NEEDS ANALYSIS OF ENGLISH USAGE FOR THE OTOP OFFICERS

AT THAILAND EXPORT MART IN BANGKOK

NATTHAYA KHAMKLIN

A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF

THE REQUIREMENTS FOR THE DEGREE OF

MASTER OF ARTS

(ENGLISH AS A SECOND LANGUAGE)

FACULTY OF GRADUATE SCHOOL

CHRISTIAN UNIVERSITY OF THAILAND

2007

COPYRIGHT OF CHRISTIAN UNIVERSITY OF THAILAND

NEEDS ANALYSIS OF ENGLISH USAGE FOR THE OTOP OFFICERS

AT THAILAND EXPORT MART IN BANGKOK

���������������

Natthaya Khamklin

Candidate

���������������

Associate Professor Ruengdet

Pankhuenkhat, Ph.D.

Major Advisor

��������������..

Donald A. Johnson, Ph.D.

Co-Advisor

���������������

Assistant Professor Kamonpan

Boonkit, Ph.D.

Co-Advisor

�������������������. ��������������

Associate Professor Chuanchom Chinatangkul, Saowanee Karndacharuk, Ph.D.

Ph.D. Chair,

Dean, Graduate School Master of Arts (English as a Second

Language)

NEEDS ANALYSIS OF ENGLISH USAGE FOR THE OTOP OFFICERS

AT THAILAND EXPORT MART IN BANGKOK

was submitted to the Faculty of Graduate School, Christian University of Thailand for

the degree of Master of Arts (English as a Second Language)

on September 16, 2007

����������������

Natthaya Khamklin

Candidate

����������������

Associate Professor Chuanchom

Chinatangkul, Ph.D.

Chair of Committee Member

����������������

Associate Professor Ruengdet

Pankhuenkhat, Ph.D.

Committee Member

���������������..

Assistant Professor Kamonpan Boonkit,

Ph.D.

Committee Member

����������������

Associate Professor Chuanchom

Chinatangkul, Ph.D.

Dean, Graduate School

ACKNOWLEDGEMENTS

First of all, I wish to take this opportunity to express my grateful appreciation and

sincere gratitude to my thesis advisory committee, namely Assoc. Prof. Dr. Ruengdet

Pankhuenkhat, Dr. Donald A. Johnson and Assist. Prof. Dr. Kamonpan Boonkit, for

giving me helpful advice and comments including continual encouragement throughout my

study.

My sincere gratitude to all OTOP officers of the administrative and sales-

marketing departments at Thailand Export Mart in Bangkok who completed the

questionnaires and gave me a chance for interviewing to provide useful information for this

study.

I am grateful to Ajarn Marayat Yotongyos and Ajarn Chomkhwan

Chongprasoetying for giving me lots of guidance in analyzing data using the SPSS

program. My personal appreciation is due to Ajarn Marayat Yotongyos who was the

examiner for developing my questionnaire.

I also would like to extend my sincere thanks to the authors and writers of various

works whose names are listed in the bibliography, who gave me ideas and inspiration

throughout my study.

Finally, I would like to express my extreme appreciation to my family, my friends;

Ms. Puangthong Noothongkaew, Mrs. Chalong Rattanapong, and other people who are

always beside me when I need help in many ways. This research would not be completed

and successed without their assistance and encouragement.

472002 : Master of Arts (English as a Second Language)

KEY WORDS : NEEDS ANALYSIS / ENGLISH USAGE / OTOP OFFICERS

Natthaya Khamklin : Needs Analysis of English Usage for the OTOP Officers at Thailand

Export Mart in Bangkok. Thesis Advisory Committee: Associate Professor Ruengdet Pankhuenkhat, Ph.D.,

Donald A. Johnson, Ph.D., Assistant Professor Kamonpan Boonkit, Ph.D. 187 Pages.

The purpose of this study was to investigate the role and importance of the needs of English

usage for the OTOP officers at Thailand Export Mart in Bangkok.

The data collected and instruments employed in this study were a questionnaire and a semi-

structured interview. 40 questionnaires were sent to a sample of 40 companies at the Thailand Export Mart,

by purposive random sampling. The questionnaires for 20 OTOP officers of the administrative departments

and 20 OTOP officers of the sales-marketing departments were collected for study. The data obtained were

analyzed by computer using the Statistical Package for Social Science (SPSS). Interviews were also

conducted with six informants among the OTOP officers and simple random sampling by using tape-

recordings and analyzed to support questionnaire.

The results of this study revealed as follow:

1. The OTOP officers at Thailand Export Mart pointed out that English is important for business

communication. OTOP officers used English skills to an extensive degree. Among the five English skills,

reading was used the most, writing came second, listening third, speaking fourth and translation was fifth

respectively.

2. The OTOP officers of the administrative and sales-marketing departments used their English

skills to a moderate degree at present. Reading was used most often, speaking second, listening third,

translation fourth, and writing fifth. They planed to use English skills moderately in the future. Listening

will be used the most, speaking second, reading third, translation fourth, and writing fifth respectively.

3. The OTOP officers expressed the opinion that the English which they gained from their formal

education and training was not adequate for their job function. They had already taken conversation

training (speaking and listening) programs. They also planed to use additional English training programs in

the future such as business English letter writing, etc.

4. The interviewees indicated that most OTOP officers use English often in working with their

customers. They expressed the opinion that speaking and listening were essential language skills for their

jobs, since they had to communicate with their foreign customers.

The main suggestion made on the basis of this study is that English is needed in all works of the

OTOP officers at Thailand Export Mart. Educational institutions may try to use these findings to provide

appropriate English curriculum or English training programs for officers in business workplaces. The

language learning program providers should have an emphasis on those forms of communication actually

conducted in the business community.

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CONTENTS

Page

ACKNOWLEDGEMENTS�����������������������.iii

ENGLISH ABSTRACT�������������������������.iv

THAI ABSTRACT���������������������������..v

CONTENTS�����������������������������..vi

LIST OF TABLES���������������������������ix

LIST OF DIAGRAMS�������������������������.xii

CHAPTER

I INTRODUCTION�����������������������1

Significance and Background of the Study��������������..1

General Information of the OTOP Center���������������3

The Purposes of the Study���������������������.5

Research Questions�����������������������..5

Scopes of the Study�����������������������..6

Limitations of the Study���������������������.6

Expected Benefits for the Study�������������������6

Definitions of Terms�����������������������.7

Conceptual Framework����������������������7

II LITERATURE REVIEW��������������������9

Five English Skills������������������������.9

English Proficiency�����������������������15

Needs Analysis (NA)����������������������.17

Research Instruments����������������������.19

Related Researches and Studies������������������20

CONTENTS (Cont.)

Page

III METHODOLOGY�����������������������24

Data Preparation������������������������24

Data Collection�������������������������31

Data Analysis�������������������������32

IV RESULTS��������������������������.35

The Results from the Questionnaire����������������.36

The Results from the Interviews ������������������.83

V DISCUSSIONS������������������������.93

Discussion of the Questionnaire������������������93

Discussion of the Interviews��������������������99

Summary of this Discussion�������������������103

VI CONCLUSIONS AND SUGGESTIONS�������������104

Conclusions of the Study��������������������104

Conclusion��������������������������.104

Recommendation�����������������������.107

BIBLIOGRAPHY���������������������������110

APPENDIX

A Questionnaire (English Version)����������������.116

B Questionnaire (Thai Version)�����������������133

C Interview (English Version)������������������150

D Interview (Thai Version)�������������������.152

E List of 80 Showrooms on the 2nd G 5

th Floors������������154

F List of 40 Showrooms on the 2nd G 5

th Floors������������160

G Organizational Chart���������������������..165

H Detailed Interviews ���������������������...167

CONTENTS (Cont.)

Page

I The Ninth National Economic and Social Development Plan

(2002-6)��������������������������..175

BIOGRAPHY����������������������������..187

LIST OF TABLES

Tables Page

1 General information about the OTOP officers using English in their work

in the administrative and sales-marketing departments�����������37

2 The needs for business English usage by the OTOP officers

in the administrative and sales-marketing departments�����������41

3 The foreign colleagues at work with the OTOP officers of the administrative

and sales-marketing departments�������������������..42

4 The needs for five English skills usage by the OTOP officers of

the administrative and sales-marketing departments������������43

5 The needs for English usage in listening by the OTOP officers of the administrative

and sales-marketing departments at Thailand Export Mart���������..44

6 The needs for English usage in speaking by the OTOP officers of the administrative

and sales-marketing departments at Thailand Export Mart���������..48

7 The needs for English usage in reading by the OTOP officers of the administrative

and sales-marketing departments at Thailand Export Mart���������..51

8 The needs for English usage in writing by the OTOP officers of the administrative

and sales-marketing departments at Thailand Export Mart���������..54

9 The needs for English usage in translation by the OTOP officers of the

administrative and sales-marketing departments at Thailand Export Mart���.58

10 The future needs for English usage in listening at work by the OTOP officers

of the administrative and sales-marketing departments�����������61

11 The future needs for English usage in speaking at work by the OTOP officers

of the administrative and sales-marketing departments�����������64

12 The future needs for English usage in reading at work by the OTOP officers

of the administrative and sales-marketing departments�����������67

LIST OF TABLES (Cont.)

Tables Page

13 The future needs for English usage in writing at work by the OTOP officers

of the administrative and sales-marketing departments�����������70

14 The future needs for English usage in translation at work by the OTOP officers

of the administrative and sales-marketing departments�����������74

15 The needs for five English skills usage in the present and in the future by the OTOP

officers of the administrative and sales-marketing departments�������..77

16 Perceived adequacy of the OTOP officersH previous English proficiency

of the administrative and sales-marketing departments�����������78

17 English training programs that the OTOP officers of the administrative and

sales-marketing departments have already had��������������79

18 English training programs that the OTOP officers will need to study in the future

in the administrative and sales-marketing departments�����������81

19 Perceived adequacy of the six OTOP informantsH English proficiency����...84

20 The needs for English usage at daily work of the six informants�������.84

21 The English skills needed most to communicate with foreign customers����85

22 The needs for English usage in listening by the six OTOP informants�����86

23 The needs for English usage in speaking by the six OTOP informants����...87

24 The needs for English usage in reading by the six OTOP informants�����.88

25 The needs for English usage in writing by the six OTOP informants�����..89

26 The needs for English usage in translation by the six OTOP informants����.90

27 Opinions about the perceived adequacy of English proficiency among Thai students

received from their formal education institution�������������..90

28 English training programs that the six OTOP informants at the Thailand Export

Mart need to study in the future��������������������91

LIST OF TABLES (Cont.)

Tables Page

A List of second floor showroom companies ���������������155

B List of third floor showroom companies����������������.156

C List of fourth floor showroom companies���������������...157

D List of fifth floor showroom companies����������������.158

E The second floor companies included in the sample�����������...161

F The third floor companies included in the sample������������..162

G The fourth floor companies included in the sample)�����������...163

H The fifth floor companies included in the sample)������������..164

LIST OF DIAGRAMS

Diagram Page

1 Conceptual Framework������������������������8

2 Organizational Chart�����������������������...166

CHAPTER I

INTRODUCTION

Significance and Background of the Study

In recent times, English language communication has become very significant to Thai

people because this language is necessary for communication in their careers. English is an

international language and is used world-wide in communication. Although English is important

in Thailand, it is not an official language and it is regarded as a foreign language (EFL). English

has nevertheless become a common language for most people from different countries. It is a fact

that Thai people are poor in English skills. It is believed this is because they study only English

grammar (Noothongkaew, 2005), and do not have enough conversational practice in class. They

are taught to recite more English grammar, but they cannot use the four English skills correctly

because they have many problems with accents, vocabulary, sentence structure, and so on.

English is needed for people who work in tourism, business, and various other service

industries. English has very important usage for business in Thailand, because Thai businesses

need employees who can speak English well in order to effectively serve their foreign customers.

Thailand's former Prime Minister Thaksin Shinawatra considered the education of Thai people an

important priority among his policies. He has stressed the importance of education in enhancing

the marketability of business, because Thai people will have to be able to cope with changing

economic conditions. Thai society to be knowledgeable and well-trained, learning opportunities

must be made available to all, and designed to promote logical thinking and life-long learning.

At present, researchers need to expand their knowledge in the areas of business,

education, and careers inside the village communities. Education promotes better careers and

2

generates greater income within a community. The problem is that many villages lack the funds

for educational improvement. In response to this need, Thailand's former Prime Minister Thaksin

Shinawatra initiated the nationwide One Tambon One Product (OTOP) project, which aims at

improving income in the village communities to help alleviate rural poverty.

The background of OTOP comes from Thailand's former Prime Minister's policies and

business experience. He has drawn from the inspiration of Japan's successful One Village One

Product (OVOP) scheme. In Thailand, there are thousands of Tambons (sub-districts) throughout

the country, and each has a product with its own distinctive properties. OTOP products include

handicrafts, cotton and silk garments, pottery, fashion accessories, household items, and many

other articles based from the indigenous wisdom within each community. The essential ingredient

of the Tambon is a superior product that is painstakingly hand-made and an expression of great

skill. So far, a number of product groups have been classified for promotion; these include food

items and beverages, textiles and clothing, woven handicrafts, artistry items, gifts, household

decorative items, and non-edible herbal products. These cover traditional items made in village

communities (Leicester, 2004).

OTOP products are chosen for promotion because of their exceptional quality and export

potential. OTOP members must blend their knowledge of Thai culture and traditions with their

experience and command of spoken English. The OTOP project has been supported by the

government in providing advice on production volume, quality control, packaging, and the design

of goods.

A Tambon is a sub-district, comprised of many villages. Thailand's OTOP project

encourages village communities to produce and market unique products and hand-made

handicrafts from locally available materials while utilizing local wisdom and skills handed down

from generation to generation (Leicester, 2004). In this case, OTOP will help people with village

development and unique products will be produced that can be internationally competitive. In the

future, when technology and science have strengthened in Thailand, these modern areas will also

be promoted. For the time being, villages can benefit from the innovation, creativity and

advantages of cottage-industry handicrafts in order to increase Thailand's international business

profile. Thus, English language skills are of utmost importance in determining the success of

OTOP businesses because English is necessary in communicating with foreign executives,

3

import-export employees, marketing employees, sales employees, and international sales

agencies, etc.

English study for Thai peoples has not been directed to career needs because it has not

emphasized usage for communication. English studies should be developed based on the needs of

English for Specific Purposes (ESP), which can be distinguished as three large categories:

English for Science and Technology (EST), English for Business and Economics (EBE), and

English for the Social Sciences (ESS). These may be divided into two main types of ESP,

differentiated according to whether the learner requires English for Academic Purposes (EAP) or

for work such as English for Occupational Purposes (EOP), English for Vocational Purposes

(EVP), or Vocational English as a Second Language (VESL). And it shows individual ESP occur;

such as English for Business Communication (ESC), English for Tourism, English for Nurses,

English for Secretaries, English for Business Studies (EBS), English for Medical Studies, and

other courses.

English-for-Business training has an important role within OTOP business operations

because English will be used to contact customers and communicate with other foreigners.

English for Business Studies (EBS) focuses on the English communication needs of OTOP

business people. Thus, those working in the OTOP project would benefit by being in the EBS

program to develop English skills, especially with the OTOP members. Those in the EBS

program need to contact the customer directly, and must use English to improve their usage in

their careers, so a survey of the needs of English usage in business is very important because

business is the main part of Thai OTOP business in Thai society. The findings of the survey will

show the real needs of English in Thai society, especially in business. The information from the

survey would benefit education institutes in developing English curriculum, and English training

programs could appropriately respond to the real needs of career.

General Information of the OTOP Center

According to the DEP (Department of Export Promotion) the Thailand Export Mart or

OTOP Center serves a dual purpose, both as a forum to facilitate negotiations between

4

manufacturers / exporters and prospective customers, and as a marketplace for Thai export

products and export related activities such as trade fairs, special exhibitions, and seminars.

Fully equipped with the most modern state-of-the-art facilities and services, the Thailand

Export Mart caters to the complete business needs of local entrepreneurs, investors, international

buyers, as well as local and overseas intertraders. There are 92 showrooms between the second

floor and the fifth floor, where similar products from manufacturers are displayed (Appendix E):

Living and Home (2nd

floors)

The second floor is the place for the kingdom's finest creations for the home. It has

exquisite ceramic ornaments and earthenwares, wine glasses and vases, bedding, furniture, and a

vast array of gift made from wood, wax and wicker. There are many bright and lively colors in

Thai cotton and silks, in trendy and traditional designs, trinket boxes, cushions and picture

frames.

Fashion and Spa (3rd floor)

Thai beauty and spa products for face, body, and inner well-being treatments are found

on the third floor. Local designers have scoured the leading fashion capitals of the world to come

up with fresh new ideas for the multitude of chic clothing in quality Thai silk and cotton and

quality fabrics. On the third floor, one can also find footwear, handbags and wallets in leather,

Thai silk bags and scarves, quality fabrics, stunning jewelry, as well as accessories in silver and

gemstones.

Kitchen and Food (4th floor)

Thailand is rightfully becoming known as the <Kitchen of the World?. This is not only

for food, but for the exceptional designs of its kitchen furniture, kitchenware, and appliances. The

fourth floor is a rainbow of colors with glassware and plasticware, dinner sets, tea and coffee

services, bowls, plates, mugs and jugs to match every imaginable décor scheme. Then there are

the other essentials: stainless pots and pans, cutlery, storage containers in all shapes and size,

ceramic and earthen teapots, and cups and bowls with Japanese and Chinese inspirations.

5

Living and Home (5th floors)

Creative ideas for the home can be found on the fifth floor. Home decorations,

lampshades and lighting products, garden essentials and outdoor ornaments of many different

choices of materials are found here. There are also many different styles of furniture.

In this study, the researcher focuses on a needs analysis of English usage by OTOP

officers at the Thailand Export Mart in Bangkok. The researcher has had special access by

working there, and believes that it is one of the most important areas in business in Thailand. The

researcher can survey the members in Thailand Export Mart. The data collection was with 40

companies (Appendix F), shown in the organizational chart presented in Appendix G.

Finally, the researcher had the opportunity to interview some members about using the

English language at the Thailand Export Mart, and the need OTOP officers have for English

instruction. Therefore, this study aims to analyze the needs of English usage among the OTOP

officers in the Thailand Export Mart in Bangkok, which is the major business area in Thailand.

The Purposes of the Study

The purposes of this study are as follows:

1. To find out the level of basic needs of English usage for listening, speaking, reading,

writing and translation among OTOP officers at the Thailand Export Mart at present and in the

future for their work.

2. To study whether the English that OTOP officers had studied previously in educational

institutes has been adequate for them to perform their work at present and in the future.

Research Questions

1. At which level do OTOP officers in Thailand Export Mart need to use English

(listening, speaking, reading, writing and translation) in their work at present and in the future?

2. Is the English that the OTOP officers studied in previous educational institutes

adequate for them to perform their work at present and in the future?

6

Scopes of the Study

1. To investigate the needs of English usage of the OTOP officers at the Thailand Export

Mart in Bangkok.

2. The study samples consisted of two groups of the officers from 40 OTOP companies at

the Thailand Export Mart.

2.1 20 informants are from the administrative department of OTOP companies in

Thailand Export Mart for questionnaire.

2.2 20 informants are from the sales-marketing department of OTOP companies

in Thailand Export Mart for questionnaire.

3. Six informants selected from the 40 OTOP companies in Thailand Export Mart were

interviewed to support the information gained from the questionnaire.

Limitations of the Study

1. The data collected for this study were self-report questionnaires and semi-structured

interviews, so it has been limited to the OTOP officers' opinions.

2. The sample size of this study was limited to 40 companies, due to the limitations of

time and expenses.

3. The study period was from July to September 2006, and factors may influence changes

in English language skill needs over time.

Expected Benefits for the Study

1. The needs for the five English skills needed by the OTOP officers in the administrative

and sales-marketing departments at the Thailand Export Mart have been assessed.

2. The findings of this study will be used to improve communication with OTOP

customers in the future.

7

3. The findings from this study will be useful for educational institutions and various

other language training organizations to provide appropriate English training programs for these

employees at present and in the future.

Definitions of Terms

Needs refers to the requirements for using five skills of English usage: listening,

speaking, reading, writing and translation. The needs are those that required by the OTOP officers

of the administrative department and the sales-marketing department of OTOP companies in

Thailand Export Mart in Bangkok.

Needs analysis refers to the analysis of the genuine needs of English usage expressed by

the OTOP officers at Thailand Export Mart in Bangkok.

English usage refers to the ability to use English in careers in the five skills; namely

listening, speaking, reading, writing and translation.

OTOP refers to the One Tambon One Product project in Thailand.

OTOP officers are people who are employed by OTOP organizations in the OTOP

project of Thailand's government in the following positions: import-export employees, marketing

employees, sales employees, and international sales agencies.

Informants refer to those who have provided information through interviews for this

study.

Informant group 1 refers to the OTOP officers of the administrative department in

Thailand Export Mart in Bangkok.

Informant group 2 refers to the OTOP officers of the sales-marketing department in

Thailand Export Mart in Bangkok.

Conceptual Framework

English is necessary for communication in various careers, this study focuses on a needs

analysis of English usage by the OTOP officers at the Thailand Export Mart in Bangkok. It is a

fact that Thai people are poor in English skills because they study only English grammar

8

(Noothongkaew, 2005), and do not have enough communicative practice. At present, the need for

English is expanding in the areas of business, education, and careers inside the village

communities, so Thailand's former Prime Minister Thaksin Shinawatra initiated the nationwide

One Tambon One Product (OTOP) project. The OTOP project aims at improving income in the

village communities to help alleviate rural poverty. In this case, OTOP will help people with

village development and unique products that will be produced and can be internationally

competitive. Thus, English language skills are of utmost importance in determining the success of

OTOP businesses because English is necessary for communicating with foreign customers. The

results of this study shall reveal the needs for English usage; namely, listening, speaking, reading,

writing and translation, and the perceived adequacy of the OTOP officers' previous English

proficiency.

Diagram 1 Conceptual Framework

Language

Needs for five skills

- Listening

- Speaking

- Reading

- Writing

- Translation

Previous English Proficiency

- Adequate

- Inadequate

The Needs for English Usage

Needs for Five English Skills

- Present Needs

- Future Needs

CHAPTER II

LITERATURE REVIEWS

The literature review of needs analysis of English usage for the OTOP Officers at

Thailand Export Mart in Bangkok, is presented as follows.

1. Five English Skills

2. English Proficiency

3. Need Analysis (NA)

4. Research Instruments

5. Related Research and Studies

Five English Skills

English is an important language in Thailand, although it is not an official language and

it is officially regarded as a foreign or second language. Also, English has very important usage

for business in Thailand, because Thai businesses need employees who had a good working

knowledge of English. Khangkhun (2000) indicated English is widely used for international

contacts so that it could be a gateway to opening up perspectives and bringing more benefits to

further develop the country. In the same way, English acts as a business link among traders

throughout the world. Thus, English language skill usage has a very important role for Thai

businesses0 needs. At present, science attempts to make life easier and more comfortable, as well

as business needs advanced technology to support its operations. The method of running a

business has changed. Technology plays a crucial role in every kind of business. The further entry

of technology into business has meant the entry of the English language. In the future, the amount

10

of foreign investment will increase continuously. Thus, making contacts with foreign customers is

not only nationwide but also worldwide. If someone is able to use their English skills fluently,

they can obtain a good job. English language skills consist of listening, speaking, reading,

writing, and translation.

1. Listening skill

Learners need listening skills to get a clear understanding of what they are hearing. The

greatest need is to listen to native English speakers. Listening to native speakers of English helps

to train the ears of the learners and also improve fluency. Moreover, T.V., video, and radio are

teaching aids that can help the listening skill. Learners not only hear the English language, but

they also see the non-verbal language. Learners find it attractive and are motivated to listen.

Tomalin (1986: 10) suggests that radio is a good way of developing listening ability. Stewart

(1985: 519) notes that we spend time for listening more than any of the other communication

skills, such as speaking, reading, or writing. Phillips (1977: 1) also points out the need for

listening skill as follows:

�One responsibility of workers in business is to listen carefully and intelligently to those

with whom they work. People spend many hours each day listening to directions, taking

customers� orders, talking about business problems with coworkers, and discussing various

duties with supervisors. For these reasons, developing effective listening habits now can improve

your chance of business success.�

Bell (1992: 394) notes that the significance of listening is essential to practicing good

listening skills. Learners need to be able to listen effectively and to make informed decisions.

