In the next two years, Thailand becomes to be an ASEAN Economic
Community (AEC) membership including with another 9 countries member. The
communication must play as an important role for the countries member when they
need to communicate each other. Thus, Charter of the Association of Southeast
ASIAN Nations (2007) has set “The working language of ASEAN shall be English”.
However, there is a survey of English language levels all of countries around
the world by Education First English Proficiency Index (2013) (EF EPI), shows
Thailand gets very low proficiency level (rank 55th). This is the most
important thing to indicate Thailand should go back to focus on English
language learning in the country seriously.
In fact, there are various factors in Thailand that affect to
learners in English language learning. Because Thai people normally use Thai
language to communicate each other in the country. Thus, Dornyei (1994) has
claimed the motivation refer to an individual attempt and desire to learn a
specific language. Although, the motivation is a complicated process, it is
able to lead learners’ behavior to achieving their goals as well (Melendy,
2008). In addition to, Muftah and Rafik-Galea (2013) say the most of studies
about the motivation toward English language learning have been conducted in
Southeast Asia are done in Indonesia and Malaysia, but other countries have not
completed yet. Therefore, more research is required as some researcher believe
motivation toward English language learning is able to be an improvement of
English skills for Thai people.
In language learning there are various factors to make learners
success or failure but if who have high motivation, they will success in
learning language. As Oxford & Shearin (1994) state about motivation is
considered an important role of both acquiring and retaining a new language, as
it determines how involved the student is personally and actively. Although,
motivation is a complicated psychological process, but it starts with a need
and leads to a behavior that helps move people towards achieving their goals in
language learning Melendy, (2008).
Therefore, Gardner (1972) defines two types of motivation in
language learning, they are integrative and instrumental motivation.
Integrative motivation is related to learners’ willingness to focus and
interact with native speakers and their culture (Merisuo-Storm, 2007; Shirbagi,
2010). In addition to, Gibb, M. (1997) illustrates Integrative motivation is a
since desire to understand the people and culture of the target language. Thus,
it is associated with openness to cultural differences and different ways of
living through the development of a positive emotional disposition toward
native speakers of the target language (Dörnyei, 2003). In contrast,
Merisuo-Storm, 2007; Shirbagi, 2010) points out instrumental motivation refer
to a desire to learn a second language for future career reasons or to pass an
exam.
Thus, if would like to be a different person from other Thai
people, you need to aware of the important of English language now. There is no
time to be shine because just only two years everything will change
rapidly in Thailand. So, All of you need to be "change" as soon as
possible.
























