BEHAVIORS AND PROBLEMS IN ENGLISH

COMMUNICATION IN THE WORKPLACE OF

GRADUATE STUDENTS IN A PUBLIC UNIVERSITY

BY

MR. AKARAPONG SRINOPNIKOM

AN INDEPENDENT STUDY PAPER SUBMITTED IN PARTIAL

FULFILLMENT OF
THE REQUIREMENTS FOR THE DEGREE OF
MASTER OF ARTS IN CAREER ENGLISH FOR
INTERNATIONAL COMMUNICATION
LANGUAGE INSTITUTE
THAMMASAT UNIVERSITY
ACADEMIC YEAR 2019
COPYRIGHT OF THAMMASAT UNIVERSITY

Ref. code: 25626121040601NTL

 BEHAVIORS AND PROBLEMS IN ENGLISH
COMMUNICATION IN THE WORKPLACE OF
GRADUATE STUDENTS IN A PUBLIC UNIVERSITY

BY

MR. AKARAPONG SRINOPNIKOM

AN INDEPENDENT STUDY PAPER SUBMITTED IN PARTIAL

FULFILLMENT OF
THE REQUIREMENTS FOR THE DEGREE OF
MASTER OF ARTS IN CAREER ENGLISH FOR
INTERNATIONAL COMMUNICATION
LANGUAGE INSTITUTE
THAMMASAT UNIVERSITY
ACADEMIC YEAR 2019
COPYRIGHT OF THAMMASAT UNIVERSITY

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 i

Independent Study Paper Title BEHAVIORS AND PROBLEMS IN ENGLISH

COMMUNICATION IN THE WORKPLACE
OF GRADUATE STUDENTS IN A PUBLIC
UNIVERSITY
Author Mr. Akarapong Srinopnikom
Degree Master of Arts
Major Field/Faculty/University Career English for International Communication
Language Institute
Thammasat University
Independent Study Paper Advisor Assistant Professor Monnipha Somphong, Ph.D.
Academic Year 2019

ABSTRACT

The purpose of this research was to investigate the problems in English

communication in the workplace of graduate students at a public university. The
reason that this research focused on various careers was because different occupations
may show the variety of English usage. This research aimed to explore the problems
and behavior with regard to graduate students usage of English in the workplace. To
achieve these objectives, a total of 45 participants were randomly selected from the
graduate students in a public university. A five-point Likert scale questionnaire was
used to elicit the data. The results showed that, overall, it is necessary for the
participants to use all the English skills in the workplace. Listening and reading skills
were the most used skills in their workplace. Meanwhile, writing skill, listening skill
and speaking skill were found to be equally problematic at a moderate level.

Keywords: Communication, workplace, English language skills.

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ACKNOWLEDGEMENTS

I am grateful because I managed to complete my study within the given time.

This study could not have been completed without the effort and cooperation of my
advisor, Assistant Professor Monnipha Somphong, Ph.D. Thank you for your
guidance and useful feedback.
Last, but not least, I would like to thank my family and friends for their
constant inspiration and assistance.

Mr. Akarapong Srinopnikom

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TABLE OF CONTENTS

Page
ABSTRACT i

ACKNOWLEDGEMENTS ii

LIST OF TABLES v

LIST OF FIGURES vi

CHAPTER 1 INTRODUCTION 1

1.1 Background 1
1.2 Statement of the problems 2
1.3 Research questions 3
1.4 Objectives of the study 3
1.5 Definitions of terms 3
1.6 Scope of the study 4
1.7 Significance of the study 4
1.8 Organization of the study 4

CHAPTER 2 REVIEW OF LITERATURE 5

2.1 Concepts of communication 5

2.1.1 Definition of communication 5
2.1.2 Components of communication 6
2.1.3 Theories of communication 7
2.1.4 Communication behaviors 8
2.1.5 Communication problems 10
2.2 Previous studies 11

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CHAPTER 3 RESEARCH METHODOLOGY 14

3.1 Research context and participants 14

3.2 Population and sample 14
3.3 Research instrument 14
3.4 Procedures 14
3.4.1 Data collection 15
3.4.2 Data analysis 15

CHAPTER 4 RESULTS 17

4.1 Demographic information of the participants 17

4.2 Participants’ behaviors regarding English communication 19
4.3 Participants’ problems in using English language 22

4.4 Discussion of the results 24

CHAPTER 5 SUMMARY, CONCLUSION AND RECOMMENDATIONS 26

5.1 Summary of the findings 26

5.2 Conclusion 26
5.3 Recommendations for the further research 27

REFERENCES 28

APPENDIX 33

BIOGRAPHY 42

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LIST OF TABLES

Tables Page
4.1 Participants’ personal information 17
4.2 Participants' behavior regarding English communication 19
in their workplace
4.3 Overall problems in using English language skills at work 22
4.4 Problems in using English skills in the workplace 22

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LIST OF FIGURES

Figure Page
2.1. Schramm’s model of communication 7

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CHAPTER 1
INTRODUCTION

1.1 BACKGROUND
Communication is important and relevant to every day of our lives,
especially in globalization, which has eliminated boundaries in time and space,
resulting in easier and faster communication. This enables people from one
hemisphere to communicate across the ocean with other people in the world, and the
language used to communicate is very important because it is an intermediary in
exchanging and expressing opinions, knowledge, perspectives, and attitudes.
The reason that the language is essential and necessary is because it is the tool
for communication with others. Language allows people to have a connection
between them. Even though there are a huge amount of languages in this world,
English seems to be the most popular language. English is understood and/or spoken
by 1-1.6 billion people, with over a quarter of the world speaking the language
(Duffin, 2020). Zeshaan (2020) states that English was originally the language of
England, but through the expansion of the British Empire it has become the primary
or secondary language of many former British colonies such as the United States,
Canada, Australia, and India. These days, English is the primary language of not only
countries colonized by the British, but also many countries and societies dominated by
those countries. It is the language of Hollywood and the language of international
banking and business. As such, it is a useful and necessary language to know.
Masjedi (2019) asserts that clear and effective business communication is
critical for teams, employees, managers, and executives to perform their jobs and
fulfill their responsibilities. Without the right processes and tools in place, the flow of
information is interrupted and people are left in the dark. This can lead to serious
consequences for the company, from unsatisfied employees and customers to lost
profits.
As mentioned above, English is essential in the communication platform.
However, communication is also a big part of the business, which allows employees
to understand and work with each other in effective ways. Effective
business

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communication enables employees and management to interact and reach

organizational goals. Its purpose is to improve organizational practices and reduce
errors. This is why the terms of communication, English and business are all in the
same box.

