Page 128 - The lraternational Journal of the Royal Society of Thailand.indd

The International Journal of the Royal Society of Thailand
Volume XV-2023

for instance, revealed that humans typically respond to VUCA situations in both
healthy and unhealthy ways; that means they can perceive uncertainty and
unpredictability as a challenge or a threat. Because of their high level of adaptability,
humans frequently survive in these unpredictable environments (Laukkonen et al,
2019). For governments and policymakers, the question is how to best prepare people

for a future that is becoming more unpredictable as well as how to reduce the dangers
associated with quick and disruptive change.

Challenges of Teaching English to Thai Students in a VUCA World

In recent years, the role of English as a global language and the increasing
demand for English language education have led to a growing demand of English

speakers around the world. Moreover, the breakout of the COVID-19 pandemic
in early 2020 forced an emergency remote teaching (ERT) around the world.
These rapidly changing incidents have caused a number of constraints and challenges

of teaching English. For example, schools have had poor online teaching infrastructure,
experienced problems with teachers’ competencies in the use of technology, and
limited resources to all students (Carrillo & Flores, 2020). Students and teachers did
not receive sufficient preparation in social-emotional competencies that were necessary
for coping with such chaotic environments (Hadar et al, 2020).

In Thailand, teaching English in a VUCA world also faces a number of challenges.

This article discusses the following challenges:

1) The evolving nature of language

One of the main challenges of teaching English in Thai context is the constantly
evolving nature of language. New words, phrases, and expressions are constantly

being introduced, and it can be difficult for teachers to keep up with these changes
(Smith, 2015). In addition, new technologies and platforms are constantly emerging,
which can impact the way English is used and taught (Brown, 2016). This is no
exception to the Thai context.

2) The increasing diversity of Thai students, with varying levels of proficiency and
cultural backgrounds

This requires teachers to be adaptable and flexible in order to meet the diverse
needs of their students. Teachers are advised to use a variety of teaching methods and

materials to accommodate different learning styles and needs (Williams, 2017). Some
Thai students may have preconceptions or stereotypes about English or native English
speakers; such preconceptions can impact their motivation and learning (Smith, 2015).

120 Teaching English in a VUCA World