Developing an EFL Instructional Model Focusing on Speaking Fluency
Keywords:
TCRS innovation, English InstructionAbstract
The purposes of this study were to 1) create an English instructional model focusing on language communication fluency, 2) investigate the effects of English instructional model on English speaking fluency of NRRU students who study the subject “communication 2” in the first semester of academic year 2019, and 3)examine students’ opinion towards studying English through an English instructional model focusing on speaking fluency. Population consisted 120 students from three classrooms of Nakhon Ratchasima Rajabhat University students studying the subject “ Communication 1” at the first semester of academic year 2019. Samples were 40 students selected by purposive sampling. They were taught through the process of teaching communication through reading and storytelling (TCRS). This technique could answer the purpose of research. Moreover, the characteristics of population were in accordance with research purposes. This was an experimental research design. Eight weeks were spent on this research. The instruments were (1) the questionnaire related to students’ problems about the English instruction, (2) classroom observation, (3) semi-structured interview, and (4) English speaking ability test (pre-test and post-test. The scores of English speaking ability were analyzed and interpreted statistically in terms of mean (xˉ), standard deviation (S.D.), and t-test (pretest and posttest) with the criterion of 60%.
The results of the study showed as follows:
The results of this research showed effectiveness of the TCRS Approach from the posttest and satisfaction of students who studied the subject “communication 1” in the first semester of academic year 2019. The results of the effects in learning English through the TCRS Approach on English speaking ability of students were concluded that students could improve their speaking skill. The English speaking ability of students after using the TCRS Approach was higher than the pretest score at the statistical significance at .05. The average score of the pretest was 9.53 and posttest was 15.33. Students had the highest posttest score in vocabulary with the mean was 3.93, but their average lowest score was 3.71 in comprehension. However, students could improve their fluency, pronunciation, comprehension, and vocabulary, their average improvement’s score was 5.81 with the improvement percentage of 17.59 after learning through the TCRS Approach. Students’ satisfaction through the use of the TCRS Approach was in high satisfaction ( x̄ = 4.18, S.D. = 0.81).
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