U-LEARNING MODEL BASED ON CONNECTIVISM THEORY FOR ENGLISH COVERSATION SKILL DEVELOPMENT AMONG THE STUDENTS AT RAJAMANGALA UNIVERSITY OF TECHNOLOGY THANYABURI

Abstract

The purposes of this study were: 1) to develop the U-Learning model based on connectivism theory for English conversation skill development among students of Rajamangala University of Technology Thanyaburi; 2) to compare the learners’ listening and speaking skills before and after the intervention of using the U-Learning lessons; 3) to study the learners’ behavior while using the U-Learning lessons; and 4) to evaluate the learners’ satisfaction towards the U-Learning lessons. The methodology was mixed research method. The samples were thirty-two freshmen of Rajamangala University of Technology Thanyaburi, recruited through cluster sampling. The interview, rating-scale questionnaires, observation, and evaluation forms were used as research instruments. The content analysis, mean, standard deviation, and t-test were used for analyzing the data. The findings revealed that the the U-Learning model development process consisted of 4 components as follows: (1) the input of the model (Ubiquitous Learning Environment (ULE), learning facilities, and Learning Management System (LMS)); (2) process of the model (learning objective, learning steps of English communicative approach, and connectivism activities); (3) the performance of learning; and (4) Feedback – focusing on self-development through online practice. The developed U-learning model received the highest score (  = 4.51) on senior experts’ evaluation, indicating its high usability value. The mean of the learners’ English communicative skills after using the U-learning lessons was higher than the one before the intervention with a statistical significance at the .05 level. Learning’ behavior: in terms of learners’ expectation was at a high level. Learners’ self- assessment was at a moderate level. Learners’ frequency of English conversation practice was at a moderate level reflecting occasional practice. The majority of learners’ utilized a discussion forum for knowledge sharing. The overall learners’ satisfaction was at a high level (  = 4.11).