DEVELOPMENT OF A PEDAGOGICAL MODEL GROUNDED IN CONSTRUCTIVIST THEORY AND LANGUAGE INSTRUCTION METHODOLOGIES TO ENHANCE ENGLISH COMMUNICATION COMPETENCIES FOR GRADE 3 FOREIGN LANGUAGE LEARNERS

Abstract

This research delineates the objectives as follows: 1) to investigate foundational information for the formulation of a teaching and learning model, 2) to design the teaching and learning model, 3) to implement a trial of the teaching model, and 4) to conduct an evaluation of the model. The organization of teaching and learning was executed by the researcher utilizing Research and Development methodologies. The process encompasses four distinct steps. The target demographic comprises Grade 3 students at Ban Sareang School, located in Sangkha District, Surin Province. The Surin Primary Educational Service Area Office, Area 3, Semester 1, Academic Year 2023, includes a total of 17 participants. Data analysis involved the computation of mean, percentage, standard deviation, and t-value (t-test).

The findings of the research revealed:

1) The outcomes of the investigation concerning fundamental data in the development of the model showed that the arrangements for teaching and learning in English subjects indicated that educators primarily employed lecture methods in their classes. There was a notable lack of emphasis on the utilization of media, and students demonstrated minimal recognition of the significance of English studies. Consequently, this issue necessitates the development of a comprehensive learning and teaching model.

2) The findings from the development of teaching and learning management models identified six critical components: concepts and foundational theories, objectives of the format, procedural steps for organizing learning activities, principles of response, support systems, and assessment and evaluation criteria. The results of the model's evaluation by experts indicated that it exhibited the highest level of appropriateness.

3) The outcomes derived from the experimental application of the teaching and learning model demonstrated that students achieved commendable scores in English communication skills overall. Furthermore, their academic performance post-instruction was significantly higher than prior to the study, with statistical significance observed at the .05 level.

4) The findings from the evaluation of the teaching and learning management formats indicated that the standards of usefulness, feasibility, suitability, and correctness were assessed at the highest level, with student satisfaction also reported at the peak level of contentment.