Main Article Content

สุรศักดิ์ สุนทร
กมลรัตน์ เทอร์เนอร์
ศุภาพิชญ์ โฟน โบร์แมนน์
สุชีวา วิชัยกุล
วิไลพร ขำวงษ์
สุดคนึง ฤทธิ์ฤาชัย


          English language for healthcare personnel increases its importance nowadays. It is also significant as one indispensable essence in moving forward into the 21st century when effective communication enhances correct comprehensibility and completeness of healthcare information for both healthcare providers and utilizers. This cross-sectional descriptive study aimed at exploring the levels of knowledge, attitude and essential skills (KAS Model) in English required for healthcare personnel in 13 health service regions under the supervision of the Ministry of Public Health (MOPH). All 247 targeted populations were candidates whose names were proposed by each health service region to attend both Module 1 and Module 2 English courses organized by the Praboromarajanok Institute for Health Workforce Development (PIHWD), the MOPH, during the fiscal year 2018. Data were collected online through Google Form and were then analyzed using descriptive statistics reporting as frequency, percentage, mean and standard deviation.

          Results from the demographic part showed that the majority or 177 participants were female (80.2%) and the population mean for age was 43 years, 116 persons had a bachelor’s degree (58.6%) and 138 trainees were resident nurses (69.7%). From the knowledge, attitude and skills section, 32.4% of participants possessed the knowledge in Module 1 at the good level and 55.5% was at the fair level in Module 2. The population mean for attitude included all 227 populations of which 95.0% attendees indicated the positive level. For the English skills, 45.2% from 217 populations had the medium level of the listening skill, while exhibiting the low level for the reading, speaking and listening skills at 51.2%, 51.4% and 51.2%, respectively. However, the overall English skill was at the low level.

          Recommendations from this study are that all 13 health service regions and the MOPH should embrace an English skill improvement as one of their principal strategies in the health workforce development policy and planning. This could be emphasized for all essential and weak skills amongst healthcare personnel including listening, speaking, reading and writing skills since prodigious benefits in communications and collaborations will belong to one with better preparation in the modern era and the world of globalization.


Download data is not yet available.

Article Details

Research (บทความวิจัย)
Author Biography

ศุภาพิชญ์ โฟน โบร์แมนน์, Institute of Nursing, Suranaree University of Technology

Deputy Director in Research and International Affairs


Cetin, S. (2017). The attitude determination scale for value acquisition: A validity and reliability study. Journal of Education and Practice, 8(12), 15–21.

Chomvilailuk, R., & Srisomyong, N. (2015). Three dimensional perceptions of medical/ health travelers and destination brand choices: Cases of Thailand. Procedia-Social and Behavioral Sciences, 175, 376-383.

Deerajviset, P. (2014). The ASEAN community 2015 and English language teaching in Thailand. Journal of Humanities and Social Sciences, 10(2), 39–75.

Duangloy, M. (2015). Factors affecting English reading problems of students in Rajamangala University of Technology Krungthep. Journal of Technical Education Rajamangala University of Technology Thanyaburi, 3(1), 153–167.

Hashim, A., Kaur, J., & Kuang, T. S. (2016). Identity regionalism and English as an ASEAN Lingua Franca. Journal of English as a Lingua Franca, 5(2), 229–247.

Hong, N. C., & Ling, C. Y. (2018). 2 Current trends and future directions in pre-service teacher training programmes for English language in ASEAN Plus Three. English Language Teacher Preparation in Asia: Policy, Research and Practice, 2.

Kim, S., & Shin, G. (2016). Effects of nursing process-based simulation for maternal child emergency nursing care on knowledge, attitude, and skills in clinical nurses. Nurse education today, 37, 59-65.

Kongkerd, W. (2013). Teaching English in the era of English used as a lingua franca in Thailand. Executive Journal, 33(4), 3-12.

