The Development of a Learning Management Model Based on Communicative Language Teaching and Social Constructivism Theory to Enhance English Communicative Skills for Grade 11 Students

Abstract

The purposes of this research were to: 1) Investigate the background and needs for a learning management model based on Communicative Language Teaching and Social Constructivism Theory to enhance English communicative skills among Grade 11 students 2) Develop a learning management model based on Communicative Language Teaching and Social Constructivism Theory to enhance English communicative skills among Grade 11 students 3) Implement and evaluate the effectiveness of the proposed learning management model. The sample consisted 36 Grade 11 students from Umphangwittayakom School under the Tak Secondary Educational Service Area Office, during the first semester of the 2024 academic year, selected through Cluster Sampling. The research instruments included: Step 1, basic information and needs assessment through interviews with teachers and students; Step 2, the development and validation of the learning management model and its quality assessment tools, comprising the learning management model evaluation form, A handbook for the model, Lesson plans, an English communication skills test; and Step 3, the implementation of the model using a pre-test, post-test, listening test, reading test, speaking skill assessment, writing skill assessment, and satisfaction questionnaire. Data were analyzed using content analysis, the Index of Item-Objective Congruence (IOC), mean, standard deviation, percentage, E1/E2 efficiency index, and t-test (Dependent Samples t-test). The results indicated that 1) The curriculum emphasizes learners' ability to use English accurately and appropriately in real-life contexts, and apply these skills in future learning and careers. However, students still faced problems with vocabulary, pronunciation, and lack of practice, leading to a lack of confidence in communication. It was suggested that teachers adopt diverse teaching methods and interactive activities for students to practice language in authentic situations to enhance their English skills. Most students preferred fun activities, group work, and various types of assessments with active participation. 2) The learning management model consisted of six key components. They are Principles, Objectives, Content, A learning management process comprising five steps: Step 1: Motivation (M), Step 2: Introducing new knowledge (I), Step 3: Practicing language patterns (P), Step 4: Applying language skills (A), Step 5: Evaluation (E), Media and learning resources, and Measurement and evaluation.  Overall, the learning management model was rated as highly appropriate (𝑥̅ = 4.25, S.D. = 0.17), and its efficiency was 82.13/81.67, meeting the specified. 3) The implementation results revealed that: post-test scores were significantly higher than pre-test scores at the .05 level of significance, the average English communication ability score was 82.92, passed the specified criteria, and students' overall satisfaction with the learning activities was at a high level (𝑥̅=4.32, S.D.=0.25).