A Study on Problems and Improvement Strategies of English Listening and Speaking Skills of Students Studying in Mattayomsuksa 1 at Nawamintrachinuthit Benjamarachalai School in Bangkok

Wichuda Sompring; Kris  Lietz; Kitpinit  Usaho; Phikun  Ekwarangkoon

Authors

Wichuda Sompring North Bangkok University, Thailand
Kris Lietz North Bangkok University, Thailand
Kitpinit Usaho North Bangkok University, Thailand
Phikun Ekwarangkoon Kasetsart University, Thailand

Abstract

The objectives of this study were: 1) to investigate the problems in English listening and speaking skills of students studying in Mattayomsuksa 1 at Nawamintrachinuthit Benjamarachalai School in Bangkok, and 2) to construct improvement strategies to enhance the English listening and speaking skills of the students. The participants of this study consisted of 224 students and 24 teachers at Nawamintrachinuthit Benjamarachalai School in the academic year 2025, obtained through the Simple Random Sampling Method. A mixed-method design was employed in this study. The research instruments were: 1) questionnaires for investigating students' English listening and speaking skill problems and 2) a set of questions for the focus group discussion meeting for the evaluation and approval of the improvement strategies. The data and information collected were analyzed through statistical devices and the content analysis method and then presented in terms of frequency count, percentage, mean, and standard deviation. The results indicated that: 1) the problems in English listening and speaking skills of students were found at the highest level rated by the students and teachers. The students rated the problems in the range of mean from 4.22 to 4.85; while teachers rated the problems in the range of mean from 4.21 to 4.75. Unfamiliar accent was found the major English listening problems; while using mother tongue (Thai) instead of English was considered the main speaking problems, and 2) the improvement strategies for enhancing English listening and speaking skills were categorized into five chapters, namely, Chapter 1: Learner Responsibility, Chapter 2: Instructor Mission, Chapter 3: Classroom Environment, Chapter 4: Instructional Materials, and Chapter 5: Learning Assessment. The strategies were approved for their correctness and suitability by the three specialists; therefore, they could be used for the enhancement of English listening and speaking skills of the students.

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