Promoting English Language among Hill Tribe Drivers through Interactive Flip Books: Applying Translanguaging Strategies for Effective Communication

Abstract

This study investigated 1) the effectiveness of interactive flip books applying translanguaging strategies, and 2) the English-speaking ability of Karen drivers before and after an eight-week training program. A mixed-methods design was employed, integrating quantitative and qualitative approaches to examine both linguistic improvement and learner experiences. The participants were 25 purposively selected Karen drivers in Hod District, Chiang Mai. Instruments included 1) pre- and post- oral speaking tests, 2) a satisfaction questionnaire (α=0.94), and 3) semi-structured interviews and field observations. Quantitative data were analyzed using descriptive statistics and paired-samples t-tests, while qualitative data were examined through a content analysis. Results revealed that the interactive flip books significantly enhanced English-speaking skills across pronunciation, vocabulary, grammar, and fluency (p<0.001), with very large effect sizes (d=1.89-2.20). Qualitative findings indicated routine use of the flip books on the job increased the drivers’ confidence when interacting with tourists, and strengthened cultural pride through multilingual practices. The findings suggest that embedding translanguaging strategies in interactive flip books not only improves speaking proficiency but also cultivates motivation and identity affirmation. Integrating English, Thai, and Karen created an inclusive learning environment that reduced linguistic barriers and enabled authentic, confident communication with tourists.