Phillips (1977: 1) also states that the ability of employees to listen well is more important in

communicating. Stewart and others (1972: 30) give the following benefit of listening that �The

rewards of listening are great, they include increased knowledge, broadened experience, deeper

friendships, increased job opportunities and promotions, development of facility in using

language, and an increased appreciation of the spoken word.� If learners have ineffective

listening this may cause errors and misunderstandings; these are costly in terms of time, money

and goodwill with customers so that it may also affect their career (Phillips, 1977: 29). For

listening barriers that cause ineffective listening, it may be an inadequate hearing or an improper

11

listener attitude. Stewart and others (1972: 34<37) recommended the following basic rules for

listening. These rules are:

1) Get ready to listen.

2) Accept your share of responsibility.

3) Listen with understanding.

4) Listen with an open mind.

5) Listen actively.

6) Listen with empathy.

Bell (1992: 398) suggested techniques for improving the listening ability. These

strategies are as follows:

1) Listen to the whole message.

2) Listen for factual information.

3) Listen for feelings.

4) Give the speaker signs of interest and understanding.

2. Speaking skill

Speaking is the one crucial skill according to the needs in order to communicate with

foreigners. In other words, learners need to speak English to communicate with foreigners

appropriately for different occasions and situations, as well as appropriately using formal or

casual speech. Moreover, speaking is as important as listening, reading, and writing. Galle and

others (1966: 447) stated that speaking is how we provide feedback and get the information to

cope with our needs. Pryse (1983: 34) pointed that the most important from internal

communication is the spoken word because the first impression of the listener is very important as

it conveys a great deal.

However, learners expect that they will be able to speak English on the phone when they

make contact with foreigners efficiently, in order to bring profits to their business, because the

telephone is very important in business. Holding a conversation by telephone is more difficult

than conversing face to face. Underhill (1987: 36) said speaking a foreign language on the

telephone calls is difficult because the telephone does not allow a speaker and his opposite to use

the visual component of normal face to face communication. Therefore, he misses all kinds of

12

information from the opponent0s face and gestures because he cannot tell visually when he is

about to speak, when he has finished speaking, or when he wants to wait. Talking on the

telephone is actually made more communicative and realistic by the fact that the speaker and

listener cannot see each other (Sucompa, 1998: 102). Listeners must make a picture in the mind

that a speaker describes.

Phillips (1977: 16<17) points out that mistakes in grammar, mispronunciations, or a

limited vocabulary express weaknesses in the speaker0s education. Thus, Phillips suggested that

speaking can be improved by developing word skills and oral communications. And Galle and

others (1996: 460) suggest the guidelines for effective speaking be as follows: clearly defining a

purpose, using appropriate vocabulary, and paying careful attention. Callaghan (1983: 89)

recommends that role play be used in TEFL to simulate Areal-lifeB situation and to encourage

meaningful communication in the classroom. Therefore, the best way to practice speaking is to

put emphasis on role play in the real outside situation, because role plays are a practical way to

develop the learners0 communicative competence.

3. Reading skill

Efficient reading depends first of all on having a purpose for reading. The purpose will

usually determine appropriate types of reading and the relevant reading skills to be used. In other

words, a golden rule for any reading activity is that learners should know the purpose for their

reading before they actually read (Abbot & Wingard, 1987: 83<84). Reading is a purposeless

exercise if readers have no idea what they want to know. The appropriate reading strategy such as

skimming, scanning or intensive reading is determined predominately by the purpose for the

reading (Sucompa, 1998: 103). Yorkey (1982: 145) suggests that though the subject matter of

reading is different, its organization and presentation are similar. It will be useful for learners to

surmise what reading contains and how to make the most efficient use of its contents. However,

reading is the one skill that they may occasionally use and may be beneficial for business people,

because it is important for their future job, so they need to practice reading most often. Stewart

(1985: 22) notes that successful business and professional people spend much time reading all

types of material: books, magazines, notices, bulletins, reports, memorandums, letters, and other

written materials. He also adds that Athe greater your reading skill, the better equipped you will be

13

to succeed in your chosen career.B And Spache and Berg (1978: 3) stated that the ability to read

well is not as common as one might suppose.

Harris and Sipay (1990: 9) discovered the explanation of the difficulty in reading to be

that �No one fully understands the extremely complex ability called reading. This is not

surprising because reading is a cognitive activity that occurs rapidly and privately in the mind,

and is difficult to study. Not only is the process unobservable to others, but even skilled readers

are hardly aware of what they do during the reading process. Given the complexity of the human

mind and our modest, although growing, ability to understand its workings, our incomplete

understanding of the reading process is understandable.�

Kai-Fat and Fleming (1976: 1<4) stated that factors affecting reading performance are

speed, eye movements, recognition of sentence structures, anticipation, reading aloud, pointing,

physical conditions, motivation and active reading. And Harris and Sipay (1990: 1) also state that

many factors within the individual influence reading acquisition, reading development, and

reading ability. These factors are the skill and knowledge that individual0 s possess from reading,

attitudes, variables in their school, home, and sociocultural environments.

Spache and Berg (1978: 3) give examples of the basic subskills in reading. These skills

are a broad, general vocabulary that is needed for accuracy, a vocabulary of special meanings is

also needed to read a particular purpose. Phillips and Sotiriou (1987: 2) also state that basic

comprehension includes the topic, the main idea-stated, the main idea-implied, supporting details,

less important details, organizational patterns, summarizing, and preview skimming.

In addition, cartoons can motivate learners to read English. Learning language through

the use of cartoons develops on vocabulary and understanding of idioms, nuances, cultural

difference and so on (Maurice, 1986: 35). For example, Walt Disney0s comics and stories reflect

American life style. Readers can learn a lot of idioms, vocabulary, slang, and some American

culture and customs from this kind of cartoon. Stewart (1985: 26<27) recommends four

suggestions to improve reading comprehension. These suggestions are as follows:

1) Scan or preview the material.

2) Think as you read.

3) Make brief notes.

4) Reread and review.

14

In addition, Phillips and Sotiriou (1987: 18) recommend reading technique as follows:

ATo make all our reading easier, we should try to Hsee the big picture0 first, or to use another clich,

begin with a Hmap of the territory.0 We do this by previewing the material first, rapidly but alertly.

Then when we go back and begin slower reading, we know something about the content and the

organization.B The best way to learn a foreign language is in the context of real-life situations.

English language teaching should bring to the artificial situations that are as near as possible to

real-life situations (Araby, 1974: 6). Thus, as a suggestion, sometimes reading practice should

take place outdoors.

4. Writing skill

Learners require English writing that is correct without ambiguity or errors. Jocobs et al.

(1986: 233) note that errors may show a lack of respect for the readers. Writing errors cause the

reader to think the writer is poorly educated, unintelligent, and careless (Sucompa, 1998: 100).

This will affect the image of writer. Therefore, before writing it is necessary for learners to ask

themselves the purpose of the communication, to whom and why they are writing (Abbott &

Wingard, 1981: 167). Then they construct an outline of their writing. Writers use an outline to

organize and present ideas effectively so that the readers will be able to analyze the organization

and relationship of ideas. An outline is also useful in uncovering the organization of writing

(Yorkey, 1982: 81). Kolin (1998: 3) gives a strong statement of the writing role as follows:

�Writing is a part of every job. In fact, your first contact with a potential employer is through

your letter of application, which determines a company�s first impression of you. And the higher

you advance in an organization, the more writing you will do. Promotions are often based on a

person�s writing skills.�

Huseman and others (1985: 65) supports Kolin0s idea that if one possesses good writing

skill it will improve ones chances of promotion. Phillips (1977: 49) notes that an effective writing

style helps to achieve that harmony and to produce letters that are interesting to read. He added

that �a well-written business letter is more than a series of grammatically correct sentences. It is

a message which expresses thoughts, feelings, and attitudes.�

15

Walvoord (1985: 21) also states that �if you understand how to identify the main idea

and pattern of organization in what you read, you will be better able to construct an effective

main idea and pattern of organization in what you write.�

Curcharck and Parzych (1977: 165) suggests a strategy to improve writing skill as

follows: �You will want to work to enlarge their vocabulary; to improve the way you use

vocabulary, grammar, and punctuation to form meaningful sentences; to increase your ability to

put sentences together into well-structured paragraphs; to add to your skill in organizing these

paragraphs into logical sequence to form clear, well-written business communications; and to

continue to improve your technique in typing preferred forms and styles for letters, memoranda,

outlines, reports, and manuscripts.�

5. Translation skill

Translation activities are nearly always considered boring by learners. English language

learners should make translating tasks interesting and motivate them to learn. Thus, learners need

to learn general principles of translation. It is agreed that ALeaning by DoingB is the most

effective way that gives experience to learners. The more often the learners do the translation

task, the more skillful they will become (Iaumsupanimit, 1986: 262). Translation is a process

consisting of replacing a written message or statement in one language by the same message or

statement in another language (Newmark, 1981: 7). Sucompa, (1998: 110) said translation is an

old-fashioned method of language teaching; however learners still like to study this type of

learning because it is mechanical. Learners need to translate English into Thai or other languages

more than translate Thai or other languages into English. For some practice activities, learners

who cannot think of the English meaning immediately, if they have to translated, they can still do

English activities.

English Proficiency

English0s role is as an international language. It is used world-wide in communication.

Knowledge and technological exchanges are massively transferred through the channel of English

communication. In the same way, English will be employed in ever more business trade to the

16

world in the future. However, Thai people often have poor English skills because while they may

know English grammar (Noothongkaew, 2005), they do not always know how to apply it. The

reason that many Thai people have very little communicative competence in English, and

nevertheless seem to have an extensive English vocabulary, is largely due to traditional methods

of education, which put great emphasis on rote learning in order to develop the learners0

communication skills (Khangkhun, 2000: 15). If Thai people have a very positive attitude towards

learning English, competence in the language is a desirable ambition as well as the key to a more

successful life.

Moreover, English as a Second Language helps learners with limited English proficiency

to: (1) Use English to communicate in social settings; (2) Use Basic English language skills

(listening, speaking, reading, and writing) to achieve academically in all content areas; and (3)

Use English in socially and culturally appropriate ways (O0Brien-Merrill, 2005). Thus, English

learning may help to promote the efficiency both in terms to the ability of an individual and

effectively in an acquired language. Nunan (1988: 32) refers to Chomsky0s definition of term

AcompetenceB and AperformanceB. ACompetenceB refers to mastery of the principles governing

language behavior, whereas AperformanceB refers to the manifestation of these internalized rules

in actual language usage.

The aim of the English proficiency is to integrate all language skills (listening, speaking,

reading, writing, and translation efficiently). Competence will enable learners both to develop

their language proficiency and to learn more about language. This awareness will contribute to

the development of effective language skills. Thus, learners will work towards developing their

general English-language proficiency in a self-directed way (UTS, 2006). However, learners are

not able to understand and communicate in English what they have problems with the language in

both the linguistic and social aspects of communicative competence. English language

proficiency is important to practicing competence. In order to communicate English efficiently,

learners need to practice how to use English in communication with foreigners. English skill is

necessary for learners to learn the principles of listening for main ideas and logic, the strategies

and psychology for speaking, and principles of reading, writing and translating. Learners can

directly apply these principles for English skill usage.

17

The best way for learners to practice of English skills is learning by doing because they

are more successful in English competence when they practice. Via (1986: 29) states that learning

by doing is a valid and enjoyable way of learning.

Needs Analysis (NA)

ANeeds analysisB or Aneeds assessmentB is the first step in developing language because

it is employed to obtain a detailed description of learners0 needs (Ellis & Johnson, 1994). Needs

analysis (NA) has been used by ESP practitioners, researchers, course designers, materials

writers, testers, evaluators, and course instructors for many years, first as a tool for planning

industrial training (Boydell, 1970). Needs analysis refers to a family of procedures for gathering

information about learner analysis and task analysis for use in syllabus design (Nunan, 1988: 75).

The analysis of needs can be done in two areas;

1. Target situation analysis (TSA) is an approach to needs analysis which focuses on

learners0 needs at the end of the language course. This method of needs analysis places an

emphasis on the end product which the language learners should be able to use at the end of a

particular language program (Robinson, 1991). It is essential that the target situation analysis

identifies needs by asking questions about the target situation, and the attitudes towards that

situation, of the various participants in the learning process.

2. APresent situation analysisB or Alearning situation analysisB, according to Hutchinson

and Waters (1987) is an analysis of needs which aims to investigate strengths and weakness. This

type of analysis can ascertain the learners0 state of language development at the beginning of the

language program. The assessment of learners0 needs can provide useful information about the

language learners0 purposes, the learners0 background, and important aspects of the language

which the learner still lacks and wants to consider.

Ellis & Johnson (1994: 222) note that ANeeds AnalysisB is a method of obtaining a

detailed description of a learner0s or a group of learners0 needs. It will take into account the

specific purposes for which the learner will use the language, the kind of language to be used, the

starting level, and the target level which is to be achieved. The information could be obtained

18

from a range of different people such as company staff, trainers, and the learners themselves. It

will have implications for the approach to training that will be taken.

Hutchinson & Waters (1987: 54<57) give a definition of needs on the basis of a learning-

centered approach to teaching and learning. It is Athe ability to comprehend and/or produce the

linguistic features of the target situation. They divide needs into two types: target situation needs

and learning needs. Target situation needs can be seen in terms of necessities, lacks and wants, as

follows:

Necessities what the learner has to know in order to function effectively in the

target situation. These types of needs are determined by the demands of

the target situation.

Lacks the necessities the learner lacks. It is the gap between the target

proficiency and the existing proficiency of the learners. Target

proficiency is the language the learners need to perform a task in the

target situation. The existing proficiency is the language level which the

learners have at present, and refers to what the learners already know.

Wants what the learners want or feel they need. It is the perceptions of the

learners about their necessities of the target situation and about the

language that they need to study.

The learning needs emphasize how they learn to do and what they do with language.

Munby (1978: 33) proposed a particular model of language needs analysis, namely, a processing

model for specifying communicative competence in a foreign language. It is a study of the

relationship between communicative needs and the English required for specific purposes. The

heart of this model is called the ACommunication Needs ProcessB (C.N.P.). C.N.P. consists of a

range of questions about key communication variables which can be used to identify the target

language needs of any group of learners e.g. age, nationality, sex, mother-tongue, and so on. The

results from the processing details in each of the parameters are written out as the profile of the

communicative needs for the particular participant.

19

Research Instruments

In this study, a questionnaire and semi-structured interviews were employed to

investigate major language usage that the OTOP officers have encountered foreign customers in

their work.

A questionnaire is the most widely used method in needs analysis. It is a useful way of

gathering information about affective dimensions of teaching and learning such as beliefs,

attitudes, motivation, and preference (Richards, 1996). Also, the questionnaire can be used to

collect information using self-ratings. This procedure asks the informants to rate their own

abilities, interests, motivations, problems and needs.

In addition, a questionnaire can be completed by the informants themselves (Mackey &

Mountford, 1978). The researcher simply distributes the questionnaires to the informants and

waits for their return. However, the information obtained from a questionnaire may be unreliable,

because informants may answer without carefully reading the questions. Moreover, the

informants who might clearly understand the questions still give wrong answers (Robinson,

1991). Furthermore, the information gathered may not be complete. The participants may not

answer every part of the questionnaire or the informants may skip some questions. To prepare the

questions for the questionnaires used in the present study, the researcher referred to Munby0s

model as a checklist to assess the needs for additional English training program at present and in

the future.

Semi-structured interviews are the most popular format for interviews. This type of

interview combines a certain degree of control and a certain degree of freedom over the

development of the interview. Most of the questions in semi-structured interview are open-ended

so the interviewees can give detailed responses or comments on topics or issues in the interview.

Semi-structured interviews are often used as a follow up to a questionnaire. The main purposes of

the interviews were to ascertain the actual opinions of the informants about the needs for English

skill usage.

One of the most obvious advantages of the semi-structured interviews was its flexibility

(Nunan, 1992). The interviewer can adapt the questions in the interviews or can add more

questions to make sure that the information gathered from the interview is as complete as

20

possible. The data from the interviews have been used to support the reliability of the findings of

this study.

Related Research and Studies

Surveys of needs and problems using English have been conducted in many countries, so

surveys serve as background information for the present study.

1. Related Research and Studies in Thailand

Chiraphan (1987) surveyed the needs and problems in the use of academic English of

Mahidol graduate students, and the expectations of instructors considering the prospective

English program for graduate students in Life Science, Physical Science and Applied Linguistics.

Students preferred listening and speaking while their instructors demanded proficiencies and

activities which were more likely relevant to the needs of the target situation.

Akkakoson (1993) investigated the role and importance of English in business

communication of top Thai companies. This study has revealed the actual English usage in job-

related activities of those companies. It has served as useful information for course designers and

business-oriented English teachers for developing effective and efficient business English course

outlines and materials. The major recommendation of this study was to present the four English

skills with language learning activities that are similar to those activities actually conducted in the

business community.

Koetpo-kha (1994) agreed with a proposed ESP course design for science students at

Silpakorn University at Sanamchan Campus. The findings showed positive attitudes among the

three groups: first year science students, science teachers, and English language teachers. The

main reason for the science students to take an ESP course was because it enabled them to read

scientific textbooks in English, and learn technical terms in the fields of science. The main

problems encountered were with speaking, listening, translating, and writing, respectively.

Thatsanatheb (1999) conducted a study with 257 Thai IT managers about the importance

of English communication skills and types to examine their perspectives. The effect of the

Agender and IT experience factorsB on their perspectives and actual use was examined as well.

21

The findings were as follows: (1) the subject ranked reading as the most important, followed by

listening, speaking, and writing respectively; (2) the top five of reading, listening, speaking and

writing was the actual use; (3) the ranking order of the actual use of English communication skills

was reading, writing, listening, and speaking; while the ranking order of the communication

courses they attended was completely reversed; (4) the Agender factorB affected the subjects0

actual use of reading instructions and manuals; and writing instructions, IT articles, manuals, and

procedures; (5) the AIT experience factorB affected the subjects0 perspectives and actual use of

reading and listening skills. These outcomes could assist employers and academic institutions in

arranging appropriate English communication training courses for IT people.

Khangkhun (2000) conducted a study with 298 officers of the Telephone Organization of

Thailand (TOT), who are involved with English for communication. It was found that listening

and speaking were the most needed skills. The problems and barriers affecting their ability were

concerned with the language background of the learners themselves, their attitudes towards in

English learning and its application in the future, as well as the methods used by English language

instructors. In order to achieve an improvement in language learning, it was suggested that the

English curriculum and the teaching methods be improved to be made more practical. Learners

should take a positive attitude in English learning, for it might be essential in language learning.

Davies (2000) studied the language skills used by Higher Education students of Leisure

and Tourism in United Kingdom during their work placement period and in subsequent

employment. The study highlights the language skills considered most relevant to work in

tourism. The results reveal that oral and listening skills are the most useful skills that help the

students to communicate with foreigners more easily. The student0s problems encountered were

inability to express themselves appropriately, a lack of job-related vocabulary, an inability to

understand foreigners when conversing, and a lack of confidence when speaking.

Permtanjit (2003) investigated language problems and difficulties in terms of language

functions and English usage which Thai Airways flight attendants encounter while working

flights. This study identified particular needs regarding job-related language skills and knowledge

which are essential for flight attendants0 jobs, and provided practical suggestions for the Basic

English Course for Flight Attendants. This study recommended that the English courses

organized by Thai Airways should emphasize varieties of both standard and non-standard English

22

and pronunciation practice. Also, the improvement of English proficiency of the flight attendants

should be focused on by having them practice English on a regular basis.

Noothongkaew (2005) surveyed the needs of English usage at the factories in

Samutsakhon Industrial Estate (SIE) in Samutsakhon Province. It investigated the needs for

English usage such as listening, speaking, reading, writing and translation in working by the

employees of the administration and production departments in the factories in SIE. The

employees used listening the most, while reading, speaking, writing and translation were used

next. The results of this study can benefit educational institutions by providing appropriate

guidelines for employees about the real needs of the industrial sector in English curriculum and

English training programs.

2. Related Research and Studies in Other Countries

Poon (1991; quoted in Akkakoson, 1993: 24) did a needs analysis of business students

and its implications for curriculum review and development. A questionnaire was designed

seeking information on the characteristics of the careers of the past students of Hang Seng School

of Commerce in China of Hong Kong, who completed a two-year diploma course in Business

Studies. The questionnaire also asked about the language skills they used in their jobs, their

motivation for learning English and various components of the English for Business program.

The graduates felt the Business English program should have more emphasis on speaking skills

which they perceived were the weakest among the four skills.

Tsui (1992; quoted in Akkakoson, 1993: 25) at National Chiao Tung University in

Taiwan surveyed English business communicative skills training needs of non-native English

speaking managers. 800 questionnaires were distributed to managers in various departments of all

companies in the Science-Based Industrial Park in Hsinchu, Taiwan. An emphasis has been

placed on realistic communication in Taiwan0s formal English language education. It found

English conversation and English telephoning head the list of the most needed training courses,

and needed English oral presentation, English letter writing, English visitor-reception

communication, English office communication and English report writing.

Hilton0s (1992; quoted in Akkakoson, 1993: 25) survey focused on Japanese overseas

operations directors0 and training directors0 perceptions of English for business communication.

23

The data were collected through interviews with executives from some leading Japanese

companies, and with a questionnaire sent to 698 Japanese firms. The results reveal Japanese

corporations, regardless of size or type, consider employees0 English language proficiency an

important goal and are committing substantial resources to achieving that goal.

Harris (1995) said a study of the perceived needs of legal secretaries in Washington D.C.

to ascertain the current and future training needs of secretaries in Washington D.C. The findings

were as follow: (1) participants consisted mainly females at least 16+ years in the field of law; (2)

informants used skill to a high level regarding the seven skill levels in their current workplace

setting; (3) participants indicated their level of competency for skills and personal training needs

were at the medium range; (4) informants noted that training would benefit their career

development; and (5) lecture was the most desired method of training delivery.

Blue and Harun (2003; quoted in Permtanjit, 2003: 30) investigated hospitality practices

and defined the notion of Hhospitality language0 especially in the context of the United Kingdom.

This study explored the sociolinguistic aspects of hospitality with a focus on the receptionist and

guest at the hotel reception counter, which is a large part of the language of hotel conversations.

The recommendations indicated hospitality language should be included in all hospitality

management programs.

From the review of literature and related research, it can be seen that needs analysis of

English usage has importance in many institutes. It can lead to new goals, results and methods of

instruction of various English programs. In this study, needs analysis is used to investigate the

needs for English usage among the OTOP officers at Thailand Export Mart in Bangkok.

CHAPTER III

METHODOLOGY

This study is to investigate the needs analysis of English usage for the OTOP officers at

Thailand Export Mart in Bangkok.

There are three stages in the methodology of needs analysis, as follows:

1. Data Preparation

2. Data Collection

3. Data Analysis

Data Preparation

1. Population

The population for this study was 80 companies at the Thailand Export Mart in Bangkok.

They have many showrooms there which show various products and make contact with foreign

customers.

2. Sampling

The subjects were selected using purposive random sampling. The sampling selected the

informants who used English foreign customers in their daily work. The informants have different

job functions, and have different levels of English proficiency. The sampling selected 40

companies that work in the Thailand Export Mart. The researcher divided the sampling into two

groups, comprising 20 OTOP officers of the administrative department and 20 OTOP officers of

the sales-marketing department. Each company selected one informant for each OTOP office. The

25

sampling list was surveyed by each company according to the OTOP office. The reason for

choosing this sampling was to investigate the needs in using English language of the OTOP

officers to perform the real work who want to communicate with foreign customers.

The researcher then selected six interviewees from 40 companies that were included in

the sample at the Thailand Export Mart by simple random sampling. The informants were

allowed to give their opinions to the researcher and then the researcher asked them to what need

of English skills usage in their work. The reason for conducting interviews was to support the

questionnaire on the needs and problems of the OTOP officers using English when contacting

foreign customers who visit their companies. These interviews were about their actual experience

with using English in the Thailand Export Mart.

3. Research Instruments

The data for this study were obtained through a questionnaire and semi-structured

interviews, addressing the needs analysis of English usage for OTOP officers at Thailand Export

Mart in Bangkok.

