An investigation of bankers’opinions about abilities and ...

AN INVESTIGATION OF BANKERS’OPINIONS ABOUT

ABILITIES AND IMPROVEMENTS IN LISTENING AND

SPEAKING SKILLS IN THE SILOM AND SUKHUMVIT

AREAS

BY

MISS KORARAK PONGCHALERM

AN INDEPENDENT STUDY PAPER SUBMITTED IN PARTIAL

FULFILLMENT OF

THE REQUIREMENTS FOR THE DEGREE OF

MASTER OF ARTS IN ENGLISH FOR CAREERS

LANGUAGE INSTITUTE

THAMMASAT UNIVERSITY

ACADEMIC YEAR 2017

COPYRIGHT OF THAMMASAT UNIVERSITY

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Independent Study Paper Title AN INVESTIGATION OF

BANKERS’OPINIONS ABOUT ABILITIES

AND IMPROVEMENTS IN LISTENING AND

SPEAKING SKILLS IN THE SILOM AND

SUKHUMVIT AREAS

Author Miss Korarak Pongchalerm

Degree Master of Arts

Major Field/Faculty/University English for Careers

Language Institute

Thammasat University

Independent Study Paper Advisor

Academic Years

Associate Professor Nitaya Yuangsri

2017

ABSTRACT

This study surveyed bankers’abilities in terms of English listening and

speaking skills using a total of 72 participants who worked in the Silom and

Sukhumvit areas. The research instrument used to gather the data was a questionnaire.

There were four parts to the questionnaire on listening and speaking skills:

background information of the participants, the frequency of the use of English skills

in merchant banking with foreign customers, their levels of ability, and their opinions

on ways to improve English. The respondents filled out the questionnaires and

returned them within a month. The data was analyzed using the SPSS program.

The results show that the bank tellers were capable of listening and speaking

skills at a moderate level. They improved their English listening and speaking skills,

by taking English training courses for bankers in banks and other organizations, such

as, a language institute. Moreover, they most frequently used English listening skills

to give personal details and speaking skills for greetings, welcoming, expressing

thanks, and saying goodbye. The findings may motivate bankers to further improve

their listening and speaking skills in the future.

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Keywords: Banker, Opinions, Abilities, Improvements, Listening and Speaking, the

Silom and Sukhumvit areas

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ACKNOWLEDGEMENTS

I want to thank the many people who made this independent study successful.

Firstly, I want to express my gratitude to my advisor, Associate Professor Nitaya

Yuangsri, for her advice, and inspiration during my independent study. Moreover, I

want to thank my co-advisor, Associate Professor Supong Tangkiengsirisin, Ph.D., for

his counsel and comments in order to improve this study.

Secondly, I am grateful to my boss, and my colleagues at the banks in Silom

for their advices and comments on this research, and all the respondents in the Silom

and Sukhumvit areas for spending time in filling out the questionnaires. I also want to

thank my friends and staff at LITU and other faculties, such as, the Faculty of

Commerce and Accountancy and College of Innovation that provided information,

gave useful guidance and encouraged me to accomplish my independent study.

Most importantly, I greatly appreciate my family; my parents for instructing

me to make an effort in this study, and my sisters and brother for supporting and

encouraging me to overcome some barriers in this independent study.

Miss Korarak Pongchalerm

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TABLE OF CONTENTS

Page

ABSTRACT i

ACKNOWLEDGEMENTS iii

LIST OF TABLES vii

CHAPTER 1 INTRODUCTION 1

1.1 Background 1

1.2 Research Questions 2

1.3 Research Objectives 2

1.4 Scope of the study 3

1.5 Definition of Terms 3

1.6 Significance of the Study 4

1.7 Organization in this Study 4

CHAPTER 2 REVIEW OF LITERATURE 5

2.1 The theory of communication 5

2.1.1 The definition of communication 5

2.1.2 The elements of communication 5

2.1.3 The models of communication 7

2.2 The theory of listening 8

2.2.1 The definition of listening 8

2.2.2 The understanding stages of listening 8

2.2.3 The problems of listening 10

2.2.4 The improvement of listening 10

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2.3 The theory of speaking 11

2.3.1 The definition of speaking 12

2.3.2 Speaking competence 12

2.3.3 The common problems of speaking 12

2.3.4 The improvement of speaking problems 13

2.4 English listening and speaking skills for bankers 15

2.5 The relevant research 16

CHAPTER 3 RESEARCH METHODOLOGY 20

3.1 Subjects 20

3.2 Materials 20

3.3 Procedures 21

CHAPTER 4 RESULTS AND DISCUSSION 25

4.1 Background information of the participants 25

4.2 The frequency of using of listening and speaking skills

about merchant banking with foreign customers 28

4.3 The levels of ability in listening and speaking skills 35

4.4 The opinions on improving listening and speaking skills 40

CHAPTER 5 CONCLUSIONS, DISCUSSIONS, LIMITATIONS AND

RECOMMENDATIONS 47

5.1 Summary of the study 47

5.2 Summary of the findings 48

5.3 Discussions of the findings 50

5.4 Conclusions 51

5.5 Limitations of the study 52

5.6 Recommendations for future study 53

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REFERENCES 54

APPENDICES 57

APPENDIX A 58

APPENDIX B 63

BIOGRAPHY 68

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LIST OF TABLES

Tables Page

4.1 Table 1: Background information of the participants 26

4.2 Table 2: The frequency in using listening skill about 29

the merchant banking with foreign customers

4.3 Table 3: The mean scores of frequency of using listening 30

skill of bankers

4.4 Table 4: The frequency of using speaking skill about 33

the merchant banking with foreign customers

4.5 Table 5: The mean scores of frequency of using speaking 35

skill of banker

4.6 Table 6: The levels of ability in listening skill of bankers 36

4.7 Table 7: The mean scores of levels of ability in listening 37

skill of bankers

4.8 Table 8: The levels of ability in speaking skill of bankers 38

4.9 Table 9: The mean scores of levels of ability in speaking 40

skill of bankers

4.10 Table 10: The opinions on improving listening skill 41

of bankers

4.11 Table 11: The mean scores of opinions of improving listening 43

skill of bankers

4.12 Table 12: The opinions on improving speaking skill 44

of bankers

4.13 Table 13: The mean scores of opinions of improving speaking 45

skill of banker

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CHAPTER 1

INTRODUCTION

1.1 Background

Currently, English is the language used in communication in many economic

zones. English is not only used in the European economic area, but also in AEC

(Asian Economic Community). Thailand has been an AEC member since 2015. This

benefits the Thai economy in various fields, such as, commerce, investment, and

finance. The growth of information technology allows people to contact more quickly

and conveniently. Some foreigners tend to invest or live in Thailand, so Thailand’s

economy has an opportunity to grow very dramatically. Angsana (2011).

Statistics show an increasing amount of commercial banks in Bangkok.

According to the index of products and services by the Bank of Thailand, the financial

center had 161.08, 163.96, and 166.91 banks in October, November, and December in

2017 respectively. Furthermore, the Bank of Thailand divides these into five regions :

2,049 branches in Bangkok, 2,170 branches in the central region, 925 branches in the

northeast, 808 in the north, and 829 branches in the south. These Commercial banks

had a total of 6,781 branches in 2017.

Moreover, the financial institution are more interested in learning English for

business communication in the four skills: listening, speaking, reading ,and writing.

Listening and speaking are the most essential skills for communication with foreign

clients. Therefore, English skills can develop the national economy and lead Thailand

to compete in the AEC and worldwide.

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This study aims to survey the opinions on abilities and the necessary

improvements in listening and speaking skills. Both listening and speaking are

frequently used in business communication. The researcher chose the Silom and

Sukhumvit areas because these areas are important economic zones in Bangkok; there

are many workplaces, business companies, and shopping malls. Moreover, the Silom

and Sukhumvit areas are commercial zones. There are a lot overseas people who live

and do business there. Moreover, they can get a lot income in these areas.

1.2 Research questions

1.2.1 What are the bankers’ ability levels in terms of listening and speaking ?

1.2.2 What are bankers’ opinions on how to improve listening and speaking

skills?

1.2.3 How often do bankers use listening and speaking skills in merchant

banking with foreign customers?

1.3 Research objectives

1.3.1 To determine the abilities levels and the frequency of using English

listening and speaking skills between foreign clients and bankers.

1.3.2 To survey the opinions on how to improve the listening and speaking

skills of bankers.

1.3.3 To determine the frequency of using listening and speaking skills in

merchant banking with foreign customers.

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1.4 Scope of the study

The study aimed to survey bankers working in branches in the Silom and

Sukhumvit areas using a questionnaire. The researcher will survey participants in

these areas by distribution of questionnaire. After these questionnaires were collected,

the researcher determined the bankers’ levels of ability and the frequency of using

English listening and speaking skills. Moreover, the opinions on improving in

listening and speaking skills were explored.

1.5 Definition of terms

This study has the definition of terms as follows:

1.5.1 Bankers refer to bank tellers working at branches in the Silom and

Sukhumvit areas.

1.5.2 Opinions refer to the attitudes toward ability and improvements of the

listening and speaking of bankers.

1.5.3 Listening and speaking skills refer to using English listening and

speaking skills in communication between bankers and foreign clients about merchant

banking.

1.5.4 Abilities refer to the proficiency of bankers in terms of listening and

speaking skills.

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1.6 Significance of the study

The outcome in this study will reveal various opinions of bankers about their

abilities and improvements in listening and speaking skills in business

communication. Not only will the researcher determine the levels of their ability and

the ways to improve listening and speaking skills of bankers who working at branches

in the Silom and Sukhumvit areas, other bankers, who work in economic zones in

Bangkok, will be made aware of the general proficiency levels and ways to improve

listening and speaking skills from this study. Furthermore, this study can motivate the

head of bank officers to help improve the English listening and speaking skills of the

staff in order to boost efficiency in the workplace in the present and future.

1.7 Organization of the study

Chapter 1 : The introductory chapter is composed of the background, research

questions, research objectives, definition of terms ,scope of the study. and

significance of the study.

Chapter 2 : The review of literature is consists of the theory of

communication, the theory of listening, the theory of speaking, and the relevant

research.

Chapter 3 : The research methodology is divided subjects, materials ,and

procedures.

Chapter 4 : The results is composed of background information of the

respondents, the frequency of using of English listening and speaking skills about

merchant banking with foreign customers, the levels of ability in English listening and

speaking skills, and their opinions about improvements in listening and speaking

skills.

Chapter 5 : Conclusion, discussion, limitations and recommendations : This

part is divided into the summary of study and findings, the conclusion, discussion, and

limitations of the study including recommendations for further study.