1.2 STATEMENT OF THE PROBLEM

In today’s society, communication is important in understanding and talking to
each other, both in terms of personal and national levels. The important
communication variable is language, which is the intermediary to understand others in
different cultures, nations, or regions with different languages. Thus, people need to
have a second language to communicate with each other. We all know that English
has become an international language and also the second language in Thailand.
English is the language of international communication in all areas such as
politics, education, media, business, travel; thus, we can say that English is all around
us. English has become an important tool for communication all around the world.
There are some countries which use English language as the first language but also
many countries that speak English as the second language.
In the workplace, English is used in the daily life of every employee, in the
civil service system, the private company or the state enterprise, whether contacting
other countries, searching for information or even communicating in the organization.
Many organizations give importance to the English language as it is one of the keys to
success, for example, most private companies have conferences with foreigners, while
the government that has many dealings with organizations from abroad.
As English has become not only a part of people’s life but also a major part of
the workplace, many employees struggle in their work. Some of them cannot perform
well because of lacking English skill. However, there has been no research on English
communication in the workplace focusing on every type of occupation, though there
has been research on specific careers such as cabin crew or government officers.
Thus, this research will focus on the problem of English communication in the
workplace of graduate students in a public university. The reason that this research
focused on various types of careers is because different occupations may show a
variety of English

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usage, but there might not be a huge variation. This research investigated the
problems and behavior with regard to using English in working.

1.3 RESEARCH QUESTIONS

1.3.1 What are the behaviors of graduate students in terms of using English for
communication in the workplace?
1.3.2 What are the problems of graduate students regarding English
communication in the workplace?

1.4 OBJECTIVES OF THE STUDY

This study examined English communication in the workplace by focusing on
graduate students in a public university in order to determine how they use English
skills in their careers. Moreover, it also explored their problems and behaviors with
regard to English communication. Hence, the objectives of this study were as follows:
1.4.1 To investigate graduate students’ behavior in terms of using English for
communication in the workplace
1.4.2 To find out the problems of graduate students regarding English
communication in the workplace

1.5 DEFINITION OF TERMS

In this study, there are some important definitions of terms which will allow
readers to have more understanding of this research.
1.5.1 Communication: Communication refers to transferring data from one
person, place or group to another. Each communication involves (at least) one
message, a sender and a receiver.
1.5.2 Communication in the workplace: As the world of business is globalized,
business
communication has become a global phenomenon. Globalization has accelerated the
need for
business communication skills.
1.5.3 Behavior: Behaviors refers to human's tendency to express feelings,
needs, and thoughts by means of messages and action.

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1.6 SCOPE OF THE STUDY

This study focused on the problem of English communication in the workplace
of graduate students in a public university, specifically their problems regarding
English communication. As the researcher faced limitations in terms of time, the
duration of this study was five months, with the questionnaires sent via the Line
application. The population of this research was graduate students in a public
university who have experience in English business communication. Most of this
population had been working in some industry that uses English communication.
Lastly, this research used Schramm’s model of communication, communication
anxiety and cross-culture communication to discuss the results of the study.

1.7 SIGNIFICANCE OF THE STUDY

The study of behaviors and problems in English communication in the
workplace of graduate students in a public university can enhance their English skills.
The study’s goal was to understand behavior and problems of graduate students in the
workplace with regard to English communication.

1.8 ORGANIZATION OF THE STUDY

The first chapter provides the background of the study, statement of problem,
research questions, objectives of study, definition of terms, scope of the study and
significance of the study. The second chapter contains the literature review, the
concepts of communication, behavior in communication, problems of communication
and previous related studies. The third chapter is comprised of the research
methodology, research context and participants, the population and sample of this
research, the research instrument and the procedures. The fourth chapter details the
results from the data collected from the questionnaires. The last chapter provides a
summary of the findings, the conclusion, and recommendations for further research.

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CHAPTER 2
LITERATURE REVIEW

The literature review is the foundation and the groundwork of the research. It
helped the researcher understand the concepts and previous studies which are related
to this research topic. This chapter will present the theories, concepts and previous
studies related to English communication in the workplace.

2.1 CONCEPTS OF COMMUNICATION

Communication is the production and exchange of information and meaning
by using signs, language and symbols, involving encoding and sending messages,
receiving and decoding them, and synthesizing information and meaning.

2.1.1 Definition of the communication

Dance (1970, p. 201-210) provided three measurements of “critical
conceptual differentiation” in attempting to explain communication. Perceptions or
abstractness is the first measurement. Some descriptions are wide and comprehensive;
others are restrictive. For illustration, the definition of communication as “the process
that links discontinuous parts of the living world to one another” is common.
However, communication defined as “sending military messages, orders, etc., as by
phone, transmit, radio, couriers,” is restrictive.
The second qualification is purposefulness, referring to “those
circumstances in which a source transmit a message to a collector with cognizant
expectation to influence the latter’s behaviors.” Another definition is “human
communication happens when a human being reacts to a symbol.”
The third dimension is regulation judgment. Some definitions
incorporate an explanation of achievement, effectiveness, or precision. However,
some definitions do not contain certain judgements, presuming that communication is
the verbal compatibility of a thought or idea. Another definition, on the other hand,
does not judge whether the result is effective or not: Communication is “the
transmission of

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information.” Here information is transmitted, but it is not necessarily received or

understood (Stephen & Karen, 2010, p. 28).
Fowler and Manktelow (1992) contend that communication barriers
can pop-up in each aspect of the communication process (comprised of sender,
message, channel, receiver, feedback and context), possibly leading to
misconceptions. To be a successful communicator, one’s objective should be to
reduce the frequency of these barriers at each stage of the process with clear, concise,
precise, well-arranged communications (Beverly, 2005).
Sharma (2010) argues that communication is the most critical of all the
entrepreneurial skills. The ability to transmit date makes a difference with both clients
and employees, so they feel they can communicate with you and ultimately believe
you.