The questionnaires employed in this study were adapted from Noothongkaow (2005) to

be suitable for the group of informants. The researcher had translated it into Thai to prevent

confusion by the informants, because it was easier for them to read and understand the

instructions in their native language. The subjects were business people with limited time. The

informants could fill out the check lists quickly to complete the questionnaire. These subjects

could complete the questionnaire when they had some free time (The questionnaire could be

completed in about 10 2 20 minutes). The researcher could then evaluate the self-report data

obtained from the questionnaire quickly. The researcher could then follow up to make sure that

the data were complete.

3.1 Construction and development of the questionnaire

In order to construct the questionnaire the researcher followed these steps:

1) The researcher limited the scope of the study and looked for

guidelines from a related questionnaire (Noothongkaow 2005, Khangkhun 2000, Thatsanatheb

1999, Suwaroporn 1998, and Sucompa 1998)

26

2) The researcher interviewed some OTOP officers employed at the

Thailand Export Mart to collect background information about their English usage in each

department.

3) The initial Thai version of the questionnaire was designed and

improved by creating an English version that followed the suggestions of the thesis advisors.

Their suggestions and comments were used to revise and modify the questionnaire.

4) An initial study of the questionnaire was guided by ATSIAMSIGHT

CO., LTD., and a pilot study of the questionnaire was conducted with the thirty OTOP officers at

OTOP Plaza Bangkok in Pratunam center on Ratchaprarop Road, and the OTOP shops in Minburi

Zone to obtain further information relevant to the final questionnaire. The completed version of

the questionnaires was distributed to the informants.

3.2 Components of the questionnaire

The questionnaire was constructed to gather data from the informants according

to the purposes of this study. The questions were written in both Thai and English. The

informants answered the questionnaire in Thai as it was easier for them to understand instructions

that were written in Thai. The questionnaire of this study was closed questions that consisted of

three parts, and was designed to obtain the following information:

Part I

The first part of the questionnaire was designed to collect details about

demographics of the OTOP officers, the foreign colleagues at work with the OTOP officers,

including the needs for English skills usage in their job function. The questions were composed of

fill-in-the-blank questions (Item 1), and rating scales (Items 2 2 4).

Items 2 and 4 in both questions asked the OTOP officers to rank the needs for

English usage on a five-point Likert scale as follows:

Very extensively = 10 or more times per month = 5

Extensively = 5 2 9 times per month = 4

Moderately = 3 2 4 times per month = 3

Rarely = 1 2 2 times per month = 2

Never = None = 1

27

The researcher adapted a five-point Likert scale, which asked the informants to

rate the extent of foreign colleague involvement at work with the OTOP officers at Thailand

Export Mart in Bangkok. The rating scale of 1 2 5 was as follows (in Item 3):

10 or more members = 5

5 2 9 members = 4

3 2 4 members = 3

1 2 2 members = 2

None = 1

Part II

The second part of the questionnaire was designed to assess the extent of the

OTOP officersA needs for English usage in the five English skills. The second part was divided

into five main items (listening, speaking, reading, writing, and translation). Each item was

divided into two sections, which are the needs of the five English skills usage at present and the

needs of the five English skills usage in the future. It also assessed how much the OTOP officers

have to use English to communicate with foreign customers in their work. This part used a rating

scale for each English skill, on a five-point Likert scale as follows:

Very extensively = 10 or more times per month = 5

Extensively = 5 2 9 times per month = 4

Moderately = 3 2 4 times per month = 3

Rarely = 1 2 2 times per month = 2

Never = None = 1

Mean scores obtained from this rating scale were then assigned the following

levels:

Very extensively = 4.50 2 5.00

Extensively = 3.50 2 4.49

Moderately = 2.50 2 3.49

Rarely = 1.50 2 2.49

Never = 1.00 2 1.49

28

Part III

The third part of the questionnaire assessed their perceived adequacy in using

English at work and their needs for English training programs. This part was designed to rate the

extent of the OTOP officersA perceived adequacy of their previous knowledge of English for their

work in Item 1. Items 2 and 3 in both questions asked the OTOP officers about their needs for

English training programs from educational institutes or various other organizations, English

training programs that the OTOP officers had already taken from educational institutes, and

English training programs that the OTOP officers felt they needed to study in the future. The

statistical procedures of this part employed frequency distributions and percentages.

Other statistical procedures in the study were computed as follows:

1) Arithmetic means was used to summarize the average level of

English skill usage needs for the OTOP officers at Thailand Export Mart in Bangkok.

2) Standard deviations (S.D.) were used to measure the distribution of

English usage needs for the OTOP officers at Thailand Export Mart in Bangkok.

After the data was obtained from the questionnaire about the OTOP officersA

English needs analysis, the researcher then used follow-up semi-structured interviews. Interviews

have been found to be useful tools for determining informantsA characteristics, and for evaluating

their attitudes and expectations. This method helped the researcher interpret the data obtained

from the questionnaires.

A semi-structured interview was conducted in order to ascertain whether the data

obtained from the questionnaire were the actual data that the OTOP officers encountered while

working. One of the most obvious strengths of an interview is its flexibility (Nunan, 1992 &

Wallace, 1998). In semi-structured interviews, the interviewer had a general idea of what

questions would be asked in the interview. The questions in the interviews could be modified

during the interviews asking additional questions of the informants face-to-face. If the informants

did not clearly understand the questions, the interviewer could further explain those questions in

detail. After careful consideration of the questionnaires and semi-structured interviews, these two

instruments were employed in this study.

29

3.3 Preliminary interviews

In order to construct the interview the researcher followed these steps:

1) The interviews were able to focus more on quality of information

provided, and the interviewees responded to the questions in depth.

2) The researcher was able to select informants who use English

regularly in the workplace. Informants could be representative of each of the 40 companies. The

researcher additionally interviewed six informants about their English usage.

3) The interviews consisted of background questions about English

usage in the workplace and their continuing needs for learning English. The questions were open-

ended.

4) The time taken for each interview was approximately 20 2 30

minutes. There were six interviewees, who completed the interview face to face.

3.4 Components of the interview questions

In this study, a semi-structured interview was employed as a follow-up to

ascertain the needs for English usage of the OTOP officers in the interviews. After the findings

from the questionnaires were tabulated, the researcher was used the results as guidelines for

constructing the questions in the interview. The interviewees were six informants from the 40

companies in the original sample. By interviewing them face-to-face, the interviewees were able

to describe more fully their English needs that had not been covered in the questionnaire.

The interview questions were constructed as a follow-up for further investigation

to ascertain that the data obtained from the interviews were the actual opinions of the OTOP

officers. The interview questions of this study were open-ended questions. They expressed their

needs for English skills to use with foreign customers in their work, and gave their opinion about

whether their knowledge of English from their formal education was adequate for their job

function. The researcher then asked the informants to describe their needs for English which they

had encountered while working. The informants stated their particular needs regarding the five

English skills they use to communicate with foreign customers, their job-related English

knowledge, their English usage in their daily work, and their needs for additional English training

programs in the future. They were also asked to comment on which specific needs should be

30

taught and emphasized in the English courses (Permtanjit, 2003) for the OTOP officers. The

statistical procedures for this interview employed frequency distributions and percentages.

4. Validity and reliability of the questionnaire

Validity and reliability are two important criteria used to assess an instrumentAs

completeness and effectiveness of research instruments before using the instrument in the actual

data collection process.

4.1 Validity of the questionnaire

Validity is the extent to which the results of the procedures serve the uses that

they were intended (Hatch & Farhady, 1982). In other words, validity is the extent to which the

research actually investigates what he or she intended to investigate. According to Isaac &

Michael (1971), validity indicates the degree to which an instrument such as a questionnaire is

able to measure real quantities.

To ensure the content validity of the questionnaire, it was constructed based on

related research and literature. The content validity of the questionnaire was then verified by the

thesis advisors. The draft questionnaire was modified and revised based on the suggestions and

comments of the thesis advisors as well. Then, the researcher tried out a pilot study with 30

OTOP officers at OTOP Plaza Bangkok in Pratunam center on Ratchaprarop Road, as well as the

OTOP shops in Minburi Zone. The comments and suggestions from the responses of the pilot

sample served as guidelines for revising and modifying of the final questionnaire.

4.2 Reliability of the questionnaire

To ensure the reliability of the questionnaire, the questionnaires data were

analyzed for reliability using the Alpha Coefficient or CronbachAs Alpha method, using SPSS pc

program (SPSS Inc., 1990). The questionnaire tried out with the pilot study was used to check the

consistency of the answers from the 30 OTOP officers at OTOP Plaza Bangkok in Pratunam

center on Ratchaprarop Road, as well as the OTOP shops in Minburi Zone. The reliability of the

questionnaire was 0.99.

4.3 Pilot study

A pilot study of the questionnaire was conducted to test the effectiveness of the

research instrument employed in this study. This pilot study was aimed at identifying

misunderstandings of the questions in the questionnaire before distributing the final version of the

31

questionnaire during the actual data collection process. Irrelevant questions were excluded, as

well. In addition, the pilot study included guidelines for modifying the questionnaire and making

it relevant to the objectives of the study.

The questionnaire was administered to 30 OTOP officers who had been

contacting foreign customers at OTOP Plaza Bangkok in Pratunam center on Ratchaprarop Road,

and the OTOP shops in Minburi Zone. They were volunteers for the pilot study. They were

requested to complete the questionnaire, and to give opinions regarding the questions. Also, they

were able to ask for clarification of questions when they did not understand while completing the

questionnaire. The questionnaire in the pilot study could be completed in about 10 2 20 minutes.

The questionnaire was improved based on the comments in this pilot study, so that the data could

be gathered more efficiently. The final draft of the questionnaire was examined by the thesis

advisors and modified based on their comments.

Data Collection

1. Data collection of the questionnaire

The completed version of the questionnaire was distributed to the 40 companies. To

collect the data, the researcher took the following steps:

1.1 The researcher visited OTOP officers at the sampled companies in Thailand

Export Mart, introduced herself and explained the objectives of her study.

1.2 The researcher distributed questionnaires to the sampled companies.

1.3 The researcher visited the OTOP officers again, and then collected the

completed questionnaires.

2. Data collection of the interviews

After collecting the completed questionnaires, all data obtained were used as guidelines

for the interview questions of the OTOP officers. The researcher then selected the six informants

from among the 40 companies included in the sample to find out who would be willing to

participate. The researcher then made appointments with those willing to participate in the

interviewing. To collect the interview data, researcher took the following steps:

32

2.1 The researcher explained the purpose of the interviews so that the

interviewees would have a clear understanding of what they were participating in.

2.2 The researcher conducted the interviews. The interviews were conducted in

Thai because it was easier for the interviewees.

2.3 The interviews were recorded by using a tape-recorder. During the

interviews, the researcher took notes in Thai, which were translated into English.

2.4 The time spent collecting each interview was approximately 20 2 30 minutes.

The interviewees were free to answer the questions or not.

Data Analysis

After the questionnaires had been returned, the researcher analyzed the by using the

Statistical Package for Social Sciences (SPSS).

1. Data analysis from the questionnaire

The statistical procedures of the questionnaires employed in this study were:

Part I

The first part of the questionnaire employed fill-in-the-blank questions about

demographics of the OTOP officers (Item 1), and used rating scales about the needs for English

skills usage (Items 2 and 4) on a five-point Likert scale. The five-point Likert Scale was scored as

follows:

Very extensively = 10 or more times per month = 5

Extensively = 5 2 9 times per month = 4

Moderately = 3 2 4 times per month = 3

Rarely = 1 2 2 times per month = 2

Never = None = 1

33

Mean scores obtained from this rating scale were then assigned the following levels:

Very extensively = 4.50 2 5.00

Extensively = 3.50 2 4.49

Moderately = 2.50 2 3.49

Rarely = 1.50 2 2.49

Never = 1.00 2 1.49

The researcher used a five point ordinal Likert scale of 1 2 5 about the number of foreign

colleagues at work with the OTOP officers at Thailand Export Mart, as follows (Item 3):

10 or more members = 5

5 2 9 members = 4

3 2 4 members = 3

1 2 2 members = 2

None = 1

Part II

The second part of the questionnaire dealt with the OTOP officersA needs for English

usage in the five English skills (listening, speaking, reading, writing, and translation). This

included the needs for the five English skills used at present, and the needs for the five English

skills in the future. This part employed a five-point Likert scale as follows:

Very extensively = 10 or more times per month = 5

Extensively = 5 2 9 times per month = 4

Moderately = 3 2 4 times per month = 3

Rarely = 1 2 2 times per month = 2

Never = None = 1

Mean scores obtained from this rating scale were then assigned the following levels:

Very extensively = 4.50 2 5.00

Extensively = 3.50 2 4.49

Moderately = 2.50 2 3.49

Rarely = 1.50 2 2.49

Never = 1.00 2 1.49

34

Other statistical procedures in the study were computed for Parts I and II were employed

1) Arithmetic means were calculated for the average level of English skill usage

needs for the OTOP officers at Thailand Export Mart in Bangkok.

2) Standard deviations (S.D.) were computed to measure the degree of

variability in the distribution of English usage needs for the OTOP officers at Thailand Export

Mart in Bangkok.

Part III

The third part of the questionnaire was designed to measure the perceived adequacy of

the OTOP officersA previous knowledge of English, and asked the OTOP officers about their

needs for English training programs, what English training programs the OTOP officers had

already had, and what English training programs the OTOP officers would need to study in the

future. The statistical procedures of this part employed frequency distributions and percentages.

2. Data analysis from the interviews

The researcher translated the interviews into English, and coded them for frequency of

responses. The researcher tabulated the data on computer sheets and analyzed the data obtained

by using frequency distributions and percentages.

In summary, study questionnaires were sent to a sample of 40 companies in Thailand

Export Mart in Bangkok. 20 companies of the administrative departments and the 20 companies

of the sales-marketing departments completed the questionnaires. After data collection had been

completed, the data was analyzed in three parts, by computer using SPSS in Parts I and II, and

Part III was hand tabulated both for frequency and percentages by using checklists. The

interviews of the six informants from the 40 were tape recorded, transcribed, and analyzed by

using frequency distributions and percentages. The results and explanation of the findings are

presented in chapter IV.

CHAPTER IV

RESULTS

This chapter presents the results of the study of needs analysis of English usage for the

OTOP officers at Thailand Export Mart in Bangkok. The results were based on the data analyzed

from the returned questionnaires, and interviews with six informants of the OTOP officers at

Thailand Export Mart in Bangkok. The results are presented into two main sections, as follows:

1. The results from the questionnaire

The results obtained from the questionnaire are divided into three main parts as follows:

1.1 Demographics and the needs for English usage at work (Part I)

1.1.1 General information about the OTOP officers

1.1.2 The needs for business English usage

1.1.3 The foreign colleagues at work with the OTOP officers

1.1.4 The needs for five English skills usage

1.2 The needs for five English skills usage at work (Part II)

1.2.1 The present needs for English skills usage by the OTOP officers

1) The needs for English usage in listening

2) The needs for English usage in speaking

3) The needs for English usage in reading

4) The needs for English usage in writing

5) The needs for English usage in translation

36

1.2.2 The future needs for English skills usage by the OTOP officers

1) The future needs for English usage in listening

2) The future needs for English usage in speaking

3) The future needs for English usage in reading

4) The future needs for English usage in writing

5) The future needs for English usage in translation

1.3 Perceived adequacy of the OTOP officers/ previous English proficiency

(Part III)

1.3.1 English training programs that the OTOP officers have already

had

1.3.2 English training programs that the OTOP officers need to study in

the future

2. The results from the interviews

2.1 Interview data on the needs for English usage of the six informants

1. The results from the questionnaire

1.1 Demographics and the needs for English usage at work (Part I)

1.1.1 General information about the OTOP officers

The OTOP officers of the administrative and sales-marketing

departments at the Thailand Export Mart in Bangkok were asked to provide general information

about the OTOP officers to use English in their work in their departments. The results are shown

in table 1.

37

The Adm

inistrative Departm

ent

Table 1 General information about the OTOP officers using English in their work in the

administrative and sales-marketing departments at Thailand Export Mart

General Information about the OTOP Officers

No. Company Name Product (s) Position (s) Dept.

1

Go-Between

International Co., Ltd. Wooden Gift and Decorative Items

General

Manager

2

All Seasons Innovation

Co., Ltd.

Home Decorative Item, Sand Stone

Product, Ceramics Aroma Product,

Fabric Craft Wooden Craft Manager

3

Thai Gifts Premiums &

Decorative Association

Gift, Premium and Decorative

Products Manager

4

MJ Asian Dynasty Co.,

Ltd.

Furniture (Rattan & Java Weed

Furniture) and Wooden Decorative

Items

Managing

Director

5 Bitz Corner Co., Ltd. Ceramic Products

Managing

Director

6

Thai Exporter and

Manufacturer

Association

Kitchenware, Ceramic Tableware,

Food, Confectionery, Other Products Manager

7

Natura Concept Co.,

Ltd. Spa & Cosmetic Products Officer

8 Siam Wicker Co., Ltd.

Home Decorative Item, Tableware,

Pottery, Garden Accessories, Vine &

Rattan Household Products Manager

9

Be Thai Collection Co.,

Ltd. Wooden Lamp Manager

10

Expert Intertrade Co.,

Ltd.

Kitchenware and Household

Products (Parawood Decorative and

Gift Items), Handicrafts Manager

38

The Adm

inistrative Departm

ent

Table 1 General information about the OTOP officers using English in their work in the

administrative and sales-marketing departments at Thailand Export Mart

No. Company Name Product (s) Position (s) Dept.

11

Eiwlee Industrial Co.,

Ltd.

Wooden Houseware & Flooring,

Kitchenware, Gift & Decorative

Items

Assistant the

Administrative

Section

12 Zinco Living Co., Ltd.

Galvanized Planters, Garden

Object Design

Graphic

Designer

13 SASS Co., Ltd.

Candle Holders, Vases, Home

Decorative Items, Wooden Picture

Frames, Carving, Games,

Chandelier, Natural Body Care

Product, Spa Accessories

General

Manager

14 Pakgoods Co., Ltd. Silk Boxes, Picture Frames Officer

15 G.I. Holding Co., Ltd.

Silk Furnishing Furniture, Silk

Home Decorative Items, Home

Accessories Officer

16

Best & Bright Products

Co., Ltd. Home Textile Products Manager

17

Khaokho Talaypu Co.,

Ltd. Cosmetic Herb / Spa Herb Distributor

18

Thai Intertrader

Association

Iron Scraps Robot, Food,

Handicraft, Other Products General Officer

19

Green Chart Natural

Herbs (Thailand) Co.,

Ltd.

Herb Health Care Products & Spa

Products, Cosmetics Officer

20

Yoohong Import and

Export Co., Ltd.

Table Lamp, Vases, (Tea Light)

Holders, Home Decorative Item Officer

39

The Sales-M

arketin

g Departm

ent

Table 1 General information about the OTOP officers using English in their work in the

administrative and sales-marketing departments at Thailand Export Mart

No. Company Name Product (s) Position (s) Dept.

21 Chamamash Co., Ltd. Cosmetic Herb Products, Health Food

Marketing

Department

Manager

22

Interthai Export

Products Co., Ltd.

Green Tea, Decorative Item /

Handicraft

Export Sales

Department

Manager

23

Amarit Synergy Co.,

Ltd. Beverage / Beer

Export Sales

Department

Manager

24

S.K.I. Ceramics Co.,

Ltd. Porcelain & Ceramics Tableware

Marketing

Officer

25

Brownie Points Co.,

Ltd. Ceramic Tableware, Celadon

Marketing

Officer

26 C.P. Intertrade Co., Ltd.

Rice, Canned Food, Sauce &

Seasoning, Frozen Food Sales Officer

27

K.S.I. International

(Phuket) Co., Ltd.

Home Decorative Item, Candle

Stand & Holder Made by Iron

Handmade Incense / Ceramic Holder

Assistant

Manager of

Marketing

Department

28 Modee Foods Co., Ltd.

Confectionery (Fruit Snacks, Fruit

Puree, Biscuits with Chocolate

Dipping)

Assistant

Manager of

Marketing

Department

29

Exact Intertrade Co.,

Ltd.

Wooden Products (Wooden Gift and

Decorative Items, Vase / Chair,

Wooden Tray), Wood Handicrafts

Export Sales

Officer

40

The Sales-M

arketin

g Departm

ent

Table 1 General information about the OTOP officers using English in their work in the

administrative and sales-marketing departments at Thailand Export Mart

No. Company Name Product (s) Position (s) Dept.

30

Health Herb Products Co.,

Ltd. Cosmetic Products Sales Officer

31 Prima Beauty Co., Ltd.

Aromatherapy & Herbal

Products, Cosmetics & Spa

Products

Assistant

Manager of

Marketing

Department

32

Solocell Intertrader Co.,

Ltd.

Sculpture, Bulb, Solarcell

Lamp Sales Officer

33 Vaniche Co., Ltd.

Cushion, Silk Box, Photo

Frame, Dinning Set Silk

Accessories, Home Decorative

Item, Sterling Silver

Marketing

Director

34 Lotus Crystal Co., Ltd.

Crystalware / Glassware,

Tableware

Marketing

Officer

35 Atsiamsight Co., Ltd.

Wooden Kitchware &

Tableware

Sales-Marketing

Officer

36 S.P.R. Marketing Co., Ltd.

Jewelry, Figurine Glass,

Decorative Item, Spa, Blow

Glass, Home Decorative Item

Marketing

Department

Manager

37 348 Décor Co., Ltd.

Lamps, Vases, Home Leather

Product Sales Manager

38

PK Group (Thailand) Co.,

Ltd.

Ceramics, Thai Silk, Bamboo

Wallet & Java Weed

Marketing

Officer

39 Glascera Limited Ceramic & Mosaic

Sales-Marketing

Officer

40 E.F.A. (Thailand) Co., Ltd. Kitchenware, Tableware Sales Officer

41

Table 1 shows the product types range from OTOP products such as gifts, premium

wooden decorative products, home decorative, wooden houseware & flooring, candle holders,

furniture (rattan & java weed furniture), sand stone product, fabric craft wooden craft, carving,

chandelier, pottery, kitchenware, ceramic tableware, vine & rattan household products, celadon,

health food, foods, confectionery, spa & cosmetic products, wooden lamps, aromatherapy &

herbal products, green tea, herb health care products, beverages, crystalware, galvanized planters,

cushions, silk boxes, silk furnishing furniture, photo frames, to jewelry, figurines, sculpture, and

Thai silk.

The positions of the informants range from high-level positions such as managing

directors, marketing director, marketing manager, export sales manager, sales manager, general

manager, managers, and assistant managers, to low-level positions such as marketing officer,

sales officer, export sales officer, sales-marketing officer, general officer, graphic designer, and

distributor.

1.1.2 The needs for business English usage

The OTOP officers of the administrative and sales-marketing

departments at Thailand Export Mart were asked about their need for business English, and which

level they used English in their work. The results are shown in table 2.

Table 2 The needs for business English usage by the OTOP officers in the administrative and

sales-marketing departments at Thailand Export Mart

n = 40

The need for business English usage

Department Mean S.D. Level

The administrative department

The sales-marketing department

4.45

4.00

1.05

1.21

Extensively

Extensively

Total 4.23 1.13 Extensively

42

From table 2, the 40 OTOP officers of the administrative and sales-marketing

departments at Thailand Export Mart needed to use business English extensively (mean 4.23).

Both the OTOP officers of the administrative department (mean 4.45) and the sales-marketing

department (mean 4.00) used business English to an extensive degree.

1.1.3 The foreign colleagues at work with the OTOP officers

The OTOP officers of the administrative and sales-marketing

departments at Thailand Export Mart were asked about the foreign colleagues at work with the

OTOP officers. The results are shown in table 3.

Table 3 The foreign colleagues at work with the OTOP officers of the administrative and sales-

marketing departments at Thailand Export Mart

n = 40

The foreign colleagues at work with the OTOP officers

Department Mean S.D. Level

The administrative department

The sales-marketing department

1.15

1.65

0.37

1.23

Never

Rarely

Total 1.40 0.80 Never

Table 3 shows that the 40 OTOP officers of the administrative and sales-marketing

departments at Thailand Export Mart did not have foreign colleagues at their work (mean 1.40).