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CHAPTER 2

REVIEW OF LITERATURE

This chapter reviews the literature in four main areas: (1) theory of

communication, (2) theory of listening, (3) theory of speaking, (4) English listening

and speaking skills for bankers, and (5) relevant research

2.1 The theory of communication

2.1.1 The definition of communication

Communication is an action in which a person gives and receives information

to and from other persons. The information comprises person’s needs, desires,

perceptions, and knowledge. Communication has both intentional and unintentional

signals. Furthermore, it has forms both linguistic and non-linguistic forms, and

happens through words or other modes.

2.1.2 The elements of communication

The communication between bankers and foreign clients has seven main

elements as follows:

-Sender

Sender is a person who reacts to a situation from advantage point, interprets

ideas and filters experiences through his recognition. The background of the sender,

such as, attitudes, experiences, skills, cultural conditioning and personal differences

influences communication. The receiver will realize and transmit this message to the

sender who conveys ideas, feelings and information by words.

-Message

A message is a concept or feeling that is conveyed by the sender to the

receiver for the same comprehension.

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-Receiver

The receiver conveys or interprets a message for comprehension. Meanwhile,

the receiver acts an individual with a vantage point, and interprets the idea according

to individual awareness in the message. The cognition of a receiver results from

background, such as, experiences, beliefs, concerns and so on.

-Feedback

Feedback is a permanent interaction of information that is the main part in

communication. At the same time, the speaker is encouraged to continue and the

listener responds to a message that shows his understanding, either acceptance or non-

acceptance.

The characteristic of feedback

• Gives communication continuously

• Asks for clarification if there is a misunderstanding

• Urges discussion and communication

-Channel

Channel refers to signals how is message is conveyed, such as, a conversation,

letter, telephone call, television program, and radio. Information technology is used in

storing, sending, receiving and presentation. Furthermore, technology, which is full of

information, can provide a communication channel that is wider, easier and faster than

the past

Business communication has both an internal channel and external channel.

The selection of a suitable channel matches with the purpose, needs of the sender and

demands of the receiver.

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-Context

Context is composed of the situation or atmosphere of communication.

Context plays a significant role in encoding and decoding the message. The message

can differ meaning according to the situation. For example, communication takes

place in different settings, such as at a conference, in the lunchroom and a formal

meeting. Moreover, it may use various types of language, according to the

circumstances.

- Inference or noise

The received message is not as essential as the sent message. Sometimes, the

intention of received message is interrupted by noise that interferes with the

communication, leading to misunderstanding in communication.

2.1.3 The models of communication

There are three models of communication that are frequently used in

communication between bankers and foreign customers.

- One – Way Model

The one – way model is communication in which the sender encodes the

message and the receiver decodes or interprets the message. This communication

occurs in the current of internal and external noise. Moreover, the message is coded,

such as, verbal, vocal, and nonverbal symbols, and passes through a channel. But

there is no answer of feedback in this model.

- Circular Model

Circular model is a communication in which a sender sends a message to a

receiver for interpretation and replies to the sender. Although, this communication is a

step-by-step process, there is the addition of a frame of reference, such as, individual

experience and background.

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- Transaction model

Transaction model is communication from a sender to a receiver that occurs

simultaneously. The relevant person in the communication may send and receive

messages at the same time. In addition, both the sender and the receiver take

responsibility for the creation of meaning and influence each other. The addition of

environment and motivation may affect comprehension.

2.2 The theory of listening

Listening, one of four English skills, is an important skill. Bernard Ferrari

(2012) said that listening may be the most powerful tool at your disposal if you want

to get a better job. Although, listening occurs naturally, this skill can be developed.

2.2.1 The definition of listening

Listening is attention to sound. It relates to emotions and the behavioral

process, including, motivation attends to others, understanding, receiving, and

interpreting, which includes verbal and nonverbal feedback.

2.2.2 The understanding stages of listening

There are five basic stages of listening: sensing stage, interpreting stage,

evaluating stage, responding stage, and memory stage.

-Sensing Stage

Listeners choose to hear or ignore one or many stimuli in the form of sound,

sight, and smell. We learn to be selective and intend to do things that are essential to

our attention. Gender, age, cultural background, bias ,emotion, and environmental

distractions affect listeners sensory abilities. Not only do you look like you are

listening, but also you are actually concerned with communication.

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-Interpreting stage

The listener knows the meaning of a message that was seen, heard and felt.

The listener tries to decode the speaker’s meaning. However, we frequently in have

different meanings for the same word. Littlejoh & Fess (2011) describes the

processing of information, explaining that sometimes, the listener assumes that he can

understand and doesn’t bother with questions or paraphrasing.

-Evaluating Stage

Goss (1982: 306) claims that listeners think about the message, make

inferences, evaluate and judge the speaker and the message. Listeners must determine

the credibility of the speaker, and whether she/he is worthy of their time. Listeners’

attitudes have an impact on their evaluation. Previous experiences, expectations,

beliefs and emotions also have an affect on listeners’evaluations. Listeners evaluate

messages based on assumptions without all the facts. These are based on word

(language code, speaking voice (paralanguage code) appearance, gestures, and visual

aids (nonverbal code ).

-Responding Stage

This stage is significant since speakers guess that they can communicate

although listeners don’t agree. They show by their responses if they understand or not.

Listeners can respond in many forms, such as, agreement, disagreement and

confusion, or by nonverbal facial expressions (i.e., frowning and nodding).

-Memory Stage

The final stage is the step of retaining and storing messages in memory. Wolff

et al. (1983) claim that people will listen intently to a brilliant speaker but people will

only remember a 10 to 25% of a presentation in a day, a week and a month. In

addition, Cowan’s recent research (2001) detemined that our memory can retain not

over four bits of information, such as, sounds, letters, words, sentences, and

considered ideas).

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Key points helps to move information from the short-term memory into long-

term memory of listeners.

( a ) Listen to key words

( b ) Write down the key words

( c ) Summarize and rehearse the key points in your mind continually

2.2.3 The problems of listening

Careful listeners only can respond to the conveyed intention directly.

Deficient ability in English listening skills leads to misinterpretation of the messages.

“ The rewards of listening are great. They include increased knowledge,

broadened experience, more friendship, increased job opportunities and promotions,

development of facility in using language, and an increased appreciation of spoken

words. Conversely, ineffective listening will have a negative effect in any of these

areas, with disappointment and failure often being the results.” ( Clark, Tinnervia and

Zimmer,1985:519 ).

Brown ( 2000 ) also states that one difficult aspect of comprehension in

listening is excessive new and familiar words. Underwood ( 1989 ) categorizes the

main listening problems as follows :

• Insufficient control over the speed while speakers speak

• Unrepeatable to get things

• The listener has limited vocabulary

• Not recognizing the signals

• Problems in interpreting

• Lack of concentration

• Need to build learning habits

2.2.4 The improvement of listening

We retain it only about 20% of what we hear according to the International

Listening Association. As part of International Listening Awareness Month, the

association recommends some ways to be an effective listener as follows:

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-Maintain eye contact – eye contact helps the listener to concentrate on the

conversation at hand.

-Use gestures, such as making eye contact, uncrossing your arms, and turning

your shoulders. Use your body to show your interest , such as nodding your head.

-Don’t try to surpass the speaker by ending his or her thoughts in your mind

before the speaker finishes. You should avoid thinking about what you’re going to say

next.

-Participation in active listening with nods and affirmative words to encourage

the speaker.

-Don’t interrupt while the person speaks. Repeat and paraphrase what you

hear.

-Ask questions and require explanations by giving examples in order to get a

better understanding of something.

-While someone is speaking to you, you should stop doing other things, such

as, fidgeting, reading, and so on.

-Don’t spend much times on personal behavior, such as, clearing your throat,

touching your nose and saying uh, you should attend to the subject matter and focus

on the message or content.

-Ask open - ended questions that allow for a dialogue. For example, the

speaker might say, “I don’t like my hair” The listener might answer, “What is it about

your hair you don’t like?” or, “Tell me more about your feelings regarding your hair”.

- Body language may imply the meaning of spoken words , such as, posture,

eye movements and facial expressions. You should pay attention to a speaker’s body

language.

2.3 The theory of speaking

Speaking is another skill that is essential in English communication. Not only

is speaking used in general communication , but also in business communication

everyday. There are many problems of speaking in many aspects although it is used

frequently in various situations.

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2.3.1 The definition of speaking

Speaking is a process that is interactive and builds meaning about production

and receiving and information. It has form and depends on the context, the

experiences, the environment and the purpose. Not only does speaking require to

adhering to particular principles of language, such as, grammar, pronunciation and

vocabulary, but also an understanding about to build language by using question

words like what, when, and why.

2.3.2 Speaking competence

Canale and Swain ( 1980 ) stated that to be successful in speaking skill and

communicative ability, speaking must have four major components :

1. Grammartical ability, which means knowledge of correct grammar in a

language.

2. Sociolinguistic ability, which means knowledge of what is acceptable in a

society.

3. Discourse ability, which refer to knowledge of relationships between

sentences.

4. Strategic ability, which is the knowledge of vocal and body language.

2.3.3 Common speaking problems

Munjayanah (2004) claims that for learners , improving speaking skill is not

easy. The problems of speaking skill are follows :

-Low participation

Dominant students in an the ESL class tend to express themselves freely

whereas, timid students are happy to sit back and watch the lesson instead of

participating.

-Listening

You only talk about 50% in the time when you have a dialogue, and you listen

to the person speaking about 50%. If you don’t understand what the other person says,

it is difficult to answer.

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-Vocabulary

When you speak English, you have a sentence in your memory. But if you

miss 2 or 3 essential vocabulary words, it is difficult to say that what do you think.

-Pronunciation

Sometimes, English words are too hard to pronounce and it makes you

confused. Sentences have both rhythm and intonation.

-Lack of confidence

You are afraid of mistakes in speaking skill. The lack of confidence in

speaking has many causes as follows:

-You have errors in grammar because you are too worried about it.

-To maintain a negative opinion and assume that you are not a good English

speaker.

-You rarely practice English speaking in low and high-pressure situation. If

you make mistake, you feel embarrassed. Or you are uncomfortable in English

speaking when you face serious situations ( i.e. , teleconferences, presentations and

job interviews ).

2.3.4 The improvement of problematic speaking

There are a number of ways to improve speaking, especially in business

communication. Not only are some ways of improvements beneficial in English

learning, but they also increase the effectiveness in work.

-Emphasis

The alteration of your pitch, volume, speed and tone can give emphasis to

your oral communication. You can vary your voice by using different emphasis

techniques generate interest and communicate different meanings. Furthermore, the

variation of your voice can strengthen your oral communication.

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-Enunciation

Enunciation is the manner that you sound the parts of words. Each part of

word is sounded out clearly and correctly. The slow rate of individual words can help

you to avoid errors in enunciation. High quality enunciation reflects on your

intelligence and credibility.