2.1.2 Components of communication

Communication has eight main components as follows:
(1) Source “produces a message or sequence of messages to be
communicated to the receiving terminal.”
(2) Sender refers to transmitter, which “operates on the message in
some way to produce a signal suitable for transmission over the channel.”
(3) Channel is the medium selected to carry the message; each channel
has a different capacity to carry information.
(4) Receiver “performs the inverse operation of that done by the
transmitter, reconstructing the message from the signal.”
(5) Destination is “the person (or thing) for whom the message is
intended”.
(6) Message is inferred from Latin word mittere, meaning “to send”. It
alludes to a concept, information, communication or statement that is sent in a verbal/
graphic/ written/ sound/ visual/ audio-visual frame to the receiver.
(7) Feedback is the verbal and visual response to a message.
(8) Context is considered as a very critical component because it is the
basis for all the above said seven components. A great communication implies
different things to diverse people at distinctive times. A bigger part of a given
communication is space and time play.

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The process of communication is when one individual, a sender,

transmits or something else coordinates a frame of ideas or images to another person,
a recipient, who may change something, either something the receiver is doing (or not
doing) or changing his or her world view (Rice-Johnson, n.d.).

2.1.3 Theories of communication

In broad terms, the communication attempts to clarify the generation of
data, how data is transmitted, the strategies utilized to convey it, and how meaning is
subsequently created and shared. Concepts make certain presumptions about
phenomenon – in this case, communication – and apply rules (axioms) which foresee
how the phenomenon will carry on in case the essential presumptions are corrected.

2.1.3.1 Schramm’s model of communication

Schramm’s model of communication elaborates on the process
of communication: a sender communicates by sending the data to the recipient, who
must translate within the desired frame the sender needs and provide him the feedback
or react appropriately. If the sender does not get feedback from the recipient, the
communication is not complete and ineffective (Schramm, 1954).

Figure 2.1.3.1 Schramm's model of communication

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2.1.3.2 Communication anxiety

Communication anxiety is a multi-faceted terms including state
anxiety, trait anxiety, accomplishment anxiety, and facilitative-debilitative anxiety
(Horwitz, 2010). Communication anxiety consists of two main components:
circumstance and trait.
(1) Circumstance anxiety or state anxiety is anxiety caused by
figure in a particular circumstance, such as talking to a neighbor or attempting to
catch a quick speech while communicating with a concierge (Booth-Butterfield, 1992;
Motley,1995).
(2) Trait anxiety refers to internal anxiety a person brings to the
communication state, such as fear of speaking a second language in the workplace
(Beatty, Balfantz, & Kuwabara,1989; Daly & Friedrich, 1981).
Trait anxiety is from inside feelings such as if you have anxiety
about talking, you will experience two or more of the following: (a) have a feeling of
being less successful than other speakers, (b) have negative speaking experiences, and
(c) consider yourself inferior to others (Beatty, 1988, McCroskey & Heisel, 1998).
2.1.3.3 Cross-cultural communication
Cross-cultural communication is communication between two
people or more who have contrasts in terms of, age, nationality, ethnicity, sexual
orientation, etc. The attempts to arrange, exchange, and intercede cultural differences
by the use of signals, language and body language is also another description of cross-
cultural communication. (Cross-Cultural Communication, n.d.).

2.1.4 Communication Behaviors

In terms of communication behaviors, there are four basic styles of
communication: passive, aggressive, passive-aggressive, and assertive. It is important
to know each style of communication to use this concept as the tool to understand the
behavior of people who use English as communication in the workplace.
2.1.4.1 Passive
The passive communicator acts indifferently and yields to
others. It is simple to say that people who use passive communication fail to specify
their feelings or needs. These communicators are less likely to talk when a struggle

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arises, since most of them will avoid an encounter or defer to others. These types of
communicators lack outward communication, which can lead to misconceptions,
anger and resentment.
A lack of eye contact, poor body posture and a failure to say
“no” is regularly shown in the passive communication. “People never consider my
feelings” is a common belief of passive communicators. However, they are easy to get
along with as they follow others and “go with the flow”.
2.1.4.2 Aggressive
It’s quite apparent when somebody communicates in an
aggressive manner. This style emphasizes talking in a loud and demanding voice,
maintaining eye contact and controlling others by blaming, criticizing, undermining or
attacking them.
2.1.4.3 Passive-Aggressive
Passive-aggressive communicators appear passive on the
surface, but inside the individual may feel powerless, creating resentment that leads to
acting out in subtle, indirect or incomprehensible ways. Most passive-aggressive
communicators will mutter to themselves instead of confronting an individual or
issue. They have difficulty recognizing their anger and utilize facial expressions that
don’t square with how they feel.
Passive-aggressive communicators are most likely to
communicate with body language or exhibit a lack of open communication with
others, such as giving somebody the silent treatment, spreading rumors behind
people’s backs or interfering with others’ efforts. Passive-aggressive communicators
can appear to be cooperative but quietly may be doing the opposite.
2.1.4.4 Assertive
Thought of as the most successful frame of communication, the
assertive communicator uses open communication without being overbearing.
Assertive communicators aim for all sides to win in a circumstance, and they make
adjustments to accommodate others. Assertive communicators can express their own
needs, desires, thoughts and sentiments while at the same time taking into account the
needs of others (Alvernia University, 2018).

