No consumer English app sold in Thailand publishes a mapping to หลักสูตรแกนกลางการศึกษาขั้นพื้นฐาน. We went looking and did not find one. That is strange, because a Thai government-school teacher cannot put anything in front of a class until a หัวหน้ากลุ่มสาระการเรียนรู้ภาษาต่างประเทศ can see where it sits in the curriculum.
So here is that sheet for Ploy Hears, our free ten-week pronunciation clinic. Print it, attach it, argue with it.
Within สาระที่ 1 ภาษาเพื่อการสื่อสาร, มาตรฐาน ต 1.1 carries the indicator about reading words, phrases and simple sentences aloud ถูกต้องตามหลักการอ่าน — correctly, according to the principles of reading aloud. That indicator repeats, with rising demands, at every year from ป.4 to ม.3. It is the only place in the core curriculum where the accuracy of an English sound is the thing being assessed, and it is exactly what this clinic drills.
| Band | มาตรฐาน / ตัวชี้วัด | MOE CEFR target | What the clinic contributes |
|---|---|---|---|
| ป.4–6 | ต 1.1 — อ่านออกเสียงคำ กลุ่มคำ ประโยคและข้อความง่าย ๆ ถูกต้องตามหลักการอ่าน | A1 by the end of ป.6 | Weeks 1–6: the consonant contrasts that change meaning. Weeks 7–8: the endings that carry plural and past. |
| ม.1–3 | ต 1.1 — อ่านออกเสียงข้อความ นิทาน และบทร้อยกรองสั้น ๆ ถูกต้องตามหลักการอ่าน | A2 by the end of ม.3 | The full ten weeks, plus the four extra clinics. Stress and cluster work matter more at this level. |
| Also touches ต 1.2 (spoken exchange) whenever the class works in pairs, and ต 1.3 (presenting) if the term ends with the storytelling competition. | |||
This is our reading of the indicator, not an official endorsement. Nobody at OBEC has reviewed it. If your school reads ต 1.1 differently, we would rather hear it and correct the page than be quietly wrong: ben@usaenglish.com.
The order is not arbitrary and it is not by difficulty. It is set by two findings: that interventions under five weeks return an effect of essentially zero, and that spaced revisits beat massed practice specifically on delayed tests — the ones taken weeks after teaching stops, which are the only ones that matter.
| Week | Contrast | Why here |
|---|---|---|
| 1 | R / L | The contrast a Thai class already knows it gets wrong. Week one should build confidence, not humility. |
| 2 | TH / S | A sound that does not exist in Thai at all. Slow week, lots of laughing at tongues. |
| 3 | final D / T | First week on endings. The grammar payoff starts here. |
| 4 | R / L revisit + V / W / F | First spaced revisit, three weeks after teaching. |
| 5 | dropped endings | The biggest single problem. Final /d/ is deleted around 70% of the time by Thai speakers. |
| 6 | TH / S revisit + SH / CH | Second revisit, four weeks on. |
| 7 | plural -s | Now an ending carries meaning. Dropping the S deletes the plural. |
| 8 | past -ed + final D / T revisit | Verb tense is the largest single category in Thai written error analysis. |
| 9 | EE / I and A / E | Vowels are harder to hear than consonants, so they come late. |
| 10 | delayed test on four earlier contrasts | Taught 9, 8, 5 and 3 weeks earlier. That spread is the point; these are the scores that mean something. |
Asking a speech recognizer how good a child's TH was is a continuous judgment on a noisy signal from a voice the acoustic model was never trained on. Recognition accuracy for under-18 speakers is measurably worse than for adults, and a recognizer that wrongly marks a correct child humiliates exactly the child who got it right.
Asking it instead to decide whether the child said think or sink is a two-way classification between two known candidates. That is a far easier problem, it is robust to children's acoustic variability, and it maps one-to-one onto the Thai substitution set. So Ploy never grades. She reports the word she heard, and the class learns something true from the mismatch.
Across the meta-analytic evidence on speech-recognition pronunciation feedback, practice with a teacher present returns roughly three times the effect of a learner practicing alone. Pair work sits in between. A child alone on their own phone sits at the bottom of every moderator in the literature.
So the clinic is built for one device on a classroom screen, with a teacher's view and no leaderboard — not for a child's phone. It runs on a teacher's own handset, which matters in a country with roughly 29,000 schools of under 120 students and households where devices are shared.
An honest limit. That three-to-one figure comes from moderators inside a meta-analysis, not from a controlled trial of the same app under two conditions. Classrooms with a teacher present also differ in curriculum integration, accountability and dosage. The direction is consistent across sources; the exact ratio should not be quoted as though it were measured.
| Cost | None, to anyone, ever. No school license, no per-seat fee, no trial. |
| Accounts | None. Nobody signs in. There is nothing to create and nothing to forget. |
| Student data | None leaves the device. No recordings are stored, no names are asked for, no scores are uploaded. The class record lives in that one browser — print it if you want to keep it. |
| Devices | One. Any Android or iPhone from the last several years, or any classroom computer. It installs to the home screen without an app store. |
| Internet | Needed once. After the first visit it runs offline, which matters on a capped school connection. |
| Lesson time | About 15 minutes, once a week, for ten weeks. |
| If the microphone fails | One tap switches to teacher-judged mode, which the evidence rates higher anyway. |
| Who made it | A volunteer teacher at Ban Han Hee School, Rattanaburi, Surin, and a Thai teacher who won gold in Story Telling at that same school in 2010. |
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USAEnglish is a non-profit program. Registration is pending; the numbers will be published here the day they are issued. Until then, write to ben@usaenglish.com and we will tell you where the filing stands. Ploy and Ben take no salary, only their expenses.