Teachers’ Perspectives on English as an International Language at a University in Thailand

Abstract

         This study seeks to investigate teachers' viewpoints regarding their comprehension of English as an International Language within a university setting in Thailand.  A qualitative research was utilized, with focus group discussions serving as the principal research technique. Informal Guidelines were employed to stimulate talks, and 3 participants were chosen by purposive sampling.  Content analysis indicated that English as an International Language in this context is defined by its diversity, learners' intercultural communicative skills, and learners' multilingual capabilities.  The researcher aspires for this study to alter perceptions of contemporary English and enhance understanding among teachers about the notion of English as an International Language.  This may subsequently assist learners in developing confidence in utilizing English and improving their intercultural communication abilities.