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2.1.5 Communication Problems

When individuals come from diverse societies that use other languages
and have varying English language abilities, effective communication is more
difficult to achieve. Hence, it is imperative to understand the concept of
communication problems.
Communication problems refer to mistaken assumptions and
misinterpretations of other people's meanings while talking. This is common in
relationships between family members, friends, colleagues, and others. Depending on
the nature of the misconception, it can lead to conflict in all sorts of relationships,
such as personal, platonic, intimate, workplace, etc. This occurs because the
individuals have diverse backgrounds and different understandings of words and body
language (Alley, n.d.).
2.1.5.1 Failing to account for cultural differences in communication
Cross-cultural communication can be challenging. Words
may have diverse implications, and cultural norms surrounding nonverbal
communication vary. When communicating with individuals from
other backgrounds, it is essential to account for differences in communication
styles; otherwise, we may unintentionally offend or miscommunicate with
somebody (Goodtherapy, 2015).
2.1.5.2 Passive listening
Passive listening is essentially hearing what other individuals
say without truly understanding it. Frequently, a passive listener will talk, answer and
interrupt others rather than listening to what they say. When people in the workplace
fail to listen, they are unable to really comprehend the message being conveyed,
leading to errors and conflict, which may discourage workers from being imaginative
and productive.
Before starting an interaction, one should stress the importance
of dynamic listening. A leader should tell staff members how inattention and passive
listening can prevent them from learning about different points of view in the work
environment. Role model and set a great illustration by being an active audience
yourself (Anton, 2020).

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2.1.5.3 Cultural differences

Today’s work environment is different than the past, particularly
if an organization deals with global clients or has employees abroad. In spite of the
differences in the workplace, people still tend to be influenced by people from their
own culture. Supervisors thus confront the challenge of communicating with
everybody as one group, while managing the individual elements.
2.1.5.4 Communication barriers
Communication barriers can occur as a result of workers’
differences with respect to background and experience. If there is no common ground,
communicators may discover that relating to other workers is troublesome. Social
differences can also lead to mixed messages (Shelley, 2018).
2.1.5.5 Getting lost in translation
Getting lost in translation is when the meaning of messages
changes in the translation process. In global businesses, this issue can happen in any
time as workers often come from totally different backgrounds. As an illustration, in
Western cultures, direct confrontation or enthusiastic expressions are very common.
On the other hand, people who grew up in Eastern may see these actions as
aggressive. Additionally, miscommunication can occur due to diversity in language
and dialect (Maxwell, 2018).

2.2 PREVIOUS STUDIES

Markovic and Salamzadeh (2018) studied the importance of communication in
business management, as it relates to work achievement, effectiveness in the
workplace and mission of the institution. The results showed that an unsuccessful
communication system may bring about unsatisfactory results for organizations.
There were two objectives of this study.
Chuandee (2016) conducted a study on the written business English email
problems of Thai employees in an educational company. The employees needed to
improve business English written email skills. The participants were 18 Thai
employees. The SPSS program was used to analyze the data. The results showed that
Thai employees at the educational company felt neutral and had no significant
problems regarding the process and format of email writing problems. However, they
agreed that

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the main problem was using correct grammar in business English email and other
problems were word choice and vocabulary. The results also showed that the
employees have a very great need for using English writing regularly in the company
to improve their writing skill and spending time on learning and practicing the use of
English by themselves such as watching movies and reading English news online in
order to improve business English written email. The respondents also give
suggestion for effective ways to improve business English email writing such as self-
study in their free time and practice writing in English.
Rodyoosuk (2014) conducted case a study on writing to communicate in the
workplace at PTT Exploration and Production Public Company Limited, Bangkok
head office company in Thailand. The objective of this study was to investigate
communication problems with regard to writing English by collecting data from 30
employees. The data of this research was analyzed using the SPSS program. This
research found out that the participants have a good opinion about writing English for
communication within the workplace. They also agreed that writing skill is a
foundation skill for communication in the company. The respondents mostly agreed
that the most serious problem of writing English in workplace was the limitation of
time to compose their messages. Moreover, making a phone call to confirm
understanding was the most common situation that the respondents face in the
workplace.
Redmond (2000) studied cultural distance and communication in terms
volume of stress, the management of stress, and intercultural communication with
foreign students attending a university in United States. There are four components of
cultural distance as defined by Hofstede: uncertainly avoidance, power, individualism,
and masculinity. The intercultural competencies were described based on the beta
weight. This study found that in terms of intercultural competencies, the regression
equations were different between the participants from the cultures most similar to the
United States and participants whose cultures are most dissimilar.
Eamjoy (2015) investigated the barriers and needs of using English language
as the communication in the workplace and classified the relationships between job
opportunities and English skill. The respondents of this study were 10 executives and
50 Thai secretaries at the Women Secretaries and Administrative Professionals
Association of Thailand (WSAT). The research instruments of this study were

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questionnaires and interviews. The result of this study showed that the most needed
skills for secretaries were listening and writing skills. Moreover, listening skill was
rated as the biggest problem for the secretaries because of accents.
Maithong (2011) explored the problems and needs in using English language
in the workplace of TNL export staff. The objective of this study was to establish an
English training course to fulfill their professional needs. The results showed that
speaking and listening skills were rated as the most essential skills for the participants,
followed by reading and writing skills. The most problematic skills amongst the four
English skills was writing skill, followed by listening, speaking and reading skills,
respectively. In terms of an English training course, the participants wanted to have an
English training course that focused on listening, speaking, writing and reading skills.
The participants agreed that the English training course should focus on the listening
and speaking skills at their company, while the other skills should be integrated to
help them perform more effectively in their daily tasks.

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CHAPTER 3
RESEARCH METHODOLOGY

3.1 RESEARCH CONTEXT AND PARTICIPANTS

This study focused on graduate students in a public university. Many graduate
students have experience in English communication in the workplace, which allowed
the researcher to investigate the problem of using English in communication.

