THE DEVELOPMENT OF TRAINING CURRICULUM THROUGH PEER TUTORING AND TED STYLE TO ENHANCE ENGLISH PUBLIC SPEAKING SKILLS FOR UPPER SECONDARY SCHOOL STUDENTS

Abstract

This research aimed at developing a training curriculum through peer tutoring and TED style, which was conducted with the following research and development process. 1) Analyzing the needs to enhance English public speaking skills, which are gathered from upper secondary school students using questionnaires and from English-subject teachers using interview forms. 2) Constructing and verifying the curriculum. 3) Comparing the skills of the target group, which consists of 16 upper secondary school students at Sukhothai Wittayakom School in semester 1/2025, who voluntarily enrolled in the training, and evaluating their skills using scoring rubrics and Orai application. and 4) Evaluating the curriculum by collecting opinions from the target students using another questionnaires. The data were analyzed by using frequency distribution, content analysis, calculation of the mean and standard deviation, and comparison of differences in the average scores through the dependent t-test statistic. The results can be summarized as follows: 1) Students lack the skills and most want to practice informative speeches about themselves. 2) The training curriculum comprises of 8 elements including the significance of the training curriculum, principles, objectives, descriptions, structure, guidelines for training activities, learning materials and resources, and measurement and evaluation of training. The guidelines for training activities were applied by using instructional cues, participation in the activities, positive reinforcement, peer tutoring, incorporation into language learning, and assessment and giving feedback. The evaluation of the curriculum and supplementary documents revealed that they had the high and the highest level of appropriateness respectively. 3) The implementation of the curriculum revealed that the average students’ skills from post-test was higher than the ones from pre-test. This indicates statistical significance at the .05 level, and 4) Students rated the activities at the highest level, with most of them indicating that the introductory activities were appropriate to the content.