Page 131 - The lraternational Journal of the Royal Society of Thailand.indd

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

Strategies for Teaching English as an EFL in Response to a VUCA World
Teaching English as a foreign language in a VUCA world can present unique

challenges for Thai teachers. The fast-paced and unpredictable nature of the modern
world can also make it difficult for Thai students to stay motivated and engaged in
their language learning, and for Thai teachers to effectively plan and deliver lessons.
However, with the right strategies and techniques, it is possible to create a successful

and dynamic learning environment for Thai students learning English as an EFL.
One effective strategy for teaching English to Thai students in a VUCA world

could be the use of a variety of teaching methods and approaches. By incorporating a
range of activities and techniques, EFL teachers can keep students engaged and
motivated, and help them learn more effectively (Hausberg, 2013).

Moreover, EFL teachers can emphasize soft skills such as innovation, agile
leadership, and others that are essential for students to function effectively in the VUCA

world. It is predicted that the need for social-emotional skills, leadership, and
initiative-taking will increase, along with a greater need for cognitive, creative, and
problem-solving abilities (Nikolic & Milovanovic, 2021). All of these commodities
simply highlight the importance of being a lifelong learner.

Here are suggested approaches:

Collaborative learning

As the new generation has involved more in active and collaborative activities
than the previous generations, it is necessary for teachers to adjust their teaching
methods. Collaborative learning is an educational approach to teaching that involves
groups of learners working together to solve a problem (Laal & Laal, 2012). It is a set
of methods which enables students to work together to achieve a learning goal

(Johnson & Johnson, 2009).

Encouraging students to work together in small groups or pairs tends to provide
a number of advantages in preparing students for VUCA. Through collaboration,
students could tremendously learn from their peers. Besides, they learn how to play
in teams, how to raise a negotiation, or how to express an argument. This is in line with

the Sociocultural Theory (SCT) by Vygotsky (1978), which argues that human learning
takes place through participation in social interaction with knowledgeable others
(Tuvajitt & Soontornwipast, 2017).

Namthip Anantsupamongkul
Savika Varaporn 123