The OTOP officers of the administrative department did not have foreign colleagues (mean 1.15),

but the sales-marketing department did have foreign colleagues at their work approximately 1 H 2

members (mean 1.65). This may be explained by the fact that the administrative department does

not require foreigners, as compared to the sales-marketing department, because the sales-

marketing department needed to have more contact with foreign customers.

43

1.1.4 The needs for five English skills usage

The OTOP officers of the administrative and sales-marketing

departments at Thailand Export Mart were asked about the total company needs in five English

skills that the OTOP officers used in working. The results are shown in table 4.

Table 4 The needs for five English skills usage by the OTOP officers of the administrative and

sales-marketing departments at Thailand Export Mart

n = 40

The needs for five English skills usage

The Administrative

Department

The Sales-Marketing

Department

Total

Five English Skills

Mean S.D. Mean S.D. Mean S.D.

Reading 4.45 1.00 4.15 1.31 4.30 1.16

Writing 4.25 1.16 3.95 1.39 4.10 1.28

Listening 4.20 1.20 3.95 1.05 4.08 1.13

Speaking 4.20 1.20 3.95 1.00 4.08 1.10

Translation 3.55 1.67 3.85 1.46 3.70 1.57

The results from table 4 reveal that the 40 OTOP officers of the administrative and sales-

marketing departments at Thailand Export Mart used reading skills the most (mean 4.30), then

writing (mean 4.10), listening (mean 4.08), speaking (mean 4.08), and translation (mean 3.70).

The OTOP officers of the administrative department extensively used English skills, reading

(mean 4.45), writing (mean 4.25), listening (mean 4.20), speaking (mean 4.20), and translation

(mean 3.55), which was also the case with the sales-marketing department, reading skills (mean

4.15), writing (mean 3.95), listening (mean 3.95), speaking (mean 3.95), and translation (mean

44

3.85). Thus, the OTOP officers in both departments at Thailand Export Mart used English skills to

an extensive degree. Among the five English skills, reading was used the most, writing second,

listening and speaking third and translation fourth.

1.2 The needs for five English skills usage at work (Part II)

1.2.1 The present needs for English skills usage by the OTOP officers

The OTOP officers of the administrative and sales-marketing departments at

Thailand Export Mart were asked to express their needs for English usage in listening, speaking,

reading, writing, and translation skills. The results are shown in tables 5 H 9.

1) The needs for English usage in listening by the OTOP officers of the

administrative and sales-marketing departments

Table 5 The needs for English usage in listening by the OTOP officers of the administrative and

sales-marketing departments at Thailand Export Mart

n = 40

The needs for English usage in listening

The Administrative

Department

The Sales-Marketing

Department

Total

Listening Skill

Mean S.D. Range Mean S.D. Range Mean S.D. Range

1. Listen to business

conversation

4.15 1.09 1 3.25 1.37 1 3.70 1.23 1

2. Listen to a

meeting report

2.20 1.24 8 2.00 1.26 11 2.10 1.25 10

3. Listen to

telephone calls

3.55 1.28 4 3.00 1.26 6 3.28 1.27 4

45

Table 5 The needs for English usage in listening by the OTOP officers of the administrative and

sales-marketing departments at Thailand Export Mart

The Administrative

Department

The Sales-Marketing

Department

Total

Listening Skill

Mean S.D. Range Mean S.D. Range Mean S.D. Range

4. Listen to academic

presentations

1.85 0.88 12 1.90 1.25 12 1.88 1.07 12

5. Listen to

instructions

2.10 1.25 10 2.55 1.43 9 2.33 1.34 9

6. Listen to follow up

activities

2.45 1.54 7 2.65 1.46 7 2.55 1.50 7

7. Listen to problem

solving

2.20 1.20 9 2.65 1.46 8 2.43 1.33 8

8. Listen to foreigners

speaking

3.80 1.01 2 3.25 1.21 2 3.53 1.11 2

9. Listen to greetings

and introductions

3.30 1.49 5 3.20 1.24 3 3.25 1.37 5

10. Listen to media

information

3.10 1.48 6 3.10 1.48 4 3.10 1.48 6

46

Table 5 The needs for English usage in listening by the OTOP officers of the administrative and

sales-marketing departments at Thailand Export Mart

The Administrative

Department

The Sales-Marketing

Department

Total

Listening Skill

Mean S.D. Range Mean S.D. Range Mean S.D. Range

11. Listen to scholars 1.85 0.88 13 2.20 1.40 10 2.03 1.14 11

12. Listen to

customers

3.70 1.34 3 3.10 1.02 5 3.40 1.18 3

13. Listen to

descriptions of

production processes

1.85 1.23 11 1.80 1.15 13 1.83 1.19 13

Table 5 shows that the OTOP officers of the administrative and sales-marketing

departments extensively used English listening skills at present: listening to business

conversations (mean 3.70), and listening to foreigners speaking (mean 3.53), but they also used

English for other purposes. Listening to customers (mean 3.40), listening to telephone calls (mean

3.28), listening to greetings and introductions (mean 3.25), listening to media information (mean

3.10), and listening to follow up activities (mean 2.55) were moderately used listening skills.

Listening to problem solving (mean 2.43), listening to instructions (mean 2.33), listening to a

meeting report (mean 2.10), listening to scholars (mean 2.03), listening to academic presentations

(mean 1.88), and listening to descriptions of production processes (mean 1.83) were rarely used

listening skills.

47

The OTOP officers of the administrative department extensively used listening skills:

listening to business conversations (mean 4.15), listening to foreigners speaking (mean 3.80),

listening to customers (mean 3.70), and listening to telephone calls (mean 3.55). They moderately

used two items: listening to greetings and introductions (mean 3.30), and listening to media

information (mean 3.10). They also rarely used seven items: listening to follow up activities

(mean 2.45), listening to a meeting report (mean 2.20), listening to problem solving (mean 2.20),

listening to instructions (mean 2.10), listening to academic presentations (mean 1.85), listening to

scholars (mean 1.85), and listening to descriptions of production processes (mean 1.85).

While the OTOP officers of the sales-marketing departments moderately used listening

skills: listening to business conversations (mean 3.25), listening to foreigners speaking (mean

3.25), listening to greetings and introductions (mean 3.20), listening to media information (mean

3.10), listening to customers (mean 3.10), listening to telephone calls (mean 3.00), listening to

follow up activities (mean 2.65), listening to problem solving (mean 2.65), and listening to

instructions (mean 2.55). They rarely used four items as well: listening to scholars (mean 2.20),

listening to a meeting report (mean 2.00), listening to academic presentations (mean 1.90), and

listening to descriptions of production processes (mean 1.80).

Thus, the OTOP officers in both departments used listening to business conversations the

most, as indicated by the fact that these items were extensively and moderately used English

listening skills respectively. Listening to descriptions of production processes and listening to

academic presentations were rarely used in both departments.

2) The needs for English usage in speaking by the OTOP officers of the

administrative and sales-marketing departments

48

Table 6 The needs for English usage in speaking by the OTOP officers of the administrative and

sales-marketing departments at Thailand Export Mart

n = 40

The needs for English usage in speaking

The Administrative

Department

The Sales-Marketing

Department

Total

Speaking Skill

Mean S.D. Range Mean S.D. Range Mean S.D. Range

1. Welcoming,

greeting, and giving

introductions

3.90 1.33 1 3.25 1.21 2 3.58 1.27 1

2. Thanking 3.75 1.37 4 3.20 1.20 5 3.48 1.29 4

3. Briefing and

presenting

2.80 1.40 10 2.65 1.46 10 2.73 1.43 10

4. Talking about

production processes

2.20 1.28 11 2.55 1.50 11 2.38 1.39 11

5. Giving descriptions

of goods and services

3.80 1.24 3 3.20 1.15 6 3.50 1.20 3

6. Providing business

clarification

3.50 1.24 7 3.25 1.25 4 3.38 1.25 7

7. Talking to

persuade

3.35 1.46 8 3.00 1.26 8 3.18 1.36 8

49

Table 6 The needs for English usage in speaking by the OTOP officers of the administrative and

sales-marketing departments at Thailand Export Mart

The Administrative

Department

The Sales-Marketing

Department

Total

Speaking Skill

Mean S.D. Range Mean S.D. Range Mean S.D. Range

8. Talking for

business negotiations

3.25 1.29 9 2.90 1.37 9 3.08 1.33 9

9. Telephoning 3.70 1.42 5 3.10 1.21 7 3.40 1.32 6

10. Conversation with

foreigners

3.85 1.23 2 3.30 1.08 1 3.58 1.16 2

11. Speaking or

reporting in meetings

1.70 1.08 14 2.00 1.49 15 1.85 1.29 14

12. Describing office

routine and duties

1.95 1.05 12 2.30 1.46 12 2.13 1.26 12

13. Interviewing 1.40 0.60 16 2.05 1.47 14 1.73 1.04 16

14. Taking quotations 3.65 1.31 6 3.25 1.33 3 3.45 1.32 5

15. Discussing

payment letters

1.70 1.03 15 2.00 1.49 16 1.85 1.26 15

16. Public speaking 1.95 1.32 13 2.10 1.52 13 2.03 1.42 13

50

As illustrated in table 6, the OTOP officers of the administrative and sales-marketing

departments extensively used speaking skills at present: welcoming, greeting, and giving

introductions (mean 3.58), conversation with foreigners (mean 3.58), giving descriptions of goods

and services (mean 3.50). They used the other speaking skills moderately: thanking (mean 3.48),

taking quotations (mean 3.45), telephoning (mean 3.40), providing business clarification (mean

3.38), talking to persuade (mean 3.18), talking for business negotiations (mean 3.08), briefing and

presenting (mean 2.73). Talking about production processes (mean 2.38), describing office

routine and duties (mean 2.13), public speaking (mean 2.03), speaking or reporting in meetings

(mean 1.85), discussing payment letters (mean 1.85), and interviewing (mean 1.73) were rarely

used speaking skills.

The OTOP officers of the administrative departments extensively used speaking skills:

welcoming, greeting, and giving introductions (mean 3.90), conversation with foreigners (mean

3.85), giving descriptions of goods and services (mean 3.80), thanking (mean 3.75), telephoning

(mean 3.70), taking quotations (mean 3.65), and providing business clarification (mean 3.50).

They moderately used three items: talking to persuade (mean 3.35), talking for business

negotiations (mean 3.25), briefing and presenting (mean 2.80). They also rarely used five items:

talking about production processes (mean 2.20), describing office routine and duties (mean 1.95),

public speaking (mean 1.95), speaking or reporting in meetings (mean 1.70), and discussing

payment letters (mean 1.70). They never used English for interviewing (mean 1.40).

The OTOP officers of the sales-marketing departments moderately used speaking skills:

conversation with foreigners (mean 3.30), welcoming, greeting, and giving introductions (mean

3.25), providing business clarification (mean 3.25), taking quotations (mean 3.25), thanking

(mean 3.20), giving descriptions of goods and services (mean 3.20), telephoning (mean 3.10),

talking to persuade (mean 3.00), talking for business negotiations (mean 2.90), briefing and

presenting (mean 2.65), and talking about production processes (mean 2.55). They also rarely

used five items: describing office routine and duties (mean 2.30), public speaking (mean 2.10),

interviewing (mean 2.05), speaking or reporting in meetings (mean 2.00), and discussing payment

letters (mean 2.00).

The OTOP officers of the administrative departments extensively used English speaking

skills for welcoming, greeting and giving introductions, and conversation with foreigners the

51

second. But the sales-marketing departments used conversation with foreigners the first, and

welcoming, greeting, and giving introductions was second (to a moderate degree). And the OTOP

officers of the administrative departments never used English for interviewing.

3) The needs for English usage in reading by the OTOP officers of the

administrative and sales-marketing departments

Table 7 The needs for English usage in reading by the OTOP officers of the administrative and

sales-marketing departments at Thailand Export Mart

n = 40

The needs for English usage in reading

The Administrative

Department

The Sales-Marketing

Department

Total

Reading Skill

Mean S.D. Range Mean S.D. Range Mean S.D. Range

1. Business letters 3.65 1.53 3 3.40 1.67 3 3.53 1.60 3

2. Public letters 1.75 1.02 15 2.35 1.39 14 2.05 1.21 14

3. Social / Invitation

letters

2.50 1.10 12 2.55 1.50 12 2.53 1.30 12

4. Reports 2.60 1.31 10 2.65 1.46 11 2.63 1.39 11

5. Contract

documents

2.55 1.50 11 2.75 1.55 8 2.65 1.53 9

6. Goods and service

description

3.25 1.45 6 3.20 1.40 4 3.23 1.43 5

52

Table 7 The needs for English usage in reading by the OTOP officers of the administrative and

sales-marketing departments at Thailand Export Mart

The Administrative

Department

The Sales-Marketing

Department

Total

Reading Skill

Mean S.D. Range Mean S.D. Range Mean S.D. Range

7. Descriptions from

manuals and labels

3.40 1.64 5 3.00 1.45 6 3.20 1.55 6

8. Training Programs 2.25 1.41 13 2.50 1.50 13 2.38 1.46 13

9. Academic articles 2.60 1.57 9 2.65 1.57 10 2.63 1.57 10

10. Articles from the

Internet

4.10 1.52 2 4.05 1.43 1 4.08 1.48 1

11. Faxes 3.50 1.57 4 3.20 1.40 5 3.35 1.49 4

12. Job applications 1.85 1.18 14 2.10 1.45 15 1.98 1.32 15

13. Orders /

Instructions

2.75 1.59 8 2.90 1.52 7 2.83 1.56 7

14. Contacting

customers by E-mail

4.30 1.26 1 3.70 1.49 2 4.00 1.38 2

15. Payment letters 1.55 1.00 16 2.05 1.50 16 1.80 1.25 16

16. Inquiry letters 2.75 1.68 7 2.70 1.63 9 2.73 1.66 8

53

As the figures stand in table 7, the OTOP officers of the administrative and sales-

marketing departments extensively used reading skills at present: contacting customers by E-mail

(mean 4.30), reading articles from the Internet (mean 4.10), reading business letters (mean 3.65),

and reading faxes (mean 3.50). But they used the other items to a moderate degree: reading

descriptions from manuals and labels (mean 3.40), reading goods and service descriptions (mean

3.25), reading orders / instructions (mean 2.75), reading inquiry letters (mean 2.75), reading

reports (mean 2.60), reading academic articles (mean 2.60), reading contract documents (mean

2.55), and reading social / invitation letters (mean 2.50). Reading training programs (mean 2.25),

reading job applications (mean 1.85), reading public letters (mean 1.75), and reading payment

letters (mean 1.55) were rarely used reading skills.

The OTOP officers of the administrative departments extensively used reading skills:

contacting customers by E-mail (mean 4.30), reading articles from the Internet (mean 4.10),

reading business letters (mean 3.65), and reading faxes (mean 3.50). They moderately used eight

items: reading descriptions from manuals and labels (mean 3.40), reading goods and service

descriptions (mean 3.25), reading orders / instructions (mean 2.75), reading inquiry letters (mean

2.75), reading reports (mean 2.60), reading academic articles (mean 2.60), reading contract

documents (mean 2.55), and reading social / invitation letters (mean 2.50). They also rarely used

four items: reading training programs (mean 2.25), reading job applications (mean 1.85), reading

public letters (mean 1.75), and reading payment letters (mean 1.55).

The OTOP officers of the sales-marketing departments extensively used reading skills:

reading articles from the Internet (mean 4.05), and contacting customers by E-mail (mean 3.70).

They moderately used eleven items: reading business letters (mean 3.40), reading goods and

service descriptions (mean 3.20), reading faxes (mean 3.20), reading descriptions from manuals

and labels (mean 3.00), reading orders / instructions (mean 2.90), reading contract documents

(mean 2.75), reading inquiry letters (mean 2.70), reading reports (mean 2.65), reading academic

articles (mean 2.65), reading social / invitation letters (mean 2.55), and reading training programs

(mean 2.50). They also rarely used three items: reading public letters (mean 2.35), reading job

applications (mean 2.10), and reading payment letters (mean 2.05).

The OTOP officers in both departments extensively used English reading skills. While

the administrative departments used contacting customers by E-mail first, and reading articles

54

from the Internet second, the sales-marketing departments used reading articles from the Internet

the most, and contacting customers by E-mail second. Reading payment letters was rarely used in

both departments.

4) The needs for English usage in writing by the OTOP officers of the

administrative and sales-marketing departments

Table 8 The needs for English usage in writing by the OTOP officers of the administrative and

sales-marketing departments at Thailand Export Mart

n = 40

The needs for English usage in writing

The Administrative

Department

The Sales-Marketing

Department

Total

Writing Skill

Mean S.D. Range Mean S.D. Range Mean S.D. Range

1. Business letters 3.70 1.53 2 3.35 1.69 2 3.53 1.61 2

2. Public letters 1.60 1.14 18 2.20 1.58 17 1.90 1.36 17

3. Social / Invitation

letters

2.25 1.12 11 2.30 1.56 14 2.28 1.34 12

4. Working reports 2.10 1.41 12 2.45 1.70 11 2.28 1.56 11

5. Contract

documents

2.05 1.61 13 2.45 1.70 12 2.25 1.66 13

6. Product launching 3.15 1.73 3 3.05 1.57 4 3.10 1.65 4

7. E-mails 3.95 1.47 1 3.85 1.50 1 3.90 1.49 1

55

Table 8 The needs for English usage in writing by the OTOP officers of the administrative and

sales-marketing departments at Thailand Export Mart

The Administrative

Department

The Sales-Marketing

Department

Total

Writing Skill

Mean S.D. Range Mean S.D. Range Mean S.D. Range

8. Faxes 3.10 1.77 4 3.20 1.54 3 3.15 1.66 3

9. Minutes / Report

writing

1.85 0.93 14 2.25 1.62 15 2.05 1.28 14

10. Taking notes /

Memoranda

2.95 1.43 6 3.00 1.56 5 2.98 1.50 6

11. Office forms 2.85 1.60 7 2.95 1.47 6 2.90 1.54 7

12. Hire and

application

documents

1.55 1.15 19 2.15 1.63 18 1.85 1.39 19

13. Writing letters

asking for payment

1.60 1.19 16 2.35 1.66 13 1.98 1.43 16

14. Writing

greetings

2.70 1.66 8 2.70 1.59 8 2.70 1.63 8

15. Purchase orders 2.45 1.57 10 2.55 1.64 10 2.50 1.61 10

56

Table 8 The needs for English usage in writing by the OTOP officers of the administrative and

sales-marketing departments at Thailand Export Mart

The Administrative

Department

The Sales-Marketing

Department

Total

Writing Skill

Mean S.D. Range Mean S.D. Range Mean S.D. Range

16. Writing

descriptions of

goods and services

3.05 1.70 5 2.90 1.59 7 2.98 1.65 5

17. Resume writing 1.80 1.28 15 2.25 1.52 16 2.03 1.40 15

18. Visual education

/ Visiting

1.60 1.19 17 2.15 1.60 19 1.88 1.40 18

19. Replying to

inquiry letters

2.55 1.73 9 2.70 1.56 9 2.63 1.65 9

From table 8, the OTOP officers of the administrative and sales-marketing departments

extensively used writing skills at present for E-mails (mean 3.90), and writing business letters

(mean 3.53). They moderately used the other items: writing faxes (mean 3.15), writing product

launching (mean 3.10), writing descriptions of goods and services (mean 2.98), taking notes /

memoranda (mean 2.98), writing office forms (mean 2.90), writing greetings (mean 2.70),

replying to inquiry letters (mean 2.63), and writing purchase orders (mean 2.50). Writing working

reports (mean 2.28), writing social / invitation letters (mean 2.28), writing contract documents

(mean 2.25), minutes / report writing (mean 2.05), resume writing (mean 2.03), writing letters

asking for payment (mean 1.98), writing public letters (mean 1.90), writing for visual education /

57

visiting (mean 1.88), writing hire and application documents (mean 1.85) were rarely used writing

skills.

The OTOP officers of the administrative departments extensively used writing skills:

writing E-mail the most, (mean 3.95), and writing business letters second (mean 3.70), They

moderately used seven items: writing product launching (mean 3.15), writing faxes (mean 3.10),

writing descriptions of goods and services (mean 3.05), taking notes / memoranda (mean 2.95),

writing office forms (mean 2.85), writing greetings (mean 2.70), and replying to inquiry letters

(mean 2.55). They also rarely used ten items: writing purchase orders (mean 2.45), writing social

/ invitation letters (mean 2.25), writing working reports (mean 2.10), writing contract documents

(mean 2.05), minutes / report writing (mean 1.85), resume writing (mean 1.80), writing public

letters (mean 1.60), writing letters asking for payment (mean 1.60), writing for visual education /

visiting (mean 1.60), writing hire and application documents (mean 1.55).

The OTOP officers of the sales-marketing departments extensively used writing skills for

E-mails (mean 3.85). They moderately used nine items: writing business letters (mean 3.35),

writing faxes (mean 3.20), writing product launching (mean 3.05), taking notes / memoranda

(mean 3.00), writing office forms (mean 2.95), writing descriptions of goods and services (mean

2.90), writing greetings (mean 2.70), replying to inquiry letters (mean 2.70), and writing purchase

orders (mean 2.55). They rarely used nine items: writing working reports (mean 2.45), writing

contract documents (mean 2.45), writing letters asking for payment (mean 2.35), writing social /

invitation letters (mean 2.30), minutes / report writing (mean 2.25), resume writing (mean 2.25),

writing public letters (mean 2.20), writing hire and application documents (mean 2.15), and

writing for visual education / visiting (mean 2.15).

The OTOP officers in both departments extensively used English writing skills for E-

mails. Writing business letters by the administrative departments were used to an extensive

degree, but the sales-marketing departments only to a moderate degree.

5) The needs for English usage in translation by the OTOP officers of

the administrative and sales-marketing departments

58

Table 9 The needs for English usage in translation by the OTOP officers of the administrative

and sales-marketing departments at Thailand Export Mart

n = 40

The needs for English usage in translation

The Administrative

Department

The Sales-Marketing

Department

Total

Translation Skill

Mean S.D. Range Mean S.D. Range Mean S.D. Range

1. Letters / Business

documents

2.55 1.79 7 3.10 1.52 5 2.83 1.66 5

2. Reports 1.85 1.35 10 2.70 1.66 8 2.28 1.51 9

3. Contract

documents

1.80 1.36 11 2.40 1.43 11 2.10 1.40 11

4. Descriptions /

Manuals / Labels

2.60 1.60 6 2.80 1.44 6 2.70 1.52 7

5. Faxes 2.50 1.76 8 2.75 1.68 7 2.63 1.72 8

6. Statements 3.15 1.66 3 3.20 1.61 4 3.18 1.64 3

7. Articles from the

Internet

3.15 1.84 2 3.55 1.57 1 3.35 1.71 1

8. Orders /

Quotations

2.60 1.70 5 3.25 1.52 3 2.93 1.61 4

59

Table 9 The needs for English usage in translation by the OTOP officers of the administrative

and sales-marketing departments at Thailand Export Mart

The Administrative

Department

The Sales-Marketing

Department

Total

Translation Skill

Mean S.D. Range Mean S.D. Range Mean S.D. Range

9. Minutes / Report

writing

1.75 1.29 12 2.15 1.53 12 1.95 1.41 12

10. Website

descriptions

2.80 1.82 4 2.65 1.53 10 2.73 1.68 6

11. E-mails 3.20 1.82 1 3.35 1.69 2 3.28 1.76 2

12. Academic

articles

1.85 1.39 9 2.65 1.84 9 2.25 1.62 10

The results from table 9 show that the OTOP officers of the administrative and sales-

marketing departments moderately used translation skills at present: translating articles from the

Internet (mean 3.35), translating E-mails (mean 3.28), translating statements (mean 3.18),

translating orders / quotations (mean 2.93), translating letters / business documents (mean 2.83),

translating website descriptions (mean 2.73), translating descriptions / manuals / labels (mean

2.70), and translating faxes (mean 2.63). Translating reports (mean 2.28), translating academic

articles (mean 2.25), translating contract documents (mean 2.10), and translating minutes / report

writing (mean 1.95) were only rarely used translation skills.

