs of the English langue of Thai

therapist on Khaosarn Road and explored the problems of using English language

communication. The study used 51 respondents who were Thai massage therapists.

The researcher combined qualitative and quantitative data in the study. Firstly, the

researcher observed the respondents’ workplace and working’s process. Secondly, a

questionnaire was constructed from observed information. After that, the

questionnaires were used to interview respondents. The results showed that the

respondents want to be trained in English training course, especially listening and

speaking courses. The most problematic skill of respondents was writing skill.


9

Moreover, vocabulary, cultural learning, pronunciation and spelling were shown as

the additional needed topics to be trained.

Suparan (2014) investigated the needs and problems in using English

among hotel receptionists in Karnchanaburi Province, Thailand. The researcher used a

questionnaire as an instrument. The questionnaire covered four communication skills:

listening, speaking, reading, and writing. A total of 80 hotel receptionists were used as

respondents in this study. The results revealed that listening and speaking skillswere

the most needed, whereas writing and reading skills were indicated as the most

problematic ones.

Pongjumpa (2011) explored the needs of English proficiency of staff of a

five-star hotel in Bangkok in relation to the needs for hotel-related English and

general English. This study aimed to investigate the needs in English language of the

hotel staff. Two hundred questionnaires were used as the instrument to rate the level

of need in four communication skills: listening, speaking,reading and writing. The

data was analyzed and presented in the percentage, mean score, and standard

deviation. The results revealed that speaking and listening skills were the most needed

communication skills for work.

Charunsri (2011) explored the needs and problems of English language

skills for the hotel front office staff in Chinatown, Bangkok. The study aimed to

define the needs and problems in listening, speaking, reading and writing, as well as

in grammar and vocabulary. The respondents were 60 members of front office staff.

This study used a five-point Likert scale and open-ended questionnaires for sixty

respondents. The results indicated that most of the respondents rated speaking skill as

the most needed and problematic skill.

Khamkaew(2009) conducted an analysis of the needs and problems in

English Listening and Speaking Skills using thirty Metropolitan Police Officers at

Counter Service at Chana Songkram Police Station as a case study. A questionnaire

with a five-point Likert scale and open-ended questions was used as the instrument to

identify the needs of respondents. This study revealed the major problem of

respondents was listening skill in order to be able to understand and interpret the main

idea of a conversation. The study also shows that the respondents need to improve

listening and speaking skills, particularly in general English conversation.


10

Tanviboolaya (2014) investigated the problems and needs in the business

English writing skills of employees at Electronics Source Co, LTD. The study used

fifty of the company’s employees in different departments as respondents. The

researcher used questionnaires as a research instrument. The data were analyzed using

the SPSS program and presented in terms of percentage, frequency, mean, and

standard deviation. The results showed that writing skill was the most problematic for

respondents, especially grammar, sentence structure and business writing

presentation. Most of respondents preferred to attend an English writing course

provided by organization.


11

CHAPTER 3

RESEARCH METHODOLOGY

There are three parts of this chapter: (1.) the respondents, (2.) the research

instrument, (3.) the procedures used in data collection and analysis.

3.1 Respondents

The respondents of this study were forty-four officials of Queen Sirikit

Museum of Textiles who have to use English language communication as part of their

work. The officials worked in four different departments: Museum Department (12),

Operation Department (9), Administration Department (5), and Visitor Service

Department (18).

3.2 Research instrument

Interviews and questionnaires were used as the research instrument of this

study.

The interviews were conducted during April20-22,2017. The persons

interviewed were the Deputy Director of Operation and Support, a Human Resource

officer, and QSMT officials. The purpose of the interviews was to collect additional

information regarding organizational objectives and working activities. The

information from interviews was used to develop the questionnaire.

Questionnaires were used to investigate the needs for the development of

the English language communication skills. The questionnaire was adapted from a

survey study of staff’s needs and problems in English communication at an

international company by Soda(2014).Because all of the respondents of this study

were Thai, the questionnaires were translated into the Thai language in order to be

understandable for the respondents (Dudley-Evans and St.John,2010).The

questionnaire consisted of three parts:

Part 1: General information. There were seven questions in this part:

gender, age, educational background, job position and department, duration of


12

studying the English language in a formal educational setting, necessity of English

language, and frequency of using English language communication.

Part 2: The needs of using English language communication. This part

was divided into four areas: Listening, Speaking, Reading, and Writing. The

respondents had to identify their needs in English communication skills by using a

five-point Likert scale.

