The GuiThe Guidelines for the English Instructional Management for Learning Loss Recovery of Small Schoolsdelines for the English Instructional Management for Learning Loss Recovery of Small Schools

Abstract

           The objectives of this research were to 1) study the conditions of English instructional management in small primary schools after the COVID-19 pandemic and 2) to develop guidelines for an English instructional management for small schools’ learning loss recovery. The target groups are: 1) a group of respondents consisting of school administrators and English teachers at small primary schools. The sample was selected using a multi-stage random sampling method. The result of the IOC of the questionnaire is 1.00. Data were collected from a questionnaire survey and analyzed using descriptive statistics, including frequency, percentage, mean, and standard deviation. 2) Three group discussions: school administrators, English teachers, and a group of supervisors and OBEC personnel. Selecting informants through purposive sampling. Conducting 3 group discussions via Zoom program. Analyzing data by taking information from conversations to compile data, examine and analyze content. 3) a group of experts to evaluate the quality of the drafted guidelines, including supervisors and university professors. The result of the IOC of the quality of the drafted guidelines is equal to 1.00. The experts were selected by purposive selection. The researcher sent the quality of the drafted guidelines which were a checklist and analyzed     the data with descriptive statistics, including mean and standard deviation.
           The results of the research found that: 1) The top 5 problems and obstacles in organizing the teaching and learning of English subjects are: teachers have other workloads besides teaching; students have different knowledge bases; students have different needs and aptitudes; parents lack encouragement, support, or help with English and teacher shortages. 2) The guidelines cover actual problems facing small schools, provide complete information that is clear, step-by-step, and in an easy-to-understand language, which can be put into practice and lead to the effective learning and recovery of English language instruction for small schools and cover all stakeholders in every sector. 3) In terms of the results of the quality of the guidelines, the experts found that the clarity and correctness of the languages and content, feasibility in practice, and overall quality of the guidelines are excellent.