Instructionalmodeldevelopmentbasedoncollaborativeandcommunicative approaches to enhance lower secondary students’ english-speaking skills in Thailand

Abstract

The research objectives were to develop and assess the quality, implement and explore students’ satisfaction towards an instructional model. The model was designed using 3 steps of research and development processes and implemented with a class of 46 ninth-grade students selected using clustered random sampling. The research instruments included: instructional model evaluation form, English speaking test, instructional model manual, classroom observation form, a scoring rubric and students’ satisfaction questionnaire and structured interview. Data were analyzed using scoring rubrics, descriptive statistics, test dependable, and content analysis. The results revealed that: (1) the developed instructional model consisted of 5 components: principle, objective, learning content, learning instruction and evaluation. A learning instruction was designed with 5 steps: warm up, specification and explanation of speaking task, grouping of students and assignment of speaking task, preparation, and practice, presentation of speaking task and error correction and feedback. The developed instructional mode was at the highest level of appropriateness (x = 4.73, SD = 0.09). An English-speaking learning instruction was designed with 5 steps. (2) Students’ post English-speaking skills were significantly higher than before at.01 level and (3) students’ satisfaction towards an instructional mode implementation was at the highest level (x = 4.57, SD = 0.52).