Part 3: The suggestions for English language training course. This part

provided respondents an opportunity to give their suggestions for an English language

training course.

3.3 Procedures

3.3.1 Data collection

First, a request letter was sent directly to the Director of Queen Sirikit

Museum of Textiles for permission to collect research data from the officials. After

the researcher was allowed to collect data, interviews were conducted with the Deputy

Director, HR officers and other officials to construct the questionnaire. Later, the

developed questionnaire was sent for approval by the Deputy Director before being

distributed. This process took one week. Then, forty-four copies of questionnaires

were distributed to officials during 25-28 April, 2017.The completed questionnaires

were returned directly to the researcher. Afterward, the data was checked and

analyzed by the researcher.

3.3.2 Data analysis

The data obtained from the completed questionnaires was analyzed using

the Statistical Package for the Social Sciences (SPSS). The results were divided into

three parts:

The first part about the general information of respondents was shown

using percentage and frequency.

The second part on the needs of English language communication skills

was analyzed and presented as mean scores, standard deviation, and interpretation of

need levels as follows:


13

Ratings of

Opinions

Interpretation of the Scale Mean Range Level of Needs

5 Strongly Agree 4.21-5.00 Very Low

4 Agree 3.41-4.20 Low

3 Neither Agree Nor Disagree 2.61-3.40 Moderate

2 Disagree 1.81-2.60 High

1 Strongly Disagree 1.00-1.80 Very High

The third part was about the suggestions for an English language training

course. The frequency, percentage and qualitative data from open-ended questions

were used to present it.


14

CHAPTER 4

RESULTS AND DISCUSSION

This chapter reveals the results of this study. The data was collected using

the questionnaires completed by forty-four officials of Queen Sirikit Museum of

Textiles. The forty-four questionnaires were distributed to the respondents during 25-

28 April 2017. One hundred percent of completed questionnaires were returned

directly to the researcher. Later, the data was used to obtain the results, which were

divided into three parts:

Part 1: General Information

Part 2: The needs of using English language for communication

Part 3: The suggestions for English language training courses

4.1 General information

This part covers seven topics: gender, age, education, job position and

department, period of studying English, necessity of English for job position, and

frequency of using English through the work. The report will be explained by

showing frequency and percentage.

Table 4.1.1 Gender of respondents

Table 4.1.1 shows that the majority of respondents were females (68.2%)

and 31.8% of respondents were males.

Gender Frequency Percentage

Male 14 31.8

Female 30 68.2

Total 44 100


15

Table 4.1.2 Age of respondents

Age Frequency Percentage

20-30 17 38.6

31-40 23 52.3

41-50 2 4.5

51-60 2 4.5

Total 44 100

It is shown in Table 4.1.2 that the age of respondents was from 20-60

years old. The respondents aged between 31-40 years old were the representative of

the largest group (52.3%).The second group of respondents aged between 20-30 years

old represented a share of 38.6%. The last two groups of respondents, 41-50 years old

and 51-60 years old, were at the same percentage, each sharing 4.5% of the total.

Table4.1.3 Education of respondents

Education Frequency Percentage

Lower than Bachelor’s degree 7 15.9

Bachelor’s degree 33 75

Higher than Bachelor’s degree 4 3.1

Total 44 100

Most of the respondents as shown in Table 4.1.3 had a bachelor’s degree

(75%), while 15.9% of respondents had below a bachelor’s degree. Respondents with

a master’s degree or higher represented 3.1% of the total.

Table 4.1.4 Department of Respondents

Department Frequency Percentage

Museum Department 12 27.3

Operation Department 9 20.5

Administration Department 5 11.4

Visitor Services Department 18 40.9

Total 44 100


16

Table 4.1.4 shows that40.9% of respondents worked at Visitor Services

Department. There were 27.3% who served in the Museum Department, while20.5%

and 11.4% represented the Operation Department and Administration Department,

respectively.

Table 4.1.5 Period of Studying English

Period of Studying English Frequency Percentage

Less than 5 years 6 13.6

5 years 3 6.8

10 years 13 29.5

More than 10 years 22 50

Total 44 100

It is shown in Table 4.1.5 that half of the respondents had been studying

English in a formal setting for more than 10 years. There were 29.5% respondents

who had been studying English for 10 years. Meanwhile, 13.6% and 6.8% of

respondents had been studying English for less than 5 years and 5 years, respectively.