-Pronunciation

Pronunciation is the way that you make sounds or say words. You can make

sounds clearly but not pronounce a word accurately. The accuracy of your

pronunciation reflects on your intelligence and credibility. The listeners expect you to

speak correctly to help receivers concentrate on the content in your message. Good

verbal communicators pronounce word accurately. If you are not sure how to

pronounce a word, you can check the dictionary or learn from another person how to

pronounce it accurately.

-Analysis

You can do an analysis of your voice. For example, record your voice on a

tape recorder to analyze it, or you can ask an instructor for feedback at school.

- Level of confidence

When you are talking to a person or people, the receivers will know the level

of confidence that you show. You need the right amount of confidence.

Too little confidence – when you speak to a large group, too little confidence

is reflected on nervousness.

Too much confidence – an overconfident speaker presents reflects a know-it-

all attitude and a lack of concern for the audience. Too much confidence can obstruct

effective oral communication.

An effective level of confidence – to have an effective confidence level, keep

the emphasis on your listeners and speakers should focus on the receivers.

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2.4 English listening and speaking skills for bankers

This research concentrated on the opinions about the level of abilities, ways of

improvements and frequency in English listening and speaking skills for bankers.

According to McGover (1989), there are four essential categories for bank tellers

when they communicate with foreign customers:

2.4.1 Buying, selling and discussing foreign currencies

Generally, provide trading services of foreign exchange currency, expenses

with currency and financial products. The majority of foreign clients go to banks in

order to buy and sell foreign currencies. In the procedure of exchange currency,

foreign clients ask for currency exchange rates and bank charges. The clients

negotiate high exchange rates between banks every day. Therefore, bankers need to

use English listening and speaking skill for giving foreign currency exchange

services.

2.4.2 Opening or closing accounts

In the system of both opening and closing accounts, bankers use English

speaking skills in order to ask for personal information to complete application forms,

such as, name, address, occupation, and income. Furthermore, bankers must have

good listening skill to listen in order to provide information on bank policy,

verification of customers’ identification, the amount of funds, various reporting

requirement and so on.

2.4.3 Transferring money or accounts

Listening and speaking skill are essential for bankers in English

communication since they need to give vital information and answer the clients’

questions. Most banks provide services to foreign clients in money transferring. They

must transfer money by using International Payment Orders (IPO), International

Money Orders (IMO) or International Bank Drafts (IBD) both domestically and

internationally. The option connect with the amount of money that clients want to

send and receive urgently. Therefore, bankers should be able to provide information

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about transfer of funds, the amount of money, and details of bank charges.

2.4.4 Ordering travelers’ cheques

The process of buying travelers’ cheques and answering to clients’inquiries

are carried out in English listening and speaking skills. This involves showing a

passport, filling in a form, and paying a commission. Travelers’ cheques make it

unnecessary to carry cash overseas. Clients can also receive compensation for loss or

theft.

In summary, bankers should be good in listening and speaking skills to satisfy

the requirements of foreign clients effectively. In addition, bankers need to be trained

in relevant English skills. Hence, they can communicate with foreign customers at the

workplace successfully.

2.5 Relevant research

There have been many studies about bank tellers in various ways, such as,

needs and problems, satisfaction, awareness, and barriers of English communication.

Furthermore, many studies were done with staffs in other fields, such as, the

hospitality in industry and multinational companies. Some of them are described

below:

Anongnart (2011) studied the needs and problems in English listening and

speaking skills of CIMB Thai bank tellers. The instrument was a questionnaire and

the sample was 118 CIMB tellers in 48 branches in Bangkok. This research found that

the participants needed to use English, both listening and speaking, during work,

especially, communication about foreign exchange currency. The main problem for

listening was the various accents of foreign customers and the main speaking is

problem was correct usage of vocabulary according to the situation.

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Sirikanya (2011) conducted a needs analysis for English communication skills

of employees at HSBC in Thailand. The participants were 150 employees who hired

in the department on a monthly basis at The Hong Kong and Shanghai Banking

Corporation in Thailand. The results showed the listening problems were

unfamiliarity with foreign accents or pronunciation, inability to understand technical

terms, or remember information, and poor translation of words and sentences. The

problems in speaking were the inability to speak with correct grammar, choosing

suitable words, and nervousness.

Waraporn (2011) explored foreign customers’ satisfaction towards the ability

of the Bank of Ayudhya staff’s English oral communication. The samples was 1000

foreign clients who used the services of the Bank of Ayudhya at the following

branches : Banglumpoo, Pattaya, Samiu, Pangan, Chiangmai and Nongkai. The

findings of the study showed that the majority customers were satisfied with the

competence of BAY staffs in terms of English knowledge, such as, vocabulary usage,

communication, grammar and pronunciation. Meanwhile, BAY staff should improve

their level of communication and take a training course in English listening and

speaking skills.

Juthamard (2012) investigated bank staff’s motivation and needs regarding

learning English in private tutoring at the Bank of Tokyo-Mitsubishi UFJ. Ltd. The

participants were 130 bank staffs from 12 departments. This study indicated that the

main motivation of bank staff to take English tutorial courses was improvement of

communication and writing. They had more instrumental motivation than integrative

motivation. Moreover, bank staff wanted to focus on various materials in English

usage. Foreign teachers who are relaxed and have a sense of humor were preferred.

For class duration, they preferred 1- 3 hours per week and 6-10 persons per class.

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Tippawan (2012) studied the TMB head office staff’s awareness of the

importance of communication. The sample was 100 TMB bankers at the head office.

The instrument was a self – administrated questionnaire. The results indicated that the

most of TMB bankers realized the importance of English in reading skill and

communication. Furthermore, TMB employees needed to improve English skill and

take English training courses on a regular basis.

Watchara (2012) surveyed needs and problems in English for communication

of junior executive officers at the Government Savings Bank. The participants were

107 junior executive officers in various departments; Investment and Financial

Managing, Marketing, Business Credit, and Retail Credit groups. This research

indicated that ability in English communication played a significant role in their

careers. Reading and listening were their strong points, while , the writing and

speaking were the weak points. GSB bankers needed to improve both productive

skills (writing and speaking) and receptive skills (reading and listening) to improve

English skills at work.

Angsana (2014) investigated barriers to English communication for Thai

officers and foreign customers at Bangkok Bank Company. The samples was 30 Thai

officers who worked in the Trade Finance Center of BBL. The results showed that

unfamiliar accents and pronunciation of foreigners was the most of problematic for

listening , and correct grammar and expressing complex ideas were the main speaking

problems. This research suggested that BBL bankers should learn new vocabulary and

try to use it everyday to enhance their ability in English communication.

Chutirat (2014) examined the perceptions aboutin English for communication

among bank tellers at Bangkok Bank. The participants were 45 BBL bankers located

at the Yaowaraj ; Sampeng , Sriyak Rajchawong and Rajchawong branches. The

results revealed that BBL bankers realized the importance and necessity of English

communication. The bank tellers preferred to improve listening and speaking to

support their performance and working proficiency.

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Pandao (2015) surveyed the needs of English language skills among

receptionist at boutique hotels in Bangkok. A total of 50 receptionists at boutique

hotels in Sukhumvit area were the participants in this study. The findings showed that

some receptionists could communicate in English at a moderate level. Writing was the

least important skill, and, speaking was the most important skill. The researcher

suggested that front office staff at boutique hotels should improve their speaking skills

to send effective messages to their customers, and improve the management of

boutique hotels.

Yada (2015) investigated the needs for English skills of employeesPanasonic

Eco Solution Steel ( Thailand ) Co,Ltd. The findings showed that reading skill was the

most necessary skill , such as, reading about the company’s policy, reading reports ,

and reading the Panasonic’s websites. Moreover, writing skill is most likely to be

used at the current and in the future ,such as, writing e-mails , and reports.

Meanwhile, listening skill was only used to respond to questions about work, and in

general conversations. The researcher recommended that a questionnaire should to

obtain information on deficits, and suggestions for training courses.

In conclusion, there have many studies on listening and speaking skills of

bankers and other professions. In addition, several researchers have studied the

problems, needs, barriers, and strategies in listening and speaking that are essential in

professional communication. Their findings were the inspiration for doing the current

research, which will be detailed in the next chapter.

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CHAPTER 3

RESEARCH METHODOLOGY

This chapter in this study is composed of (1) Subjects, (2) Materials, and (3)

Procedures used in the collection of the data

3.1 Subjects

The target population was 72 bankers working at bank branches in the Silom

area and Sukhumvit area ; 38 bankers worked at four branches in the Silom area ,and

34 bankers worked at two branches in the Sukhumvit area. Each branch has tellers,

such as, customer service officers, marketing officers and foreign remittance officers.

Subjects were obtained by convenience sampling. The researcher distributed the

questionnaires to 38 bankers in the Silom area and 34 bankers in the Sukhumvit area.

3.2 Materials

The instrument of the research was a questionnaire based on the work of , such

as, Anongnart (2011), Sirikanya (2011), Waraporn (2011) Angsana (2014) , and

Pandao (2015). The questionnaires were distributed to bank tellers in a Thai version

for avoiding misunderstanding. The questionnaire was composed of four main parts.

3.2.1 Background information of the subjects

The first part was designed with close-ended questions for data collection,

such as, age, gender, level of education, and work experience.

3.2.2 The frequency of using of listening and speaking skills about

merchant banking with foreign customers

The second part contained close-ended questions to determine the frequency

of using listening and speaking skills between bankers and foreign clients for

merchant banking, such as, deposits, withdrawals, exchanging currency, and so on.

Ref. code: 25605721040540YCP

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3.2.3 The levels of ability in listening and speaking skills

The third part contained questions about the level of ability in listening and

speaking skills, such as, pronunciation, understanding, conversations and grammar.

3.2.4 Opinions on improving listening and speaking skills

The fourth part included questions about the opinions on improving listening

and speaking skills, such as, taking English courses, learning vocabulary from

multimedia and frequent meetings with foreign customers.

3.3 Procedures

3.3.1 Research Design

The questionnaires were used to survey the frequency of using listening and

speaking skills in merchant banking with foreign customers, opinions on their abilities

in listening and speaking skills, and opinions on improving listening and speaking

skills.

3.3.2 Data Collection

A total of 72 questionnaires were distributed to bankers who worked at four

branches in the Silom area and two branches in the Sukhumvit area by convenience

sampling. The participants filled out the questionnaires and returned the completed

questionnaires to the researcher from 1 to 31 March 2018.

3.3.3 Data Analysis

The information from the questionnaires was analyzed after the collection of

the data using the Statistical Package for the Social Sciences (SPSS). The results are

shown in tables in the form of frequency, percentage, mean, and standard deviation.

