AN INSTRUCTIONAL MODEL DEVELOPMENT BASED ON AUTHENTIC LEARNING AND COMMUNICATIVE LEARNING APPROACHES TO ENHANCE VOCATIONAL BACHELOR’S DEGREE STUDENTS’ ENGLISH-SPEAKING ABILITY FOR PROJECT PRESENTATION IN THE NORTHERN REGION OF THAILAND
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Abstract
The objectives of this study were to 1) develop and assess the quality of the developed instructional model, 2) implement the developed instructional model and study the results of an instructional model implementation on students’ English-speaking ability for project presentation, and 3) study learners’ satisfaction towards the instructional model and implementation process. The instructional model was designed following 3 research and development steps. The instructional model was implemented with two different groups of 25 and 23 students respectively selected by clustered random sampling. Data were analyzed using scoring rubrics, descriptive statistics, T-test dependable, and content analysis. The results revealed as follows: 1) the developed instructional model consisted of 5 components: principle, objective, learning content, learning instruction and evaluation. The developed instructional model was at the highest level of appropriateness ( = 4.54). An English-speaking learning instruction was designed with 5 steps: presentation and explanation to subject matter, task assignment, re-definition of tasks and inquiry, practice and accomplishment of speaking task and presentation of speaking task, 2) students’ English-speaking ability for project presentation for both groups was significantly higher than before at 0.01 level, and 3) learners’ satisfaction towards an instructional model implementation process was at a high level (
= 4.42) and students expressed positive views towards instructional model and instructional model implementation process.
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