Table 4.1.6 The necessity of English for job position

Table 4.1.6 indicates that majority of respondents considered the English

language necessary for their role, while only 2.3% did not find English necessary

The necessity of English Frequency Percentage

Yes 43 97.7

No 1 2.3

Total 44 100


17

Table 4.1.7 The frequency of using English at work

Duration

More than

5 days per

week

3-5 days

per week

Less than 3

days per

week

Total

En

gli

sh C

om

mu

nic

ati

on

Sk

ills

Listening

Frequency 15

8 21 44

Percentage 34.1

18.2 47.7 100

Speaking

Frequency 15

7 22 44

Percentage 34.1

15.9 50 100

Reading

Frequency 14

14 16 44

Percentage 31.8

31.8 36.4 100

Writing

Frequency 4

13 27 44

Percentage 9.1

29.5 61.4 100

According to Table4.1.7, most of the respondents reported using listening

skill in their work less than three days per week (47.7%), while34.1%, of respondents

used listening skill more than five days per week. A total of18.2% of the surveyed

staff used listening skill three to five days per week.

With regard to the speaking skill, 50% of respondents spoke English in

their work less than three days per week, while34.1% of respondents used spoken

English more than five days per week; at the same time, 15.9% of those surveyed had

opportunities to speak English three to five days per week.

Focusing on reading skill, 36.4% of respondents admitted using reading

skill less than three days per week , whereas equal numbers of respondents (31.8%)


18

reported using reading skill more than five days per week and three to five days per

week.

Regarding writing skill, the majority of respondents indicated using

writing skill less than three days per week. The second rank of respondents used

English language three to five days per week (29.5%). The last rank of respondents

were the people using writing skill more than five days per week (9.1%).

4.2 The needs of using English language communication

This part consists of four areas: The needs of using listening skill in

different activities, needs of using speaking skill in different activities, needs of using

reading skill in different activities, and needs of using writing skill in different

activities. The questionnaires were interpreted using mean scores and standard

deviations. The results were ranked using mean scores. The rates of respondents’

opinions were analyzed into the mean range. Then, the mean range was interpreted to

the level of needs. The interpretation is shown as follows:

Ratings of Opinions Interpretation of the Scale Mean Range Level of Need

5 Strongly Agree 4.21-5.00 Very Low

4 Agree 3.41-4.20 Low

3 Neither Agree Nor

Disagree

2.61-3.40 Moderate

2 Disagree 1.81-2.60 High

1 Strongly Disagree 1.00-1.80 Very High

The target needs analysis (Hutchinson and Waters, 2010), especially with

regard to lacks showing the ability that is in need of improvement, was used in the

explanation. This part also includes the comparison of average mean scores of the

four communication skills.


19

Table 4.2.1 The need of using listening skill in different activities

Activities Mean SD Level of Need

Understanding foreign

customers/staff enquiries

3.36 0.857 Low

Understanding actual

conversations

3.32 0.942 Moderate

Understanding when foreign

customers/staff speak in different

accents

2.98 0.876 Moderate

Understanding English lectures

and presentations

2.80 0.954 Moderate

Average mean score 3.1136 Moderate

As can be seen in Table 4.2.1, understanding English lectures and

presentations had the lowest mean score (2.80).Therefore, listening to lectures and

presentations activity is the most needed activity of QSMT officials regarding

listening skill. On the other hand, listening to what customers/staff enquire activity

was rated as the least needed listening activity (mean score 3.36).

Table 4.2.2 The need of using speaking skill in different activities


Giving greetings and daily

communication

3.57 0.818 Low

Making polite requests 3.41 0.844 Low

Giving the introduction and

description of work

3.32 0.857 Moderate

Giving bad news or refusals 2.93 0.789 Moderate


Based on the data from Table 4.2.2, the respondents indicated giving bad

news or refusals as the most needed speaking activity (mean score 2.93), while

greetings and daily communication is shown as the least needed speaking activity.


20

Table 4.2.3 The need of using reading skill in different activities


Reading museum’s signs and

exhibition’s descriptions

3.39 0.868 Moderate

Reading English emails 3.20 1.112 Moderate

Reading work-related texts,

journals or articles

3.20 1.002 Moderate

Reading contracts or agreements 2.95 0.963 Moderate


As demonstrated in Table 4.2.3, the respondents’ opinions indicated

reading contracts or agreements activity is the most needed reading activity. On the

other hand, the least needed speaking activity is reading museum’s signs and

exhibition’s descriptions (mean score3.39).