A five-point Likert scale was used for rating the frequency of using listening

and speaking skills in merchant banking with foreign customers as follows:

Ref. code: 25605721040540YCP

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Level of frequencies

Never = 1 point

Rarely = 2 points

Sometimes = 3 points

Often = 4 points

Always = 5 points

The points from the rating scores were calculated according to the suggestion

of Best (1996) as follows :

Never = 1.00 – 1.49 points

Rarely = 1.50 – 2.49 points

Sometimes = 2.50 – 3.49 points

Often = 3.50 – 4.49 points

Always = 4.50 – 5.00 points

Moreover, the levels of ability in listening and speaking skills were evaluated

by a five-point Likert scale. The levels of ability were as follows :

Level of abilities

Very low = 1 point

Low = 2 points

Moderate = 3 points

High = 4 points

Very high = 5 points

Ref. code: 25605721040540YCP

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of Best (1996 ) as follows :

Very low = 1.00 – 1.49 points

Low = 1.50 – 2.49 points

Moderate = 2.50 – 3.49 points

High = 3.50 – 4.49 points

Very high = 4.50 – 5.00 points

The opinions on improving listening and speaking skills were determined

using a five – point Likert scale as follows:

Level of agreements

Strongly disagree = 1 point

Disagree = 2 points

Neutral = 3 points

Agree = 4 points

Strongly agree = 5 points



Strongly disagree = 1.00 – 1.49 points

Disagree = 1.50 – 2.49 points

Neutral = 2.50 – 3.49 points

Agree = 3.50 – 4.49 points

Strongly agree = 4.50 – 5.00 points

Ref. code: 25605721040540YCP

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To sum up, this chapter showed the methodology that the researcher used. The

outcomes of this research will be explained and concluded in the next chapter.

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CHAPTER 4

RESULTS

This chapter shows the outcome of the investigation of bankers’ opinions

about abilities and improvements in listening and speaking skills in the Silom and

Sukhumvit areas.

This survey is divided into four parts using a questionnaire.

4.1 Background information of the participants

4.2 The frequencies of using of listening and speaking skills about merchant

banking with foreign customers

4.3 The levels of ability in listening and speaking skills

4.4 The opinions on improving listening and speaking skills

4.1 Background information of the participants

The general information of the 72 participants concerning gender, age,

education level, field of study, and so on were collected in number and percentage

(%) and is presented in table 1 as follows :

Ref. code: 25605721040540YCP

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Table 1: Background information of the participants

General Information number Percentage (%)

Gender :

• Male

• Female

Total

16

56

72

22.2

77.8

100

Age :

• 22 – 30 years old




• Not specify

Total

33

12

11

12

4

72

45.8

16.7

15.3

16.7

5.6

100

Educational Level :

• Vocational School

• Bachelor’s Degree

• Master’s Degree

• Not specified

Total

1

56

14

1

72

1.4

77.8

19.4

1.4

100

Field of study

• MBA/ Accounting / Finance/ Economic

• Liberal Arts/ Humanities

• Other ( Political Science / Science / Law )

• Not specified

Total

38

14

16

4

72

52.8

19.4

22.2

5.6

100

Ref. code: 25605721040540YCP

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Location of bank

• Silom area

• Sukhumvit area

Total

38

34

72

52.8

47.2

100

Working experience in bank

• Less than 1 year

• 1 – 5 years

• 6 – 10 years

• 11 – 15 years

• 16 – 20 years

• More than 20 years

Total

5

22

18

2

2

23

72

6.9

30.6

25

2.8

2.8

31.9

100

Position in bank

• Marketing officer

• Customer service officer

• Foreign remittance officer

• Senior marketing officer

• Senior customer officer

• Assistant branch manager

• Others_________

Total

22

29

9

1

7

1

3

72

30.6

40.3

12.5

1.4

9.7

1.4

4.2

100

Ref. code: 25605721040540YCP

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According to table 1 , the majority of participants at 77.8 % were females,

while the minority of participants at 56 % were males. Most were between 22-30

years , but 31-40 years and 51 – 60 years had an equal number. Most had an of

educational level of bachelor’s degree and master’s degree respectively. On the other

hand respondents with vocational degrees and not specified were an equal number.

The majority field of study at 52.8 % of the participants was MBA/ Accounting /

Finance/ Economics, followed by 19.4 % of the participants who graduated from

Liberal Arts / Humanities, 22.2 % of the participants graduated from other faculties (

Political Science / Science ) ,and 5.6 % of the participants did not specify their field of

study. A total of 52.8 % were bankers in the Silom area and 47.2 % worked in the

Sukhumvit area. Most had work experiences of more than 20 years, followed by 1 -5

years, 6-10 years and less than 1 year respectively. Finally, the majority worked as

customer service officers, followed by marketing officer, foreign remittance officers

,senior customer officers, and other position, such as, branch managers and clerks

respectively. An equal number were senior marketing officers and assistant branch

managers.

4.2 The frequency in using of listening and speaking skills about merchant


This part surveyed the frequency of using listening and speaking skills

about merchant banking with foreign customers. The data were collected in number

and percentage (%) ,and analyzed by descriptive statistics. The results are presented in

table 2 as follows:

Ref. code: 25605721040540YCP

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Table 2: The frequency of using of listening skill about merchant banking with

foreign customers from 1 ( Never ) , 2 ( 1 – 2 days per week ), 3 ( 3 – 4 days per

week ), and 4 ( Everyday in office hours )

You use listening skill when your

customers…..

1 2 3 4 Total

1.Give personal details 9

(12.5%)

16

(22.2%)

14

(19.4%)

33

(45.8%)

72

(100%)

2.Exchange foreign currency 17

(23.6%)

16

(22.2%)

15

(20.8%)

24

(33.3%)

72

(100%)

3.Transfer money internationally 20

(27.8%)

18

(25%)

16

(22.2%)

18

(25%)

72

(100%)

4.Purchase cheques / traveler’s

cheques

32

(44.4%)

18

(25%)

8

(11.1%)

14

(19.4%)

72

(100%)

5.Deposit – withdraw money 8

(11.1%)

16

(22.2%)

19

(26.4%)

29

(40.3%)

72

(100%)

6.Pay bills 12

(16.7%)

20

(27.8%)

13

(18.1%)

27

(37.5%)*

72

(100%)

7.Use ATM cards 6

(8.3%)

16

(22.2%)

23

(31.9%)

27

(37.5%)*

72

(100%)

8.Have general service problems 9

(12.5%)

12

(16.7%)

20

(27.8%)

31

(43.1%)

72

(100%)

9.Need suggestions about bank

services

4

(5.6%)

13

(18.1%)

25

(34.7%)

30

(41.7%)

72

(100%)

According to table 2, showing the frequency of using listening skills of bank

tellers about merchant banking with foreign clients, the highest level was giving

personal details (33 / 45.8%) and having general service problems ( 31/ 43.1 %)

respectively. The minimum frequency was purchasing cheques / traveler’s cheques

(33/ 44.4%) and transferring money internationally ( 20 / 27.8%) sequentially. At the

same time, paying bills and using ATM cards were equivalent (27/37.5%).

Moreover, a five – point Likert scale was used to determine the means of using

listening skills about merchant banking with foreign customers in table 3. The level of

frequencies were as follows :

Ref. code: 25605721040540YCP

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Level of frequency

Never = 1 point

Rarely = 2 points


Often = 4 points

Always = 5 points








This part surveys the frequency of using listening skill about the merchant

banking with foreign customers. A five-point Likert scale measured the frequency of

using listening skill by bank tellers. The data in this part are presented by brief

descriptions in terms of mean ( X ) and standard deviation (S.D.) Mean ( X ) was used

to describe the degree of frequency respondents’ used listening skill. Standard

deviation (S.D.) specified the variation in the distribution of the data. The outcomes

are shown in table 3.

Table 3: The mean scores of frequency of using listening skill of bankers

You use listening skill when your customers………….. X S.D. Level

1. Give personal details

2. Exchange foreign currency

3. Transfer international money

4. Purchase cheques / traveler’s cheques

5. Deposit – withdraw money

6. Pay bills

7. Use ATM cards

8. Have general service problems

9. Need suggestions about bank services

Total

2.986

2.64

2.44

2.06

2.96

2.76

2.99

3.01

3.12

2.77

1.0941

1.179

1.149

1.161

1.041

1.132

0.971

1.055

0.903

0.783

Sometimes

Sometimes

Rarely

Rarely

Sometimes

Sometimes

Sometimes

Sometimes

Sometimes

Sometimes

Ref. code: 25605721040540YCP

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Table 3 presents the mean scores of the frequency of using listening skills of

bankers. It was found that the most frequent use of English listening skills of

respondents was sometimes ( x = 2.77). The table displays that the merchant banking

with foreign customers had nine aspects. Giving suggestions about bank service was

the highest level ( x = 3.12), followed by having general service problems ( x = 3.01

). Purchasing cheques / traveler’s cheques was the lowest level ( x = 2.06 ), followed

by international money transfers ( x = 2.44 ).

Table 4: The frequency of using of speaking skill about merchant banking with

foreign customers from 1 ( Never ) , 2 ( 1 – 2 days per week ), 3 ( 3 – 4 days per

week ), and 4 ( Everyday in office hours )

You use speaking skill when you…………

1 2 3 4 Total

1.Greet, welcome, express thanks and say

goodbye

1

(1.4%)

6

(8.3%)

13

(18.1%)

52

(72.2%)

72

(100%)

2. Ask for customer’s personal details 4

(5.6%)

18

(25%)

20

(27.8%)

30

(41.71%)

72

(100%)

3. Provide information about foreign

currency exchange

20

(27.8%)

19

(26.4%)

15

(20.8%)

18

(25%)

72

(100%)

4.Provide information about international

money transfers

21

(29.2%)

24

(33.3%)

12

(16.7%)

15

(20.8%)

72

(100%)

5. Provide information about cheques /

traveler’s cheques

34

(47.2%)

19

(26.4%)

7

(9.7%)

12

(16.7%)

72

(100%)

6. Provide information about money deposits

- withdrawals

8

(11.1%)

16

(22.2%)

19

(26.4%)

29

(40.3%)

72

(100%)

7. Provide information about bill payments 15

(20.8%)

17

(23.6%)

13

(18.1%)

27

(37.5%)

72

(100%)

8. Provide information about using ATM

cards

7

(9.7%)

16

(22.2%)

19

(26.4%)

30

(41.7%)

72

(100%)

9. Answer general service questions 2

(2.8%)

12

(16.7%)

21

(29.2%)

37

(51.4%)

72

(100%)

Table 4 shows the frequency of using of speaking skills about merchant

banking with foreign clients. The maximum was greeting, welcoming, expression

thanks and saying goodbye (52 / 72.2%) and answering general service problems (37/

51.4 %) respectively. However, the minimum was providing information about

Ref. code: 25605721040540YCP

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cheques / traveler’s cheques (34/47.2%) and providing information about foreign

currency exchange (20 /27.8 %), respectively.