3.2 POPULATION AND SAMPLE

The population of this research was graduate students from different faculties
in a public university who have experience in business English communication. Most
of this population had been working in some industry that concerned English
communication. The researcher believed that any kind of work such as working in a
private company, government officer, or freelance requires English communication
experience in some way. Random sampling was used to obtain the sample of 45
participants, based on the total number of all the graduate students in the public
university in this semester (2020).

3.3 RESEARCH INSTRUMENT

This research used a questionnaire that was based on the topics of behaviors
and problems in English communication in the workplace. The questions were
adapted from previous studies on English communication by Eamjoy (2015)
Maithong (2011). There were three parts in the questionnaire: the first part sought
demographic information from the participants; the second part was about
participants’ behavior regarding English communication; and the last part is about
communication problems in the workplace.

3.4 PROCEDURES

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3.4.1 Data Collection

Quantitative methodology was used for this research as it allows for
precise data collection. The researcher used a questionnaire as the instrument to
collect information on participants’ problems and behaviors with regard to English
communication in the workplace. Moreover, another reason that research chose the
quantitative as the method was the limited amount of time, as qualitative methodology
requires a long period of time for interviewing participants.
The research began with a review of literature and the related concepts
and theories. The researcher then choose the population and obtained the sample,
following by the creation of the questionnaire to collect the data. For the process of
collecting data, researcher made the questionnaire available to all the participants for
two months using the Line application as the channel. The SPSS program was used to
analyze the data from the questionnaires.

3.4.2 Data Analysis

The data collected from the questionnaire was analyzed to find out the
most common problems and behaviors with regard to using English as communication
in the workplace. The data collected were analyzed using the SPSS program. The
questionnaire used five-point Likert scale statements asking for participants to
indicate their level of agreement concerning behaviors related to English
communication in their workplace as follows: (1) never, (2) rarely, (3) sometimes, (4)
often and (5) always. For participants’ problems in using English language in their
workplace, there were five levels: (1) very little, (2) little, (3) moderate, (4) great and
(5) very great. To measure graduate students’ attitude in this study, the ranges of
mean scores used to interpret the data are displayed below:
Behaviors regarding English communication:
A mean score of 4.21-5.00 demonstrated the highest level of frequency or always.
A mean score of 3.41-4.20 demonstrated a high level of frequency or often.
A mean score of 2.61-3.40 demonstrated moderate frequency or sometimes.
A mean score of 1.81-2.60 demonstrated low frequency or rarely.
A mean score of 1.00-1.81 demonstrated the lowest frequency or never.

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Problem of using English language:

A mean score of 4.21-5.00 demonstrated a very great level of agreement.
A mean score of 3.41-4.20 demonstrated a great level of agreement.
A mean score of 2.61-3.40 demonstrated a moderate level of agreement.
A mean score of 1.81-2.60 demonstrated little agreement.
A mean score of 1.00-1.81 demonstrated very little agreement.

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CHAPTER 4
RESULTS

This chapter presents the quantitative findings of the study divided into three
parts: demographic information of participants, participants’ behaviors regarding
English communication in their workplace, and participants’ problems in using
English language in their workplace.

4.1 DEMOGRAPHIC INFORMATION OF THE PARTICIPANTS

Demographic information was collected in part 1 of the questionnaire with
regard to participants’ gender, faculty/major, current GPA, and length of study
English.

Table 4.1: Participants’ personal information

Gender Number Percentage
Female 35 76.10%
Male 10 23.90%
Total 45 100.00%
Faculty/Major Number Percentage
Carrer English for International Communication 29 64.44%
English Language Teaching 4 8.89%
College of Innovation 4 8.89%
Law 2 4.44%
Other 6 13.33%
Total 45 100.00%
Current GPA Number Percentage
3.00-3.25 7 15.56%
3.26-3.50 8 17.78%
3.51-3.75 18 40.00%
3.76-4.00 12 26.67%
Total 45 100.00%

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Length of English study Number Percentage

less than 10 years 4 8.89%
10 -20 years 26 57.78%
21-30 years 13 28.89%
over 30 years 2 4.44%
Total 45 100.00%
Occupation Number Percentage
Company employee 27 60.00%
Government officer 7 15.56%
State enterprise officer 2 4.44%
Full-time student 5 11.11%
Teacher 2 4.44%
Pharmacist 1 2.22%
Research assistant 1 2.22%
Total 45 100.00%
Work experience Number Percentage
None 4 8.89%
1-5 years 29 64.44%
6-10 years 7 15.56%
over 10 years 5 11.11%
Total 45 100.00%

As can be seen for Table 4.1 above, the majority of these participants were
females at 35 (76.10%). Most of them were studying in the Career English for
International Communication Program (64.44%), while the rest of them (35.56%)
were studying in other faculties and majors such as English Language Teaching,
College of Innovation and Faculty of Law. There were 18 participants (40%) who had
a current GPA of 3.51-3.75 and 12 participants who had a current GPA of over 3.76.
Most of the participants, 26, had been studying English language for 10-20 years.
Only two participants or 4.44% had been studying English for over 30 years.

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Regarding the occupations of participants, most of them (60%) were working

as company employees. Only seven participants or (15.56%) were government
officers. It is also interesting that 11.11% or five participants were full-time students
while four had no work experience, so they were excluded from the study. However,
more than half (64.44%) had work experience of 1-5 years.

4.2 PARTICIPANTS’ BEHAVIORS REGARDING ENGLISH

COMMUNICATION IN THEIR WORKPLACE
Data on participants’ behaviors regarding English communication were
collected based on the four English skills: listening, speaking, reading, and writing.
The level of frequency was divided into five levels: never (0%), rarely (25%),
sometimes (50%), often (75%) and always (100%).