Table 4.2.4 The need of using writing skill in different activities


Writing resumes or curriculum

vitae

3.14 0.930 Moderate

Filling in forms, e.g. registration

forms, booking confirmations

3.11 0.945 Moderate

Writing email correspondence 2.89 1.125 Moderate

Writing formal letters 2.41 0.948 High


As shown in Table 4.2.4, the most needed activity is writing formal

letters(mean score 2.41), whereas writing resumes or curriculum vitae was rated as the

least needed writing activity (mean score 3.14).


21

Table 4.2.5 The comparison of average mean scores

Skill Average mean score Level of Need

Writing 2.89 Moderate

Listening 3.11 Moderate

Reading 3.19 Moderate

Speaking 3.31 Moderate

The mean scores presented in Table 4.2.5indicate that writing skill was

the most needed skill (2.89) of QSMT officials. This finding relates to Soda(2014)

and Tanviboolaya(2014), who found that writing skill was the most problematic skill

of officials who worked in international organizations. Conversely, the skill that

QSMT officials believed was in the least in need of improvement was speaking, rated

at3.31.

4.3 The suggestions for English language training courses

There were seven topics covered in this part: expressed need for English

language training course, desirable course, number of classes per week, length of

class, period of classes, instructor, and suggestions of activities/topics of English

training course. This results of this part are shown as frequency and percentage.

Additionally, the wants of target needs analysis is used in the discussion in this part.

Table 4.3.1 The expressed need for English language training course

Frequency Percentage

Yes 38 86.4

No 6 13.6

Total 44 100

Table 4.3.1 shows that 86.4% of respondents want to participate in an

English language training course, whereas the other 13.6% of respondents do not want

to participate in a course.


22

Table 4.3.2 The desirable course

Skill Frequency Percentage

Listening 9 20.5

Speaking 18 40.9

Reading 1 2.3

Writing 10 22.7

Missing 6 13.6

Total 44 100

According to target needs analysis (Hutchinson and Waters, 2010), wants

refers to desire or requirement of respondents. Therefore, a speaking course was

indicated by QSMT officials as the most wanted course (40.9%), whereas a reading

course was rated as the least wanted course (2.3%).The missing data shown in this

table referred to the respondents who do not wish to be involved in a training course.

The results from this study correlate with the findings of Khakhai (2014). Although

Khakhai’s research showed that the most problematic skill that needed to be improved

was writing, most respondents preferred to participate in other English training

courses such as a listening and speaking course.

Table 4.3.3 Number of classes per week

Classes per week Frequency Percentage

1 class per week 18 40.9

2 classes per week 20 45.5

3 classes per week 0 0

Other 0 0

Missing 6 13.6

Total 44 100

Table 4.3.3 shows that most of the respondents would like to be trained in

two classes per week (45.5%) while 40.9=% of respondents want to participate in an

English course once a week. The missing data in this table represents the respondents

that do not want to participate in an English course(13.6%).


23

Table 4.3.4 Length of Class

Length of Class Frequency Percentage

1 hour 13 29.5

1.30 hours 16 36.4

2 hours 9 20.5

Other 0 0

Missing 6 13.6

Total 44 100

As shown in Table 4.3.4, the majority of respondentsprefer1.30 hours

class (36.4%). A one-hour class and two-hour class are presented as the minority

result (29.5%, 20.5%). The missing data of this table refers to the respondents who do

not want to participate in an English course(13.6%).

Table 4.3.5 Period of Classes

Period of Classes Frequency Percentage

Weekdays during working time 16 36.4

Weekdays after work 20 45.5

Saturday-Sunday 2 4.5

Other 0 0

Missing 6 13.6

Total 44 100

Table 4.3.5 indicates that most of the respondents want to be involved in

an English course on weekdays after work (45.5%). The second ranked group of

respondents want to participate in an English course on weekdays during working

time (36.4). Finally, the last ranked group want to be trained on Saturday to Sunday

(4.5%). The missing data in this table represents the respondents who do not want to

participate in an English course (13.6%).


24

Table 4.3.6 Instructor

Instructor Frequency Percentage

Thai 10 22.7

Native Speaker 22 50

Non Native Speaker 6 13.6

Missing 6 13.6

Total 44 100

With regard to the instructor, half of the respondents want to be taught by

a native speaker instructor (50%),whereas 22.7% of respondents prefer a Thai

instructor. Lastly,13.6 % of respondents indicated that the instructor can be either

Thai or a native speaker, depending on the course. The missing data refers to the

respondents who do not want to participate in an English course (13.6%).