A five – point Likert scale was used to determine the means of how

frequently respondents used speaking skills about merchant banking with foreign

customers in table 5. The level of frequency was analyzed as follows :

Level of frequency

Never = 1 point

Rarely = 2 points


Often = 4 points

Always = 5 points








This part surveys the frequency of using of speaking skill about merchant

banking with foreign customers. A five-point Likert scale measured the frequency of

using in speaking skills of bankers. The collected data in this part are presented by in

terms of mean ( x ) and standard deviation ( S.D.) Mean ( x ) how frequently

respondents used speaking skill. The standard deviation ( S.D. ) specified the

variation in the distribution of the data. The outcomes are demonstrated in table 5.

Ref. code: 25605721040540YCP

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Table 5: The mean scores of frequency of using speaking skill of bankers

You use speaking skill when you ……………. X S.D. Level

1.Greet, welcome, express thanks and say goodbye

2. Ask for customer’s personal details

3. Provide information about foreign currency exchange

4.Provide information about international money

transfers

5. Provide information about cheques / traveler’s

cheques

6. Provide information about money deposits -

withdrawals

7. Provide information about bill payments

8. Provide information about using ATM cards

9. Answer general service questions

Total

3.61

3.06

2.43

2.29

1.96

2.96

2.72

3.00

3.29

2.81

0.703

0.948

1.149

1.106

1.119

1.041

1.178

1.021

0.846

0.741

Often

Sometimes

Rarely

Rarely

Rarely

Sometimes

Sometimes

Sometimes

Sometimes

Sometimes

Respondents expressed that the highest frequency in using English speaking

skills was sometimes ( x =2.81). The maximum was greeting, welcoming, expressing

thanks and saying goodbye ( x = 3.61) ,and answering general service questions ( x

= 3.29) respectively. The minimum was providing information about cheques /

traveler’s cheques ( x = 1.96 ) ,and providing information about international money

transfers ( X = 2.29 ), sequentially.

4.3 The levels of ability in listening and speaking skills

This part indicates the levels of ability in listening and speaking skills. The

information was collected in number and percentage (%),and analyzed by descriptive

statistics. The results are presented in table 6 as follows:

Ref. code: 25605721040540YCP

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Table 6: The levels of listening skill ability of bankers from 1 (Very Poor),

2 ( Poor ), 3 (Fair ) , 4 ( Good ) , and 5 ( Excellent )

The level of abilities in

listening skill

1 2 3 4 5 Total

1. Familiar with accents and

pronunciations

5

(6.9%)

8

(11.1%)

38

(52.8%)

10

(13.9%)

11

(15.3%)

72

(100%)

2. Correct translation of words

or sentences

4

(5.6%)

11

(15.3%)

35

(48.6%)

15

(20.8%)

7

(9.7%)

72

(100%)

3.Capacity of catching words

or conversation

1

(1.4%)

10

(13.9%)

30

(41.7%)

18

(25%)

13

(18.1%)

72

(100%)

4. Knowledge of slang and

idiom

9

(12.5%)

19

(26.4%)

30

(41.7%)

6

(8.3%)

8

(11.1%)

72

(100%)

5. Knowledge of technical

terms

8

(11.1%)

15

(20.8%)

34

(47.2%)

7

(9.7%)

8

(11.1%)

72

(100%)

6. Potential to remember all

information

7

(5.6%)

18

(25%)

30

(41.7%)

10

(13.9%)

10

(13.9%)

72

(100%)

7. Competence in listening in

various situations, such as,

complaints of foreign

customers and negotiations

with foreign clients

6

(8.3%)

14

(19.4%)

29

(40.3%)

10

(13.9%)

13

(18.1%)

72

(100%)

Table 6 shows the bankers’ ability levels in listening skill. The total level of

ability in English listening skill was fair in various abilities, such as, being familiar

with accents and pronunciations ( 38/52.8%), correct translation of words (35/48.6%)

or sentences ,and knowledge of technical terms (34/47.2%).

In addition, a five – point Likert scale was used to evaluate the ability levels

in listening skill in table 7 as follows :

Ref. code: 25605721040540YCP

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Level of abilities

Very low = 1 point

Low = 2 points

Moderate = 3 points

High = 4 points





Low = 1.50 – 2.49 points




This part identified the ability levels in English listening skill using a five-

point Likert scale. The collected information in this part is presented in terms of mean

( x ) and standard deviation ( S.D.) to describe the ability levels in listening skill. The

standard deviation ( S.D. ) specified the variation in the distribution of the data. The

results are shown in table 7.

Table 7: The mean scores about ability levels in listening skill of bankers

The levels of abilities in listening skill X S.D. Level

1. Familiar with accents and pronunciations

2. Correct translation of words or sentences

3.Capacity of catching words or conversation

4. Knowledge of slang and idioms

5. Knowledge of technical terms

6. Potential to remember all the information

7. Competence in listening in various situations,

such as, complaints of foreign customers and

negotiations with foreign clients

Total

3.19

3.14

3.44

2.79

2.89

3.06

3.14

3.09

1.057

0.983

0.991

1.125

1.095

1.086

1.179

0.964

Moderate

Moderate

Moderate

Moderate

Moderate

Moderate

Moderate

Moderate

Ref. code: 25605721040540YCP

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Overall, the respondents reported a moderate ability level ( x = 3.09 ) in

listening skills, such as, the capacity of catching words or conversations ( x = 3.44 ),

being familiar with accents and pronunciations ( x = 3.19 ), Meanwhile, correct

translation of words or sentences and competence of listening in various situations

had equivalent means ( x = 3.14 ).

Table 8: The level of abilities in speaking skill of bankers from 1 (Very Poor),

2 ( Poor ), 3 ( Fair ) , 4 ( Good ) , and 5 ( Excellent )

The levels of abilities in

speaking skill

1 2 3 4 5 Total

1. Ability of correct

pronunciation

5

(6.9%)

15

(20.8%)

36

(50%)

6

(8.3%)

10

(13.9%)

72

(100%)

2. Selecting the right words 6

(8.3%)

11

(15.3%)

36

(50%)

10

(13.9%)

9

(12.5%)

72

(100%)

3. Competence in speaking

with correct grammar

10

(13.9%)

25

(34.7%)

26

(36.1%)

5

(6.9%)

6

(8.3%)

72

(100%)

4. Competence in verbal

communication and

nonverbal communication

3

(4.2%)

12

(16.7%)

28

(38.9%)

18

(25%)

10

(13.9%)

72

(100%)

5. Capability presenting

correct information

6

(8.3%)

14

(19.4%)

29

(40.3%)

15

(20.8%)

8

(11.1%)

72

(100%)

6. Proficiency in speaking in

various situations, such as,

explanations of reasons and

negotiations with foreign

clients

9

(12.5%)

16

(22.2%)

26

(36.1%)

13

(18.1%)

8

(11.1%)

72

(100%)

Table 8 shows ability levels of bankers’ abilities in terms of speaking skill.

Overall, the ability level in English speaking skill was fair in various abilities, such as,

capability of presenting in correct information (29/40.3%), and competence in verbal

communication and nonverbal communication ( 28/38.9%). At the same time, the

abilities of correct pronunciation and knowing of selecting in the right words were

equal (36 / 50%) which were the maximum ability level in speaking skill.

Furthermore, a five – point Likert scale was used to evaluate the levels of

abilities in speaking skill in table 9. The levels were analyzed as follows :

Ref. code: 25605721040540YCP

39

Level of abilities

Very low = 1 point

Low = 2 points

Moderate = 3 points

High = 4 points





Low = 1.50 – 2.49 points




This part identified the levels of abilities in English speaking skill. A five-

point Likert scale was measured the level of capabilities of bank tellers. The collected

information in this part are presented in terms of mean ( x ) and standard deviation

( S.D.) to describe respondents’ levels of abilities in speaking skill. The standard

deviation ( S.D. ) specified the variation in the distribution of the data. The results are

shown in table 9.

Ref. code: 25605721040540YCP

40

Table 9: The mean scores about ability levels in speaking skill of bankers

The levels of abilities in speaking skill X S.D. Level

1. Ability of correct pronunciation

2. Selecting the right words

3. Competence in speaking with correct grammar

4. Competence in verbal communication and


5. Capability of presenting correct information

6. Proficiency in speaking in various situations, such

as, explanations of reasons and negotiations with

foreign clients

Total

3.01

3.07

2.61

3.24

3.07

2.93

2.99

1.068

1.066

1.082

1.095

1.092

1.167

1.002

Moderate

Moderate

Moderate

Moderate

Moderate

Moderate

Moderate

Most of participants had a moderate ability level ( x = 2.99) in speaking skills,

such as, competence in verbal communication and nonverbal communication ( x =

3.24). Meanwhile, both selecting the right words and capability of presenting correct

information had the same means ( x = 3.07).

4.4 The opinions on improving listening and speaking skills

This part surveyed the opinions of improvements in listening and speaking

skills. The data on opinions were collected in number and percentage (%),and

analyzed by descriptive statistics. The results are shown in table 10 as follows:

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Table 10: The opinions on improving listening skill of bankers from 1

(Strongly disagree) ,2 (Disagree), 3 (Neutral) , 4 (Agree) , and 5 (Strongly agree)

The opinions on improving

listening skill

1 2 3 4 5 Total

1.Test and evaluate listening in

both a pre-test and a post-test every

year

7

(9.7%)

4

(5.6%)

18

(25%)

21

(27.2%)

22

(30.6%)

72

(100%)

2. Take an English course in

listening skill in the bank and other

organizations, such as, a language

institute

4

(5.6%)

5

(6.9%)

11

(15.3%)

27

(37.5%)

25

(34.7%)

72

(100%)

3. Frequently meet with foreign

customers at branches and other

places, such as, coffee shops and

clients’ workplace

5

(6.9%)

6

(8.3%)

20

(27.8%)

23

(31.9%)

18

(25%)

72

(100%)

4. Encourage bankers to join

listening activities, such as,

participating in meetings with

foreign executives

and seminars with foreign

instructors

5

(6.9%)

3

(4.2%)

24

(33.3%)

23

(31.9%)

17

(23.6%)

72

(100%)

5. Listen to English from

multimedia such as, international

news on radio and business news

on You Tube

3

(4.2%)

2

(2.8%)

18

(25%)

30

(41.7%)

19

(26.4%)

72

(100%)

6. Watch business news and

financial reports on television, the

Internet and mobile phones

4

(5.6%)

2

(2.8%)

18

(25%)

28

(38.9)

20

(27.8%)

72

(100%)

Table 10 shows the opinions on improving listening skills. Most improved

English listening skill through multimedia (30/41.7%) and watching business news

and financial reports from television, the Internet and mobile phones (28/38.9%)

respectively. On the other hand, the minority did testing and evaluation in listening in

both a pre-test and a post-test every year (22/30.6%) and had meetings with foreign

customers at branches and other places (23/31.9%) sequentially.

