Effects of university students' English speaking according to English instructional model based on communicative approach theory

Abstract

The purposes of this research were 1) to study English speaking ability of Thai-Nichi Institute of Technology students according to English instructional model based on communicative approach theory; 2) to compare TNI students' English speaking ability before and after speaking class; and 3) to investigate TNI students' satisfaction with the speaking class. The subjects were 55 undergraduate students at Thai-Nichi Institute of Technology during second semester of 2016 academic year which derived through simple random sampling technique. The instruments used in this experiment were the pre-post English speaking test, the lesson plans, the English speaking ability evaluation form, and the questionnaire on students' satisfaction towards the speaking class. The experimental process and data collection were conducted as follows: The subjects were given an English speaking ability pretest. Then, the four speaking lesson plans were used in second semester. After the completion of each lesson, the English speaking ability evaluation form, and the satisfaction questionnaire were used for surveying the subjects' satisfaction on speaking class. The data were statistically analyzed by mean scores, standard deviation, percentage and t- test for dependent samples. The results were as follows; 1. English speaking ability of Thai-Nichi Institute of Technology students was at high level. 2. The students' speaking ability after the speaking class was significantly higher than before, with instruction constructed at 0.05 level. 3. The students' satisfaction towards speaking class was at high level.