25

CHAPTER 5

CONCLUSIONS AND RECOMMENDATIONS

This chapter contains the summary of findings, the conclusion and the

recommendations for further research.

5.1 Summary of findings

This part aims to answer the following two research questions

5.1.1 What are the English communication skills that Queen Sirikit

Museum of Textiles officials want to improve?

As can be seen in Table 4.2.5, writing skill had the lowest score of

average mean score, followed by listening skill, reading skill, and speaking skill.

Therefore, writing skill was rated as the most needed communication skill that Queen

Sirikit Museum of Textiles officials need to improve. In addition, writing formal

letters was rated by respondents as the activity that needed to be improved the most,

followed by writing email correspondence, filling in forms, e.g. registration forms,

booking confirmations, and writing resumes or curriculum vitae. According to Guffey

and Du-Babcok (2010),writing skill is important in business communication because

it expresses the ideas and feelings of the senders. Writing skill was indicated as one of

the most crucial skills that officials have to develop in order to communicate

effectively(Soda,2014; Tanviboolaya,2014; and Prapawuittkul,2004).

5.1.2 What are the implications or suggestions in order to use for

Queen Sirikit Museum of Textiles training need of English language

communication?

According to the target needs analysis of Hutchinson and Waters (2010),

writing skill, especially writing formal letters, was rated by QSMT officials as the

most lacking skill. However, the wants results summarized in Table 4.3.2 showed that

a speaking course was rated as the most desirable course that QSMT officials want to

be involved in. The conflict between lacks and wants might affect the motivation of

learners. Therefore, when the organization decides to provide a training course, the


26

perception of needs, such as objective needs (perceived by the course designer) and

objective needs (perceived by learner) have to be considered as well (Hutchinson and

Waters,2010).

5.2 Conclusion

There are four conclusions from the previous discussion above.

5.2.1 Writing skill was rated as the most needed communication skill that

Queen Sirikit Museum of Textiles officials would like to improve.

5.2.2 Writing formal letters was rated at the most needed activity that

Queen Sirikit Museum of Textiles officials should focus on.

5.2.3 The organization should provide an English training course for

officials in order to effectively support their work function.

5.2.4 The organization should determine the objective needs and

subjective needs regarding a training course.

5.3 Recommendations for further research

5.3.1 Further research should compare the motivation to attend an

objective training needs course and subjective training needs course.

5.3.2 Further research should take into consideration the training needs of

each department, since the work functions are different.


27

REFERENCES

Atkins, W. T., Jacobson, J. A., & Neuber, K. A. (2001). Needs assessment: a model

for community planning. Newbury Park, Calif.: Sage.

Basturkmen, H. (2010). Developing Courses in English for Specific

Purposes. Palgrave Mcmillan: New York

Charunsri, K. (2011). The needs and problems of English language skills for the hotel

front office Staff in Chinatown, Bangkok. Retrieved Nov 2, 2016, from

http://203.131.219.173/thesis/lg/0606/title-appendices.pdf

Coombe, C. A. (2013). The Cambridge guide to second language assessment.

New York: Cambridge University Press.

Dudley-Evans, T. & St John, M. (2011). Developments in English for Specific

Purposes: A multi-disciplinary approach. Cambridge: Cambridge University

Press.

Guffey, M, & Du-Babcock, B. (2010). Essentials of business

communication. Singapore: Cengage Learning Asia Pte Ltd.

Hutchinson, T., & Waters, A. (2010). English for specific purposes a learning-centred

approach. Cambridge: Cambridge University Press.

Prapawuttikul, J. (2004). English writing and speaking needs analysis of MIT support

staff. Unpublished Master’s research paper. The University of the Thai

Chamber of Commerce, Bangkok, Thailand.

Pongjumpa, S. (2011). A Survey of the Needs of English Proficiency of Five-Star

Hotel’s Staff and Representatives in Bangkok and the Aspect of Needs

Referring to Hotel English and General English, Thammasat University,

Language Institute, Teaching English as a Foreign Language.

Kaufman, R., & Guerra-Lopez, I. (2013). Needs assessment for organizational

success. Alexandria, VA: ASTD Press.