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In addition ,the levels of agreement with opinions on improving listening skills

were analyzed in table 11 as follows:

Level of agreements


Disagree = 2 points

Neutral = 3 points

Agree = 4 points









This part shows the bank tellers’opinions on improving in listening skills. The

participants were asked to give their opinions on improvements using a five-point

Likert scale ranging from strongly disagree to strongly agree. The outcomes are

shown in table 11

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Table 11: The mean scores of the opinions on improving listening skill of bankers

The opinions on improving listening skill X S.D. Level

1.Test and evaluate listening in both a pre-test and a

post-test every year

2. Take an English course to bankers in listening skill

in bank and other organizations, such as, a language

institute

3. Frequently meet with foreign customers at

branches and other places, such as, coffee shop and

clients’ workplace

4. Encourage bankers to join listening activities,

such as, participating in meetings with foreign

executives

and seminar with foreign instructors

5. Listen to English from multimedia such as,

international news on radio and business news on

You Tube

6. Watch business news and financial reports on from

television, the Internet and mobile phones

Total

3.65

3.89

3.60

3.61

3.83

3.81

3.73

1.247

1.133

1.159

1.108

0.993

1.057

0.937

Agree

Agree

Agree

Agree

Agree

Agree

Agree

Overall, the respondents answered at the agree level ( x = 3.73) for listening

skills, such as, taking English courses in listening skill at the bank and other

organization ( x =3.89), listening to English from multimedia ( x = 3.83), and

watching business news and financial reports on television, the internet and mobile

phone ( x = 3.81) respectively.

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Table 12: The opinions on improving speaking skill of bankers from 1

(Strongly disagree), 2 (Disagree), 3 (Neutral), 4 (Agree), and 5 (Strongly agree)

The opinions of improving speaking

skill

1 2 3 4 5 Total

1. Test and evaluate speaking in both

a pre-test and a post-test in every

year

7

(9.7%)

2

(2.8%)

18

(25%)

25

(34.7%)

20

(27.8%)

72

(100%)

2. Take an English course in

speaking skill at the bank and other

organizations, such as, a language

institute

6

(8.3%)

1

(1.4%)

14

(19.4%)

25

(34.7%)

26

(36.1%)

72

(100%)

3. Frequently speak with foreign

customers at branches and other

places, such as, coffee shops and

clients’ office

5

(6.9%)

4

(5.6%)

21

(29.2%)

26

(36.1%)

16

(22.2%)

72

(100%)

4. Encourage bankers to join

speaking activities, such as,

workshops for speaking and

presentations

2

(2.8%)

2

(2.8%)

27

(37.5%)

27

(37.5%)

14

(19.4%)

72

(100%)

5. Practice speaking English using

different media, such as, mobile ,

Facebook live and video calls

4

(5.6%)

2

(2.8%)

23

(31.9%)

26

(36.1%)

17

(23.6%)

72

(100%)

6. Talk to your English teacher or

trainer for advice

4

(5.6%)

1

(1.4%)

23

(31.9%)

24

(33.3%)

20

(27.8%)

72

(100%)

Table 12 shows the opinions on improving speaking skills. Most respondents

joined speaking activities (27/37.5%). In contrast, talking to English teachers or

trainers for advice was the least used method of improvement (24/33.3%).

Meanwhile, taking English courses in speaking skill in the bank and other

organizations, frequently speaking with foreign customers at branches and other

places, and practicing to speak English using different medias had equal numbers

(26/36.1%).

The agreement with the opinions on improving listening skills was determined

using a five – point Likert scale as shown in table 13 as follows:

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Level of agreement


Disagree = 2 points

Neutral = 3 points

Agree = 4 points









Table 13 : The mean scores of opinions on improving speaking skill of bankers

The opinions on improving in speaking skill X S.D. Level

1. Test and evaluate speaking in both a pre-test and a

post-test in every year

2. Take English courses in speaking skill in bank and

other organizations, such as, a language institute

3. Frequently speak with foreign customers at

branches and other places, such as, coffee shop and

clients’ office

4. Encourage bankers to join speaking activities,

such as, workshops for speaking and presentations

5. Practice speaking English using different medias,

such as, mobile , Facebook live and video calls

6. Talk to your English teacher or trainer for advice

Total

3.68

3.89

3.61

3.68

3.69

3.76

3.72

1.197

1.170

1.108

0.917

1.043

1.055

0.936

Agree

Agree

Agree

Agree

Agree

Agree

Agree

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Table 13 repots the opinions on improving speaking skills. The findings reveal

that the total mean score was 3.72. The highest mean score was taking an English

course in speaking skill in the bank and other organization ( x =3.89). Surprisingly,

frequently speaking with foreign customers at branches and other places had the

lowest mean score ( x = 3.61). At the same time, testing and evaluation of speaking in

both a pre-test and a post-test every year and encouraging bankers to join speaking

activities had equivalent mean scores ( x =3.68).

The discussion, conclusion, limitations and recommendations are presented in

Chapter 5.

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CHAPTER 5

CONCLUSIONS, DISCUSSIONS, LIMITATIONS AND

RECOMMENDATIONS

This chapter contains (1) a summary of the study, (2) a summary of the

findings, (3) discussion of the findings (4) the conclusions (5) limitations of the study

and (6) recommendations for further study.

5.1 Summary of the study

5.1.1 Objective of the study

The objective of this research was to investigate bankers’ opinions about their

ability levels and improving listening and speaking skills. It surveyed bank tellers’

opinions on various listening and speaking skills , such as, the frequency of using

listening and speaking skills about merchant banking with foreign customers, the

ability levels in listening and speaking skills, and the opinions on improving listening

and speaking skills.

5.1.2 Subject of the study

The subjects in this study were 72 bank tellers : 38 bankers in the Silom area

and 34 bankers in the Sukhumvit area. The 72 bank tellers who did merchant banking

with foreign customers were obtained by convenience sampling.

5.1.3 Materials and procedures

The instrument in this research was a questionnaires designed according to the

objective in the study. The questionnaire sought to measure the frequency of the usage

of listening and speaking skills, participants’ ability levels in listening and speaking

skills, and the opinions on improving listening and speaking skills. The questionnaire

contained closed-ended questions and measured frequency of use, levels of ability and

levels of opinions on improving in listening and speaking skills using five-point

Likert scales items.

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The questionnaire had both an English and Thai version, but the researcher

distributed the questionnaires in the Thai version to the respondents. The

questionnaires were distributed and gathered over a month.

5.2 Summary of the findings

The outcome of the research can be concluded as follows:

5.2.1 The background information of participants

The participants in this study were 72 bankers: 77.8 % were female, and

22.2% were male. The majority of participants were aged between 22 – 30 years. In

terms of educational level, most participants had graduated with a bachelor’s degree

(77.8%) ; 52.8 % had graduated with an MBA, as well as Accounting, Finance and

Economics degrees. As for work experience in a bank, 31.9 % of bankers had worked

more than 20 years. In addition, 40.3% were customer service officers.

5.2.2 The levels of ability in listening and speaking skills

The investigation indicated the levels of ability in listening and speaking

skills. According to the result, most bankers’ ability in listening and speaking skills

was moderate. The highest level in listening was 52.8% for being familiar with

accents and pronunciations, correct translation of words or sentences at 48.6%, and

knowledge of technical terms is 47.2% respectively. In terms of speaking, the greatest

level of ability in speaking skill was 50% for correct pronunciation and selecting the

right words, capability of presenting correct information at 40.3% ,and competence in

verbal communication and nonverbal communication at 38.9% sequentially. A five-

point Likert scale measured the levels of ability in listening and speaking skills of

bank tellers. The results show that the overall level of ability in English skill of

respondents was moderate ( = 3.09 ) in listening and ( = 2.99 ) in speaking.

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5.2.3 The opinions improving listening and speaking skills

This research explored participants’ opinions on improving in listening and

speaking skills. According to the results, most agreed with improving skills in

listening were agree ( = 3.73) in listening and ( = 3.72) in speaking. The majority

improved listening from multimedia such as, international news on the radio and

business news on You Tube ( = 3.83 ) ,and watching business news and financial

reports from television, the Internet and mobile phones. ( = 3.81 ) respectively. In

terms of speaking, most sought to improve speaking by talking to their English

teacher or trainer for advice. ( = 3.76 ) , and practicing English using different

media, such as, mobile phones, Facebook live and video calls ( = 3.69 )

sequentially. Surprisingly, for both listening and speaking skills, most mentioned

taking English training courses in the bank and other organizations, such as,a

language institute ( = 3.89 ).

5.2.4 The frequency of using listening and speaking skills about merchant


The answers of participants revealed that the frequencies of using of English

listening and speaking skills during merchant banking with foreign clients. Most

participants at 45.8% used listening skill for getting personal details, 43.1 % for

general service problems ,and 41.7% for giving suggestions about bank services

respectively. In terms of speaking, the majority of participants at 72.2% used speaking

skills for greeting, welcoming, expressing thanks and saying goodbye, and answering

general questions at 51.4% ,as well as asking customers for personal details at 41.71%

sequentially.

A five-point Likert scale measured the frequency of using listening skill of

bankers. The results show that the overall frequency was sometimes ( = 2.77) in

listening and ( = 2.81 ) in speaking.

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5.3 Discussion of the findings

This section discusses the important findings related to the theories and

relevant research.

5.3.1 Abilities levels in listening and speaking skills

The results indicate that the highest level of ability in listening and speaking

skills was moderate, such as, being familiar with accents and pronunciations in

listening skill, and the ability to use correct pronunciation and select the right words

in speaking skill.

This outcome supports the study of Waraporn (2011) about foreign customers’

satisfaction towards the ability of Bank of Ayudhya staff’s English oral

communication. The results revealed that the majority of clients were satisfied with

BAY staffs in English knowledge, such as, vocabulary usage, communication,

grammar and pronunciation. The results are also in line with the study of Pandao

(2015), who surveyed the needs of English language skills among receptionists at

boutique hotels in Bangkok. The findings showed that displayed that some

receptionists could communicate in English at a moderate level.

5.3.2 The opinions on improving listening and speaking skills

The results of the study show that the majority participants improved listening

and speaking skills, through English training course for bank tellers in banks and

other organizations, such as, language institutes. They improved listening from

multimedia, such as, international news on radio and business news on You Tube, and

watching business news and financial reports from television, the Internet and mobile

phones, respectively. Most bank tellers trended to talk with their English teachers or

trainers for advice, and practiced speaking English using different medias, such as,

mobile record, Facebook live and video call in parts of speaking sequentially.