The OTOP officers of the administrative departments moderately used translation skills:

translating E-mails (mean 3.20), translating statements (mean 3.15), translating articles from the

Internet (mean 3.15), translating website descriptions (mean 2.80), translating descriptions /

60

manuals / labels (mean 2.60), translating orders / quotations (mean 2.60), translating letters /

business documents (mean 2.55), and translating faxes (mean 2.50). They rarely used four items:

translating reports (mean 1.85), translating academic articles (mean 1.85), translating contract

documents (mean 1.80), and translating minutes / report writing (mean 1.75).

The OTOP officers of the sales-marketing departments extensively used translating

articles from the Internet the most. They moderately used nine items: translating E-mails (mean

3.35), translating orders / quotations (mean 3.25), translating statements (mean 3.20), translating

letters / business documents (mean 3.10), translating descriptions / manuals / labels (mean 2.80),

translating faxes (mean 2.75), translating reports (mean 2.70), translating website descriptions

(mean 2.65), and translating academic articles (mean 2.65). They rarely used two items:

translating contract documents (mean 2.40), and translating minutes / report writing (mean 2.15).

The OTOP officers in both departments extensively used English translation skills, while

the administrative departments used translating E-mails the most; but the sales-marketing

departments used translating articles from the Internet the most. Translating minutes / reports

writing was rarely used in both departments.

1.2.2 The needs for five English skills usage in the future by the OTOP officers

The needs for five English skills usage in the future by the OTOP officers are

shown next. The OTOP officers were asked to express their future needs for English usage in

estimates for listening, speaking, reading, writing, and translation skills. The results are shown in

tables 10 H 14.

1) The future needs for English usage in listening at work by the OTOP

officers of the administrative and sales-marketing departments

61

Table 10 The future needs for English usage in listening at work by the OTOP officers of the

administrative and sales-marketing departments at Thailand Export Mart

n = 40

The future needs for English usage in listening

The Administrative

Department

The Sales-Marketing

Department

Total

Listening Skill

Mean S.D. Range Mean S.D. Range Mean S.D. Range

1. Listen to business

conversation

4.45 0.76 1 3.75 1.16 3 4.10 0.96 1

2. Listen to a meeting

report

2.80 1.44 9 2.70 1.49 12 2.75 1.47 11

3. Listen to telephone

calls

4.20 0.95 4 3.50 1.15 6 3.85 1.05 5

4. Listen to academic

presentations

2.65 1.27 12 2.65 1.53 13 2.65 1.40 13

5. Listen to

instructions

2.65 1.60 10 3.00 1.45 9 2.83 1.53 9

6. Listen to follow up

activities

3.00 1.69 7 3.25 1.25 7 3.13 1.47 7

7. Listen to problem

solving

2.85 1.53 8 3.10 1.45 8 2.98 1.49 8

62

Table 10 The future needs for English usage in listening at work by the OTOP officers of the

administrative and sales-marketing departments at Thailand Export Mart

The Administrative

Department

The Sales-Marketing

Department

Total

Listening Skill

Mean S.D. Range Mean S.D. Range Mean S.D. Range

8. Listen to foreigners

speaking

4.30 0.80 3 3.65 1.14 4 3.98 0.97 3

9. Listen to greetings

and introductions

3.95 1.36 5 3.80 1.15 1 3.88 1.26 4

10. Listen to media

information

3.70 1.34 6 3.60 1.35 5 3.65 1.35 6

11. Listen to scholars 2.60 1.35 13 2.95 1.61 10 2.78 1.48 10

12. Listen to

customers

4.35 0.75 2 3.80 1.01 2 4.08 0.88 2

13. Listen to

descriptions of

production processes

2.65 1.42 11 2.85 1.46 11 2.75 1.44 12

In table 10 the OTOP officers of the administrative and sales-marketing departments

plan to extensively use English listening skills in the future: listening to business conversation

(mean 4.10), listening to customers (mean 4.08), listening to foreigners speaking (mean 3.98),

63

listening to greetings and introductions (mean 3.88), listening to telephone calls (mean 3.85), and

listening to media information (mean 3.65). Listening to follow up activities (mean 3.13),

listening to problem solving (mean 2.98), listening to instructions (mean 2.83), listening to

scholars (mean 2.78), listening to a meeting report (mean 2.75), listening to descriptions of

production processes (mean 2.75), and listening to academic presentations (mean 2.65) will be

moderately used listening skills.

The OTOP officers of the administrative departments plan to extensively use listening

skills: listening to business conversations (mean 4.45), listening to customers (mean 4.35),

listening to foreigners speaking (mean 4.30), listening to telephone calls (mean 4.20), listening to

greetings and introductions (mean 3.95), and listening to media information (mean 3.70). They

plan to moderately use seven items: listening to follow up activities (mean 3.00), listening to

problem solving (mean 2.85), listening to a meeting report (mean 2.80), listening to academic

presentations (mean 2.65), listening to instructions (mean 2.65), listening to descriptions of

production processes (mean 2.65), and listening to scholars (mean 2.60).

The OTOP officers of the sales-marketing departments plan to extensively use listening

skills: listening to greetings and introductions (mean 3.80), listening to customers (mean 3.80),

listening to business conversations (mean 3.75), listening to foreigners speaking (mean 3.65),

listening to media information (mean 3.60), and listening to telephone calls (mean 3.50). They

plan to moderately use seven items: listening to follow up activities (mean 3.25), listening to

problem solving (mean 3.10), listening to instructions (mean 3.00), listening to scholars (mean

2.95), listening to descriptions of production processes (mean 2.85), listening to a meeting reports

(mean 2.70), and listening to academic presentations (mean 2.65).

The OTOP officers in both departments plan to extensively use English listening skills in

the future. The administrative departments will use listening to business conversations the most,

but the sales-marketing departments will use listening to greetings and introductions the most.

They both plan to use listening to customers, ranked second on the same scale.

2) The future needs for English usage in speaking at work by the OTOP

officers of the administrative and sales-marketing departments

64

Table 11 The future needs for English usage in speaking at work by the OTOP officers of the

administrative and sales-marketing departments at Thailand Export Mart

n = 40

The future needs for English usage in speaking

The Administrative

Department

The Sales-Marketing

Department

Total

Speaking Skill

Mean S.D. Range Mean S.D. Range Mean S.D. Range

1. Welcoming,

greeting, and giving

introductions

4.30 0.98 1 3.70 1.17 2 4.00 1.08 1

2. Thanking 4.15 1.09 5 3.65 1.14 6 3.90 1.12 4

3. Briefing and

presenting

3.30 1.26 10 3.00 1.41 11 3.15 1.34 10

4. Talking about

production processes

2.80 1.47 11 3.00 1.49 10 2.90 1.48 11

5. Giving descriptions

of goods and services

4.20 0.95 3 3.70 1.08 3 3.95 1.02 3

6. Providing business

clarification

4.00 0.92 7 3.75 1.16 1 3.88 1.04 7

7. Talking to

persuade

3.85 1.23 8 3.50 1.24 8 3.68 1.24 8

65

Table 11 The future needs for English usage in speaking at work by the OTOP officers of the

administrative and sales-marketing departments at Thailand Export Mart

The Administrative

Department

The Sales-Marketing

Department

Total

Speaking Skill

Mean S.D. Range Mean S.D. Range Mean S.D. Range

8. Talking for

business negotiations

3.85 0.99 9 3.35 1.35 9 3.60 1.17 9

9. Telephoning 4.20 0.95 4 3.55 1.15 7 3.88 1.05 6

10. Conversation with

foreigners

4.25 0.91 2 3.70 1.08 4 3.98 1.00 2

11. Speaking or

reporting in meetings

2.15 1.27 15 2.75 1.45 13 2.45 1.36 14

12. Describing office

routine and duties

2.65 1.42 12 2.80 1.44 12 2.73 1.43 12

13. Interviewing 2.00 1.12 16 2.60 1.47 15 2.30 1.30 16

14. Taking quotations 4.05 1.15 6 3.70 1.08 5 3.88 1.12 5

15. Discussing

payment letters

2.15 1.35 14 2.60 1.43 16 2.38 1.39 15

16. Public speaking 2.50 1.54 13 2.75 1.41 14 2.63 1.48 13

66

From table 11, the OTOP officers of the administrative and sales-marketing departments

plan to extensively use English speaking skills in the future: welcoming, greeting, and giving

introductions (mean 4.00), conversation with foreigners (mean 3.98), giving descriptions of goods

and services (mean 3.95), thanking (mean 3.90), taking quotations (mean 3.88), telephoning

(mean 3.88), providing business clarification (mean 3.88), talking to persuade (mean 3.68), and

talking for business negotiations (mean 3.60). Other items included: briefing and presenting

(mean 3.15), talking about production processes (mean 2.90), describing office routines and

duties (mean 2.73), and public speaking (mean 2.63) will moderately use speaking skills.

Speaking or reporting in meetings (mean 2.45), discussing payment letters (mean 2.38), and

interviewing (mean 2.30) will rarely use speaking skills.

The OTOP officers of the administrative departments plan to extensively use speaking

skills: welcoming, greeting, and giving introductions (mean 4.30), conversation with foreigners

(mean 4.25), giving descriptions of goods and services (mean 4.20), telephoning (mean 4.20),

thanking (mean 4.15), taking quotations (mean 4.05), providing business clarification (mean

4.00), talking to persuade (mean 3.85), and talking for business negotiations (mean 3.85). They

plan to moderately use four items: briefing and presenting (mean 3.30), talking about production

processes (mean 2.80), describing office routines and duties (mean 2.65), and public speaking

(mean 2.50). Three items they plan to rarely use only: speaking or reporting in meetings (mean

2.15), discussing payment letters (mean 2.15), and interviewing (mean 2.00).

The OTOP officers of the sales-marketing departments plan to extensively use speaking

skills: providing business clarification (mean 3.75), welcoming, greeting, and giving introductions

(mean 3.70), giving descriptions of goods and services (mean 3.70), conversation with foreigners

(mean 3.70), taking quotations (mean 3.70), thanking (mean 3.65), telephoning (mean 3.55), and

talking to persuade (mean 3.50). They plan to moderately use eight items: talking for business

negotiations (mean 3.35), briefing and presenting (mean 3.00), talking about production processes

(mean 3.00), describing office routine and duties (mean 2.80), speaking or reporting in meetings

(mean 2.75), public speaking (mean 2.75), interviewing (mean 2.60), and discussing payment

letters (mean 2.60).

The OTOP officers in both departments also plan to extensively use English speaking

skills in the future. The administrative departments will use welcoming, greeting, and giving

67

introductions the most, but the sales-marketing departments will use it second, whereas providing

business clarification will be their most frequently used speaking skill.

3) The future needs for English usage in reading at work by the OTOP

officers of the administrative and sales-marketing departments

Table 12 The future needs for English usage in reading at work by the OTOP officers of the

administrative and sales-marketing departments at Thailand Export Mart

n = 40

The future needs for English usage in reading

The Administrative

Department

The Sales-Marketing

Department

Total

Reading Skill

Mean S.D. Range Mean S.D. Range Mean S.D. Range

1. Business letters 4.20 1.20 3 3.50 1.50 5 3.85 1.35 3

2. Public letters 2.45 1.43 14 2.90 1.41 14 2.68 1.42 14

3. Social / Invitation

letters

2.75 1.12 13 2.95 1.47 13 2.85 1.30 13

4. Reports 3.15 1.39 9 3.00 1.45 11 3.08 1.42 10

5. Contract

documents

3.05 1.57 11 3.05 1.43 10 3.05 1.50 11

6. Goods and service

description

3.70 1.30 6 3.65 1.14 3 3.68 1.22 6

68

Table 12 The future needs for English usage in reading at work by the OTOP officers of the

administrative and sales-marketing departments at Thailand Export Mart

The Administrative

Department

The Sales-Marketing

Department

Total

Reading Skill

Mean S.D. Range Mean S.D. Range Mean S.D. Range

7. Descriptions from

manuals and labels

3.85 1.53 5 3.50 1.19 6 3.68 1.36 5

8. Training Programs 2.90 1.62 12 3.00 1.45 12 2.95 1.54 12

9. Academic articles 3.10 1.62 10 3.20 1.51 9 3.15 1.57 9

10. Articles from the

Internet

4.35 1.18 2 4.05 1.32 2 4.20 1.25 2

11. Faxes 4.10 1.29 4 3.55 1.28 4 3.83 1.29 4

12. Job applications 2.40 1.50 15 2.75 1.48 15 2.58 1.49 15

13. Orders /

Instructions

3.25 1.68 7 3.25 1.41 8 3.25 1.55 7

14. Contacting

customers by E-mail

4.80 0.62 1 4.10 1.12 1 4.45 0.87 1

15. Payment letters 1.85 1.31 16 2.55 1.64 16 2.20 1.48 16

16. Inquiry letters 3.15 1.76 8 3.30 1.53 7 3.23 1.65 8

69

As the figures shows in table 12, the OTOP officers of the administrative and sales-

marketing departments plan to extensively use English reading skills in the future for contacting

customers with E-mail (mean 4.45), reading articles from the Internet (mean 4.20), reading

business letters (mean 3.85), reading faxes (mean 3.83), reading descriptions from manuals and

labels (mean 3.68), and reading goods and service descriptions (mean 3.68). They plan to

moderately use these reading skills: reading orders / instructions (mean 3.25), reading inquiry

letters (mean 3.23), reading academic articles (mean 3.15), reading reports (mean 3.08), reading

contract documents (mean 3.05), reading training programs (mean 2.95), reading social /

invitation letters (mean 2.85), reading public letters (mean 2.68), and reading job applications

(mean 2.58). Reading payment letters (mean 2.20) will rarely be used.

The OTOP officers of the administrative departments plan to use reading skills

contacting customers with E-mail very extensively (mean 4.80). They also plan to extensively use

five items: reading articles from the Internet (mean 4.35), reading business letters (mean 4.20),

reading faxes (mean 4.10), reading descriptions from manuals and labels (mean 3.85), reading

goods and service descriptions (mean 3.70). They plan to moderately use seven items: reading

orders / instructions (mean 3.25), reading reports (mean 3.15), reading inquiry letters (mean 3.15),

reading academic articles (mean 3.10), reading contract documents (mean 3.05), reading training

programs (mean 2.90), and reading social / invitation letters (mean 2.75). They plan to rarely use

three items: reading public letters (mean 2.45), reading job applications (mean 2.40), and reading

payment letters (mean 1.85).

The OTOP officers of the sales-marketing departments plan to extensively use reading

skills: contacting customers by E-mail (mean 4.10), reading articles from the Internet (mean

4.05), reading goods and service descriptions (mean 3.65), reading faxes (mean 3.55), reading

business letters (mean 3.50), and reading descriptions from manuals and labels (mean 3.50). They

also plan to moderately use ten items: reading inquiry letters (mean 3.30), reading orders /

instructions (mean 3.25), reading academic articles (mean 3.20), reading contract documents

(mean 3.05), reading reports (mean 3.00), reading training programs (mean 3.00), reading social /

invitation letters (mean 2.95), reading public letters (mean 2.90), reading job applications (mean

2.75), and reading payment letters (mean 2.55).

70

The OTOP officers of the administrative departments plan to use English reading skills

contacting customers with E-mail very extensively in the future, but the sales-marketing

departments will also use it to an extensive degree. In both departments they will use reading

articles from the Internet to the same scale. Reading payment letters by the administrative

departments will be used to a rare degree, but the sales-marketing departments will use it to a

moderate degree.

4) The future needs for English usage in writing at work by the OTOP

officers of the administrative and sales-marketing departments

Table 13 The future needs for English usage in writing at work by the OTOP officers of the

administrative and sales-marketing departments at Thailand Export Mart

n = 40

The needs for English usage in writing

The Administrative

Department

The Sales-Marketing

Department

Total

Writing Skill

Mean S.D. Range Mean S.D. Range Mean S.D. Range

1. Business letters 4.20 1.20 2 3.45 1.50 2 3.83 1.35 2

2. Public letters 2.05 1.19 16 2.65 1.60 15 2.35 1.40 16

3. Social / Invitation

letters

2.75 1.21 10 2.80 1.61 13 2.78 1.41 11

4. Working reports 2.45 1.32 12 2.80 1.77 11 2.63 1.55 12

5. Contract

documents

2.35 1.57 13 2.80 1.64 12 2.58 1.61 13

71

Table 13 The future needs for English usage in writing at work by the OTOP officers of the

administrative and sales-marketing departments at Thailand Export Mart

The Administrative

Department

The Sales-Marketing

Department

Total

Writing Skill

Mean S.D. Range Mean S.D. Range Mean S.D. Range

6. Product launching 3.35 1.53 5 3.25 1.37 6 3.30 1.45 6

7. E-mails 4.45 0.95 1 4.00 1.26 1 4.23 1.11 1

8. Faxes 3.45 1.71 3 3.40 1.35 3 3.43 1.53 3

9. Minutes / Report

writing

2.20 1.24 14 2.80 1.58 14 2.50 1.41 14

10. Taking notes /

Memoranda

3.35 1.46 6 3.25 1.48 5 3.30 1.47 5

11. Office forms 3.30 1.53 7 3.30 1.22 4 3.30 1.38 7

12. Hire and

application

documents

1.85 1.14 18 2.65 1.50 16 2.25 1.32 18

13. Writing letters

asking for payment

2.00 1.41 17 2.60 1.47 18 2.30 1.44 17

14. Writing

greetings

3.15 1.66 8 2.90 1.45 9 3.03 1.56 8

72

Table 13 The future needs for English usage in writing at work by the OTOP officers of the

administrative and sales-marketing departments at Thailand Export Mart

The Administrative

Department

The Sales-Marketing

Department

Total

Writing Skill

Mean S.D. Range Mean S.D. Range Mean S.D. Range

15. Purchase orders 2.70 1.53 11 2.85 1.50 10 2.78 1.52 10

16. Writing

descriptions of

goods and services

3.40 1.57 4 3.25 1.37 7 3.33 1.47 4

17. Resume writing 2.10 1.33 15 2.65 1.42 17 2.38 1.38 15

18. Visual education

/ Visiting

1.75 1.16 19 2.50 1.50 19 2.13 1.33 19

19. Replying to

inquiry letters

2.90 1.71 9 3.00 1.45 8 2.95 1.58 9

From table 13, the OTOP officers of the administrative and sales-marketing departments

plan to extensively use English writing skills: writing E-mails (mean 4.23), and writing business

letters (mean 3.83). They plan to moderately use the other items: writing faxes (mean 3.43),

writing descriptions of goods and services (mean 3.33), taking notes / memoranda (mean 3.30),

writing product launching (mean 3.30), writing office forms (mean 3.30), writing greetings (mean

3.03), replying to inquiry letters (mean 2.95), writing purchase orders (mean 2.78), writing social

/ invitation letters (mean 2.78), writing working reports (mean 2.63), writing contract documents

73

(mean 2.58), and minutes / report writing (mean 2.50). Resume writing (mean 2.38), writing

public letters (mean 2.35), writing letters asking for payment (mean 2.30), writing hire and

application documents (mean 2.25), and writing for visual education / visiting (mean 2.13) will

each be rarely used writing skills.

The OTOP officers of the administrative departments plan to extensively use writing

skills: writing E-mails (mean 4.45), and writing business letters (mean 4.20). They also plan to

moderately use nine items: writing faxes (mean 3.45), writing descriptions of goods and services

(mean 3.40), writing product launching (mean 3.35), taking notes / memoranda (mean 3.35),

writing office forms (mean 3.30), writing greetings (mean 3.15), replying to inquiry letters (mean

2.90), writing social / invitation letters (mean 2.75), and writing purchase orders (mean 2.70).

They plan to rarely use eight items: writing working reports (mean 2.45), writing contract

documents (mean 2.35), minutes / report writing (mean 2.20), resume writing (mean 2.10),

writing public letters (mean 2.05), writing letters asking for payment (mean 2.00), writing hire

and application documents (mean 1.85), and writing for visual education / visiting (mean 1.75).

The OTOP officers of the sales-marketing departments plan to write E-mails (mean 4.00)

to an extensive degree. They also plan to moderately use eighteen items: writing business letters

(mean 3.45), writing faxes (mean 3.40), writing office forms (mean 3.30), writing product

launching (mean 3.25), taking notes / memoranda (mean 3.25), writing descriptions of goods and

services (mean 3.25), replying to inquiry letters (mean 3.00), writing greetings (mean 2.90),

writing purchase orders (mean 2.85), writing social / invitation letters (mean 2.80), writing

working reports (mean 2.80), writing contract documents (mean 2.80), minutes / report writing

(mean 2.80), writing public letters (mean 2.65), writing hire and application documents (mean

2.65), resume writing (mean 2.65), writing letters asking for payment (mean 2.60), and writing for

visual education / visiting (mean 2.50).

The OTOP officers in both departments plan to extensively use English writing skills.

Writing E-mails is the highest priority. Second, the administrative departments plan to write

business letters to an extensive degree, but the sales-marketing departments plan to use it to a

moderate degree. The administrative departments will use writing for visual education / visiting

to a rare degree, but the sales-marketing departments will use it to a moderate degree.

74

5) The future needs for English usage in translation at work by the

OTOP officers of the administrative and sales-marketing departments

Table 14 The future needs for English usage in translation at work by the OTOP officers of the

administrative and sales-marketing departments at Thailand Export Mart

n = 40

The future needs for English usage in translation

The Administrative

Department

The Sales-Marketing

Department

Total

Translation Skill

Mean S.D. Range Mean S.D. Range Mean S.D. Range

1. Letters / Business

documents

2.95 1.73 6 3.25 1.45 5 3.10 1.59 6

2. Reports 2.30 1.53 9 3.00 1.56 9 2.65 1.56 9

3. Contract

documents

2.25 1.48 11 2.90 1.41 11 2.58 1.45 11

4. Descriptions /

Manuals / Labels

2.95 1.61 7 3.20 1.47 6 3.08 1.54 7

5. Faxes 2.85 1.73 8 3.05 1.57 7 2.95 1.65 8

6. Statements 3.50 1.64 3 3.30 1.49 4 3.40 1.57 3

7. Articles from the

Internet

3.55 1.73 2 3.65 1.42 1 3.60 1.58 1

75

Table 14 The future needs for English usage in translation at work by the OTOP officers of the

administrative and sales-marketing departments at Thailand Export Mart

The Administrative

Department

The Sales-Marketing

Department

Total

Translation Skill

Mean S.D. Range Mean S.D. Range Mean S.D. Range

8. Orders /

Quotations

3.10 1.65 5 3.35 1.53 3 3.23 1.59 4

9. Minutes / Report

writing

2.30 1.49 10 2.65 1.63 12 2.48 1.56 12

10. Website

descriptions

3.20 1.77 4 3.05 1.57 8 3.13 1.67 5

11. E-mails 3.65 1.57 1 3.50 1.61 2 3.58 1.59 2

12. Academic

articles

2.25 1.41 12 2.90 1.65 10 2.58 1.53 10

Table 14 indicates that the OTOP officers of the administrative and sales-marketing

departments plan to extensively use English translation skills in the future for translating articles

from the Internet (mean 3.60), and translating E-mails (mean 3.58). They plan to moderately use

the other items: translating statements (mean 3.40), translating orders / quotations (mean 3.23),

translating website descriptions (mean 3.13), translating letters / business documents (mean 3.10),

translating descriptions/ manuals/ labels (mean 3.08), translating faxes (mean 2.95), translating

reports (mean 2.65), translating academic articles (mean 2.58), and translating contract documents

76

(mean 2.58). Translating minutes / report writing (mean 2.48) will be rarely used translation

skills.

The OTOP officers of the administrative departments plan to extensively use translation

skills: translating E-mails (mean 3.65), translating articles from the Internet (mean 3.55), and

translating statements (mean 3.50). They plan to moderately use five items: translating website

descriptions (mean 3.20), translating orders / quotations (mean 3.10), translating letters / business

documents (mean 2.95), translating descriptions / manuals / labels (mean 2.95), and translating

faxes (mean 2.85). They also plan to use only rarely four items: translating reports (mean 2.30),

translating minutes / report writing (mean 2.30), translating contract documents (mean 2.25), and

translating academic articles (mean 2.25).

The OTOP officers of the sales-marketing departments plan to extensively use two

translation skills: translating articles from the Internet (mean 3.65), and translating E-mails (mean

3.50). They plan to moderately use ten items less often: translating orders / quotations (mean

3.35), translating statements (mean 3.30), translating letters / business documents (mean 3.25),

translating descriptions / manuals / labels (mean 3.20), translating faxes (mean 3.05), translating

website descriptions (mean 3.05), translating reports (mean 3.00), translating contract documents

(mean 2.90), translating academic articles (mean 2.90), and translating minutes / report writing

(mean 2.65).