Khamkaew, S. (2009). Needs and problems in English listening and speaking skills:

a case study of the Metropolitan police officers at counter service at

Chana Songkram police station.Retrived Nov 2, 2016, from

http://thesis.swu.ac.th/swuthesis/Bus_Eng_Int_Com/Suthee_K.pdf

Khakhai, K. (2011). English Language Needs Analysis of Thai Massage Therapists at


28

Spa son Khaosarn Road, Bangkok, Thammasat University, Language Institute,

Teaching English as a Foreign Language.

McConnell, J. H. (2003). How to identify your organization's training needs:

a practical guide to needs analysis. New York: AMA .

Murphy, B. (2004). The definition of the museum. Retrieved May 10, 2017 From

http://icom.museum/fileadmin/user_upload/pdf/ICOM_News/2004-

2/ENG/p3_2004-2.pdf

Piriyasilpa, Y. (2014). English Language Needs of Tourism Industries in Khon Kaen

Province. Retrieved April 18, 2017 from

http://tourismtaat.siam.edu/images/magazine/m9b2/16-30.pdf.

Robinson, P. C. (1980). English for specific purposes: the present position. Oxford:

Pergamon Press.

Suparan, C. (2011). A Study of the Needs and Problems in Using English with

Foreigners among Hotel Receptionists in Kanchanaburi,

Thammasat University, LanguageInstitute, Teaching English for Careers.

Tanviboolaya, L. (2014). Problems and Needs in Business English Writing Skill of

Employees at Electronics Source Co.,LTD., Thammasat University, Language

Institute, Teaching English as a Foreign Language.

Tobey, D. D. (2005). Needs assessment basics: a complete, how-to guide to help you:

design effective, on-target training solutions, get support, ensure bottom-line

impact. Alexandria, VA: ASTD Press.


29

APPENDICES


30

APPENDIX A

QUESTIONNAIRE

This questionnaire is a part of fulfillment of the requirements for the

degree of Master of Arts in English for Careers program, Language Institute of

Thammasat University, Thailand. Information of the respondents will be used for this

study only. The questionnaire consists of three parts in three pages. Part I is about the

general information of respondents. Part II is about the needs of using English

language communication divided into four areas: listening, speaking, reading, and

writing. Part III is about the suggestions for English language training course.

Part I : General Information

Instruction : Please put in the provided box.

1. Gender Male Female

2. Age 20-30 31-40 41-50 51-60

3. Education

Less than Bachelor’s Degree

Bachelor’s Degree

Higher than Bachelor’s Degree

4. What is your job position………………………Department……………………...

5. How many years have you been learning English in formal education system?

less than 5 years 5 years 10 years more than 10 years

6. Is English necessary for your current position?

Yes Why…………………………………………………………..

No Why…………………………………………………………..


31

7. How many days have you used English language for communication?

PartII : The needs of using English language for communication

Instruction : Please put into the provided box to rate your level of

agreement in English language communication skill as following;

5 is Strongly agree

4 is Agree

3 is Neither agree nor disagree

2 is Disagree

1 is Strongly disagree

Listening

Listening Activities

Level of agreement

Y

5

4

4

4

3

2

2

1

1

1.I understand the actual

conversation

2.I understand what foreign

customers/staff require

D

3.I understand when foreign

customers/staff speak in a different

accent

4.I understand English lectures and

presentations

English Skill

The Frequency of using English

More than 5 days

per week

3-5 days per week Less than 3 days

per week

Listening

Speaking

Reading

Writing


32

Speaking

Speaking Activities

Level of agreement

5

5

5

4

3

3

2

2

1

1

1.I can give greetings and daily

communication

2.I can give the introduction and

description of my work

3.I can make a polite request

4.I can give bad news or refusals

Reading

Reading Activities

Level of agreement

5

5

4

4

3

3

2

2

1

1

1. I can read English emails

2.I can read museum’s signs and

exhibition’s description

3.I can read work-related texts,

journals or articles

4.I can read contracts or

agreements


33

Writing

Writing Activities

Level of agreement

5

5

5

4

3

3

2

2

1

1

1.I can write emails

correspondence

2.I can write formal letters

3.I can fill in forms, e.g.

registration forms, booking

confirmations

4.I can write my resume or

curriculum vitae

Part III :The suggestions for training English language

Instruction : Please put in the provided box.

1.Would you like to participate in English language training course?

Yes

No, please stop answering the questionnaire

2.Please identify what English language communication skill you need to train

Listening Speaking

Reading Writing

3.How often should the English language training course take place?

Once a week Twice a week

Three times a week Other(Please identify)…days a week

4.What should be the duration of each class?