Mestan, K. (2016). Access, achievement and outcomes among students from non-English speaking backgrounds. In A. Harvey, C. Burnheim, & M. Brett (Eds.), Student equity in Australian higher education: Twenty-five years of a fair chance for all (pp. 125-141).

Moghavvemi, S., Ormond, M., Musa, G., Mohamed Isa, C. R., Thirumoorthi, T., Bin Mustapha, M. Z., . . . Chiremel Chandy, J. J. (2017). Connecting with prospective medical tourists online: A cross-sectional analysis of private hospital websites promoting medical tourism in India, Malaysia and Thailand. Tourism Management, 58, 154–163.

Murray-García, J. L., Harrell, S., García, J. A., Gizzi, E., & Simms-Mackey, P. (2014). Dialogue as skill: Training a health professions workforce that can talk about race and racism. American Journal of Orthopsychiatry, 84(5), 590–596.

Nirattisai, S. (2018). Attitudes, motivation, and English learning behavior of Phuket Rajabhat University Students. Journal of Humanities and Social Sciences, 9(2), 138-170.

Nooseisai, M., Wang, Y.-F., Hongsranagon, P., & Munisamy, M. (2016). Medical tourism within the medical hub policy: Reviewing the need of a balanced strategy for health inequality reduction in a Thai context. The Journal of Health Research, 30(6).

Noree, T., Hanefeld, J., & Smith, R. (2016). Medical tourism in Thailand: A cross-sectional study. Bulletin of the World Health Organization, 94(1), 30.

Pattanapichet, F., & Chinokul, S. (2011). Competencies needed in oral communication in English among Thai undergraduate public relations students: A substantial gap between expectations and reality. RELC Journal, 42(2), 187–202.

Riyai, P., & Khamsri, T. (2012). Developing English listening-speaking skills of the first-year students through self-access multimedia computer program. Retrieved from attachments/fil/130424095901.pdf

Rongworapong, P. (2014). Problems in writing English of the New-entry University Students: A case study of Prince of Songkla University, Trang Campus. Rajabhat Maha Sarakham University Journal, 8(3), 119–126.

Sharifian, F. (2017). English as an international language. In The international encyclopedia of intercultural communication (pp. 1–5).

Sukserm, T., Suwannabubpha, S. & Kulto, S. (2018). English language needs of medical personnel in hospitals of Kalasin Province. Faculty of Public Health, Department of Community and local Health Management, Kalasin Province.

Bamroonsook, S., Korsakul, A., & Areemitr, P. (2016). Stability of the ASEAN.

Suttipun, M. (2014). The readiness of Thai accounting students for the ASEAN economic community: An exploratory study. Asian Journal of Business and Accounting, 7(2).

Takehara, S., Wright, F. A. C., Kawaguchi, Y., Ishida, Y., Morio, I., & Tagami, J. (2016). Characteristics of undergraduate dental students in Japan: English competency and willingness to study abroad. International Dental Journal, 66(5), 311–317.

Tantrakul, Y. (2014). Development of speaking skills for everyday life using conversation exercises. Retrieved from

Te, V., Griffiths, R., Law, K., Hill, P. S., & Annear, P. L. (2018). The impact of ASEAN economic integration on health worker mobility: A scoping review of the literature. Health Policy and Planning, 33(8), 957-965.

Williams, A., Oulton, K., Sell, D., & Wray, J. (2018). Healthcare professional and interpreter perspectives on working with and caring for non-English speaking families in a tertiary paediatric healthcare setting. Ethnicity & Health, 23(7), 767–780.

Wongkit, M., & McKercher, B. (2016). Desired attributes of medical treatment and medical service providers: A case study of medical tourism in Thailand. Journal of Travel & Tourism Marketing, 33(1),14–27.

Yomyao, A. (2017). The essential English skills using problem for professional nurses working in the medium and the large hospitals in Chiang Rai province. Private Higher Education Institutions Association, 23(2), 56–66.

Zein, S., & Stroupe, R. (2017). English and language-in-education policy in the ASEAN Plus Three Forum. Taylor & Francis.