The OTOP officers of the administrative departments plan to extensively use their

English for translating E-mails in the future the most, but the sales-marketing departments will

only use it second most. Translating articles from the Internet by the sales-marketing departments

will use the most often.

The results from tables 5 H 14 show that the OTOP officers of the administrative and

sales-marketing departments at Thailand Export Mart used five English skills that is listening,

speaking, reading, writing, translation respectively to a moderate degree at present, and plan to do

so in the future for their work. The results are shown in table 15.

77

Table 15 The needs for five English skills usage at present and in the future by the OTOP officers

of the administrative and sales-marketing departments at Thailand Export Mart

n = 40

The needs for five English skills usage at present and in the future

The needs to use

English at present

The needs to use

English in the future

Total Five English

Skills

Mean S.D. Range Mean S.D. Range Mean S.D. Range

Listening 2.72 1.42 3 3.34 1.41 1 3.03 1.42 3

Speaking 2.83 1.46 2 3.33 1.38 2 3.08 1.42 1

Reading 2.85 1.57 1 3.29 1.51 3 3.07 1.54 2

Writing 2.57 1.61 5 2.91 1.53 5 2.74 1.57 5

Translation 2.68 1.65 4 3.03 1.59 4 2.85 1.62 4

The results from table 15 reveal that the OTOP officers of the administrative and sales-

marketing departments at Thailand Export Mart plan to use English skills moderately at present

and in the future, using speaking the most (mean 3.08), then reading (mean 3.07), listening (mean

3.03), translation (mean 2.85), and writing (mean 2.74). The OTOP officers plan to use English

skills moderately at present, using reading (mean 2.85), speaking (mean 2.83), listening (mean

2.72), translation (mean 2.68), and writing (mean 2.57). In the future, the OTOP officers plan to

use their English skills moderately, listening (mean 3.34), speaking (mean 3.33), reading (mean

3.29), translation (mean 3.03), and writing (mean 2.91). Thus, the OTOP officers in both

departments will use the five English skills to a moderate degree at present and in the future.

78

1.3 Perceived adequacy of the OTOP officers/ previous English proficiency

(Part III)

The OTOP officers of the administrative and sales-marketing departments at

Thailand Export Mart were asked to express whether their knowledge of English, that they gained

from their formal education and training, was adequate for their job function. The results are

shown in table 16.

Table 16 Perceived adequacy of the OTOP officers/ previous English proficiency of the

administrative and sales-marketing departments at Thailand Export Mart

n = 40

Perceived adequacy of the OTOP officers- previous English proficiency

The Administrative

Department

The Sales-Marketing

Department

Total Previous English

Proficiency

Frequency Percent Frequency Percent Frequency Percent

Adequate 1 5 0 0 1 2.50

Inadequate 9 45 13 65 22 55

Unsure 10 50 7 35 17 42.50

From table 16, only one person (2.50%) among the OTOP officers of the administrative

and sales-marketing departments thought their previous knowledge of English that they gained

from educational institution or various organizations was adequate for their job function, while

55% in the both departments felt it was inadequate, and 42.50% were unsure.

There are 5% of the OTOP officers of the administrative department thought their

English gained from formal education and training was adequate for their job function, but 45%

of the administrative department felt it was inadequate, and 50% were unsure. None of the OTOP

officers from the sales-marketing department felt their English was adequate. 65% of the sales-

79

marketing department thought the knowledge of English they gained from their formal education

and training was inadequate for their job function, and 35% were unsure.

1.3.1 English training programs that the OTOP officers have already

had

The OTOP officers of the administrative and sales-marketing

departments at Thailand Export Mart were asked to comment about the knowledge of English

which they gained from their formal education and training they have already had. The results are

shown in table 17.

Table 17 English training programs that the OTOP officers of the administrative and sales-

marketing departments have already had

n = 40

English training programs that the OTOP officers have already had

The Administrative

Department

The Sales-Marketing

Department

Total English training

programs

Freq. % Range Freq. % Range Freq. % Range

1. Conversation

Training (Speaking

and Listening)

11 55 1 10 50 1 21 52.50 1

2. Business English 11 55 2 6 30 2 17 42.50 2

3. English Training

for Import - Export

3 15 5 3 15 7 6 15 6

80

Table 17 English training programs that the OTOP officers of the administrative and sales-

marketing departments have already had

The Administrative

Department

The Sales-Marketing

Department

Total English training

programs

Freq. % Range Freq. % Range Freq. % Range

4. English that is very

Easy (English made

simple)

1 5 6 4 20 5 5 12.50 7

5. English Translation

for Business

1 5 7 5 25 4 6 15 5

6. Business English

Letter Writing

4 20 3 5 25 3 9 22.50 3

7. English for

Successful Technical

Knowledge

1 5 8 4 20 6 5 12.50 8

8. English for

Enjoyment

4 20 4 3 15 8 7 17.50 4

81

In table 17 shows the formal education and training that the OTOP officers of the

administrative and sales-marketing departments have already had for their work. The top training

has been conversation training (speaking and listening) programs (average of 52.50%).

The list above summarizes the English training programs that the OTOP officers of the

administrative and sales-marketing departments have already had. They have trained the most in

conversation training (speaking and listening) programs, by 55% and 50% respectively, because

they may have contact talking with foreign customers, so it is the basis of English training

programs first.

1.3.2 English training programs that the OTOP officers need to study in

the future

The OTOP officers of the administrative and sales-marketing

departments at Thailand Export Mart indicated the knowledge of English that they gained from

their formal education and training was not adequate for their job function, and explained the

English training programs that they needed. The results are shown in table 18.

Table 18 English training programs that the OTOP officers will need to study in the future in the

administrative and sales-marketing departments

n = 40

English training programs that the OTOP officers will need to study in the future

The Administrative

Department

The Sales-Marketing

Department

Total English training

programs

Freq. % Range Freq. % Range Freq. % Range

1. Conversation

Training (Speaking

and Listening)

7 35 4 12 60 1 19 47.50 2

82

Table 18 English training programs that the OTOP officers will need to study in the future in the

administrative and sales-marketing departments

The Administrative

Department

The Sales-Marketing

Department

Total English training

programs

Freq. % Range Freq. % Range Freq. % Range

2. Business English 9 45 2 10 50 2 19 47.50 3

3. English Training

for Import - Export

6 30 5 9 45 4 15 37.50 5

4. English that is very

Easy (English made

simple)

3 15 7 6 30 8 9 22.50 7

5. English Translation

for Business

8 40 3 8 40 6 16 40 4

6. Business English

Letter Writing

11 55 1 10 50 3 21 52.50 1

7. English for

Successful Technical

Knowledge

5 25 6 9 45 5 14 35 6

8. English for

Enjoyment

2 10 8 7 35 7 9 22.50 8

83

From table 18, the OTOP officers of the administrative and sales-marketing departments

indicated the knowledge of English that they gained from their formal education and training was

not adequate for their job function, and the English training program they needed most was

business English letter writing (average of 52.50%).

The list above shows that the English training program that the OTOP officers of the

administrative department needed most was business English letter writing (55%). The OTOP

officers of the sales-marketing department needed conversation training (speaking and listening)

programs the most (60%). They may need to use English differently because the administrative

department usually contacts customers by e-mails, more often than the sales-marketing

department. The sales-marketing department may contact foreign customers by talking with them

more. Therefore, both departments need English training programs that are appropriate for their

job function.

2. The results from the interviews

Follow-up interviews were conducted to ascertain more details from six OTOP

informants who were from different positions of the administrative and sales-marketing

departments at Thailand Export Mart in Bangkok. The interviewees were asked for their opinions

and their comments on whether what they needed for English usage were common problems. The

data from the interviews are shown below:

2.1 Interview data on the needs for English usage of the six informants

The findings in this section were obtained from answers to ten questions. The

questions asked about the needs for English skill usage in their work, and elicited their opinions

about whether the knowledge of English from their formal educational institution was adequate to

perform their work. The researcher asked what English skills they needed most to use

communicate with foreign customers in their daily work. In conducting business, they were asked

what English training programs that they might need in the future. Finally, the six informants

were asked to talk about the needs for actual English usage that they had encountered while

working. Detailed conclusions from the interviews are given in order in tables 19 H 28:

84

Table 19 Perceived adequacy of the six OTOP informants/ English proficiency at Thailand

Export Mart

n = 6

Perceived adequacy of the six OTOP informants/ English proficiency

The six OTOP informants Frequency Percent

Adequate 3 50

Inadequate 3 50

The results from table 19 show that three of the six informants thought their English

proficiency gained from their formal educational institution was adequate for their work, while

three informants thought their English proficiency was inadequate.

Table 20 The needs for English usage in daily work of the six OTOP informants at Thailand

Export Mart

n = 6

The needs for English usage in daily work of the six OTOP informants

The six OTOP informants Frequency Percent

1. Conversation with customers 3 50

2. Contacting customers by E-mail 2 33.33

3. Giving descriptions of goods and services 2 33.33

4. Resume writing 1 16.66

5. Application documents 1 16.66

6. Working reports 1 16.66

85

Table 20 The needs for English usage in daily work of the six OTOP informants at Thailand

Export Mart

The six OTOP informants Frequency Percent

7. Reporting in meetings 1 16.66

8. Interviewing 1 16.66

From table 20, three of the six informants indicated they used conversation with

customers most in their work. Two interviewees said that they used English skills for contacting

customers by E-mail, and giving descriptions of goods and services. Only one interviewee had

other needs in their job functions such as resume writing, reading or writing application

documents, working reports, reporting in meetings, and interviewing.

Table 21 The English skills needed most to communicate with foreign customers

n = 6

The English skills needed most to communicate with foreign customers

The six OTOP informants Frequency Percent

1. Conversation with customers 6 100

2. Contacting customers by E-mail 5 83.33

3. Making telephone calls 3 50

4. Giving descriptions of goods and services 1 16.66

5. Reporting in meetings 1 16.66

6. Talking for business negotiations 1 16.66

86

The results from table 21 show that all of the six informants used conversation with

customers the most often in their work, while five interviewees said that they used English skills

for contacting customers by E-mail, and three interviewees used English making telephone calls.

Only one of the six informants used English for giving descriptions of goods and services,

reporting in meetings, and business negotiations respectively.

Table 22 The needs for English usage in listening by the six OTOP informants at Thailand Export

Mart

n = 6

The needs for English usage in listening by the six OTOP informants

The six OTOP informants Frequency Percent

1. Listening to business conversations 3 50

2. Listening to telephoning calls 2 33.33

3. Listening to customers speaking 2 33.33

4. Listening to news and music in English 2 33.33

From table 22, we see that three of the six informants used listening to business

conversations in their job function. Two interviewees reported that they used English listening

skills for listening to telephoning calls, listening to customers speaking, and listening to news and

music in English respectively.

87

Table 23 The needs for English usage in speaking by the six OTOP informants at Thailand

Export Mart

n = 6

The needs for English usage in speaking by the six OTOP informants

The six OTOP informants Frequency Percent

1. Conversation with customers 6 100

2. Giving descriptions of goods and services 6 100

3. Making telephone calls 1 16.66

4. Talking about import-export conditions 1 16.66

5. Providing business clarification 1 16.66

6. Taking quotations 1 16.66

From table 23, all of the six informants used English speaking skill for conversations

with customers, by giving descriptions of goods and services the most. Only one of the six

informants felt that she used speaking skill for making telephone calls, talking about import-

export conditions, providing business clarification, and taking quotations respectively.

88

Table 24 The needs for English usage in reading by the six OTOP informants at Thailand Export

Mart

n = 6

The needs for English usage in reading by the six OTOP informants

The six OTOP informants Frequency Percent

1. Reading E-mail 6 100

2. Reading articles from the Internet 2 33.33

3. Reading contract documents 2 33.33

4. Reading business letters 1 16.66

5. Reading business articles 1 16.66

From table 24, all of the six informants used reading English E-mails the most, while two

informants revealed they used English reading skills to read articles from the Internet, and to read

contract documents. One of the six informants felt that he/she occasionally read business letters,

and read business articles respectively.

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Table 25 The needs for English usage in writing by the six OTOP informants at Thailand Export

Mart

n = 6

The needs for English usage in writing by the six OTOP informants

The six OTOP informants Frequency Percent

1. Writing E-mail 4 66.66

2. Writing descriptions of goods and services 2 33.33

3. Writing greetings 1 16.66

4. Writing working reports 1 16.66

5. Writing website descriptions 1 16.66

The results from table 25 show that four of the six informants used English for writing E-

mail most often in their job function. Two informants reported that they used English writing

skills for writing descriptions of goods and services. One of the six informants felt that he/she

rarely used English skill for writing greetings, writing working reports, and writing website

descriptions respectively.

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Table 26 The needs for English usage in translation by the six OTOP informants at Thailand

Export Mart

n = 6

The needs for English usage in translation by the six OTOP informants

The six OTOP informants Frequency Percent

1. Translating E-mail 3 50

2. Translating articles from the Internet 2 33.33

3. Translating contract documents 1 16.66

4. Translating report writing 1 16.66

From table 26, three of the six informants used English for translating E-mail. Two

informants felt that they used English translation skills for translating articles from the Internet.

Only one of the six informants said that he/she used English for translating contract documents,

and translating report writing.

Table 27 Opinions about the perceived adequacy of English proficiency among Thai students

received from their formal educational institution

n = 6

Opinions about the perceived adequacy of English proficiency among Thai students

The six OTOP informants Frequency Percent

Adequate to a moderate degree 4 67

Inadequate 2 33

91

The results from table 27 show that four of the six informants said that the English

proficiency that Thai students gained from their formal educational institution was adequate to a

moderate degree, while two of the six informants said that the English proficiency that Thai

students gained from their formal education was inadequate.

Table 28 English training programs that the six OTOP informants at the Thailand Export Mart

need to study in the future

n = 6

English training programs that they need to study in the future

English training programs Frequency Percent

1. Business English Letter Writing 3 50

2. Conversation Training (Speaking and Listening) 3 50

3. English Training for Business Purposes 2 33.33

4. English Translation for Business 2 33.33

5. English for Business Negotiations 1 16.66

6. English Training of All Four Language Skills 1 16.66

From table 28, the English training programs that the six OTOP informants felt they

needed most were business English letter writing and conversation training (speaking and

listening) programs. This finding may serve as a guide for educational institutions or various

organizations to provide appropriate English training programs for their personnel.

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All the interviewees said they needed additional English training programs because they

had English usage problems. They were actual problems the interviewees had encountered while

working. The interviewees said they encountered problems with customers, which can cause them

communication problems (See in Appendix H). English training programs that they said they

need most would focus on business English training in listening, speaking, reading, writing, and

translation, including learning specific words or technical terms for conducting business

negotiations. It is clear that the interviewees believe better listening and speaking skills that will

be especially necessary for communication in the future.

CHAPTER V

DISCUSSIONS

This chapter�s discussion is divided into two sections, for questionnaire results and semi-

structured interviews. The questionnaire had closed questions consisting of three parts; namely,

the needs for English usage at work, the needs for five English skills usage at present and in their

future work, and perceived adequacy of the OTOP officers� English proficiency for the present

and future. The interviews were open-ended questions that expressed their needs for English skills

to use with foreign customers in their work, and gave their opinion about whether their

knowledge of English from their formal education was adequate for their job function.

Discussion of the questionnaire

Part I

Thailand�s OTOP project encourages village communities to produce and market unique

products and hand-made handicrafts from locally available materials while utilizing local wisdom

and skills handed down from generation to generation (Leicester, 2004). The OTOP project has

been supported by the government in providing advice on production volume, quality control,

packaging, and the design of goods. Thus, OTOP helps people in the village to develop unique

products that can be internationally competitive. In this case, English language skills are of

utmost importance in determining the success of OTOP businesses because English is necessary

in communicating with foreign customers, whether OTOP members worked in high positions or

low positions.

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The results indicated that English is necessary in communicating with foreign customers

to among other things, share the knowledge that the goal of OTOP is to improve the income in the

OTOP village communities to help alleviate rural poverty. In this discussion, needs for English

were described by the OTOP officers from both departments, that they used English skills to an

extensive degree in business. This may be explained because English is important for business,

and it is used as a common language. A common language is one shared by many people from

different countries (Kruse, 1982: 92). English usage at Thailand Export Mart did not happen too

often, when compared with others places such as at Chatuchak Market, the Thai handicraft

department store on Bangkok's Rajdamri Road, the Export Promotion Centre in Chiang Mai, or at

the various exhibitions of OTOP. Perhaps this is because foreign customers visit the other sites

more often than the Thailand Export Mart. However, the use of business English at Thailand

Export Mart is not lower than other places that have regular contact with foreign customers.

This result obviously indicates that the OTOP officers have regular use of business

English during work. As Reinsch (1991: 308) emphasizes, the main purpose of business

communication is that it helps a business to achieve a basic goal and also to maximize profits for

its shareholders. The OTOP officers realize that effective business communication contributes

greatly to organizational success. However, the OTOP officers need the total company to use the

five English skills based on their needs for each skill depending on each job function. The OTOP

officers said they use reading as the first priority over all other skills. It may be that the OTOP

officers use reading the most because they have to contact customers with E-mails in order to sell

products, or to take orders, read articles from the internet, or read reports. So reading is the most

important for them. Also, translation skill was used the least, because the OTOP officers do not

have to use it in their daily work. These results match the findings of Nipa (1980), Usa (1980),

Benjawan (1988), and Suwattananand (1993), who found that reading was used the most.

However, this study does not support the findings of Chitlada (1992), Piyarat (1999) and

Duangchan (2000), Noothongkaew (2005) who found that listening was used the most.

Furthermore, translation was used least in most studies.

95

Part II

The needs of the OTOP officers will be discussed based on what is important for their

job function. Of the four language skills together with translation, the OTOP officers of the

administrative and sales-marketing departments need speaking, reading, and listening more than

they need translation and writing. However, the OTOP officers used reading skill at present as the

first priority over all other skills, but they also plan to use listening skill over all other skills in the

future.

1) Listening

Listening was considered the English skill needed for using English, and they

used listening for business conversations almost as much as when talking to their customers. The

OTOP officers frequently need to listen to foreigners speaking, listen to customers, listen to

telephone calls, listen to greetings and introductions, and listen to media information. This may be

explained by the needs that occur when they have moderately English needs in listening, so they

need more listening improvement for their work. The OTOP officers need this skill to get a clear

understanding of what they are hearing, especially business conversations with foreign customers.

Listening to English helps to train the ears and also improve fluency. So the OTOP officers

should have frequent opportunities to listen to business conversations with foreign customers in

various situations.

2) Speaking

The OTOP officers reported they need to speak English to communicate with

foreign customers on different situations such as welcoming, greeting, and giving introductions,

conversation with foreigners, giving descriptions of goods and services, thanking, taking

quotations, telephoning, providing business clarification, talking to persuade, and talking for

business negotiations. They need to speak English to encourage customers to buy OTOP

products. They need to ask customers details about OTOP products they are interested in, then

give descriptions of goods and services, to declare costs of products, and make business

negotiations. They sometimes need to make telephone calls to customers about making

appointments in meetings. The OTOP officers also need to speak with customers about solving

problems. They expect that they can speak English with foreign customers efficiently in order to

bring profits to their business.

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The OTOP officers rated their need to use their English speaking skill as

moderate. The OTOP officers� significant needs for speaking were the needs to speak English in

conversation with foreign customers while making oral presentations about goods and services.

Speaking English is a more important skill to use, but it was not the OTOP officers� greatest need

because of their limited use of it in their positions. In order to prepare for real work situations in

the future, the OTOP officers will need to practice speaking about giving introductions and

business conversation, which are more relevant to their needs.

3) Reading

Reading was considered important by the OTOP officers because of the need to

read English efficiently at work. Efficient reading depends first of all on having a purpose for

reading. The purpose will usually determine appropriate types of reading and the relevant reading

skill used (Abbot & Wingard, 1981: 83). Reading is a purposeless exercise if the reader has no

idea what the goal is. The appropriate reading strategy for gist and logic, as well as skimming for

details and scanning or intensive reading for main ideas, are determined predominately by the

purpose for the reading (Sucompa, 1998: 103). Yorkey (1982: 145) suggests that though the

subject matter of reading is different, its organization and presentation are similar. It will be

useful for the OTOP officers to consider what reading contains and how to make the most

efficient use of its contents.

The OTOP officers need to read English such as E-mail in contacting customers,

reading articles from the Internet, reading business letters, reading faxes, reading descriptions

from manuals and labels, and reading goods and service description. They need to use the English

reading skill moderately. The OTOP officers reported the frequent need for the use of it. In the

researcher�s view, reading various documents could be of help to the OTOP officers to improve

their reading comprehension, so they could read business documents better and at a faster speed.

However, the OTOP officers need to practice reading various sources more often, because

practicing reading is essential for them as preparation for looking for future jobs.

97

4) Writing

The OTOP officers regard writing as less important. The most frequent need is

to write E-mails to contact customers because it is a popular, quick communication method,

convenient and economical. They also need to write others in English by writing business letters,

writing faxes, writing product launching, writing descriptions of goods and services, taking notes

or memoranda, writing office forms, and writing greetings. They have a moderate need to use the

English writing skill. Writing is reported to be a significant language skill. It also is related to the

reading skill because reading can help people remember vocabulary, and can use it to write

sentences. In the researcher�s view, the OTOP officers need English writing only at a medium

level because some officers did not have the ability to use writing in their job function. However,

they require written English that is correct without ambiguity or errors. Jocobs et al. (1986: 233)

noted that errors may show a lack of respect for the reader. Writing errors causes the reader to

think the writer is poorly educated, unintelligent, and careless (Sucompa, 1998: 100). This will

affect the image of their companies. Therefore, before writing the OTOP officers should ask

themselves the purpose of the communication, to whom, and why they are writing (Abbot &

Wingard, 1981: 167). Then they should construct an outline of their writing and present ideas

effectively.

5) Translation

Translation is a process consisting of replacing a written message or statement in

one language by the same message or statement in another language (Newmark, 1981: 7).

Translation was regarded as least important. The most frequent reported need was to translate E-

mails, then translating statements, translating articles from the Internet, translating website

descriptions, translating descriptions, manuals, and labels, translating business documents, and

translating orders or quotations. But they needed to use English translation skill only moderately.

This may be explained by the fact that they reported they used it least in their daily work. They

sometimes do oral translation work. However, the OTOP officers need to learn general principles

of translation.

Next, the needs of the OTOP officers are discussed based on their needs for the

five English skills at present and in the future as follows:

98

1) The OTOP officers of the administrative and sales-marketing departments at

Thailand Export Mart used five English skills at present to a moderate degree. The results show

that business conversations with foreign customers and welcoming, greeting, and giving

introductions were used most among the listening and speaking skills. This finding may be

because the OTOP officers make contact with foreign customers in direct talks about business,

and because foreigners may wish to visit the OTOP Center to talk about and look for products

because it has many products. These findings also point out that the internet was used most in

reading, writing, and translation because the internet is used worldwide. They also used E-mail

frequently to communicate, and gain much information from the World Wide Web.

2) The OTOP officers plan to use all their English skills in the future to a

moderate degree. It is likely that OTOP officers need to contact foreign customers directly will

increase because more may come to visit the OTOP Center. In the future, the OTOP officers will

need the internet the most in reading, writing, and translation because they use the internet for

communication and as a source for much information, when they conduct search for their work.

Part III

The perceived adequacy of the OTOP officers� previous knowledge of English and their

needs for English training programs are discussed next. Most OTOP officers report they gained

their knowledge of English from their formal education, but it was not adequate to meet the real

needs of their job function, so they can not achieve optimum English usage. This may be

explained by the observation that the OTOP officers have weak competence in business English,

so they need more business English skill practice. Competence is defined as a necessary skill in

business and industry according to a variety of ESP surveys (Hagen, 1992 & Metcalfe, 1991).

Hagen (1992) said the nature and level of those skills will vary according to the responsibilities of

the individual. The findings agree with the studies of Nipa (1980), Usa (1980), Achara (1982),

and Noothongkaew (2005) that the knowledge of English of employees gained from their formal

education and training has not been adequate to perform their job functions effectively. Moreover,

the OTOP officers want to gain more English knowledge than they received from their formal

education and training, so they want to have more English training programs, namely:

99

1) Conversation training (speaking and listening) programs, because they may

contact foreign customers talking in English. The OTOP officers of the sales-marketing

department said what they needed most was conversation training (speaking and listening)

programs.