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This result are in agreement with the study of Juthamard (2012) on bank

staff’s motivation and needs regarding learning English through private tutoring at the

bank of Tokyo-Mitsubishi UFJ. Ltd. This study indicated that the main motivation of

bank staffs to take English tutorial courses was improvement of communication and

writing. Moreover, the result also accord with the study of Tippawan (2012) on staff

members’ awareness of the importance of communication in English at the TMB head

office. The result showed that TMB employees need to improve English skill and take

training courses on a regular basis.

5.3.3 The frequency of using of listening and speaking skills about


The results of this study show that it was sometimes necessary to use listening

and speaking skills about merchant banking with foreign customers for various duties.

For example, bankers listened to personal details from foreign clients, and used

speaking for greeting, welcoming, expressing thanks and saying goodbye to foreign

customers.

These findings conform to the study of Anongnart (2011) on the needs and

problems in English listening and speaking skills of CIMB Thai bank tellers. This

research found that the participants needed to use English both listening and speaking

while working. Especially for, exchanging foreign currency in listening skill and

providing information about foreign currency exchange in speaking skill. In addition,

the results are also similar to the study of Chutirat (2014) who examined the

perceptions related to English for communication among bank tellers at Bangkok

Bank in Yaowaraj areas. The results indicated that BBL bankers realized the

importance of English communication.

5.4 Conclusions

The following conclusions can be drawn from the results:

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- The levels of ability in listening and speaking skills of bankers were at a

moderate level in several capabilities, such as, being familiar with accents and

pronunciations, correct translation in words or sentences, and knowledge of technical

terms, respectively. In terms of speaking, ability of correct pronunciation and

selecting in the right words were equal, followed by the capability of presenting

correct information, and competence in verbal communication and nonverbal

communication sequentially.

- Most of bank tellers agreed with the ways to improve both listening and

speaking skill, such as, taking English training courses for bankers in listening and

speaking skills in banks and other organization. Listening to English from multimedia

such as, international news on the radio and business news on You Tube, and

watching business news and financial reports on television, the Internet and mobile

phones. Regarding improvements of speaking skill, they agreed with talking to

English teachers or trainers for advice, and practicing to speak English using different

medias, such as, mobile record, Facebook live and video calls.

- The frequency of merchant banking between bank tellers and foreign

customers was as follows. In terms of listening, the merchant banker gave personal

details, discussed general service problems, and gave suggestions about bank services

every day in office hours. In terms of speaking, the merchant banker used greetings,

welcoming, expressed - thanks and said goodbye, answered general service questions,

and asked for customers’ personal details, respectively.

5.5 Limitations of the study

The study had the limitations as follows:

- This study focused only on bank tellers that worked at branches in economic

zones. Hence, as the sample was not diverse, the results are not generalizedable.

Moreover, the data just gathered information on English listening and speaking skills.

- The research was quantitative research and questionnaires were used as the

instrument. Thus, the data could be incomplete or included errors.

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5.6 Recommendations of for further study

The following recommendations for future study are made based on the

findings and conclusions of this research.

- Further studies should expand the scope to departments in the headquarters

or other branches that located in tourist locations in order to obtain a greater variety of

participants and data.

- Researchers should survey other English skills of bankers, such as, reading

and writing skills in order to compare these with the findings on listening and

speaking skills.

- In future studies, the research methodology should not only use quantitative

methods, but also qualitative instrument such as interviewing or observations. Hence,

the gathered data would be more accurate and complete.

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REFERENCES

Angsana Chayarak (2014). Barriers of English communication between Thai officers

nd foreign customers of Bangkok Bank Company. Unpublished master’s

research paper, Thammasat University. Language Institute, English for

Careers.

Anongnart FahmongkolChai (2011). Needs and problems in English listening and

speaking skills of CIMB Thai bank tellers. Unpublished master’s research

paper, Srinakarinwirot University. Business English for International

Communication.

Blundel,R.& Ippolito,K.(2008). Effective organizational communication:

perspectives,principles, and practices. England : Prentice Hall.

Bovee & Thill (2005).Business Communication Today. America : Pearson Prentice

Hall.

Carr,JB (1979). Communication and relating. 3rd ed. Boston : McGraw-Hill.

Chutirat Kornharutai (2014). Perception in English for communication among bank

tellers at Bangkok Bank. Unpublished master’s research paper, Thammasat

University. Language Institute, English for Careers.

Dornyei,Z. (2007). Research Methods in Applied Linguistics. Oxford University Press

Dwyer,J.(2003). The business communication handbook. Australia : Prentice Hall.

Ellen Guffey, M. & Du-Babock, B. (2010). Essential of business communication,

Second Edition. Cengage Learning Asia Pte.

Hamilton,C.(2011). Communicating for results : A guide for business and the

professions. Boston, MA : Wadsworth

Juthamard Bunaem (2012). Bank staff’s motivation and needs regarding learning

English in private tutoring at the bank of Tokyo-Mitsubishi UFJ., LTD.

Unpublished master’s research paper, Thammasat University. Language

Institute, English for Careers.

Ref. code: 25605721040540YCP

55

Pandao Chamnankit (2015). The needs of English language skills among receptionists

at Boutique in Bangkok. Unpublished master’s research paper, Thammasat

University. Language Institute, English for Careers.

Sirikanya Luankanokrat (2011). Needs analysis for English communication skills of

employees at HSBC in Thailand. Unpublished master’s research paper,

Thammasat University. Language Institute, English for Careers.

Tippawan Seelakot (2012). Staff members’ awareness of the importance of

communication in English : a survey study at TMB head office. Unpublished

master’s research paper, Thammasat University. Language Institute, English

for Careers.

Wachara Parasingha (2012). Needs and problems in English for communication of

junior executive officers at the Government Saving Bank. Unpublished

master’s research paper, Thammasat University. Language Institute, English

for Careers.

Waraporn Jitjenkarn (2011). Foreign customers’satisfaction towards the ability of

Bank of Ayudhya staff’s English oral communication. Unpublished master’s


Careers.

W.Seliger, H & Shohamy,E. (2007). Second Language Research Methods. Oxford

University Press.

Yada Tiensawangchai (2015). A study of needs for English skills of Panasonic Eco

Solutions Steel ( Thailand ) Co.,Ltd. employees. Unpublished master’s


Careers.

The statistics about the number of commercial banks in nationwide in 2017, are

available from

http://www2.bot.or.th/statistics/BOTWEBSTAT.aspx?reportID=802&languag

e=TH

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The definition of communication available from

http://www.notesdesk.com/notes/business-communications/business-

communication-and-its-types/

The definition of listening available from https://en.wikipedia.org/wiki/Listening

The definition of speaking available from

http://area.dge.mec.pt/gramatica/whatspeakingis.htm

Ref. code: 25605721040540YCP

APPENDICES

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APPENDIX A

Questionnaire in English

Topic : An investigation of bankers’ opinions about abilities and

improvements in listening and speaking skills in Silom and

Sukhumvit areas

Instruction

The questionnaire is a part of a research paper for graduated

student, Language Institute, Thammasat University. Please read the

instruction and fill out the best answer for you. All answers will be

confidential and presented in group data.

The questionnaire is divided four parts.

Part 1 : Background information of the participants

Part 2 : The frequencies in using of listening and speaking skills about


Part 3 : The level of abilities in listening and speaking skills

Part 4 : The opinions of improvements in listening and speaking skills

THANK YOU FOR YOUR COOPERATION

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The Questionnaire

Part 1 : Background information of the participants

Direction : Please complete the blank and put ( x ) in the space provided for your

answer.

1. Gender ( ) male ( ) female

2. Age ________ years

3. The level of education

( ) Vocational School ( ) Bachelor’s Degree

( ) Master’s Degree ( ) Doctorate’s Degree

4. Field of study

( ) Faculty of _________

5. You work at bank

( ) Silom area ( ) Sukhumvit area

6. The work experience in bank

( ) Less than 1 year ( ) 1 – 5 years

( ) 6 – 10 years ( ) 11 – 15 years

( ) 15 – 20 years ( ) More than 20 years

7. Your position in bank

( ) Marketing officer ( ) Senior marketing officer

( ) Customer service officer ( ) Senior customer officer

( ) Foreign remittance officer ( ) Assistant branch manager

( ) Others_____________

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Part 2 : The frequencies in using of listening and speaking skills

about the merchant banking with foreign customers

Direction : Please put ( x ) in the box that highly describes your frequency.

The frequencies in using of listening and speaking skills about the merchant

banking with foreign customers from 1 ( Never ) , 2 ( 1 – 2 days per week ), 3 ( 3

– 4 days per week ), and 4 ( Everyday in office hours )

You use listening skill when your customers…..

1 2 3 4

1. Give personal details

2. Exchange foreign currency

3. Transfer international money

4. Purchase cheques / traveler’s cheques

5. Deposit – withdraw money

6. Pay bills

7. Use ATM cards

8. Have general service problems

9. Give suggestions about bank services

Other ( Please specify )………………………..


You use speaking skill when …………….

1 2 3 4

1.Greet, welcome, express thanks and say goodbye

2. Ask for customer’s personal details

3. Provide information about foreign currency exchange

4.Provide information about international money

transfer

5. Provide information about cheques / traveler’s

cheques

6. Provide information about money deposits -

withdrawals

7. Provide information about bill payments

8. Provide information about using ATM cards

9. Answer general service problems

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Part 3 : The level of abilities in listening and speaking skills

Direction : Please put ( x ) in the box that highly describes your ability.

The level of abilities in listening and speaking skills from 1 (Very Poor),

2 ( Poor ), 3 ( Fair ) , 4 ( Good ) , and 5 ( Excellent )

The level of abilities in listening skill 1 2 3 4 5

1. Familiar accents and pronunciations

2. Correct translation in words or sentences

3.Capacity of catching in words or conversation

4. Knowledge of understanding in slang and idiom

5. Knowledge of understanding in technical terms

6. Potentiality of remembering in the whole

information

7. Competence of listening in various situations, such

as, complaint of foreign customers and negotiation with

foreign clients


The level of abilities in speaking skill 1 2 3 4 5

1. Ability of correct pronunciation

2. Knowing of selection in the right words

3. Competence of speaking with correct grammar

4. Competence of verbal communication and


5. Capability of presentation in correct information

6. Proficiency of speaking in various situations, such

as,

explanation of reasons and negotiation with foreign

clients


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Part 4 : The opinions of improvements in listening and speaking

skills

Direction : Please put ( x ) in the box that highly describes your opinion.

