English Language Competency Development of Tour Guides in Maha Sarakham Province in Preparation for the ASEAN Community by Integrating Three Concept-Centered Instructional Models and Using English in Actual Situations

Abstract

The paper presents only the results of phase 1 of the research project on “English Language Competency Development of Tour Guides in Mahasarakham Province in Preparation for the ASEAN Community by Integrating three Concept-Centered Instructional Models and Using English in Actual Situations”. The major aim of phase 1 is to design and develop an English curriculum for tour guides in Maha Sarakham province by intergarting three concept-centered instructional models: Student-Centered Instruction, Communicative Approach and Teching-Learning-Cycle. The research focused on analyzing English language competency and needs for English competency development of the target groups:  one hundred and seventy one 3^rd  year students of the English Program, Business English Program and Hotel and Tourism Program of Rajabhat Maha Sarakham University in 2015. The English for tour guide curriculum was designed and assessed by five experts in English, curricullum and instruction and tourism. The instrument was three sets of an assessment form and a questionnaire. The statistics used were mean and standard deviation. The research findings showed that  the average English competency of the students in English for tour guides was at a high level. Three high rated items of the competency were  English for tour guides, tourism management, and knowledge of the tourist attractions in Maha Sarakham (X = 3.76, 3.63 and 3.62). One moderate rated item of the competency was English for the tourist attractions in Maha Sarakham province ( = 3.43). Additinally, the overall need of the students for English competency development was at a high level (= 4.07). Eight high rated items of the needs were learning assessment, trainer, importance of English competency development, training method, expected outcome, training period and knowledge of the tourist attractions in Maha Sarakham ( = 4.39  4.31  4.27  4.25  4.23  3.98  3.63 and 3.54) respectively. Regarding the curriculum design and development, the findings revealed that the IOC index of the curriculum was .82. The overall level of the accuracy and appropriateness of the curriculum assessed by the experts was at the highest level ( = 4.66). Seven high rated items of the curriculum was training period, training place, title of curriculum, course description, learning objectives, trainer, and learning activities. In conclusion, the study indicates that the English curriculum is practical and appropriate for English competency development of the students, tourism personnel and tour guides in archeological toursim, cultural tourism, town and community tourism, ecotourism and agrotourism in Maha Sarakham.