The Development of English Speaking Skills of Secondary School Students Through Think- Pair-Share Technique

บทคัดย่อ

This study aimed to: (1) examine the effectiveness of the Think–Pair–Share (TPS) instructional technique in enhancing English speaking skills and (2) investigate students’ perceptions toward its implementation in the classroom. The participants were 38 lower secondary school students enrolled in an English course. A pre-experimental one-group pretest–posttest design was employed. The research instruments included an English speaking test assessing five components—fluency, vocabulary use, grammatical accuracy, pronunciation, and content relevance—TPS-based lesson plans, and a student perception questionnaire. Quantitative data were analyzed using descriptive statistics (mean and standard deviation) and a paired-samples t-test. The findings revealed that students’ English speaking performance after the TPS intervention was significantly higher than before the intervention (t = 18.92, p < .05). The results also indicated improvement across multiple dimensions of speaking ability, suggesting that the structured stages of TPS supported both linguistic development and communicative performance. In addition, students reported very high levels of positive perceptions toward the TPS technique, particularly in terms of classroom participation, confidence in speaking English, and attitudes toward learning. Overall, the findings suggest that TPS provides learners with structured opportunities for idea organization, peer interaction, and gradual participation, which contribute to a supportive learning environment for speaking practice. The study highlights the effectiveness of TPS as a pedagogical approach for enhancing English speaking skills and fostering positive learner perceptions in the EFL classroom. Pedagogical implications and recommendations for future research are also discussed.