ELT Master’s Programmes in Thailand: Focused Areas and Research Trends

Abstract

The increasing demand for competent users of English and qualified English teachers has accelerated the growth of graduate programmes in English language teaching (ELT). In Thailand, ELT master’s programmes have been serving as a training ground for Thai English teachers for decades. This study explores the focused areas and research trends of Thai ELT master’s programmes. The analyses involved ten ELT master’s programmes offered by ten different universities and 201 master’s theses submitted between the years of 2014 and 2018. Foundation and core courses were categorised into twelve content areas. The findings show that teaching and research methodology courses were the most common areas, indicating that the programmes were not only pedagogical but also research-oriented. In consistence with the international trends of ELT research, the Instructional effects research area still prevails. The number of studies on Assessment and Curriculum/Programme is relatively low compared with the number of courses in such areas. Also discussed are considerations for programme management, lecturers, and students. It is also recommended that all the courses offered be treated as a gateway to research opportunities in addition to teaching practice and professional practice improvement.

Language Education in Emergencies: A Systematic Review

“…Unlike previous trend analyses of language education research (Abdel Latif, 2018;Stapleton & Shao, 2017;Thumvichit, 2020), our analysis did not yield a wide range of research categories because we committed to the broader focuses of research rather than specialised niches. The three research focuses that emerged from open coding covered the studies well.…”