IJSSER

Title: ENGLISH PROFICIENCY DEVELOPMENT COMMUNITY-BASED TOURISM FOR NON-FORMAL AND INFORMAL EDUCATION IN SAMOENG, CHIANGMAI PROVINCE, THAILAND
Authors: Chirapa Supa and Kittiwin Dhedchawanagon
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Chirapa Supa1 and Kittiwin Dhedchawanagon2 1. Lecturer, Faculty of Liberal Arts, Maejo University 2. Lecturer, Dr. Faculty of Education, Phetchabun Rajabhat University
MLA 8 Supa, Chirapa, and Kittiwin Dhedchawanagon. "ENGLISH PROFICIENCY DEVELOPMENT COMMUNITY-BASED TOURISM FOR NON-FORMAL AND INFORMAL EDUCATION IN SAMOENG, CHIANGMAI PROVINCE, THAILAND." Int. j. of Social Science and Economic Research, vol. 7, no. 7, July 2022, pp. 2232-2241, doi.org/10.46609/IJSSER.2022.v07i07.032. Accessed July 2022. APA 6 Supa, C., & Dhedchawanagon, K. (2022, July). ENGLISH PROFICIENCY DEVELOPMENT COMMUNITY-BASED TOURISM FOR NON-FORMAL AND INFORMAL EDUCATION IN SAMOENG, CHIANGMAI PROVINCE, THAILAND. Int. j. of Social Science and Economic Research, 7(7), 2232-2241. Retrieved from https://doi.org/10.46609/IJSSER.2022.v07i07.032 Chicago Supa, Chirapa, and Kittiwin Dhedchawanagon. "ENGLISH PROFICIENCY DEVELOPMENT COMMUNITY-BASED TOURISM FOR NON-FORMAL AND INFORMAL EDUCATION IN SAMOENG, CHIANGMAI PROVINCE, THAILAND." Int. j. of Social Science and Economic Research 7, no. 7 (July 2022), 2232-2241. Accessed July, 2022. https://doi.org/10.46609/IJSSER.2022.v07i07.032.
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ABSTRACT: This academic study intends to address educational management challenges in English communication among students in non-formal education, by attending a non-formal lower secondary school in the Samoeng District Chiang Mai Province of Thailand, with a total of 15 people academic year 2020. The management of English language education for community tourism focuses on an education policy that leverages on the community as a learning basis, including tourist attractions and well-known local goods like strawberry and oranges. The planning of such events enhances students' awareness of the value of English communication and community tourism, and increases the joy of learning. The outcomes of engaging in such activities are positive. However, students were advised to concentrate on English media in the future for business interests. The satisfaction of non-formal education teachers was also high, with many commenting that the activities allowed students to earn extra income while still providing educational skills that they can apply in their everyday lives. In addition to this activity, there are stories about community history, tourist attractions, and products that add value to the community. What is particularly appreciated is the use of multi-lingual communication, whether in English, Chinese, Japanese, or Thai, which maintains student engagement and enjoyment during project activities.

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