The Development of English Speaking Skills for Communication of Grade 12 Students by Team-Based Learning at Dhammarajsueksa School, Chiang Mai Province

บทคัดย่อ

This purposes of the research 1) to examine the English-speaking skills for communication of Grade 12 students at Dhammarajsueksa School, Chiang Mai Province, 2) to evaluate English-Speaking Skills for Communication of Grade 12 students at Dhammarajsueksa School, Chiang Mai Province; and 3) to explore the satisfaction levels of students toward studying communicative English and using team-based learning. The study employed a quasi-experimental, one-group pretest–posttest design. The sample comprised 30 students form Grade 12 at Dhammarajsueksa School, Chiang Mai Province, which enrolling during the academic year 2025, selected through purposive sampling. The research instruments consisted of an English speaking problems questionnaire, TBL-based lesson plans, English speaking pre-tests and post-tests, and a post-instruction satisfaction questionnaire. The data were analyzed using mean (), standard deviation (S.D.), and a dependent-samples t-test to determine the significance of the results. The findings revealed that before  the intervention, students' English speaking skills were at a moderate level, hampered by a lack of confidence and limited opportunities for practice. However, after implementing the Team Based Learning model, students' speaking skills significantly improved at the .05 level. The mean score rose remarkably from 51.00 in the pre-test to 76.00 in the post-test. Furthermore, students expressed a highest level of satisfaction toward the TBL model ( = 4.87). The highest satisfaction scores were recorded for the Team-Based Learning Model itself and the classroom atmosphere, which promoted active participation. These results suggest that the TBL-SPEAK Model effectively enhance communicative competence by fostering a low-anxiety environment and encouraging peer-to-peer collaboration. The research provides a new body of knowledge in pedagogical innovation, demonstrating that structured team-based interaction can bridge the gap between theoretical knowledge and real-life communicative application for secondary school students.