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According to Durongphan et al. 1982, Wongsothorn, 2000, Foley, 2005 and Baker, 2008 as cited in Methitam and Chamcharatsri, (2011), the formal English language teaching (ELT) history began in the reign of the King Rama III. ELT was introduced by American missionaries who had brought Western education approaches into the Thai educational system. At that time, there was an increase in the number of Western foreigners for purposes of the colonial agenda, trading and religion. Therefore, the demand for fluent English speakers working as administrators and officials at courthouses was also greater.

King Rama IV was the first King who was able to speak and write in English. He also viewed English as a very important language and that the education taught in the court and monasteries for the sons of royalty and nobility was not sufficient for Thai government officials. For this purpose, a command by the King to modernize the education of the country was stimulated emphasis on English as

System Centre, 2001). Shortly afterwards, English lessons by British, American tutors and Christian missionaries were arranged for his wives, children and royal nobles. One of the well–known English teachers in the court during this period was Anna Leonowen. However, after the death of King Rama IV, Anna was not invited to continue her teaching in the court.

The educational modernization policy was further developed during 1868 to 1910 by King Rama V–the successor to King Rama IV. Owing to the need for well– trained officials in governmental and royal services, the King managed to open the first Thai school in 1871 in the palace in order to provide education to princes and the sons of nobles (Educational Management Information System Centre, 2001). This first school literally was perceived as the „modern‟ school at that period of time because of its established teachers, layout of buildings and a schedule of teaching. As soon as the first Thai school was set up, the Command Declaration on Schooling was issued in 1871 for the purpose of establishing a formal education system during the reign of King Rama V. However, at this period of time, the education system was substantially for the use of aristocrats (Educational Management Information System Centre, 2001). Directly after the first school was established, King Rama V opened an English school in the court. This was a preparation for the princes and court children to further their education overseas. The King also opened several schools for commoners‟ children outside the palace. Furthermore, King Rama V had set up the Education Department in 1887 to inspect the country‟s religious and educational affairs. At the beginning of the department establishment, there were 34 schools located in the metropolitan and provincial areas. There were 1,994 students and 81 teachers including a number of teachers and students in four other advanced schools in the Bangkok metropolis.

Later on, in the reign of King Rama VI, the Compulsory Education Act was issued in 1921. In the national curriculum, English had turned into a mandatory subject for Thai learners after grade 4 as mentioned earlier. At that time, the purpose of English language teaching (ELT) in the view of educational policy makers was to create modern intellectuals or philosophers for the kingdom as well

as to give children an adequate knowledge of English, so that they were able to practice it in the English–speaking classrooms (Aksornkul, 1980 as cited in Methitam and Chamcharatsri, 2011). Apart from that, during the reigns of King Rama VI and King Rama VII (1910–1932), English language teaching was based on „grammar translation‟ and „rote–memorization‟ (Wongsothorn, 2000). The state of the Thai educational system remained the same until 1960. At this turning point, English for and on international communication was highly emphasised and brought into play in the English curriculum. Foley (2005) claims that as a consequence of the Indochina War and the participation of the United States, the „audio–lingual method‟ used by army interpreters was introduced to replace Thai traditional grammar translation and rote–memorization. Eventually, it was found that this method failed to replace the traditional practices as the rote memorization and grammar translation had been deeply infused in the Thai education traditions for a very long time.

With a launch of the new national curricula in 1977 and 1980, learners in higher education were required to take six credits of foreign languages as part of a general education programme (Methitam and Chamcharatsri, 2011). According to Wongsothorn (2000), there were different foreign languages which students could learn such as Japanese, French and German. English was the preferred foreign language amongst Thai students as it became a required subject for Thai students from grade 4 and beyond. At this time, a new teaching approach termed „the communicative approach‟ was proposed and became a new focus in the English language teaching circle of worldwide professionals. Concurrently, the British Council which was an English language teaching agency supported by the British government (Bhatt, 2001) organised training courses in order to help ELT teachers and professionals in Thailand. The British Council also continued free teacher training courses for Thai local teachers until recent years (Methitam and Chamcharatsrit, 2011). In these training courses, a native English speaker with a British accent and 20 local English lecturers attended the session whilst learning different techniques they could apply in their English classes.

In 1996, a new paradigm was initiated so the English subject became mandatory for Thai students from Grade 1, that is; to support the sound learning basis. This shift was carried out in accordance with a development of the English language curriculum based on a new functional–communicative approach (Methitam and Chamcharatsrit, 2011). This paradigm not only provided an opportunity for improvement of English language competency but could also assist students in achieving several aims or goals in studying English. For example, students would be able to communicate with foreigners, acquire new knowledge, use English to further their education, and to apply for well–paid jobs. Although these language teaching patterns designed by native English speakers appeared to be a suitable pathway for the learning and teaching of English for Thai students and non–native teachers, it was claimed that the patterns lacked adequate comprehension of local Thai contexts (Methitam and Chamcharatsrit, 2011).

According to Wongsothorn et al. (2003), the 1999 Education Act and National Education Curriculum introduced in 2002 placed English in the lead position of national intellectual development. As stated by the Ministry of Foreign Affairs (2005), the 1999 Education Act aimed to promote reforms in Thai education so that Thailand could become a „knowledge–based society‟ and a „knowledge– based economy‟ as the following statements from the Act illustrates:

(1) Encourage an establishment of an educational network and system with high standard that can indeed provide advantages to the public in general.

(2) Improve information network and an educational technology system in order to enhance chances for better education to all Thais in metropolitan and provincial districts.

(3) Boost Thailand in taking a leading role and become an educational centre for neighbouring countries.

(4) Advocate an integration of education, culture, religion as well as sports into the training and educational curriculum which will be presented to Thai children and adolescence.

(5) Transform the process of learning to „learning–centred method‟, self–access, and life–long learning education by stressing creativity‟s power, promoting a love of reading, establishing more public–based libraries, learning hubs, and educational means for community‟s usage.

(6) Affirm that „teaching‟ is regarded as an honour, highly admired, and trustworthy career. Improve high–standard educators and teachers who act up to fundamental ethical consideration and its requirements.

(7) Develop the educational curriculum in order to assure that Thai children and teenagers become hard–working, disciplined, and skilful persons.

(Ministry of Foreign Affairs, 2005 as cited in Kirkpatrick, 2012)

Moreover, this English curriculum is also based on 4Cs which are: (1) Culture, (2) Communication, (3) Community, and (4) Connection. The influence of this change impacted on English language teaching as there was also a reform of traditional teacher–centred toward child–centred approaches. The child–centred approach is grounded on child independent work, self–access and autonomous learning. It also requires practical experiences based on the needs of local community.

According to Davis (2014), the wave of educational reform commenced in 1997 coming to a close recently in 2010 has been the most extensive and complex reform period until now. In addition, the Netherlands organization for internationalization in education or EP–Nuffic (2015) comments that educational reform containing the National Education Plan of 2002–2016 was begun with the

changes, for example; a guaranteed 12 years free education provided by the government and the introduction of standard licenses for teachers. During this period of time, a number of universities turned into self–governing institutions. Education was reorganised into three basic levels. The first level or „Level One‟ was kindergarten. It provided education for children aged three to five–known as Kindergarten 1 to Kindergarten 3 (KG1–KG3). „Level Two‟ is primary education which contains six years of basic education for children aged six to twelve: Pratom1 to Pratom6 (P.1–P.6). „Level three‟ is secondary school education starting from Matayom1 to Matayom6 (M.1–M.6). However, only Matayom1 to Matayom3 (M1.–M.3) is obligation. At the end of each year, students also need to take a test in order to move on to the next level of their education.