Table 4.2 Participants' behavior regarding English communication in their workplace

Listening skills in the following situations Mean SD Level
Listening and understanding assignment from 3.55 1.11 often
executives
Listening to the information from foreigners 3.76 1.2 often
Listening to the information by telephone call 2.88 1.09 sometimes
Listening to the notifications, suggestions, job 3.46 0.94 often
descriptions, warning notifications, and other
instructions for every project
Listening to presentations and academic lectures 3.59 1.19 often
Listening to the other’s opinions in meetings, 3.66 1.27 often
trainings, and seminars
Total average 3.48 1.13 often
Speaking skills in the following situations Mean SD Level
Asking about and confirming assignments 3.22 1.18 sometimes
Communicating with foreign colleagues 3.34 1.23 sometimes
Communicating with other foreigners 3.41 1.18 often

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Asking for more information and giving advice 3.44 1.06 often
both inside and outside the organization
Informing work management about details and 3.37 1.13 sometimes
providing other information to others
Expressing your opinions, feelings, and thoughts 3.39 1.07 sometimes
Total average 3.36 1.14 sometimes
Reading skills in the following situations Mean SD Level
Reading email, letters and memoranda from 4.02 1.13 often
coordinators
Reading magazines, newspapers, journals, and 3.46 1.01 often
academic articles
Reading documents pertaining to meetings, 3.71 0.99 often
trainings, and seminars
Reading official letters, memoranda of 3.61 0.99 often
understanding, and other contracts
Reading overall operation reports 3.59 1.15 often
Reading introductions, instructions of application 3.85 1.03 often
forms, and notification documents
Total average 3.7 1.05 often
Writing skills in the following situations Mean SD Level
Writing or responding to emails 3.71 1.31 often
Writing letters or memoranda 2.80 1.15 sometimes
Writing a meeting document, agenda, and minutes 2.93 1.46 sometimes
of meeting
Making a short note in a meeting, training, or 3.24 1.15 sometimes
seminar
Writing a progress or monthly report to be 2.90 1.31 sometimes
submitted to executives
Total average 3.12 1.28 sometimes

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From Table 4.2 above, it can be seen that the participants have experienced
English situations related to the four skills. The participants often had to use reading
skills (Mean=3.7, SD=1.05) and listening skills (Mean=3.48, SD=1.13) in the
workplace. They sometimes used speaking skills and writing skills. However, writing
was the skill they have to use the least in the workplace.
Among the four skills, reading was the skill that participants used most
(Mean=3.7, SD=1.05). The participants often communicate by reading English email,
letter, and memoranda from coordinators (Mean=4.02, SD=1.13). They also often
read introductions, instructions of application forms and notification documents in
English language (Mean=3.85, SD=1.03). Reading magazines, newspapers, journals
and other academic articles are the behaviors that participants do least often
(Mean=3.46, SD=1.01).
The participants use English listening skill in the workplace, with the mean of
3.48. They often listen to information from foreigners (Mean=3.76, SD=1.2). The
table above shows that the participants often listen to other’s opinions in meetings,
trainings and seminars (Mean=3.66, SD=1.27) as well as presentations and academic
lectures (Mean=3.59, SD=1.19). However, it is clear that they sometimes use English
listening skills to receive information over the telephone (Mean=2.88, SD=1.09).
For speaking skills, they often ask for more information and give advice both
inside and outside organization (Mean=3.44, SD=1.06), as well as communicate with
foreigners (Mean=3.41, SD=1.18). They sometimes use speaking skill to express their
feelings, opinions and thoughts (Mean=3.39, SD=1.07). Moreover, they also
sometimes provide information on work management details and other information to
others (Mean=3.37, SD=1.13).
Writing English was the least used skill; as can be seen from the collected
data, the participants use less writing skill in their workplace. Writing or responding
to emails was the skill used most often (Mean=3.71, SD=1.31). Making a short note in
a meeting, training or seminar was a behavior they sometimes do in the workplace
(Mean=3.24 SD=1.15). They sometimes write a meeting document, agenda and
minutes of meeting (Mean=2.93 SD=1.46). They also sometimes write a letter or
memoranda (Mean=2.80 SD=1.15).

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4.3 PARTICIPANTS’ PROBLEMS IN USING ENGLISH LANGUAGE IN

THEIR WORKPLACE
This part describes the participants’ problems in using English language in
their workplace in terms of listening skills, speaking skills, reading skills, and writing
skills. The data were divided into two sections: the overall problems in using English
language skills at the workplace and levels of problems using English in the
workplace.

Table 4.3 Overall problems in using English language skills in the workplace
Overall problems in using English language Mean SD Level
skills at work
Listening skills 3.15 1.11 moderate
Speaking skills 3.17 1.14 moderate
Reading skills 2.37 1.18 little
Writing skills 2.68 1.19 moderate

Table 4.3 above shows that all the participants have a moderate level of
problem with speaking skills (Mean=3.17, SD 1.14), while they have little problem
with reading skills (Mean=2.37, SD=1.18). Nevertheless, listening skills and writing
skills received the same rating, which was at a moderate level (Mean=3.15, SD=1.11,
Mean=2.68, SD=1.19).

Table 4.4 Problems in using English skills in the workplace

Activities of listening skills Mean SD Level
Unable to understand unfamiliar words or technical 3.24 1.06 moderate
terms
Unable to understand complex sentences 3.17 1.16 moderate
Unable to understand accents of non-native speakers 3.17 1.14 moderate
of English
Unable to understand familiar topics 2.68 1.27 moderate
Unable to understand rapid speech 3.05 1.09 moderate

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Unable to understand conversations via telephone 2.88 1.15 moderate

calls
Unable to extract main ideas from speakers 2.63 0.99 moderate
Total average 2.97 1.12 moderate
Activities of speaking skills Mean SD Level
Feel uneasy and lack confidence when speaking 3.02 1.27 moderate
English
Unable to respond with appropriate words 2.93 0.98 moderate
Unable to pronounce correctly 2.80 1.04 moderate
Unable to use correct grammar 3.12 0.99 moderate
Unable to use correct stress and intonation 3.10 1.09 moderate
Unable to express complex ideas 3.10 1.14 moderate
Total average 3.01 1.08 moderate
Activities of reading skills Mean SD Level
Unable to guess the meaning of unfamiliar words 3.17 1.21 moderate
Unable to get the main ideas of texts 2.63 1.09 moderate
Know meaning of every word but unable to 2.59 1.17 little
understand sentences or longer texts
Unable to understand technical terms 3.22 1.24 moderate
Slow reading speed 2.73 1.22 moderate
Total average 2.87 1.18 moderate
Activities of writing skills Mean SD Level
Unable to spell words correctly 2.41 1.12 little
Unable to use correct vocabulary 2.59 1.15 little
Unable to use correct pronunciation 2.49 1.11 little
Unable to use correct grammar 3 1.13 moderate
Unable to use correct connectors 2.76 1.05 moderate
Unable to write with coherent organization 2.83 1.03 moderate
Total average 2.68 1.1 moderate

