Developing a Process Drama-Based Instructional Model to Enhance ESP Students’ Speaking Ability in China
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This article aimed to: (1) investigate the problems and challenges affecting the English-speaking ability of English for Specific Purposes (ESP) students in Chinese vocational colleges, and (2) develop and validate an instructional model based on social constructivist theory, collaborative learning, and process drama to enhance students’ speaking abilities. The participants included 240 second-year Tourism Management students and six English teachers from a vocational college in China, selected through purposive sampling. In addition, five experts in curriculum and instruction participated in the model validation process.
Data was collected using structured questionnaires administered to students and teachers, as well as semi-structured interviews with experts. Quantitative data were analyzed using descriptive statistics (mean and standard deviation), while qualitative data were examined through content analysis. The validity of the instructional model was assessed using the Index of Item-Objective Congruence (IOC).
The research results were found as follows:
1.ESP students face multiple challenges in speaking English, including linguistic problems such as limited vocabulary and frequent grammatical errors, as well as affective factors like anxiety and low confidence that hinder oral communication.
2.An instructional model was successfully developed to address these issues by providing more opportunities for authentic speaking practice beyond the examination-oriented curriculum, aiming to enhance students’ confidence, fluency, and communicative competence that ESP students face multiple challenges in speaking English.
Based on these findings, an instructional model was developed comprising three stages: pre-activity, while-activity, and post-activity, organized into ten instructional steps. The model demonstrates strong potential to improve ESP students’ speaking ability and communicative confidence.
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ทัศนะและความคิดเห็นที่ปรากฏในวารสาร ถือเป็นความรับผิดชอบของผู้เขียนบทความนั้น และไม่ถือเป็นทัศนะและความรับผิดชอบของกองบรรณาธิการ
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