The Effects of an Instructional Model of Using Process Drama Based on Social Constructivist Theory and Collaborative Learning to Enhance Speaking Ability of English for Specific Purposes Students in China

บทคัดย่อ

This research consists purposes were 1. to compare students’ English-speaking ability before and after the implementation of the instructional model 2. to examine students’ satisfaction with the model and 3. to compare post-test and retention-test speaking performance within the experimental group. The participants were 24 second-year tourism management students from Zhengzhou Tourism College during the second semester of the 2024 academic year, selected through cluster random sampling. A one-group pretest–posttest design with a retention test was employed. The instructional intervention was implemented through the SCPD model. Research instruments included lesson plans (expert appropriateness mean = 4.76), an English-speaking ability test and a student satisfaction questionnaire. All instruments were validated by experts, with Index of Item-Objective Congruence (IOC) values ranging from 0.60 to 1.00. The results indicated that students demonstrated significant improvement in English speaking ability from pre-test to post-test, with a large effect size (p < .001, d = 1.20). Although the mean speaking score increased slightly from the post-test (M = 13.79, S.D. = 1.53) to the retention test (M = 14.04, S.D. = 1.33), the difference was not statistically significant (p > .10), suggesting stable retention of speaking proficiency. In addition, students reported very high levels of satisfaction with the instructional model (M = 4.72, S.D. = 0.44), reflecting strong approval of its design, collaborative structure and facilitation effectiveness. Overall, the findings suggest that the SCPD model is a pedagogically promising approach for enhancing ESP speaking ability in higher education contexts.