Developing A Context-Based Active English Learning Management Model to Enhance 21st-Century English Proficiency Among Primary School Students in Roi Et Province, Thailand

Abstract

Primary school English instruction in unproductive because of instructional strategies mostly put emphasis on grammar and memorization rather than communication, resulting in students lacking confidence and not being able to use the language fluently. This study aims at developing active English language learning management model that aligns with the context of upper primary school students in Roi Et province and the 21st-century English language competency framework.  Mixed-method research was applied in this study. The study was divided into two phases. In the first phase, the current conditions, forms and obstacles in English language learning was investigate, then model protocol was designing, next the "ROI-Active English Learning Model” was developed. In the second phase, implementing and evaluating the model were processed.

There were 20 primary English teachers and 30 upper primary school students in Roi Et Province involved in this study, selected using the volunteer sampling method. There were 2 research instruments: questionnaires and semi-structured interviews, used to collect data.  Content analysis technique was used to analyze qualitative data; on the other hand, quantitative data were analyzed through descriptive statistics.

The research findings revealed that:

1. Primary schools in Roi Et Province generally had adequate instructional facilities and technology; however, shortages of English learning resources and language laboratories remained problematic. Students commonly lacked confidence in using English and had limited critical thinking and communication skills. English instruction across four main skills emphasized active learning through multimedia, games, role-play, storytelling, and communicative activities, with performance-based assessments widely applied. Quantitative findings further indicated that teachers experienced instructional obstacles at a moderate level (Mean = 3.30, SD = 0.17), particularly excessive non-teaching workloads (Mean = 3.60, SD = 0.19), unsuitable instructional content (Mean = 3.35, SD = 0.11), and insufficient technological support (Mean = 3.33, SD = 0.10).

2. The ROI-Active English Learning Model, designed and developed in six steps, including 1) Analyze Instructional Context to understand the factors affecting learning, 2) Identify Learning Goals clearly and measurably, 3) Determine instructional strategies that emphasize active learning, focusing on student participation, and 4) Create learning activities that facilitate hands-on learning through group work, games, and the use of digital media. 5) Assess learning outcomes using both formative and summative assessment methods, and 6) Provide feedback and reflection to improve learning for maximum efficiency. The expert evaluation of the model showed a high level of appropriateness (overall Mean = 4.38, SD = 0.39), indicating that the components, procedural steps, contextual fit, and active-learning orientation of the model were suitable for implementation.

3. The students' attitudes and opinions toward English language learning designed based on the ROI-Active English Learning Model showed that they had a more positive attitude towards learning English, including increased enthusiasm for learning, and were able to improve their listening, speaking, reading, and writing skills. In addition, students mentioned that this format made the instructions of English more effective and enjoyable because it was relevant to the context of primary school learners and could appropriately respond to their needs.