Overcoming Thailand's English Education Hurdle Must Begin with Supporting 'Primary School Teachers'

Whenever the conversation turns to the English language skills of Thai children, the focus almost always lands on the students themselves—their exam results, global rankings, and readiness to compete in a globalised economy. Yet, a fundamental question is routinely overlooked: "How well are we preparing and supporting our primary school teachers?"

This question is vital. A child's first encounter with English at primary level shapes their long-term relationship with language learning. English proficiency is not merely an academic milestone; it is a critical economic driver, unlocking career opportunities and attracting foreign investment to Thailand.

From a cognitive perspective, learning a second language at an early age stimulates brain development and intelligence, much like training to play a musical instrument. Therefore, as Thailand strives to boost its global competitiveness and prepare its youth for the future economy, elevating primary-level English instruction must be treated as an urgent national priority.

Despite long-term efforts to address this issue, systemic challenges persist. The latest 2025 EF English Proficiency Index (EPI) ranks Thailand 116th out of 123 countries. Crucially, Thailand lags behind neighbouring countries such as Myanmar (100th) and Lao PDR (88th).

Furthermore, students in under-resourced schools suffer most from a lack of access to high-quality English instruction, creating a divide that limits their future prospects. The data also reveals a urban gap: even in Bangkok, English proficiency levels fall significantly behind those in Hanoi, Vietnam.

Danny Whitehead, Country Director of the British Council Thailand, highlights the core of the issue: "While the spotlight is constantly shone on student performance, educational experts agree that the single most influential factor in student success is teacher effectiveness. Yet, in Thai primary schools, many teachers must act as generalists, teaching almost every subject, including English. Many of these teachers did not major in English and enter the classroom lacking confidence, practical experience, or the specialized training required to teach a language dynamically. This is a critical barrier, as a child's initial experience with English dictates both their future proficiency and their lifelong attitude towards learning."

To diagnose and address this challenge, the British Council conducted comprehensive research into the Pre-service English Language Teacher Education of primary school English teachers in Thailand. The findings highlight several critical gaps. Many student teachers reported having limited opportunities to practice in real classrooms before graduating, and many struggled to translate theoretical pedagogical concepts into practical teaching.

The research also identified a strong demand for practical teaching and learning materials, opportunities to observe effective classroom practice, and a deeper understanding of the real-world context and constraints faced by Thailand's public school system. It also highlighted another critical, yet often overlooked, need: regular professional development for teachers themselves. Ongoing training is essential to equip teachers with the confidence and capability to effectively pass on knowledge to their students.

Dr Atittaya Punya, Assistant Secretary-General of the Basic Education Commission, said: "Teachers should have regular opportunities for professional development so that they have the knowledge and skills needed to deliver effective learning and communicate confidently in English. This enables them to serve as positive role models and inspire their students."

Additionally, the study debunked a common misconception held by newly qualified teachers. An overwhelming 97.8% of those surveyed believed that effective English lessons must be conducted exclusively in English. However, educational research shows that strategically using the native language (Thai) to scaffold lessons yields far better results at the primary level. Using Thai to explain foundational concepts and give directions actually helps young learners grasp lessons more deeply, creating a fun, low-pressure environment where they feel confident to practice speaking English.

Suparuthai Sumonwiriya, Ph.D., of the Burapha University Language Institute, who led the research, emphasised the link between language skills and social equity: "The challenges of English language teaching in Thailand are deeply intertwined with educational inequality. Many teachers tasked with teaching English need greater support in ELT practice and training, as well as adequate facilities, to deliver quality lessons. Strengthening this support benefits not only students' language skills, but also their opportunities for further education and future career prospects."

True progress requires strengthening the support systems for teachers across their entire career path—from university teacher-training programmes to continuous professional development once they enter the classroom.

Therefore, the heart of teacher preparation is not merely about education itself, but also encompasses social equity—ensuring that every child, regardless of where they live, has equal access to high-quality English language learning. True progress requires strengthening the support systems for teachers across their entire career path—from university teacher-training programmes to continuous professional development once they enter the field as primary school teachers.

This complex challenge cannot be solved by any single organisation. It requires a coordinated effort between the government, teacher-training universities, schools, communities, and education specialists. This collaborative philosophy drives the British Council's work in English and School Education. In partnership with the Office of the Basic Education Commission (OBEC) under the Ministry of Education, the Equitable Education Fund (EEF), and the Teachers' Council of Thailand (Khurusapha), the British Council has launched several initiatives to support teachers at every stage of their career.

A key success story is the "English ReBoot Hybrid Teacher Development Programme", run in partnership with OBEC and the EEF. Recognised in Ministry of Education policy papers as a model for flexible, digitally enabled professional learning, the programme supports primary teachers in strengthening classroom practice, increasing student attention and engagement, and adopting more meaningful and practical approaches to learning and assessment of English.

Building on these lessons, the British Council has expanded its focus upstream through the development of PreBoot, an initiative designed for undergraduate students preparing to become primary school teachers. In 2026, the programme partnered with the Teachers' Council of Thailand (TCT) and ten universities across the country to support 600 university students preparing to become homeroom teachers responsible for delivering English lessons in primary schools. By providing practical teaching techniques, classroom-based experience and evidence-informed approaches to English language instruction, the programme aims to bridge the gap between university study and classroom reality.

These initiatives represent a long-term commitment to supporting primary school teachers. Between 2023 and 2025, the British Council and its partners trained over 950 teachers and student teachers, whilst developing 30 Thai master trainers to sustain local expertise. This nationwide effort spans from Narathiwat to Maha Sarakham, and Chiang Mai to Nakhon Sawan, proving that geography should never be a barrier to professional growth.

Ultimately, the overarching lesson is that Thailand's English teaching and learning challenges cannot be solved simply by telling children to study harder, or by pressuring schools to boost performance. Rather, sustainable development must begin with investing in teaching staff resources and elevating the quality of learning from the very first step. These two elements are inseparable, as both are vital driving forces behind improved student achievement.

As Thailand strives to become a more competitive, equitable, and globally connected nation, we must rethink: 'Where should the conversation about English skills begin?' Instead of focusing solely on upper-secondary final exams or higher education, we must look back at the educational journey of Thai children from their very first steps in school. The future of English education in Thailand does not depend on students and the younger generation alone; it depends heavily on how well we can prepare their teachers.

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