An Assessment of English Speaking Ability of Technical and Business Students: A Case of Thai-Nichi Institute of Technology

Main Article Content

Bundit Anuyahong


          The purposes of this research were 1) to assess English speaking ability of technical and business students at Thai-Nichi Institute of Technology, 2) to compare the English speaking ability of the students before and after teaching speaking skill in the classroom, and 3) to study opinions of business and technical students at Thai-Nichi Institute of Technology.

          Research samples were 72 students at Thai-Nichi Institute of Technology in second semester of 2012 academic year through simple random sampling technique. The instruments used for gathering data were the English speaking skills assessment form and opened-end  questionnaire. The statistics employed for analyzing the data were frequency, percentage, mean, standard deviation, t-test, and contents analysis.

          The research findings were as following; 1) effects of an assessment of English speaking ability of business and technical students at Thai-Nichi Institute of Technology were at high level, 2) the students’ English speaking achievement after teaching speaking skill was significantly higher than that before teaching speaking skill at 0.05 level, and 3) the students had additional suggestions as follows; Speech contest should be set every semester to improve listening skill, teachers should teach speaking skill both in class and outside class, communication in English should be arranged outside class, and Sightseeing in foreign countries should be managed every year to share cultures and cross cultures.


Download data is not yet available.

Article Details

Research Article


[1] Burns, A. (2003). Clearly speaking : pronunciation in action for teachers. National Center for English Language Teaching and Research, Macquaire Universaity, Sydney NSW 2109.

[2] Burns, A., & Joyce, H. (1997). Focus on speaking. North Ryde, N.S.W.: National Center for English Language Teaching and Research.

[3] Richards, J., & Renandya, W. (2002). Methodology in language teaching. Cambridge: Cambridge University Press.

[4] Carter, R., & McCarthy, M. (1995). Grammar and spoken language, Applied Linguistics, 16 (2), 141-158.

[5] Cohen, A. (1996). Developing the ability to perform speech acts, Studies in Second Language Acquisition, 18 (2), 145-148.

[6] Stone, Lee Ann. (1991) Task-based activities: Making the language laboratory interactive. Retrieved from: (ERIC Document Reproduction Service No. 25 (3), 81-86

[8] Henning, G. (1987). A guide to language testing: Development, evaluation, research. Boston: Heinle & Heinle Publishers.

[9] Kitao, S.K., & Kitao, K. (1996). Testing speaking. Retrieved from: (ERIC Document Re eproduction Service No. ED 398261), 1-7

[10] Spolsky, B. (1992). Diagnostic testing revisited. In Shohamy, E. and Walton, R. A., (Eds.), Language assessment and feedback: Testing and other strategies (pp 29-39). Dubuque, IA: Kendall/Hunt Publishing Company

[11] Best, Johnson W. (1981). Research in Education. 5th ed. New Jersey: Prentice-Hall Inc.

[12] Dornyei, Z. (2003a). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. Language Learning, 53(1), 3–32. ED 343407).

[7] Quinn, R.A. (1994). Opening the doors of the language laboratory: New perspectives and opportunities, ADFL Bulletin,