การพัฒนารูปแบบการจัดการเรียนรู้เพื่อส่งเสริมทักษะการสื่อสารภาษาอังกฤษสำหรับผู้เรียนชาวไทย

Abstract

This research study attempted to synthesize research studies, create an instructional model to better communicative English skills from the research synthesis, and investigate the results of implementing the instructional model for Thai learners. The target population was 1) 173 graduate research studies on communicative English skill development of the top five Thai universities in the 2015 QS World Ranking in the field of education and 2) one English teacher in the primary, the lower secondary, the upper secondary and the tertiary levels each and 27 primary level students, 23 lower secondary level students, 37 upper secondary level students and 25 tertiary level students.

The results were 1) 173 research studies met the evaluation criteria. The numbers of the studies conducted at the primary, lower secondary, upper secondary/ vocational certificate and undergraduate/ high vocational certificate levels was 36, 41, 49 and 47, respectively. The results of the synthesis with content analysis were seven categories representing the structure of the instructional model; these were Preparation, Lead-in, Activation, Development, Solidification, Evaluation and Revision. The instructional methods in each category were grouped into themes which formed a spectrum composed of instructional and learning management, psychological strategy implementation, language teaching, communication strategy teaching, integrative development between cognitive and communicative skills, and explicit performance support. Therefore, the instructional model comprised seven stages. The stages were defined as follows: (1) Preparation was arranging activities, content and the learning environment (2) Lead-in was giving knowledge, arousing interest, and setting rules for learning and activities, (3) Activation was teaching language knowledge and strategies together with thinking skills or working skills, (4) Development was teaching language knowledge together with higher order thinking skills and transferring the practice to learners or assigning them to perform language and higher order thinking tasks themselves, (5) Solidification was assigning learners to perform language and higher order thinking tasks themselves and assessing themselves as well as further language teaching to correct errors, (6) Evaluation was assessing learners’ progress or judging overall quality and (7) Revision was assigning more situations or activities for practice. Also, the themes together with the methods led to the underlined principles which were the communicative approach, active learning, scaffolding and learning assessment 2) the learning achievement of the students of each level ranged from 69 to 91.20 percent and was rated as average to very good and the variation was dependent on their learning behavior and attitudes and 3) the conclusion from the teachers’ opinions depicted the model’s performance focused and activities was a good contribution to improvement of real-life communication skill and higher order thinking.