The opinions of improvements in listening and speaking skills from 1 ( Strongly

disagree ) ,2 ( Disagree ), 3 ( Neutral ) , 4 ( Agree ) , and 5 ( Strongly agree )

The opinions of improvements in listening skill 1 2 3 4 5

1.Test and evaluate in listening in both a pre-test and

a post-test in every year

2. Train English course to bankers in listening skill

in bank and other organization, such as, language

institute

3. Frequently meet with foreign customers at branch

and other places, such as, coffee shop and clients’

workplace

4. Encourage bankers to join listening activities,

such as, participating in meeting with foreign

executives

and seminar with foreign instructors

5. Listen English from multimedia such as,

international news on radio and business news on

You tube

6. Watch business news and financial article from

television internet and mobile phone

Other ( Please specify………………………. )

The opinions of improvements in speaking skill 1 2 3 4 5

1. Test and evaluate in speaking in both a pre-test

and a post-test in every year

2. Train English course to bankers in speaking skill

in bank and other organization, such as, language

institute

3. Frequently speak with foreign customers at

branch and other places, such as, coffee shop and

clients’ office

4. Encourage bankers to join speaking activities,

such as, workshop for speaking and presentation

5. Practice to speak English by different medias,

such as, mobile record, Facebook live and video

call

6. Talk to your English teacher or trainer for

advice

Other ( Please specify………………………. )

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APPENDIX B

Questionnaire in Thai

หวขอ : การตรวจสอบความคดเหนของพนกงานธนาคารเกยวกบความสามารถและการปรบปรงดานทกษะการฟงและการพดในยานสลมและยานสขมวท ค าชแจง แบบสอบถามฉบบนมวตถประสงคเพอส ารวจความคดเหนเกยวกบความสามารถ การปรบปรงและความถในการใชทกษะการฟงและการพดของพนกงานธนาคารยานสลมและสขมวท ขอมลของทานจะเปนประโยชนในการน ามาวเคราะหเพอกระตนและหาแนวทางใหพนกงานธนาคารเพมขดความสามารถดานทกษะการใชภาษาองกฤษในสวนของการฟงและการพด ขอมลทรวบรวมมาไดจะน าเสนอในภาพรวมและไมมผลกระทบตอหนาทการงาน แบบสอบถามแบงออกเปน 4 สวน สวนท 1 ขอมลพนฐานของผตอบแบบสอบถาม สวนท 2 ความถในการใชทกษะการฟงและการพดเกยวกบการท าธรกรรมทางการเงนกบลกคาตางชาต สวนท 3 ระดบของความสามารถในทกษะการฟงและการพด สวนท 4 ความคดเหนของการปรบปรงในทกษะการฟงและการพด ขอมลและค าถามในแบบสอบถามเปนแบบวดระดบการใหคะแนนตามความคดเหนของทานมากนอย เหนดวยหรอไมเหนดวยตามความจรง

ขอบคณทใหความรวมมอคะ

Ref. code: 25605721040540YCP

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สวนท 1 ขอมลพนฐานของผตอบแบบสอบถาม ค าสง : กรณากรอกขอมลลงในชองวางและกากบาทในชองทเปนค าตอบของคณ

1. เพศ ( ) ชาย ( ) หญง

2. อาย _______ ป

3. ระดบการศกษา

( ) อาชวะศกษา ( ) ปรญญาตร ( ) ปรญญาโท ( ) ปรญญาเอก

4. สาขาวชาทจบ

( ) คณะ____________________

5. คณท างานทธนาคาร

( ) ยานสลม ( ) ยานสขมวท

6. ประสบการณในการท างานทธนาคาร

( ) นอยกวา 1 ป ( ) 1 – 5 ป

( ) 6 – 10 ป ( ) 11 – 15 ป

( ) 15 – 20 ป ( ) มากกวา 20 ป

7. ต าแหนงในธนาคาร

( ) เจาหนาทการตลาด ( ) เจาหนาทการตลาดอาวโส

( ) เจาหนาทอ านวยบรการ ( ) เจาหนาทอ านวยการอาวโส

( ) พนกงานโอนเงนตางประเทศ ( ) ผชวยผจดการสาขา ( ) อนๆ _____________

Ref. code: 25605721040540YCP

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สวนท 2 ความถในการใชทกษะการฟงและการพดเกยวกบการท าธรกรรมทางการเงนกบลกคาตางชาต

ค าสง : กรณากากบาทในชองทบรรยายความถของคณ

ความถในการใชทกษะการฟงและการพดเกยวกบการท าธรกรรมทางการเงนกบลกคาตางชาต จาก 1 ( ไมเคย ) 2( 1 - 2 วน / สปดาห ) 3 ( 3 -4 วน / สปดาห ) และ 4 ( ทกวนทมาท างาน )

คณใชทกษะการฟงเมอลกคา....................... 1 2 3 4

1. ใหขอมลสวนตว

2. แลกเปลยนเงนตราตางประเทศ

3. โอนเงนตางประเทศ

4. ซอขายเชค / เชคเดนทาง

5. ฝากเงน – ถอนเงน

6. จายบล

7. ใชเอทเอมการด

8. มปญหาการบรการทวไป

9. ใหค าแนะน าเกยวกบการบรการธนาคาร

อน ๆ ( โปรดระบ) ..............................................

คณใชทกษะการพดเมอ............................. 1 2 3 4

1. ตอนรบ แสดงค าขอบคณและลากอน

2. ถามขอมลสวนบคคลของลกคา

3. ใหขอมลเกยวกบอตราแลกเปลยนเงนตราตางประเทศ

4. ใหขอมลเกยวกบการโอนเงนตราตางประเทศ

5. ใหขอมลเกยวกบเชคหรอเชคเดนทาง

6. ใหขอมลเกยวกบการฝากเงน ถอนเงน

7. ใหขอมลเกยวกบการจายบล

8. ใหขอมลเกยวกบการใชบตรเอทเอม

9. ตอบปญหาการบรการทวไป

อน ๆ ( โปรดระบ) ..............................................

Ref. code: 25605721040540YCP

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สวนท 3 ระดบของความสามารถในทกษะการฟงและการพด ค าสง : กรณากากบาทในชองทบรรยายความสามารถของคณ ระดบของความสามารถในทกษะการฟงและการพด จาก 1 (นอยทสด ) 2 ( นอย ) 3 ( ปานกลาง ) 4 ( มาก ) 5 ( มากทสด )

ระดบของความสามารถในทกษะการฟง 1 2 3 4 5

1. มความคนเคยส าเนยงและการออกเสยง

2. แปลค าศพทหรอประโยคไดถกตอง

3. มความสามารถจบค าหรอการสนทนาได

4. มความร ความเขาใจในค าแสลงและส านวน

5. มความร ความเขาใจในศพทเทคนค

6. มความสามารถจ าขอมลไดทงหมด

7. มความสามารถดานการฟงในสถานการณตางๆ เชน

การรองเรยนของลกคาตางชาตและการเจรจาตอรองลกคาตางชาต

อนๆ ( โปรดระบ ) ……………………………..

ระดบของความสามารถในทกษะการพด 1 2 3 4 5

1. มความสามารถออกเสยงไดถกตอง

2. รจกเลอกใชค าไดถกตอง

3. มความสามารถพดไดถกหลกไวยากรณ

4. มความสามารถในการสอสารดวยภาษาและทาทาง

5. มความสามารถน าเสนอขอมลไดถกตอง

6. มความสามารถดานการพดในสถานการณตางๆ เชน

การอธบายดวยเหตผลและการเจรจาตอรองกบลกคาตางชาต

อนๆ ( โปรดระบ ) ……………………………..

Ref. code: 25605721040540YCP

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สวนท 4 ความคดเหนของการปรบปรงในทกษะการฟงและการพด ค าสง : กรณากากบาทในชองทบรรยายความคดเหนของคณ ความคดเหนของการปรบปรงในทกษะการฟงและการพด จาก 1 ( ไมเหนดวยทสด ) 2 (ไม เหนดวย ) 3 ( ปานกลาง ) 4 ( เหนดวย ) 5 ( เหนดวยทสด )

ความคดเหนของการปรบปรงในทกษะการฟง 1 2 3 4 5

1. มการทดสอบ ประเมนทกษะดานการฟงทงกอนอบรมและหลงอบรมทกป

2.จดอบรมหลกสตรภาษาองกฤษใหพนกงานธนาคารดานทกษะการฟง ในธนาคารและองคกรอน เชน สถาบนภาษา

3.ฝกฟงโดยการพบลกคาตางชาตบอยๆ ทสาขาและสถานทอน เชน รานกาแฟและสถานทท างานของลกคา

4.กระตนใหพนกงานธนาคารรวมกจกรรมการฟง เชน เขารวมประชมกบผบรหารชาวตางชาตและ การสมมนากบผฝกอบรมชาวตางชาต

5.ฝกฟงภาษาองกฤษจากสอตางๆ เชน ขาวตางประเทศจากวทย ขาวเศรษฐกจจากยทบ

6. ดขาวเศรษฐกจและบทความทางการเงนจากโทรทศน อนเตอรเนตและโทรศพทมอถอ

อนๆ ( โปรดระบ ) …………………………….. ความคดเหนของการปรบปรงในทกษะการพด 1 2 3 4 5 1. . มการทดสอบ ประเมนทกษะดานการพดทงกอนอบรมและหลงอบรมทกป

2.จดอบรมหลกสตรภาษาองกฤษใหพนกงานธนาคารดานทกษะการพดในธนาคารและองคกรอน เชน สถาบนภาษา

3.พดกบลกคาตางชาตบอยๆ ทสาขาและสถานทอน เชน รานกาแฟและสถานทท างานของลกคา

4.กระตนใหพนกงานธนาคารรวมกจกรรมการพด เชน workshop ดานการพดและ การน าเสนอ

5. ฝกพดภาษาองกฤษผานสอตางๆ เชน พดอดเสยงลงโทรศพทมอถอ เฟซบค ไลฟ และ วดโอ คอล

6.คยกบครสอนภาษาองกฤษหรอผอบรมเพอขอค าแนะน า อนๆ ( โปรดระบ ) ……………………………..

Ref. code: 25605721040540YCP

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BIOGRAPHY

Name Ms. Korarak Pongchalerm

Date of Birth December 30,1982

Educational Attainment

2005: Bachelor of Arts

Faculty of Archeology

Major Thai , Silpakorn University

2013 : Diploma Degree

English for Career

Thammasat University

Work Position Credit Card analyzed officer

New Account department, Credit Card Section

Bangkok Bank, The Head office

Work Experiences 2005 – present : Credit Card analyzed officer

New Account department, Credit Card Section

Bangkok Bank, The Head office

Ref. code: 25605721040540YCP

An investigation of bankers’opinions about abilities and ...

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