An Instructional Model Development Based on Task-based Learning Approach and Continuous Effective Oral Practice to Enhance Primary School Students’ English-speaking Ability and Confidence in Phitsanulok Province
DOI:
https://doi.org/10.14456/psruhss.2022.36Keywords:
Instructional model, Task-based learning, Effective oral practice, English speaking ability, ConfidenceAbstract
This study aimed at (1) developing and assessing the quality of an instructional model based on task-based learning approach and continuous effective oral practice to enhance students’ English-speaking ability and confidence in Phitsanulok province, (2) implementing and comparing students’ English-speaking ability before and after instructional model implementation and 3) investigating students’ satisfaction and perception towards instructional model based on task-based learning approach and continuous effective oral practice and instructional model implementation process. The sample consisted of 21 fourth grade students from Banpasak Tossapon Anusorn school, Phromphiram district selected using clustered random sampling technique. Data were analyzed using descriptive statistics, t-test dependable and content analysis. The results revealed that: 1) an instructional model was developed with 5 components: principle, objective, learning content, learning steps and evaluation. The results of quality assessment found that the developed instructional model was at a highest level of appropriateness ( = 4.63) while the results of the pilot study revealed that the instructional model was suitable enough to enhance students’ English-speaking ability and confidence. 2) Students’ English-speaking competencies after instructional model implementation was significantly higher than before at .05 level. 3) Students’ satisfaction towards the instructional model and implementation process was at a highest level (
= 4.51). Students had positive perceptions towards the instructional model and instructional model implementation process. Students developed more confidence in using the language after instructional model implementation.
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