EFFECTS OF BLENDED LEARNING INSTRUCTION USING FLIPPED CLASSROOM MODEL ON ENGLISH ORAL ACADEMIC PRESENTATION ABILITY OF UNDERGRADUATE STUDENTS IN WORK INTEGRATED LEARNING PROGRAM
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Abstract
English oral academic presentation is one of the communicative skills required by educational institutions and workplaces. In terms of workplaces, especially international firms, they require both actual employees and apprentices or work-integrated learning students to present information in English on many occasions. However, the Work-integrated Learning (WiL) students have encountered many difficulties, especially when the students have to work as full-time employees in the daytime and study in the evening. This study aimed to investigate the effects of blended-learning instruction using the flipped-classroom model on English oral academic presentation and explore the attitudes after implementation via a mixed research method. The sample consisted of 12 second-year Engineering undergraduate students (transfer program) enrolling in the WiL program at Rajamangala University of Technology Lanna using the purposive sampling method. The instruments comprised pretest and posttest, rubrics, interview questions, and a fortnight block course instructional plan. The results revealed significant increases in verbal skills, = 11.67 and 14.08 out of 28, and non-verbal skills
= 4.41 and 6.08 out of 12 in pretest and posttest protocols, respectively. The qualitative analysis explored positive results that the course helped develop the English oral academic presentation ability.
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