THE DEVELOPMENT OF AN ENGLISH INSTRUCTIONAL MODEL TO ENHANCE STUDENT ENGAGEMENT AND ENGLISH READING AND WRITING ABILITIES OF UNDERGRADUATE STUDENTS

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ีีอุทุมพร ภักดีวงศ์ (Utumporn Pakdeewong)
ไพฑูรย์ สินลารัตน์ (Paitoon Sinlarat)
ไสว ฟักขาว (Sawai Fakkhao)

Abstract

The main purposes of this research were 1) to develop an English instructional model to enhance student engagement and English reading and writing abilities of undergraduate students, and 2) to study the effectiveness of the developed instructional model. The sample used in the study was 43 bachelor degree Dhurakij Pundit University students enrolling in the LA102 English2 course in the 2/2017 academic year, randomly obtained by cluster sampling. The instruments used were an assessment form for the student engagement, the English reading and writing ability test and the student satisfaction questionnaire. The reliability of the instruments are 0.85, 0.97 and 0.93 respectively. Data were analyzed by using the mean, standard deviation, paired samples t-test, and content analysis.


            The results were as follows:


            1) The English instructional model to enhance student engagement and English reading and writing abilities of undergraduate students which is developed by blending the active learning, collaborative learning and motivation comprised of 4 components: (1) principles; (2) objectives; (3) 5 stages of instructional procedures including encouraging, working collaboratively, sharing knowledge creatively, applying knowledge, concluding and reflecting; and (4) assessment and evaluation. The quality of the instructional model had an average of 4.71 which was at the very high level.  


          2) The effectiveness of the developed instructional model revealed that: 2.1) the developed instructional model could make the student engagement after the instruction higher than before the instruction with the statistical significance at the level of 0.05; 2.2) the student’s the reading and writing ability after the instruction was higher than before the instruction with the statistical significance at the level of 0.05; 2.3) the student’s satisfaction towards the developed instructional model was at the high level in all areas.

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