Enhancing English Proficiency Based on CEFR Through Activity-Based Learning: A Case Study of UDRU Leader Students
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This research investigated the impact of the activity-based learning method (ABL) on the English language proficiency of students at Udon Thani Rajabhat University based on CEFR levels. The study aimed: 1) to study the English proficiency of UDRU students, 2) to enhance the English proficiency, aligned with CEFR levels through the ABL method, and 3) to investigate the students' attitudes towards each ABL activity. The research was structured in three phases: in phase I, a survey was conducted to pinpoint the English language difficulties faced by UDRU students; in phase II, three ABL activities were conducted to enhance students’ English proficiency; and in phase III, students' attitudes were assessed towards these ABL activities. The samples were 35 undergraduates with diversed skills levels who completed the six courses of the Digital and Language program and will be taking on future leadership roles in the English language program. The research instruments were student survey questionnaires of factors affecting student English proficiency, 9 activities based on the ABL method focusing on reading, listening, and grammatical skills which were conducted 2 hours per each, in a total of 18 hours, the pretests and the posttests of English proficiency based on English Discoveries program and CEFR levels, and the attitude questionnaires towards the ABL activities. The statistical measurement used for data analysis was the Wilcoxon Signed-Rank Test, emphasizing three skills: reading, listening, and grammar, as well as measuring overall English proficiency. The findings revealed that there was a significant enhancement in English proficiency across the three skills following the ABL activities, with a statistical significance level of 0.05. In addition, the study observed important feedback in students’ attitudes towards the ABL activities, which were rated at the highest level as significantly improving students’ active participation in English. The students expressed positive satisfaction with their English advancement, which was rated at the highest level, illustrating the positive attitudes towards the ABL activities to enhance English performance outcomes.
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