Empowering Thai Students' English Speaking Confidence: Harnessing Video Presentations on Intriguing Topics
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Abstract
As English becomes increasingly vital as a global lingua franca, Thai students often face specific challenges in achieving fluency, primarily due to limited opportunities for informal language practice outside traditional educational settings. This study explores the effectiveness of video assignments as a pedagogical tool to enhance speaking skills among Thai undergraduate students. A mixed-methods approach was employed, utilizing both quantitative and qualitative methods. Fourteen students were selected via convenience sampling and tasked with weekly video assignments, producing 4-5 minute videos on diverse topics, incorporating personal narratives and utilizing varied settings to enrich presentations. Participant feedback was gathered via questionnaire with ten Likert scale items ranging from 1 (strongly disagree) to 5 (strongly agree) to measure perceived effectiveness, confidence, and satisfaction. Quantitative analysis of the Likert scale responses showed significant improvements in various areas. Participants’ speaking confidence increased by 22%, with mean scores rising from 3.7 to 4.5 (p < .01). Satisfaction averaged 3.92 (S.D. = 0.83), confidence 4.14 (S.D. = 0.64), and learning effectiveness 4.00 (S.D. = 0.67), all showing statistically significant improvements (p < .05), except for attention retention, which had a lower mean of 3.50 (S.D. = 0.51). Qualitative feedback supported these results, highlighting that rehearsals reduced anxiety and improved confidence, with 71% of participants noting significant gains in comfort and delivery. The variety in settings and creative freedom also enhanced the learning experience. The study concludes that integrating video assignments into language learning can effectively enhance speaking skills, including pronunciation, fluency, and vocabulary. Participants showed increased confidence and decreased anxiety, benefiting from a supportive environment for rehearsals. Future research should consider longitudinal studies to assess the long-term impact of such interventions on language acquisition and sustained proficiency.
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