Using The Scaffolding Technique Combined with Technological Tools to Improve English Speaking Ability of Matthayomsuksa 4 Students
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Abstract
The purposes of this research were to study and compare the English speaking ability of Mathayomsuksa 4 students before and after studying English speaking using the scaffolding technique combined with technological tools, and to study students’ attitude toward teaching English speaking using the scaffolding technique combined with technological tools. The sample in the research consisted of 35 Matthayomsuksa 4 students at Srithatpittayakom School. Udon Thani, under the Secondary Educational Service Area Office Udon Thani. The research was conducted in the first semester of the academic year 2025. The sample group of students was selected using cluster random sampling. The design of this research was a one group pretest-posttest design. The research instruments included 12 lesson plans, an English speaking ability test, and an attitude questionnaire. The experiment was conducted for 12 weeks, 2 hours a week, for a total of 24 hours. Statistics used in the study were mean, percentage, standard deviation, one-sample t-test and t-test for dependent samples. The findings revealed that the students’ pretest and posttest mean scores on English speaking ability were 169.45 or 56.49 percent and 233.81 or 77.94 percent. The students’ posttest mean score on English speaking ability was higher than the set criterion of 70 percent. After the experiment, the students’ English speaking ability, as measured by the posttest, was higher than their pretest scores. The comparison of the mean scores showed that the students’ speaking ability in posttest was significantly higher than that of the pretest at the .01 level of significance. The result of students’ attitude toward teaching English speaking using the scaffolding technique combined with technological tools was at a very good level.
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