Programme

Programme’s Philosophy

The Doctor of Philosophy in English for Professional Development program has been developed on the conceptual basis of social constructivism. It relies on the idea that learning is a process that occurs as a result of social interactions among learners as well as between learners and teachers. This process involves connecting new experiences and information with existing knowledge as well as analyzing, synthesizing, and evaluating on the basis of a deep understanding of the social and cultural contexts for the usage of English in professional situations, both locally and globally. This program has been developed during the social disruptions caused by the 2019 coronavirus pandemic (COVID-19), which have resulted in changes to learning styles and an emphasis on self-learning through various media. The program incorporates various learning approaches, principles, and methods for learning English that respond to the needs of users in various professional contexts. Moreover, it recognizes that the development of information and communication technologies has enhanced the role of the English language in professional contexts. English is not only used for general communication in international organizations, but constitutes the language used to transfer knowledge in many professions. Individuals who are proficient in English have more professional opportunities, since they are better prepared to share their knowledge and lead their organizations into the international arena. Hence, there is a growing need to enhance the competency in English for communication and productivity amongst professionals.

To sum up, this program aims to enable learners to create new knowledge related with the use of English language for professional development by integrating theories and research in applied linguistics and English language.  Learners are expected to have academic leadership skills in English language, have flexible thinking, enable to apply information technology for development of English language learning models, including operate and deliver innovation of English language in context appropriately.

Programme’s Objectives

1. To encourage morality and ethics when conducting research related with the English language.
2. To provide knowledge and expertise in theories of second language acquisition, curriculum design for English language skill development, research methodology in the humanities and the social sciences, and transformative learning paradigm.
3. To conduct innovative research on English language teaching and learning.

Programme’s Highlights

The program aims to produce English language professionals in education with the competency to innovate and develop new approaches and principles as well as to integrate English language skills with other disciplines. It also aims to enhance the English language proficiency of other educational professionals and of those in other sectors who need to use English in their work. It emphasizes research to create new knowledge that responds to social transformations and promotes paradigm shifts in learning and communication at a global level. In addition, the program also focuses on policy making and program administration with the aim of promoting different learning styles and forms of communication, as well as to enable English learners and users to respond with flexibility to their self-development needs.

Career Opportunities

1. English language teachers at educational institutions of any level
2. Researchers in the field of linguistics, English language, and applied linguistics
3. Facilitators and creators of learning innovation related to the English language in educational institutions
4. Managers of international programs/curricula
5. Supervisors of English language majors
6. English language policy makers

Program Learning Outcomes: PLOs

• PLO 1 Students are able to comply with ethical codes of conduct in the humanities and social sciences when designing creative research projects and writing academic works in English.
  • Sub PLO 1.1 Students are able to analyze and criticize the causes and effects of ethical issues and problems related with the use of English and the design of research projects in English, as well as to suggest possible solutions.
  • Sub PLO 1.2 Students are able to create English language learning innovations which do not lead to negative effects in society and do not impinge on other people’s rights.
• PLO 2 Students are able to criticize and evaluate the approaches, principles, and theories of applied linguistics, learning design, transformative learning theories, and research methodologies in the humanities and the social sciences.
  • Sub PLO 2.1 Students are able to criticize and evaluate the approaches, theories and principles of applied linguistics and second language acquisition, as well as the changing trends and scenarios that may affect the development of English proficiency and usage in professional disciplines.    
  • Sub PLO 2.2 Students are able to criticize and evaluate the approaches, theories and applications of transformative learning to develop English language proficiency.
  • Sub PLO 2.3 Students are able to evaluate the principles and methodologies of research in the humanities and social sciences related with the development of English language learning innovations.
  • Sub PLO 2.4 Students are able to integrate knowledge in applied linguistics, learning design, transformative learning, and research methodology, with the demands of English language users in professional disciplines.
• PLO 3 Students are able to create new knowledge that contributes to the development of English language disciplines and the improvement of English language proficiency in professional contexts.
  • Sub PLO 3.1 Students are able to create new knowledge when conducting research projects aimed at the development of English language learning in a changing and challenging environment by integrating approaches, theories, and principles of applied linguistics, second language acquisition, and trends that may affect the development of English proficiency and the use of English in professional contexts.
  • Sub PLO 3.2 Students are able to design research projects aligned with the methodologies of the humanities and social sciences by integrating the approaches, theories, and principles of applied linguistics, second language acquisition, and transformative learning.
• PLO 4    Students are able to innovate in the area of English-language learning and proficiency development.
  • Sub PLO 4.1 Students are able to offer new approaches that promote change in English-language learning and proficiency development.
  • Sub PLO 4.2 Students are able to systematically plan research projects and solve problems that may arise during these projects.
• PLO 5 Students are able to use information and communication technologies when conducting complex research projects, including choosing appropriate statistical methods to analyze data and using English language to communicate their approaches and results according to international standards.
• PLO 6 Students are able to choose appropriate and effective information and communication technologies when creating innovations for English language teaching and learning.

Tuition and Fees

• Plan 2.1:
  • 97,500 Baht per semester
  • 585,000 Baht per programme

Programme Structure

Plan 1.1
Total credits :  48  credits  
      1. Dissertation                   48      credits 
      2. Major Required Courses    0        credits

Plan 2.1
Total credits :  48  credits  
      1. Dissertation             36      credits
      2. Major Required Courses    12      credits

(Refer Doctor of Philosophy Program in English for Professional Development Year 2022)

Links: 
Plan 1.1 
Plan 2.1

Note:

• 1.1 = Dissertation only (not less than 48 credits) (Master's degree graduates)
• 1.2 = Dissertation only (not less than 72 credits) (Bachelor's degree with honours graduates)
• 2.1 = Course work (not less than 12 credits) with Dissertation (not less than 36 credits) (Master's degree graduates)
• 2.2 = Course work (not less than 24 credits) with Dissertation (not less than 48 credits) (Bachelor's degree with honours graduates)