A Case Study of Improving English Speaking Ability for Presentation Using Audio Lingual Method

บทคัดย่อ

The Audio-Lingual Method (ALM) has long been accepted as an English language teaching approach for developing learners’ listening and speaking skills. It emphasizes habit formation through imitation, repetition, and corrective feedback between learner and instructor an approach that shares similarities with instructional methods in Thai dance and music. This research article presents the application of ALM to enhance learners’ English speaking ability for presentations, utilizing ALM as the sole instructional method. The study aimed to compare the English-speaking performance of undergraduate students before and after the implementation of ALM. The participants were 20 undergraduate students majoring in Thai dance and music at Sukhothai College of Dramatic Arts, all of whom were enrolled in an academic English course during the second semester of the 2024 academic year. Research instruments included: (1) ALM-based learning management plans, and (2) learning materials, activities, and assignments across lesson chapters. The study employed a classroom action research framework based on Jean McNiff (1998), following the cyclical process of planning, acting, observing, and reflecting. Data were analyzed using mean, standard deviation, percentage, and the Wilcoxon Signed-Ranks Test.
Findings revealed that: the learning outcomes aligned with the research objectives. Initially, students had difficulty with (1) accurate pronunciation of consonants and vowels, (2) correct syllable stress and appropriate intonation, and (3) grammatical correctness in speech. Improvements in these areas were observed progressively across the three action research cycles. Evaluations were based on students’ performance in presentations, activity participation, and assignment completion. Results showed that the post-test mean score (M = 50.60) was significantly higher than the pre-test score. The Wilcoxon Signed-Ranks Test confirmed that students’ speaking performance after the intervention was significantly improved at the .01 level. The findings align with previous ALM studies, which emphasize the effectiveness of repetition and substitution drills in enhancing learners’ pronunciation and grammatical competence. Furthermore, the study highlights parallels between ALM and traditional Thai performing arts instruction, suggesting pedagogical compatibility and potential for cross-disciplinary application.