Effects of Content-Based Instruction on English Language Performance of Thai Undergraduate Students in a Non-English Program

Patchara Vanichvasin

doi:10.5539/elt.v12n8p20

Abstract

The research purposes were to: 1) develop lesson plans for content-based instruction; 2) evaluate the students&rsquo; perceptions of the effectiveness of content-based instruction; and 3) investigate the effects of content-based instruction on English language performance of Thai undergraduate students in a non-English program. The sample group was 19 Thai undergraduate students. The research instruments were: 1) lesson plans for content-based instruction; 2) an evaluation form of lesson plans; 3) an effectiveness questionnaire on content-based instruction; and 4) English language performance tests. Data were analysed the mean, standard deviation, content analysis and a t-test. The research results were: 1) the lesson plans were developed and evaluated by experts as applicable for use at a high level and pilot-tested with 14 non-targeted Thai undergraduate students with the perceived effectiveness at a high level; 2) the 19 targeted Thai undergraduate students perceived the content-based instruction as an effective methodology and essential aid in generating opportunities to use English at a high level. They thought that it was fun and helped them practice, have a better attitude and gain more courage to express themselves in English; and 3) the post-course English language performance were significantly (P &lt; 0.05) higher than the pre-course English language performance. In conclusion, content-based instruction produced positive results and could be used as an effective methodology and essential aid in generating opportunities to use English, which resulted in increased English language performance.

Highlights

1.1 Statement of the ProblemThe promotion of English learning has become an urgent and vital development issue for Thailand (Doungphummes & Chandransu, 2016) since English is regarded as an essential skill for the globalized economy by governments, which devote considerable resources to its teaching in formal education, though often with limited success in terms of achievements (Hayes, 2016)
Lesson plans for content-based instruction were developed from a regular communication skills course with dual focus on subject matter and English learning according to the literature review of lesson planning
The researcher adopted sheltered content-based instruction, in which the course content was taught by the researcher, as an instructor with two roles of being a subject matter expert in the communication skills course and a language teacher with content-area knowledge to teach the course in English

Summary

Introduction

1.1 Statement of the ProblemThe promotion of English learning has become an urgent and vital development issue for Thailand (Doungphummes & Chandransu, 2016) since English is regarded as an essential skill for the globalized economy by governments, which devote considerable resources to its teaching in formal education, though often with limited success in terms of achievements (Hayes, 2016). The increasing emphasis on and investment in English language teaching in Thailand does not seem to have resulted in increased language proficiency as assessed by the National Institute of Education Testing (Trakulphadetkrai, 2011). It seemed that there are faults in teaching and learning the language (Napat, 2014) because current pedagogical approaches are not able to help learners become competent English users (Kongkerd, 2013) and average Thai students who have graduated from university have studied English for as many as 15 years (Hayes, 2016) but their English language performance were still questionable. Students in an English program definitely have more opportunities to use English on many more occasions than those who are outside such programs while English was required by both groups of students elt.ccsenet.org

Methods

Results

Conclusion