2) English business letter writing, most OTOP officers reported that they most

needed to attend business English letter writing programs in the future. This was especially true

for the administrative department, who may contact customers with business writing more than

the sales-marketing department. Furthermore, the sales-marketing department may have more

contact with foreign customers through talking. Therefore, they both need the English training

programs that are appropriate for their job function.

This finding should serve as a guide for educational institutions and various other

language training organizations wishing to provide appropriate English training programs for

their employees. And it may be used to develop English training programs later on, so that they

will have more opportunities to practice English.

Discussion of the interviews

In this section, the interview data was discussed to ascertain the results gained from the

questionnaire. Three of the six informants thought their English knowledge gained from their

formal education was inadequate. This may be due to differences in educational background, their

English knowledge background, and their attitudes towards English. They may need to study

more for updating their English knowledge with the latest business words. Most OTOP officers

use English most in conversations with foreign customers when the customers visit their

companies, because they have to use English to present product information to customers, in

meetings, in contacting customers via E-mail and making telephone calls. They said they had to

use English in interacting with their English speaking customers, and they have more

opportunities to practice and improve their English, but they also said that they had encountered

problems, such as misunderstanding customers when they speak too fast, and being unable to give

detailed product descriptions clearly. They would like to be better able to use English and would

100

like to study job-related English language more. Moreover, the OTOP officers also discussed

their need for five English skills usage as follows:

1. Listening

Three of the six informants need to listen to business conversations in their job functions.

This depends on speaking, so if they cannot hear and comprehend, they cannot communicate.

They also should have opportunities to practice their listening skill because they usually

encounter customers in their daily work, such as by listening to customers speaking, and listening

to telephone calls. Listening to news and music in English on T.V. or radio are teaching aids that

can help their listening skill. The OTOP officers find these mediums attractive and motivated to

listen. Tomalin (1986: 10) suggests that radio is a good way of developing listening ability, so

they should use this method to the utmost. This skill may seem easier than the other skills, and it

can serve as a preparation for the other English skills. They can adapt it in the future.

2. Speaking

Most OTOP officers use their speaking skill for conversations with foreign customers

most often, by giving descriptions of goods and services that their customers are interested in.

They also need to speak English to communicate with customers in various situations such as

making telephone calls, talking about import-export conditions, providing business clarification

and taking quotations. Practicing telephone conversations is an important activity for the OTOP

officers. Many oral teaching techniques and tests can be adapted for conversation on the

telephone, e.g. role play, interview, form filling, learner-learner description and recreation, and

passing on a simple message (Underhill, 1987: 37). Talking on the telephone is actually made

more communicative and realistic by the fact that the speaker and hearer cannot see each other

(Sucompa, 1998: 102). Thus, the OTOP officers should have these important skills strengthened

because they may be required to use speaking to communicate with customers fluently. They

have to be able to speak to their customers and should have more speaking practice to ensure their

understanding and ability to communicate efficiently. Telephone speaking practice could serve as

a potential motivator to further develop their competency.

101

3. Reading

Most OTOP officers said their highest priority was reading E-mail because they must be

up-to-date in order to contact and do business with their customers. The OTOP officers also need

to read business articles from the Internet, to read business letters and to read contract documents.

Reading could be improved for the OTOP officers by making the practice more interesting to

them. If they can read well, they can also understand English grammar and usage well. They felt

that their reading was quite satisfactory, but that they could improve in some reading skills. In

other words, reading English should serve as an input to the other necessary skills in which they

feel more confident to use English further. The best way to learn a foreign language is in the

context of real life situations. English language teaching should bring the artificial learning

situations as near as possible to real-life situations (Araby, 1974: 6). For example, reading

practice should sometimes take place outdoors. They felt they could gain more benefit from

reading in preparation for other tasks.

4. Writing

Most OTOP officers said they used writing E-mail to contact foreign customers in their

job function because it is quick, convenient, and economical. The OTOP officers need to learn the

principles of writing as well as English grammar so that they can write English, such as to write

descriptions of goods and services, to write greetings, to write working reports, and to write

website descriptions. Writing is the skill that the informants felt they had their greatest weakness,

because they said they had a rather low writing ability. They do not know how to organize ideas

coherently. They said they could not clearly express ideas in writing, perhaps because writing is

the only skill in which all of the decisive factors (needs, problems, wants, and expectations)

closely correspond to each other (Chirapan, 1937: 140). Thus, they need improvement in writing

more that the other skills and writing practice training was chosen by them to develop their

ability.

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5. Translation

Three informants from the six informants said they used translating E-mail the most in

their job function. The most frequent need of the OTOP officers is to translate articles from the

Internet, to translate contract documents, and to translate report writing. English language should

make translating tasks interesting and motivate informants to learn. This skill is regarded as the

least important, because it is the most difficult skill, and requires a high level of proficiency.

There are translation presentation techniques that can be used for teaching new words to the

informants. They have to find out what a word means, what the rules are for English translation,

and what grammatical collocations are best. Therefore, they need more improvement in this skill

to use English further for their job function.

In commenting upon Thai students in general, most informants said that the skill level of

Thai students of English (gained from formal education and training) was adequate only to a

moderate degree, because they can practice listening and speaking from various media. In the

informants� opinion, paying attention was the most important way for Thai students to learn

English. They said that Thai students should emphasize speaking more, and also should develop

more English basics, but especially they should learn English at a younger age. Thai students

learn English quicker when they have more opportunities to practice English usage outside the

school. Teachers can have an important role in guiding students in the direction of effective

training, which has an emphasis on continuing practice.

The findings from their needs for additional English training programs was business

English letter writing programs, conversation training (speaking and listening) programs, English

training for business purposes programs, English translation for business programs, English for

business negotiations programs, and English training of all four language skills programs, that are

necessary for communication in the future. This finding may serve as a guide for educational

institutions and various other language training organizations in providing appropriate English

training programs for their personnel. Most OTOP officers need the English training programs for

OTOP business to focus on English skill practice more than on learning English skill theory.

However, it is necessary for them to learn the principles of listening for main ideas and logic, the

strategies and psychology for speaking, and principles of reading, writing and translation

103

(Sucompa, 1998: 116). They can apply these principles for English skill usage in their work in the

future.

Summary of this discussion

OTOP officers should be aware of their needs regarding the five English skills: to

communicate with foreign customers, to learn job-related English, to be able to use English in

their daily work, and to address the needs for additional English training programs in the future.

They should try to practice English more and put emphasis on those uses that are actually

appropriate for their job function. Many of the activities necessarily involve more than one skill,

for example, taking note involves listening, oral practice involves both speaking and listening,

reading practice involves writing, and so on (White, 1983: 59). Therefore, English usage has a

very important role in business in Thailand, because Thai businesses need employees who can

speak English well in order to effectively serve their foreign customers.

The greatest need of the OTOP officers is in communicating effectively with foreign

customers that they have encountered a number of problems in their use of English. Their

improvement in English will be based on their understanding of their needs for English and their

attention to learning job-related English. They should provide appropriate English training

programs to develop these skills later on, so they will have more opportunities to practice English.

CHAPTER VI

CONCLUSIONS AND SUGGESTIONS

This chapter presents the summary of the study of needs analysis of English usage for the

OTOP officers at Thailand Export Mart in Bangkok. These suggestions are based upon the

proposed English training programs that should be provided to the OTOP officers, and

recommendations for future studies.

Conclusion of the Study

This needs analysis study was needed to identify English use in working by the OTOP

officers at Thailand Export Mart in Bangkok. This study sought to identify the needs for the five

English skills, the needs for English Training Programs, and the needs for English usage among

interviewees. These findings will hopefully serve a as guideline for recommendations for

educational institutions and various other organizations in providing appropriate effective English

training programs.

Conclusion

The results indicate that many OTOP officers of the administrative and sales-marketing

departments at Thailand Export Mart need to use the five English skills (listening, speaking,

reading, writing, and translation) in their job function.

105

1. Results from the questionnaire

The results from the questionnaires are divided into three parts as follows:

Part I

The results from the first part of the questionnaire indicated that the OTOP

officers of the administrative and sales-marketing departments both needed to use English

extensively. They used reading the most often, writing second, listening third, speaking fourth,

and translation fifth, whether they worked in high positions or low positions. Reading skill was

used the most because the OTOP officers have to contact customers with E-mails in order to sell

products and read articles from the Internet.

Part II

The second part of the questionnaire was divided into the needs for the five

English skills at present and in the future as follows:

1) The OTOP officers of the administrative and sales-marketing

departments used their English skills to a moderate degree at present. Reading was used the most

often, speaking second, listening third, translation fourth, and writing fifth. Reading skill was

used the most often to read E-mail in contacting customers and read articles from the Internet.

English reading skill will be useful for them because they know what reading contains and how to

make the most efficient use of it in business.

2) The OTOP officers of the administrative and sales-marketing

departments plan to use English skills moderately in the future. They will use listening the most,

speaking second, reading third, translation fourth, and writing fifth. They need to use listening for

business conversations almost as much as to great their customers because they need to train their

ears and also improve their fluency to get a clearer understanding of what they are hearing.

Therefore, this part found that the OTOP officers needed to use the five English

skills to a moderate degree at present as well as in the future for their work.

106

Part III

This part of the questionnaire asked most OTOP officers whether the knowledge

they gained English from their formal education was adequate for their job function. Nearly all

indicated that either it was not or they were not sure. Thus, they need additional English training

programs.

1) English training programs that the OTOP officers had already taken

from educational institutions or various other organizations include conversation training

(speaking and listening) and business English programs.

2) English training program that the OTOP officers said they need to

support their work in the future include business English letter writing, conversation training

(speaking and listening), and business English programs.

2. Results from the interviews

The results from the interviews indicate that most OTOP officers use English often in

working with their foreign customers. Three informants from the six informants thought their

English knowledge gained from their formal education was inadequate, because they were unable

to give detailed products and services as English to their customers. Moreover, the six informants

said they need English to communicate with foreign customers in their daily work, namely:

conversing with foreign customers, contacting customers by E-mail, making telephone calls,

giving descriptions of goods and services, participating in business negotiations, reporting in

meetings, writing working reports, and reading business articles from the Internet.

Furthermore, the OTOP officers expressed their opinion that speaking and listening skills

were the essential language skills for their job function, since they have to communicate with

their foreign customers in business negotiations. Thus, both these skills should be emphasized

when taught in the schools and universities especially, when they are young children, so that they

can improve their English proficiency. However, the six informants also said they need additional

English training programs in the future; include business English letter writing and conversation

training (speaking and listening) programs.

107

Recommendations

1. Recommendations for English training programs

1.1 English training program suggestions from the questionnaire

It is concluded that the OTOP officers of the administrative and sales-marketing

departments thought their English training was not adequate for their job function. From the

questionnaire data, the OTOP officers suggested the following English training programs:

1) Conversation training (speaking and listening)

2) Business English

3) Business English letter writing

4) English for enjoyment

5) English translation for business

6) English training for import 7 export

7) English that is very easy (English made simple)

8) English for successful technical knowledge

1.2 English training program suggestions from the interview

From the interview data, the OTOP officers suggested the following English

training programs:

1) Conversation training (speaking and listening)

2) Business English letter writing

3) English training for business purposes

4) English translation for business

5) English for business negotiations

6) English training of all four language skills

108

1.3 Suggestions for English Training Programs based on what the Employees

Used Most.

The researcher recommends that educational institutions and various other

organizations providing effective English training programs should focus on the English

communication needs of business people, and based it upon the employees; needs in their job

function, especially in OTOP business, such as conversation training (speaking and listening)

programs, business English letter writing programs, English training for import 7 export of OTOP

products, English training for OTOP business purposes, English for business negotiation

programs, and other courses.

Therefore, the informants could practice English continuously if English courses

would place more emphasis on business studies, including speaking and listening, especially with

role-plays that provide more opportunities to become familiar with the various real situations in

which English is used to deal with work-related situations. These courses should be taught by the

native speaker and Thai teachers who have work-role experience and the informants will be able

to practice English by dealing with different situations.

2. Recommendations for Further Studies

The present study was carried out on a relatively small scale. It was based on a sample of

only 40 companies at the Thailand Export Mart by using questionnaires with the OTOP officers

of the administrative and sales-marketing departments. Semi-structured interviews were face-to-

face interviews with the six informants, seeking their opinions and assessment of the scope and

purposes of their English skills usage. Due to time limitations for both the researcher and the

informants because the Thailand Export Mart is not a large workplace, future studies could be

performed using larger workplaces on a larger scale.

Further research could be undertaken in-depth about the needs of English skills usage and

the needs for effective business English courses, to identify aspects that need improvement to

enhance English usage by the students. The results could provide new aspects showing increased

improvement in effective English usage. These findings should be considered in relation to the

present study. Shared characteristics of the needs may be identified or selective courses that can

109

be developed for the students. It is recommended that an evaluation of business English training

programs be carried out with various universities that require English. The results would help to

show how successful their methods are.

110

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%20LOEP%20Sentence%20Meaning&orderby

APPENDIX A

QUESTIONNAIRE (ENGLISH VERSION)

Your company name / Product groups name : ����������������������������.

Product of origin���������������������������������������..

Type of products���������������������������������������..

Informant's names (Mr./Mrs./Miss)��������������������������������..

Position�������������������Department�������������������..

Part 1Directions : Please put a ( / ) in the box that best matches your choice for each question.

1.1 People who need to use English at work. How many���? Very extensively Extensively Moderately Rarely Never

1.2 Number of foreigners who work in your department. Number��? 10 or more 5 - 9 3 - 4 1 - 2 None

1.3 How often does your total company use the following English skills?Listening Very extensively Extensively Moderately Rarely Never

Speaking Very extensively Extensively Moderately Rarely Never

Reading Very extensively Extensively Moderately Rarely Never

Writing Very extensively Extensively Moderately Rarely Never

Translation Very extensively Extensively Moderately Rarely Never

Questionnaire for the Administrative Department at the Thailand Export Mart Building on

Ratchadaphisek Road, Bangkok for needs analysis of English Usage for the OTOP officers.

Part 2 Please put a ( / ) mark in the blank that (A.) specifies your needs to use English in the present and (B.) your needs to use

English in the future (shade) in your office.

2.1 Listening

1. Listen to business conversation

2. Listen to a meeting report

3. Listen to telephone calls

4. Listen to academic presentations

5. Listen to instructions

6. Listen to follow up activities

7. Listen to problem solving

8. Listen to foreigners speaking

9. Listen to greetings and introductions

10. Listen to media information

11. Listen to scholars

12. Listen to customers

13. Listen to descriptions of production

processes

Other recommendations��..��.�..

����������������..

����������������..

����������������..

����������������..

A. Your needs to use English in the present B. Your needs to use English in the futureVery

Extensively Extensively Moderately Rarely NeverVery

Extensively Extensively Moderately Rarely Never

2.2 Speaking

1. Welcoming, greeting, and giving

introductions

2. Thanking

3. Briefing and presenting

4. Talking about production processes

5. Giving descriptions of goods and services

6. Providing business clarification

7. Talking to persuade

8. Talking for business negotiations

9. Telephoning

10. Conversation with foreigners

11. Speaking or reporting in meetings

12. Describing office routine and duties

13. Interviewing

14. Taking quotations

15. Discussing about payment letters

16. Public speaking

Other recommendations��..��.�..

����������������..

����������������..

����������������..

����������������..

A. Your needs to use English in the present B. Your needs to use English in the futureVery

Extensively Extensively Moderately Rarely NeverVery

Extensively Extensively Moderately Rarely Never

2.3 Reading

1. Business letters

2. Public letters

3. Social / Invitation letters

4. Reports

5. Contract documents

6. Goods and service description

7. Descriptions from manuals and labels

8. Training courses / Programs

9. Academic articles

10. Articles from the Internet

11. Faxes

12. Job applications

13. Orders / Instructions

14. Contacting customers by E-mail

15. Payment letters

16. Inquiry letters

Other recommendations��..��.�..

����������������..

����������������..

����������������..

����������������..

����������������..

A. Your needs to use English in the present B. Your needs to use English in the futureVery

Extensively Extensively Moderately Rarely NeverVery

Extensively Extensively Moderately Rarely Never

2.4 Writing

1. Business letters

2. Public letters

3. Social / Invitation letters

4. Working reports

5. Contract documents

6. Product launching

7. E-mails

8. Faxes

9. Minutes / Report writing

10. Taking notes / Memoranda

11. Office forms

12. Hire and application documents

13. Writing letters asking for payment

14. Writing greetings

15. Purchase orders

16. Writing descriptions of goods and

services

17. Resume writing

18. Visual education / Visiting

19. Replying to inquiry letters

Other recommendations��..��.�..

����������������..

A. Your needs to use English in the present B. Your needs to use English in the future

Rarely NeverVery

Extensively Extensively Moderately Rarely NeverVery

Extensively Extensively Moderately

2.5 Translation

1. Letters / Business documents

2. Reports

3. Contract documents

4. Descriptions / Manuals / Labels

5. Faxes

6. Statements

7. Articles from the Internet

8. Orders / Quotations

9. Minutes / Report writing

10. Website descriptions

11. E-mails

12. Academic articles

Other recommendations��..��.�..

����������������..

����������������..

����������������..

����������������..

����������������..

����������������..

����������������..

����������������..

����������������..

A. Your needs to use English in the present B. Your needs to use English in the futureVery

Extensively Extensively Moderately Rarely Rarely NeverNever

Very

Extensively Extensively Moderately

Part 3 Please put a ( / ) mark in the blank that reflects your ideas

About your English Usage

3.1 How adequate has your knowledge of English, which you gained from your formal education and training,

been for your job functions?

Adequate

Inadequate

Unsure

3.2 What kinds of English training have you already had?

Conversation Training (Speaking and Listening)

Business English

English Training for Import - Export

English that is very Easy (English made simple)

English Translation for Business

Business English Letter Writing

English for Successful Technical Knowledge

English for Enjoyment

Others Mention : ...............................................................................................

3.2 What kinds of English training do you need?

Conversation Training (Speaking and Listening)

Business English

English Training for Import - Export

English that is very Easy (English made simple)

English Translation for Business

Business English Letter Writing

English for Successful Technical Knowledge

English for Enjoyment

Others Mention : ...............................................................................................

Thank you for your cooperation.

Your company name / Product groups name : ����������������������������.

Product of origin���������������������������������������..

Type of products���������������������������������������..

Informant's names (Mr./Mrs./Miss)��������������������������������..

Position�������������������Department�������������������..

Part 1Directions : Please put a ( / ) in the box that best matches your choice for each question.

1.1 People who need to use English at work. How many���? Very extensively Extensively Moderately Rarely Never

1.2 Number of foreigners who work in your department. Number��? 10 or more 5 - 9 3 - 4 1 - 2 None

1.3 How often does your total company use the following English skills?Listening Very extensively Extensively Moderately Rarely Never

Speaking Very extensively Extensively Moderately Rarely Never

Reading Very extensively Extensively Moderately Rarely Never

Writing Very extensively Extensively Moderately Rarely Never

Translation Very extensively Extensively Moderately Rarely Never

Questionnaire for the Sales-Marketing Department at the Thailand Export Mart Building on

Ratchadaphisek Road, Bangkok for needs analysis of English Usage for the OTOP officers.

Part 2 Please put a ( / ) mark in the blank that (A.) specifies your needs to use English in the present and (B.) your needs to use

English in the future (shade) in your office.

2.1 Listening

1. Listen to business conversation

2. Listen to a meeting report

3. Listen to telephone calls

4. Listen to academic presentations

5. Listen to instructions

6. Listen to follow up activities

7. Listen to problem solving

8. Listen to foreigners speaking

9. Listen to greetings and introductions

10. Listen to media information

11. Listen to scholars

12. Listen to customers

13. Listen to descriptions of production

processes

Other recommendations��..��.�..

����������������..

����������������..

����������������..

����������������..

A. Your needs to use English in the present B. Your needs to use English in the futureVery

Extensively Extensively Moderately Rarely NeverVery

Extensively Extensively Moderately Rarely Never

2.2 Speaking

1. Welcoming, greeting, and giving

introductions

2. Thanking

3. Briefing and presenting

4. Talking about production processes

5. Giving descriptions of goods and services

6. Providing business clarification

7. Talking to persuade

8. Talking for business negotiations

9. Telephoning

10. Conversation with foreigners

11. Speaking or reporting in meetings

12. Describing office routine and duties

13. Interviewing

14. Taking quotations

15. Discussing about payment letters

16. Public speaking

Other recommendations��..��.�..

����������������..

����������������..

����������������..

����������������..

A. Your needs to use English in the present B. Your needs to use English in the futureVery

Extensively Extensively Moderately Rarely NeverVery

Extensively Extensively Moderately Rarely Never

2.3 Reading

1. Business letters

2. Public letters

3. Social / Invitation letters

4. Reports

5. Contract documents

6. Goods and service description

7. Descriptions from manuals and labels

8. Training courses / Programs

9. Academic articles

10. Articles from the Internet

11. Faxes

12. Job applications

13. Orders / Instructions

14. Contacting customers by E-mail

15. Payment letters

16. Inquiry letters

Other recommendations��..��.�..

����������������..

����������������..

����������������..

����������������..

����������������..

A. Your needs to use English in the present B. Your needs to use English in the futureVery

Extensively Extensively Moderately Rarely NeverVery

Extensively Extensively Moderately Rarely Never

2.4 Writing

1. Business letters

2. Public letters

3. Social / Invitation letters

4. Working reports

5. Contract documents

6. Product launching

7. E-mails

8. Faxes

9. Minutes / Report writing

10. Taking notes / Memoranda

11. Office forms

12. Hire and application documents

13. Writing letters asking for payment

14. Writing greetings

15. Purchase orders

16. Writing descriptions of goods and

services

17. Resume writing

18. Visual education / Visiting

19. Replying to inquiry letters

Other recommendations��..��.�..

����������������..

A. Your needs to use English in the present B. Your needs to use English in the future

Rarely NeverVery

Extensively Extensively Moderately Rarely NeverVery

Extensively Extensively Moderately

2.5 Translation

1. Letters / Business documents

2. Reports

3. Contract documents

4. Descriptions / Manuals / Labels

5. Faxes

6. Statements

7. Articles from the Internet

8. Orders / Quotations

9. Minutes / Report writing

10. Website descriptions

11. E-mails

12. Academic articles

Other recommendations��..��.�..

����������������..

����������������..

����������������..

����������������..

����������������..

����������������..

����������������..

����������������..

����������������..

A. Your needs to use English in the present B. Your needs to use English in the futureVery

Extensively Extensively Moderately Rarely Rarely NeverNever

Very

Extensively Extensively Moderately

Part 3 Please put a ( / ) mark in the blank that reflects your ideas

About your English Usage

3.1 How adequate has your knowledge of English, which you gained from your formal education and training,

been for your job functions?

Adequate

Inadequate

Unsure

3.2 What kinds of English training have you already had?

Conversation Training (Speaking and Listening)

Business English

English Training for Import - Export

English that is very Easy (English made simple)

English Translation for Business

Business English Letter Writing

English for Successful Technical Knowledge

English for Enjoyment

Others Mention : ...............................................................................................

3.2 What kinds of English training do you need?

Conversation Training (Speaking and Listening)

Business English

English Training for Import - Export

English that is very Easy (English made simple)

English Translation for Business

Business English Letter Writing

English for Successful Technical Knowledge

English for Enjoyment

Others Mention : ...............................................................................................

Thank you for your cooperation.

APPENDIX B

QUESTIONNAIRE (THAI VERSION)

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APPENDIX C

INTERVIEW QUESTIONS (ENGLISH VERSION)

INTERVIEW QUESTIONS

Needs Analysis of English Usage for the OTOP Officers

at Thailand Export Mart,

in Bangkok

Date: / / Time of interview at ..

Name ..Surname ...

Company name Position .....

1. Do you have enough knowledge of English from your formal institutional education for

using to perform your duty? If not, why not?

2. How do you need to use English in your daily work? Please give some examples.

3. What English skills do you need most to use communicate with foreign customers?

Please explain.