1 hour 1.30 hours

2 hours Other(Please identify)………………

5.What date you prefer to have the English language training course?

Weekdays during work time Weekdays after work

Saturday-Sunday Other (Please specify)…………….


34

6.What instructor do you prefer to have for teaching English language training

course?

Thai instructor

Native speaker instructor

Non-native speaker instructor

7. Instruction: Please identify your suggestion about what activities or topics you want

for your training English language

………………………………………………………………………………………….

………………………………………………………………………………………….

………………………………………………………………………………………….

Thank you


35

APPENDIX B

QUESTIONNAIRE (In Thai)

แบบสอบถาม

ความจ าเปนในการใชทกษะภาษาองกฤษเพอการสอสารของเจาหนาท

พพธภณฑผาในสมเดจพระนางเจาสรกตพระบรมราชนนาถ

แบบสอบถามนเปนสวนหนงของรายวชาการคนควาอสระเพอประกอบของการศกษาตามหลกสตรศลปะศาสตร

มหาบณฑตสาขาภาษาองกฤษเพออาชพสถาบนภาษามหาวทยาลยธรรมศาสตร

วตถประสงคของแบบสอบถามฉบบนเปนไปเพอศกษาความจ าเปนในการใชทกษะภาษาองกฤษเพอการสอสาร

ของเจาหนาทแบบสอบถามแบงออกเปน 3 สวนดงน

สวนท 1 ขอมลทวไปของผตอบแบบสอบถาม

สวนท 2 ความจ าเปนในการใชทกษะภาษาองกฤษเพอการสอสาร

สวนท 3 ความคดเหนเกยวกบหลกสตรภาษาองกฤษเพอการสอสารทตองการ

สวนท 1 ขอมลทวไปของผตอบแบบสอบถาม

ค าชแจงโปรดท าเครองหมายลงในและระบค าตอบลงในชองวางทก าหนด

1.เพศ ชาย หญง

2.อาย 20-30ป 31-40ป 41-50ป 51-60ป

3.การศกษา

ต ากวาระดบปรญญาตร

ระดบปรญญาตร

สงกวาระดบปรญญาตร

4. ทานปฏบตงานในต าแหนง..................................ฝาย................................................................

5.ทานศกษาภาษาองกฤษในระบบการศกษาปกตเปนระยะเวลาเทาใด

นอยกวา 5 ป 5 ป 10 ป มากกวา 10 ป


36

6.ทานคดวาภาษาองกฤษมความจ าเปนในต าแหนงงานของทานหรอไม

จ าเปน เพราะ.....................................................................................................

ไมจ าเปน เพราะ.....................................................................................................

