Singhanat NomnianThithimadee ArphattananonMahidol University2019-08-232019-08-232018-06-01Asian EFL Journal. Vol.20, No.6 (2018), 207-233173814602-s2.0-85050295315https://repository.li.mahidol.ac.th/handle/123456789/44932© 2018 Asian E F L Journal Press. All rights reserved. This qualitative study explores primary factors influencing the achievement of English language teaching and learning in government secondary schools in Thailand. Based on typological analysis of the interview transcripts from school principals and head teachers of foreign language departments, the findings identify ten factors including school principals' vision and administrative policies, English as a medium of instruction, Thai teachers, foreign teachers, teacher professional development, students' learning behaviors, teaching materials and ICT, English language development activities, family support, and the Ministry of Education support, which are underpinned by socio-cultural and political influences to meet the targeted quality of English language teaching and learning at a national level. Although this study shows how interconnected these factors are in the selected schools, it may be a platform for other secondary schools to reflect on their existing resources and pursue new alternatives appropriate for the promotion of their students' English development. Though language education is a complex process, efforts from relevant parties such as the government, school principals, department heads, education experts, teachers, students, and parents are required to drive English development goals for the benefit of the nation as a whole. This study sheds light on existing challenges for the Ministry of Education in terms of what the government can do to enhance English language teaching and learning achievement in government secondary schools in Thailand.Mahidol UniversityArts and HumanitiesSocial SciencesReviewSCOPUS