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Table 4.4 shows the collected data about the problems in using English skill in
the workplace. The problems with activities related to listening skill, speaking skill
and reading were all at a moderate level. Participants had the least problem with
writing skill.
The problems in speaking skills were rated first at a moderate level
(Mean=3.01 SD=1.08). The respondents agreed that they had a moderate problem
expressing complex ideas (Mean=3.10, SD=1.14) and difficulty responding with
appropriate words (Mean=2.98 SD=0.98). They also had a moderate problem with
pronouncing correctly (Mean=2.80, SD=1.04).
In the listening skills category, participants had a moderate level of problem.
They had a moderate problem understanding unfamiliar words or technical terms
(Mean=3.24, SD=1.06) and complex sentences (Mean=3.17, SD=1.16). Also, they
were unable to understand accents of non-native speakers of English (Mean=3.17,
SD=1.14) However, they had the least problem extracting the main of speakers
(Mean=2.63, SD=0.99).
Reading skills were rated as a moderate problem by the participants. They had
a moderate problem guessing the meaning of unfamiliar words (Mean=3.17,
SD=1.21) and getting the main ideas of texts (Mean=2.63, SD=1.09). They agreed
that they know the meaning of every word but had some problem understanding
sentences or longer texts (Mean=2.59, SD=1.17).
In terms of writing skill, they had a moderate problem using correct grammar
(Mean=3, SD=1.13), writing with coherent organization (Mean=2.83, SD=1.03), and
using correct connectors (Mean=2.76, SD=1.05). Using correct grammar and correct
connectors was a bigger problem than using correct vocabulary, as respondents had
only a little problem using correct vocabulary (Mean=2.59 SD=1.15). They had the
least problem with correct spelling of words (Mean=2.41, SD=1.12).

4.4 DISCUSSION OF THE RESULTS

This section answers the research question of this study: 1) What are the
behaviors of graduate students in terms of using English as communication in the
workplace? 2) What are the problems of graduate students regarding English
communication in the workplace?

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From the background data of respondents, it was found that most of them were
studying in the Career English for International Communication program. Most of the
participants had been studying English language for 10-20 years and most were
working as company employees. More than half of them had work experience of 1-5
years.
Regarding research question one, the study found that participants’ behaviors
regarding English communication were at the often and sometimes level. They had a
high level of frequency in terms of using two English language skills: listening and
reading. For speaking and writing, the participants reported a moderate level of
frequency. Some of the results were in contrast to the finding of Eamjoy (2015) that
listening and writing skills were rated as the most needed skills for the employees;
however, writing skills in this study were not ranked at a high level of frequency.
Similarly, Maithong (2011) found that listening and speaking skills were considered
as the most important skills for staff while no related studies indicated that reading
skill was used at a high level of frequency. This could imply that reading skills was
not rated as a significant need, although the results of the current study showed that
reading skill was used at a high frequency.
For research question two, most of the participants said that using English for
communication in the workplace was moderately problematic. Focusing on the
overall problems, listening, speaking and writing skills were ranked as moderate
problems. Conversely, reading skills were the least problematic skills in English
communication. This result differed from the findings of Maithong (2011), who
discovered that staff perceived writing skill as the most problematic skill, followed by
listening, speaking and reading skills.
The results of this study differ from the previous studies discussed in the
literature review since most of the studies focused on the importance of
communication (Markovic & Salamzadeh, 2018) and the communication skills that
need to be developed. Moreover, Chuandee’s (2016) study showed that employees
have a very great need for using English writing regularly in the company to improve
their writing skill. However, the findings of this research indicate that all four skills
need to be developed since the problems were all at a moderate level and only some
situations were little problems.

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CHAPTER 5
SUMMARY, CONCLUSION AND RECOMMENDATIONS

Chapter 5 contains the summary, conclusion and recommendation of the

whole study. The finding of the study from the collected data is written in summary.
The overall conclusion would be seen on the conclusion. The recommendation part
gives the information for the further research and study.

5.1 SUMMARY OF THE FINDINGS

The primary objective of this research was to investigate the problems and
behavior with regard to graduate students’ use of English in the workplace.
1. Overall, it is necessary for the participants to use all the English skills in the
workplace. It is clear that listening and reading skills are the most used skills in their
workplace. However, no a big difference was found between these four skills. Thus,
graduate students use English language to communicate in their workplace, not only
in the listening and speaking activities but also communicating by reading and
writing.
2. The problem in using English language to communicate in the workplace
was at a moderate level. Overall, writing skill, listening skill and speaking skill were
equally problematic at a moderate level. It is interesting that they had the least
problem with English reading skill. In terms of writing skill, the participants mostly
agreed that they have little problem with spelling words and using correct vocabulary
and pronunciation. The participants had a moderate problem using correct grammar in
writing skill and speaking skill. In terms of reading skill, the participants seem to have
least problem, as they know the meaning of every word but were unable to understand
longer texts. However, the rest of activities in reading skill and all activities in
listening skill and speaking skill were moderately problematic.

5.2 CONCLUSION
As mentioned in the statement of problem, English has become a huge part of
people’s lives, including in the workplace. This has caused many employees to
struggle at work. English language limitations might prevent them from showing
their ability,

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opinions or feelings in the workplace. English language seems to be a significant

problem in regard to communication in the workplace. It is interesting that the
postgraduate students in this study used all four English communication skills at
similar frequency levels, that is to say sometimes and frequently. This means that they
use English language to communicate by listening, speaking, reading and writing in
their workplace. However, the study determined that writing skill was the least
problematic skill for the participants.

