Effect of Integrated TPACK, CLIL, CBL, and PBL Learning Management Focusing on Communicative Speech with the Community on the Communicative Speaking Ability of Grade 11 students

Abstract

This research aimed to achieve two objectives 1) to develop integrated TPACK, CLIL, CBL, and PBL learning management plans on Communicative Speaking with the Community for eleventh-grade students and to determine their efficiency according to the established criterion of 75/75, and 2) to compare the eleventh-grade students' communicative speaking ability after implementing the integrated TPACK, CLIL, CBL, and PBL learning activities with the evaluation criterion of 75 percent. The research sample consisted of 37 eleventh-grade students (Mathayom 5/8) studying in the first semester of the 2025 academic year at Lahan Sai Ratchadaphisek School in Lahan Sai District, Buriram Province. The research instruments included 1) five integrated TPACK, CLIL, CBL, and PBL learning management plans on Communicative Speaking with the Community, and 2) a communicative speaking ability assessment form structured as an authentic assessment (Rubric Scoring), with a total score of 20 points. The statistics used for data analysis were the mean, standard deviation, percentage, efficiency index (E1/E2), and the t-test. The research results revealed the following The integrated TPACK, CLIL, CBL, and PBL learning management plans on Communicative Speaking with the Community for eleventh-grade students had an efficiency of 77.14/78.91, which met the established criterion. The eleventh-grade students' communicative speaking ability after the implementation of the integrated TPACK, CLIL, CBL, and PBL learning activities had a mean score of 15.78, which was statistically significant at the .05 level.