Language ideology, Global Englishes, and intercultural competence in Thailand’s O-NET English exams (2015–2024)

Abstract

This study critically examines Thailand’s national English proficiency assessment, the Ordinary National Educational Test (O-NET), administered at primary (P6), lower secondary (M3), and upper secondary (M6) levels from 2015 to 2024. Drawing on World Englishes (WEs), Global Englishes (GE), English as a Lingua Franca (ELF), and Intercultural Communication (IC), the study conducts a qualitative content analysis of thirty O-NET English exams. The analysis focuses on four dimensions: native-norm orientation, cultural representation, communicative functionality, and ELF/IC alignment. Findings indicate that the exams predominantly privilege standardized native-speaker grammar, vocabulary, idioms, and Western cultural references. Thai, ASEAN, and other global cultural content appears only sporadically, and localized topics are usually framed through standardized Inner Circle English rather than recognized as legitimate local or Global Englishes practices. Although some items simulate functional communication, few assess meaning negotiation, multilingual accommodation, cultural mediation, or intercultural reflection. These patterns indicate a mismatch between current assessment design and Thailand’s policy goals of communicative competence, intercultural awareness, and global citizenship. The study suggests that national English assessment design should be reconsidered to better reflect Global Englishes-informed communication, regional multilingual realities, and context-sensitive language education.