An Exploration of the English Exit Examination Policy in Thai Public Universities

Abstract

ABSTRACT One of the many education reforms in Thailand is a policy aimed at improving English language proficiency among university students. One direction in this policy requires that each university administer a standardized English language test to their students before they graduate, and that the students’ scores should be aligned to the Common European Framework of Reference for Languages (CEFR) or other standards. This research study examined the English exit examination systems in Thailand by analyzing how all 81 public universities have implemented this policy. Secondary sources of data, including official documents, government statistical reports, and related research studies, were collected, and semi-structured interviews via phone were also conducted. Summative content analysis was used to analyze the data. The results showed six approaches for creation and selection of tests for policy implementation. Among these universities, different benchmarks were established. These approaches and benchmarks were developed appropriate to their management readiness and academic contexts. Also, although the policy allows for different standards to be followed, the CEFR is the only one being used. In summary, English exit examinations policy and practice might raise awareness of the importance of English and motivate students to improve their ability, but it is not likely to guarantee expected English proficiency levels.