CONCLUSION AND
IMPLICATIONS
The findings of this study may have useful
implications for language learners and teachers in the
development of English language learning and
teaching to keep pace with the highly competitive era
of globalization.
The overall proficiency in English of the
subjects in this study was at çintermediateé level, a
relatively low level in terms of the overall results
achieved internationally on the TOEIC. As English
language proficiency is an indicator of career
opportunities in the Thai workforce, such an attained
level of English proficiency may limit the choice of
career open to the subjects of this study. The subjects
might only be able to work in some positions such
as airport information clerk, bookkeeper, hotel head
waiter/waitress/bartender, or shipping and receiving
clerk in the Thai workforce. The average level of the
subjectsû English proficiency suggests that students
generally need to improve their English proficiency
to widen their chances for future careers. Therefore,
teachers, related departments of the university, and
the university need to raise studentsûawareness of the
significance of English proficiency and its importance
in the Thai workforce, and assist the students to
realize the necessity and advantages of having high
levels of English proficiency, particularly, those
students who plan to work for companies or
organizations where English is required.
A significant relationship between the subjectûs
English proficiency and their intrinsic motivation
and attitudes was found, though at a relatively low
level. The implication of this relationship is that
teachers should find any possible teaching techniques
and/or interesting English learning activities that
develop studentsû intrinsic motivation and positive
attitudes towards English language learning to
encourage higher levels of English proficiency.
Utilising the authenticity of English learning activities
by providing English learning tasks which are related
to the studentsû daily lives and requiring them to use
English could be among the potential means. In
addition, the significant relationship between the
subjectsû integrative and instrumental motivation in
the present study could challenge teachers to adapt
their teaching techniques or to create English
learning tasks capable of exploiting the extensive
role played by learnersû motivation and the way in
which this affects learnersû proficiency of English.