4. How often do you use your English for listening?

5. How do you need to use English for speaking with your customers?

6. For what purpose do you most need English for reading?

7. For what purpose do you use English for your writing to respond to your customers?

8. How often do you need English translation, and for what purpose?

9. In your opinion, do you think Thai students have enough knowledge of English from

their formal institution? If not, why not?

10. In conducting business in the future, what kinds of additional training in English do you

think you will need?

APPENDIX D

INTERVIEW QUESTIONS (THAI VERSION)

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APPENDIX E

LIST OF 80 SHOWROOMS ON THE 2nd . 5th FLOORS

Table A : List of second floor showroom companies

2nd floor showroom (Living and Home)

No. Company Name Product (s)

1 Thai Nam Plastic (Public) Co., Ltd. Leather, PVC and NON PVC

2 Thai SMEs Group for Export Assembly

3 Supoj Thai Bronze Trading Ltd., Part Brass Vases, Lamp, Table

4 Lotus Crystal Co., Ltd. Crystalware / Glassware, Tableware

5 Lotus Crystal International Co., Ltd. Crystalware / Glassware

6

Eiwlee Industrial Co., Ltd.

Wooden Houseware & Flooring, Kitchenware,

Gift & Decorative Items

7 Vassachol Ltd., Part. Artificial Flower, Weaving Plastic Basket

8 Go-Between International Co., Ltd. Wooden Gift and Decorative Items

9

All Seasons Innovation Co., Ltd.

Home Decorative Item, Sand Stone Product,

Ceramics Aroma Product, Fabric Craft Wooden

Craft

10 Bed and Bench Co., Ltd. Teak Wood Flooring, Teak Wood Furniture

11 Thai Gifts Premiums & Decorative

Association Gift, Premium and Decorative Products

12 Best & Bright Products Co., Ltd. Home Textile Products

13 Penny White Co., Ltd. Frames, Vases, Candle Holders

14 Pakgoods Co., Ltd. Silk Boxes, Picture Frames

15 A. Flat Co., Ltd. Decorative Items Furniture and Waterhyacinth

16

MJ Asian Dynasty Co., Ltd.

Furniture (Rattan & Java Weed Furniture) and

Wooden Decorative Items

17

G.I. Holding Co., Ltd.

Silk Furnishing Furniture, Home Accessories,

Silk Home Decorative Items

18 Siam Uited Frame Industry Co., Ltd. Wooden Photo Frame

Table B : List of third floor showroom companies

3rd floor showroom (Fashion and Spa)

No. Company Name Product (s)

1 Orina Co., Ltd. Cosmetic Herb

2 Dilavie Co., Ltd. Fine Jewelry

3 Craft Art Co., Ltd. 925 Sterling Silver Jewelry & Gold

4 K.C. Manufacturing (Thailand)

Co., Ltd. Costume Jewelry, Fashion Accessory

5 Angie and Penny Intertrade Ltd., Part. Cloth, Leather

6 Porpieng Co., Ltd. Spa & Cosmetic

7 Balalama}s Enterprises (Thailand)

Co., Ltd.

Incense Sticks, Perfumed Candles, Perfumed

Oils

8 Natura Concept Co., Ltd. Spa & Cosmetic Products

9 Khaokho Talaypu Co., Ltd. Cosmetic Herb / Spa Herb

10

Doctor Sophon Health Care Co., Ltd.

Sophon Hemorrhoid Capsule, Tonic Capsule,

Shophon Antiasthma Capsule

11 Sutrarak Co., Ltd. Cosmetic Products

12 Chamamash Co., Ltd. Cosmetic Herb Products, Health Food

13 Thai Tex Trend (T3) Co., Ltd. Garment

14

Gavang Co., Ltd.

Fashion Jewelry, Sterling Silver, Total

Fashion Concept

15 Health Herb Products Co., Ltd. Cosmetic Products

16

Prima Beauty Co., Ltd.

Aromatherapy & Herbal Products, Cosmetics

& Spa Products

17 3J Jewelry Co., Ltd. Silver Jewelry

18 A N N D Co., Ltd. Thai Silk, Lady Wear

19 ADP Phrae Group Ltd., Part. Beauty Products

20 Angsana Thai Silk Co., Ltd. Thai Silk Ladies Wear, Thai Silk Fabric

21 Aromist (Thailand) Co., Ltd. Spa Products, Aromatherapy Products

Table C : List of fourth floor showroom companies

4th floor showroom (Kitchen and Food)

No. Company Name Product (s)

1 Green Chart Natural Herbs (Thailand)

Co., Ltd.

Herb Health Care Products & Spa Products,

Cosmetics

2 Thai Exporter and Manufacturer

Association

Kitchenware, Ceramic Tableware,

Confectionery, Food, Other Products

3 Amarit Synergy Co., Ltd. Beverage / Beer

4 Atsiamsight Co., Ltd. Wooden Kitchware & Tableware

5 Biowish International Co., Ltd. Bio Powder, Fiber, Organic, Liquid Enzyme

6

Modee Foods Co., Ltd.

Confectionery (Fruit Snacks, Fruit Puree,

Biscuits with Chocolate Dipping

7 S.K.I. Ceramics Co., Ltd. Porcelain & Ceramics Tableware

8 Interthai Export Products Co., Ltd. Green Tea, Decorative Item / Handicraft

9

Makasan Stainless Steel Co., Ltd.

Cooker hood �Hooth�, Gas Rang �By Hooth�

Stainless Steel Kitchen �By Hooth�

10 Brownie Points Co., Ltd. Ceramic Tableware, Celadon

11 Kamphaensaen Commercial Co., Ltd. Fresh Vegetable and Fruits

12

Thai Intertrader Association

Iron Scraps Robot, Food, Handicraft, Other

Products

13 World Kitchen & Supply Co., Ltd. Food

14 E.F.A. (Thailand) Co., Ltd. Kitchenware, Tableware

15 N.V. Aranyik Co., Ltd. Stainless Steel Household Products

16 David And Louis Co., Ltd. Food

17

C.P. Intertrade Co., Ltd.

Rice, Canned Food, Sauce & Seasoning,

Frozen Food

18

Asiatic Agro Industry Co., Ltd.

Canned Coconut Juice & Milk, Fruit Juice,

Vegetable Juice

19 Flower Food Ltd., Part. Health Food Snacks, Confectionary

Table C : List of fourth floor showroom companies

No. Company Name Product (s)

20 Great Oriental Food Products

Co., Ltd. Canned Fruit and Vegetable

21 Thai Celadon Co., Ltd. Dinnerware, Decorative Items

Table D : List of fifth floor showroom companies

5th floor showroom (Living and Home)

No. Company Name Product (s)

1 Ton-Ya-Tai Co., Ltd. Handicraft

2

K.S.I. International (Phuket) Co.,

Ltd.

Home Decorative Item, Candle Stand & Holder

Made by Iron Handmade Incense / Ceramic

Holder

3 Solocell Intertrader Co., Ltd. Sculpture, Bulb, Solarcell Lamp

4 Glascera Limited Ceramic & Mosaic

5

Siam Wicker Co., Ltd.

Home Decorative Item, Tableware, Pottery,

Garden Accessories, Vine & Rattan Household

Products

6

Yoohong Import and Export Co., Ltd.

Table Lamp, Vases, (Tea Light) Holders, Home

Decorative Item

7 348 Décor Co., Ltd. Lamps, Vases, Home Leather Product

8 Be Thai Collection Co., Ltd. Wooden Lamp

9

Expert Intertrade Co., Ltd.

Kitchenwares and Household Products

(Parawood Decorative and Gift Items),

Handicrafts

10

PK Group (Thailand) Co., Ltd.

Ceramics, Thai Silk, Bamboo Wallet & Java

Weed

11 Bitz Corner Co., Ltd. Ceramic Products

Table D : List of fifth floor showroom companies

No. Company Name Product (s)

12 Phumint Handy Craft Co., Ltd. Resin Products

13 Thai Housewares Trade Association Plastic Household Item

14 Exact Intertrade Co., Ltd.

Wooden Products (Wooden Gift and Decorative

Items, Vase / Chair, Wooden Tray), Wood

Handicrafts

15 Zinco Living Co., Ltd. Galvanized Planters, Garden Object Design

16 Siam Development Supply Ltd., Part. Home Decorative Item

17 S.P.R. Marketing Co., Ltd.

Jewelry, Figurine Glass, Decorative Item, Spa,

Blow Glass, Home Decorative Item

18 Vaniche Co., Ltd.

Cushion, Silk Box, Photo Frame, Dinning Set

Silk Accessories, Home Decorative Item,

Sterling Silver

19 SASS Co., Ltd.

Candle Holders, Vases, Home Decorative

Items, Wooden Picture Frames, Carving,

Games, Chandelier, Natural Body Care Product,

Spa Accessories

20 Korat Sangsuwan Pottery Co., Ltd. Earthenware, Pottery Ware

APPENDIX F

LIST OF 40 SHOWROOMS ON THE 2nd . 5th FLOORS

Table E : The second floor companies included in the sample

2nd floor showroom (Living and Home)

No. Company Name Product (s)

1 Lotus Crystal Co., Ltd. Crystalware / Glassware, Tableware

2

Eiwlee Industrial Co., Ltd.

Wooden Houseware & Flooring,

Kitchenware, Gift & Decorative Items

3 Go-Between International Co., Ltd. Wooden Gift and Decorative Items

4

All Seasons Innovation Co., Ltd.

Home Decorative Item, Sand Stone Product,

Ceramics Aroma Product, Fabric Craft

Wooden Craft

5 Thai Gifts Premiums & Decorative

Association Gift, Premium and Decorative Products

6 Best & Bright Products Co., Ltd. Home Textile Products

7 Pakgoods Co., Ltd. Silk Boxes, Picture Frames

8

MJ Asian Dynasty Co., Ltd.

Furniture (Rattan & Java Weed Furniture) and

Wooden Decorative Items

9

G.I. Holding Co., Ltd.

Silk Furnishing Furniture, Home Accessories

Silk Home Decorative Items

Table F : The third floor companies included in the sample

3rd floor showroom (Fashion and Spa)

No. Company Name Product (s)

1 Natura Concept Co., Ltd. Spa & Cosmetic Products

2 Khaokho Talaypu Co., Ltd. Cosmetic Herb / Spa Herb

3 Chamamash Co., Ltd. Cosmetic Herb Products, Health Food

4 Health Herb Products Co., Ltd. Cosmetic Products

5

Prima Beauty Co., Ltd.

Aromatherapy & Herbal Products, Cosmetics &

Spa Products

Table G : The fourth floor companies included in the sample

4th floor showroom (Kitchen and Food)

No. Company Name Product (s)

1 Green Chart Natural Herbs (Thailand)

Co., Ltd.

Herb Health Care Products & Spa Products,

Cosmetics

2 Thai Exporter and Manufacturer

Association

Kitchenware, Ceramic Tableware, Food,

Confectionery, Other Products

3 Amarit Synergy Co., Ltd. Beverage / Beer

4 Atsiamsight Co., Ltd. Wooden Kitchware & Tableware

5

Modee Foods Co., Ltd.

Confectionery (Fruit Snacks, Fruit Puree,

Biscuits with Chocolate Dipping

6 S.K.I. Ceramics Co., Ltd. Porcelain & Ceramics Tableware

7 Interthai Export Products Co., Ltd. Green Tea, Decorative Item / Handicraft

8 Brownie Points Co., Ltd. Ceramic Tableware, Celadon

9

Thai Intertrader Association

Iron Scraps Robot, Food, Handicraft, Other

Products

10 E.F.A. (Thailand) Co., Ltd. Kitchenware, Tableware

11

C.P. Intertrade Co., Ltd.

Rice, Canned Food, Sauce & Seasoning,

Frozen Food

Table H : The fifth floor companies included in the sample

5th floor showroom (Living and Home)

No. Company Name Product (s)

1 K.S.I. International (Phuket)

Co., Ltd.

Home Decorative Item, Candle Stand & Holder Made

by Iron Handmade Incense / Ceramic Holder

2 Solocell Intertrader Co., Ltd. Sculpture, Bulb, Solarcell Lamp

3 Glascera Limited Ceramic & Mosaic

4

Siam Wicker Co., Ltd.

Home Decorative Item, Tableware, Pottery, Garden

Accessories, Vine & Rattan Household Products

5 Yoohong Import and Export

Co., Ltd.

Table Lamp, Vases, (Tea Light) Holders, Home

Decorative Item

6 348 Décor Co., Ltd. Lamps, Vases, Home Leather Product

7 Be Thai Collection Co., Ltd. Wooden Lamp

8

Expert Intertrade Co., Ltd.

Kitchenwares and Household Products (Parawood

Decorative and Gift Items), Handicrafts

9 PK Group (Thailand) Co., Ltd. Ceramics, Thai Silk, Bamboo Wallet & Java Weed

10 Bitz Corner Co., Ltd. Ceramic Products

11

Exact Intertrade Co., Ltd.

Wooden Products (Wooden Gift and Decorative

Items, Vase / Chair, Wooden Tray), Wood Handicrafts

12 Zinco Living Co., Ltd. Galvanized Planters, Garden Object Design

13

S.P.R. Marketing Co., Ltd.

Jewelry, Figurine Glass, Decorative Item, Spa, Blow

Glass, Home Decorative Item

14

Vaniche Co., Ltd.

Cushion, Silk Box, Photo Frame, Dinning Set Silk

Accessories, Home Decorative Item, Sterling Silver

15

SASS Co., Ltd.

Candle Holders, Vases, Home Decorative Items,

Wooden Picture Frames, Carving, Games, Chandelier,

Natural Body Care Product, Spa Accessories

APPENDIX G

ORGANIZATIONAL CHART

166

Organizational Chart

The chart of the organization of the OTOP Companies is presented in diagram.

Managing Director

General Manager

Account & Finance

Department

Designer

Department

Import-Export

Department

Sales-Marketing

Department

Production

Department

Sales-Marketing Manager

- Sales-Marketing Officer

- Marketing Officer

- Sales Officer

- Export Sales Officer

Diagram 2 Organizational Chart

APPENDIX H

DETAILED INTERVIEWS

The data from the interviews are shown below:

Interviewee 1

Miss Sasithorn Manuchayaphong graduated from the humanities faculty, Chiangmai

University. She studied as an English major. She works at ATSIAMSIGHT Company in the

sales-marketing department. She is the marketing officer of this department.

She reports that she often uses English in working with her customers. She thought the

English knowledge that she gained from her previous educational institutions and business

English training was enough to enable her to perform her job well.

She uses English in working on resume writing, application documents, interviewing, in

meetings, in working reports, in contacting customers with E-mail, and in other ways. She has

practiced business English and idioms by herself by reading books. Her products have high

quality and recognition, so she has used English to present product information to customers,

especially when talking to new customers.

She uses English most to contact by E-mail, make telephone calls and speak to customers

when they visit her company or trade fair. Her biggest problem of English usage is being

misunderstood by customers because she does not understand customers when they speak too fast

or use slang or have unusual accents.

Of the five English skills she uses listening the most to follow business conversations and

to communicate during telephone calls. Second, speaking was used for talking about conversation

with customers, giving descriptions of goods and services, and import-export conditions. Third,

reading was used for E-mails, business articles, and contract documents. Writing was used for

E-mails and writing descriptions of goods and services. Her translation was used to translate

articles from the internet and on contract documents.

In her opinion, Thai students have knowledge of English to a moderate degree, in that

they can listen to TV media and know rules for grammar writing, but they should emphasize

speaking usage more because they are not confident in speaking with foreigners. Students should

develop more English basics and also grammar, because most schools taught grammar to them

but they do not really understand. In the university they should offer a business English course to

teach resume writing, interviewing, and other skills about business, because it is basic for students

leaving for their careers later on.

She thought Chinese should be the third language to have important in the future. At

present China has more roles about production because it is a large country, has large scale

production, low costs and also low hire. In the future, she thinks she will need English training in

English translation for business, and talking for deep business negotiations.

Interviewee 2

Miss Chabakarn Sanuthit graduated from the humanities faculty, Ramkhamhaeng

University. She studied as an English major. She works at C.P. Intertrade Company in the sales-

marketing department. She is the assistant manager of this department.

She often uses English in working with her customers. She thought that the English

knowledge which she had gained from her previous educational study was enough for her job, but

she also wants to study English more from language institutes to develop herself.

She uses English in working to make contact customers. She uses English most in

conversation with customers, especially for providing descriptions of goods and services. She

uses specific words or technical terms about many of the products with her customers. Her main

problem is in contacting customers, because she is the representative between customers and

product supervisors, so she has sometimes been unable to give detailed product descriptions

clearly. After the customers attended goods she has been the coordinator, by contacting customers

with E-mails, telephone calls and other follow up activities.

Of the five English skills, she has used listening most, to listen to customers speaking.

Her speaking was used for conversation with customers by giving descriptions of goods and

services, and making telephone calls. Her reading was used by reading E-mails. And her writing

is used for E-mails. Translation is used for E-mails.

In her opinion, Thai students have a moderate level of English knowledge. She would

like them to learn English at a younger age, by listening to music, watching English TV

programs, and other activities, so that they do not have problems in working with English in the

future. She thought that most schools should have an international curriculum for students,

beginning with nursery school, where the students may watch English cartoons, because they do

not have to be serious to learn in class. They may learn English quicker when they have more

opportunities to practice English. Schools should charge a low school fee so that more the

students can study this curriculum. They should also hire native teachers to teach the students.

She thought Chinese should be third language, because most of her customers were

Chinese people. She needs English training programs for four skills, especially speaking, that will

be necessary for communication in the future.

Interviewee 3

Miss Panjai Yokklin graduated from the jurisprudence faculty, Ramkhamhaeng

University. She works at Thai Intertrader Association in the administrative department. She is the

general officer of this department.

She often uses English in working with her customers. She thought the English

knowledge which she gained from her previous educational institutions was not enough for her

job. She needs to study English more from language institutes to develop herself.

She uses English at work to contact customers that she do not emphasized to talking for

grammar. She uses English most for conversation with customers, and to read E-mails. Her main

problem is listening to conversations with customers, because she does not understand customers

when they speak too fast or have unusual accents.

Of the five English skills, Listening was used the most, listen to business conversations.

Speaking was used second most, for conversations with customers, and giving descriptions of

goods and services. Reading was used third, for E-mails. Writing was not used. Her translation

was used in reading E-mails.

In her opinion, Thai students do not enough English knowledge because they are usually

not ready for English studies. In schools they should have an English listening and speaking

course, to study outside the school for students. They may use many pictures to media of studies.

She thought Japanese and Chinese should be third and fourth languages, because most of

her customers were Japanese and Chinese people. In the future, she will need English training

programs such as English listening courses giving specific words and technical terms for

business.

Interviewee 4

Miss Duangkamol Pattarasirimongkol graduated from the arts faculty, Bangkok

University. She studied as a tourism and hotel management major. She works at Thai Exporter

and Manufacturer Association in the administrative department. She is the manager of this

department.

She often uses English in working with her customers. She thought the English

knowledge which she gained from the previous educational institutions was enough for

approximately 70-80% of the time. She did not study about business, so she needs to study to add

business English to her skills, for updating new things and develop herself by using it in her work

experience.

She uses English at work contacting by others with main E-mail, giving descriptions of

goods and services, and for other purposes. She uses English most in conversation with her

customers when they visit her company. Her main problem was with using specific words or

technical terms for many of the products because she is the representative between the customers

and the product supervisors, so she has been unable to give detailed products clearly. After the

customers attended goods she has been the coordinator between them for basic business

negotiations and for meeting with them. She would then accompany them to resolve negotiations.

The five English skills were used most as follows: listening was used to listen to business

conversations, speaking was for conversation with customers, giving descriptions of goods and

services, and presenting products, reading was for E-mails and articles from the internet, writing

was for E-mails, and translation was used in E-mails.

In her opinion, Thai students have a moderate level of English knowledge, but they are

weak in writing. She thought Thai student}s attention was most important to learn English. In the

university they should have a business English course, to role-play at the outside places because

students learned from real jobs. They are not confident in speaking, because they do not really

understand English, and they fear to make mistakes grammar. She would like students to learn

English young, or as babies in English conversation courses, because they can take it easy to

memorize the language. They are accustomed to use language that they can learn from others

language faster when they have more opportunities to practice English usage better.

She thought Chinese, Korean and Japanese should be the third, fourth, and fifth

languages to have that will be important in the future. She would like to see students learn a third

language when very young to support it as a main subject in all schools. In the future, she will

need English training programs such as English conversation and business English writing.

Interviewee 5

Miss Thidarat Koedphol graduated from the economics faculty, Ramkhamhaeng

University. She studied as a finance major. She works at E.F.A. (Thailand) Company in the sales-

marketing department. She is the sales officer of this department.

She often uses English with her customers and boss because he is from Taiwan and he

speaks English when working with subordinates. She thought the English knowledge that she

gained from her previous educational institutions was not enough for her job. Most jobs used

business English words but she knows only a few words because most schools only taught her

English basics and grammar.

She uses English at work in conversation with her customers and by giving descriptions

of goods and services. She uses English most to read E-mails and for speaking to customer when

they visit her company. Her main problem was listening to conversations with customers, because

she did not always understand customers when they speak too fast or where customers have

heavy accents. She needs to study to add business English and to learn specific words and

technical terms for business, and she needs English listening practice by using various media.

She uses five English skills the most as follows: listening is used to listen to news or

music by listening to English language radio, speaking is used in conversation with customers and

for giving descriptions of goods and services, and her reading is used in E-mails and articles from

the internet. Her writing is not used, and her translation is used in translating articles from the

internet.

In her opinion, all Thai students should have a moderate level of English knowledge and

they should emphasize speaking usage more. It is vital to life. In the university they should have

English programs to emphasize role-plays more than theory. She would like students to learn

English when very young or as babies because they take it easier to memorize language. They are

accustomed to using language because they will have had more opportunities to practice English

usage.

She thought Chinese and French should be third and fourth languages because they will

need to use them at work in the future. In the future, she will need English training programs for

specific words and technical terms for business, business letter writing, English translation, and

conversation training.

Interviewee 6

Miss Kaysorn Srasom graduated from the business administration faculty,

Ramkhamhaeng University. She studied general management as her major. She works at SASS

Company in the administrative department. She is the general manager of this department.

She often uses English in working with her customers. She thought the English

knowledge which she has gained from her previous educational institutions has not been enough

for her job. She practices English usage everyday such as reading a newspaper, E-mails and

listening to music or news.

She uses English in working with four skills, such as interviewing, meeting, writing

reports, contacting customers via E-mail, and for other purposes. She uses English most to contact

via E-mail, make telephone calls and speak to customers when they visit her company. The first

of her problems with English usage was misunderstanding customers, because she could not

understand customers when talking, so she practiced listening more and now she can do it better.

The five English skills she used most are: listening was used for listening to customers,

telephone calls, and listening to news, speaking was used in conversation with customers,

business clarification, talking for quotations, and giving descriptions of goods/services, reading

was used for business letters, E-mails, and contract documents, writing was used for E-mails,

working reports, writing greetings, writing website descriptions, and writing descriptions of

goods/services, and translation was used for report writing.

In her opinion, Thai students do not have enough English knowledge because they cannot

listen to foreign speakers, and are unable to make conversation, but they used good grammar.

However, those who attend to English study can do it by themselves, but they do not want to

practice it. Students always should practice English more, such as reading and listening to the

news, listening to music, or TV news, especially practicing to use various tenses because they use

the present tense most. They should have to study outside places about six months more. They

should also have at least 2 more places because the book they use is for Basic English only, and

not for real life. Teachers should guide students in the direction of effective training that has an

emphasis on continuing the practice.

She thought Japanese or Chinese should be the third language to have, because they are

important in the future for business, especially China because it has more roles about production.

In the future, she will need English training programs such as English writing. She told me at the

end of the interview, "look at all aspects of the problem before you try to solve it."

BIOGRAPHY

NAME Miss Natthaya Khamklin

DATE OF BIRTH June 28, 1981

PLACE OF BIRTH Bangkok

EDUCATIONAL BACKGROUND Christian University of Thailand

(2004 � 2007)

Faculty of Graduate School

Master of Arts (English as a Second

Language)

Walailak University (1999 � 2003)

Faculty of International Business

Management

Bachelor of Business Administration

WORK EXPERIENCE Atsiamsight Co., Ltd.

(2005 � 2006)

Position: Export Officer

SAS Rubber Products Co., Ltd.

(2003 � 2004)

Position: Export Officer