7.ความสม าเสมอในการใชภาษาองกฤษระหวางการปฏบตหนาทของทานมมากนอยเพยงใด

สวนท 2 ความจ าเปนในการใชทกษะภาษาองกฤษเพอการสอสาร

ค าชแจงโปรดท าเครองหมายลงในทก าหนดใหเพอประเมนระดบความคดเหนตอการพฒนาทกษะการสอสาร

ภาษาองกฤษโดย

5 หมายถง เหนดวยมากทสด

4 หมายถง เหนดวยมาก

3 หมายถง เหนดวยปานกลาง

2 หมายถง เหนดวยนอย

1 หมายถง เหนดวยนอยทสด

ทกษะการใชภาษาองกฤษ ความถในการใชภาษาองกฤษ

มากกวา 5 วนตอสปดาห 3-5 วนตอสปดาห นอยกวา 3 วนตอสปดาห

การฟง

การพด

การอาน

การเขยน


37

ทกษะการฟง

ทกษะการฟงภาษาองกฤษ

ระดบความเหนดวย

5

มากทสด

4

มาก

3

ปานกลาง

2

นอย

1

นอยทสด

1.ทานเขาใจบทสนทนาของคสนทนาชาวตางชาต

หากตองมการสนทนาตอหนากน

2.ทานเขาใจขอมลทผเขาชม/ผรวมงานชาวตางชาต

รองขอ

D

3.ทานเขาใจบทสนทนาเมอสอสารกบผเขาชม/

ผรวมงานชาวตางชาตทมส าเนยงภาษาแตกตางกน

4.ทานเขาใจการบรรยายหรอการน าเสนอผลงานท

เปนภาษาองกฤษ

ทกษะการพด

ทกษะการพดภาษาองกฤษ


5

มากทสด

4

มาก

3


2

นอย

1

นอยทสด

1.ทานสามารถกลาวตอนรบหรอกลาวทกทายเปน

ภาษาองกฤษ

2.ทานสามารถกลาวค าแนะน าตนเองและอธบาย

เกยวกบหนาทหรองานททานปฏบตได

D

3.ทานสามารถใชประโยคในการรองขออยางสภาพ

4.ทานสามารถแจงขาวรายหรอตอบปฏเสธอยาง

สภาพได


38

ทกษะการอาน

ทกษะการอานภาษาองกฤษ


5

มากทสด

4

มาก

3


2

นอย

1

นอยทสด

1.ทานเขาใจขอความในจดหมายอเลกทรอนคส

2.ทานสามารถอานปายและค าอธบายเนอหาของ

นทรรศการในพพธภณฑได

D

3.ทานสามารถอานบทความวารสารหรอหนงสอท

เกยวของกบงานททานปฏบตได

4.ทานสามารถอานหนงสญญาหรอเอกสารพนธกจ

ของพพธภณฑได

ทกษะการเขยน

ทกษะการเขยนภาษาองกฤษ


5

มากทสด

4

มาก

3


2

นอย

1

นอยทสด

1.ทานสามารถเขยนโตตอบจดหมายอเลกทรอนคส

2.ทานสามารถเขยนหนงสอราชการหรอจดหมาย

แบบเปนทางการได

D

3.ทานสามารถกรอกขอมลเชนขอมลส าหรบการ

ลงทะเบยนขอมลส าหรบการจองเปนตน

4.ทานสามารถเขยนรายงานหรอบทความขนาดสน

เชนแนะน าประวตของตนเองหรอรายงานผลการ

ปฏบตงานเปนตน


39

สวนท 3 ความคดเหนเกยวกบหลกสตรภาษาองกฤษเพอการสอสารทตองการ

ค าชแจงโปรดท าเครองหมายลงในหรอระบค าตอบลงในชองวางทก าหนด

1.หากพพธภณฑจดการอบรมภาษาองกฤษส าหรบเจาหนาททานตองการเขารวมการฝกอบรมหรอไม

ตองการ (หากตองการกรณาท าแบบสอบถามตอในขอท 2)

ไมตองการ

2.ทกษะในการสอสารภาษาองกฤษดานใดททานตองการจะพฒนามากทสด(กรณาเลอกเพยง 1 ขอ)

ทกษะการฟง ทกษะการพด

ทกษะการอาน ทกษะการเขยน

3.จ านวนครงทเหมาะสมส าหรบการจดอบรม

สปดาหละ 1 ครง สปดาหละ 2 ครง

สปดาหละ 3 ครง อนๆโปรดระบ........................... ครงตอสปดาห

4.การอบรมภาษาองกฤษแตละครงควรมระยะเวลานานเทาใด

1 ชวโมง 1.30 ชวโมง

2 ชวโมง อนๆโปรดระบ...........................................

5.ทานคดวาวนใดเหมาะสมส าหรบการอบรมภาษาองกฤษ

วนจนทร-วนศกรในเวลางาน วนจนทร-วนศกรหลงเลกงาน

วนเสาร–วนอาทตย อนๆโปรดระบ...........................................

6.ในการอบรมภาษาองกฤษทานตองการเรยนกบผฝกสอนทานใด

ผฝกสอนชาวไทย

ผฝกสอนชาวตางชาตทเปนเจาของภาษาเชนชาวองกฤษชาวอเมรกนเปนตน

อนๆโปรดระบ.......................................................................................................

7.หวขอและค าแนะน าในการจดกจกรรมททานตองการส าหรบการจดการอบรมภาษาองกฤษ

.....................................................................................................................................

.....................................................................................................................................

………………………………………………………………………………………..

ขอขอบพระคณททานสละเวลาในการตอบแบบสอบถามเปนอยางสง


40

BIOGRAPHY

Name Miss Nuchada Pianprasankit

Date of Birth February 27,1990

Educational Attainment

2012: Bachelor Degree of Arts

Work Position Conservator

Queen Sirikit Museum of Textiles

Scholarship -

Publications

Work Experiences 2012-2013: Visitor Service Officer

Queen Sirikit Museum of Textiles

Before they are gone: Capturing and sharing the

traditional methods of textile preservation in

Thailand, ICOM-CC 17 th Triennial Conference

Preprints, 2014

Documents

A survey of the English language communication needs of