5.3 RECOMMENDATIONS FOR FURTHER RESEARCH

1. This study only collected data using the quantitative method. Further study
should use qualitative methodology to investigate the problems of using English
language to communicate in the workplace in order to yield more in-depth results.
2. This study only focused on graduate students’ problems in English
communication in their workplace. In further research, a more diverse sample should
be studied in order to broaden the scope.
3. In further study, data should be collected from a larger sample.

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APPENDIX
THE QUESTIONNAIRE

This questionnaire is divided into three parts as follows:

Part 1: Questions concerning personal information
Part2: Questions concerning students’ behavior regarding English communication in
their workplace
Part3: Questions concerning students’ problems of using English language in their
workplace
Direction: Please put a mark (√ ) in the box or fill in the blank which will best
describe your behaviors and problems of using English in the workplace

Part 1: Questions concerning personal information.

1. Gender Male Female

2. Faculty/Major

3. Your current GPA scores

4. How long have you been studying English? Years.

5. Occupation Business owner Government officer

State enterprise officer Full-time students Company employee

Others ………………

6. The position and organization of your work

7. Work Experience
None (Questionnaire ended) 1 - 5 years

6 – 10 years >10 years

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Part2: Questions concerning students’ behaviors regarding English

communication in their workplace
1= Never 2=Rarely 3= Sometimes 4=Often 5 = Always

Listening skill
Frequency
How often do you use
1 2 3 4 5
No. listening skills in the
Never Rarely Sometimes Often Always
following situations?
(0%) (20%) (50%) (70%) (100%)
1 Listening and understanding
assignment from executives
2 Listening to the information
from foreigners
3 Listening to the information
by telephone call
4 Listening to the notifications,
suggestion, job descriptions,
warning notification, and
other instruction from every
project
5 Listening to the presentation
and academic lecture
6 Listening to the other’s
opinion in the meeting,
training, and seminar
7 Asking and confirming the
executive’s assignments
8 Communicating with
foreigner colleagues
9 Communicating with other
foreigners
10 Asking for more information
and giving advice both in and
out of organization

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Frequency
How often do you use
1 2 3 4 5
No. listening skills in the
Never Rarely Sometimes Often Always
following situations?
(0%) (20%) (50%) (70%) (100%)
11 Informing work management
detail and other information
to the others
12 Expressing your opinion,
feeling, and thought

Speaking skill
Frequency
How often do you use
1 2 3 1 5
No. reading skills in the
Never Rarely Sometimes Never Always
following situations?
(0%) (20%) (50%) (0%) (100%)
13 Reading email, letter,
memoranda from
coordinators
14 Reading magazine,
newspaper, journal, and other
academic article
15 Reading a document of the
meeting, training, and
seminar
16 Reading official letter,
memoranda of
understanding, and other
contract
17 Reading overall operation
report
18 Reading introduction,
instruction of application
form, and notification
document

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Writing skill
Frequency
How often do you use
1 2 3 1 5
No. writing skills in the
Never Rarely Sometimes Never Always
following situations?
(0%) (20%) (50%) (0%) (100%)
19 Writing or respond email
20 Writing the letter or
memoranda
21 Making a meeting document,
agenda, and minutes of
meeting
22 Making a short note in the
meeting, training, or seminar
23 Making a progress or
monthly report to the
executives
24 Filling in a form

( Athitawan 2015 )

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Part3: Questions concerning students’ problem of using English language in

their workplace.
1 = very little 2 = little 3 = moderate 4 = great 5 = very great
1. Overall, to what extent do you have problems of using English language skills
at work?

skills Level of Problems

1 2 3 4 5

Listening

Speaking

Reading

Writing

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2. How would you rate your problems of using English skills at work?
1 = very little 2 = little 3 = moderate 4 = great 5 = very great

Listening skill

Frequency

1 2 3 4 5
No. Activities
very little moderate great very
little great
1 Unable to understand unfamiliar
words or technical terms

2 Unable to understand complex

sentences
3 Unable to understand accents of
non-native speakers of English
4 Unable to understand familiar
topics

5 Unable to understand rapid speech

6 Unable to understand dialogs via

telephone calls
7 Unable to extract main ideas
which the speakers said
8 Others (specify)
……………………..

Ref. code: 25626121040601NTL

 39

Speaking skill
Frequency

1 2 3 4 5
No. Activities very little moderate great very
little great

1 Feel uneasy and lack confidence

when speaking English

2 Unable to respond with

appropriate words
3 Unable to pronounce correctly

4 Unable to use correct grammar

5 Unable to put correct stress and

intonation
6 Unable to express complex
ideas
7 Others (specify)
……………………..

Ref. code: 25626121040601NTL

 40

Reading Skill

Frequency

No. Activities 1 2 3 4 5
very little moderate great very
little great
1 Unable to guess the meaning of
unfamiliar words

2 Unable to get the main ideas of

the texts
3 Know meaning of every word but
unable to understand the
sentences or longer texts
4 Unable to understand technical
terms

5 Slow reading speed

6 Others
(specify )………………….

Ref. code: 25626121040601NTL

 41

Writing skill

Frequency

No. Activities 1 2 3 4 5
very little moderate great very
little great
1 Unable to spell words correctly

2 Unable to use correct vocabulary

3 Unable to use correct pronunciation

4 Unable to use correct grammar

5 Unable to use correct connectors

6 Unable to write with coherent

organization
7 Others (specify)
……………………..

(Nanthida 2011)

Ref. code: 25626121040601NTL

 42

BIOGRAPHY

Name Mr. Akarapong Srinopnikom

Date of Birth November 24, 1993
Educational Attainment 2017 : Bachelor of Arts
2019 : Master of Arts

Ref. code: 25626121040601NTL