Developing Students’ Communicative English Listening Skill for Standardize Test (CELSST) as the CEFR Criterea by Using the Ditital Leaning Applications

Abstract

The purposes of this research were 1. to improve the students’ CELSST (Communicative English Listening Skill Standardize Test) as the CEFR criteria with the ditital learning applications 2) to compare the students’ learning achievement scores before and after the implementation and 3) to study the students’ satisfaction toward the learning. This study was an experimental research design. The research instruments consisted of lesson plans designed to develop listening skills for standardized testing, a listening skills achievement test and a satisfaction questionnaire. The target group comprised 50 third-year undergraduate students majoring in English in the Faculty of Education at Rajabhat Maha Sarakham University, selected through purposive sampling. The data collected from the research instruments were analyzed using statistical methods, including percentage, mean, standard deviation and a paired-samples t-test. The results of the research were as follows 1) After learning with the method, the students’ communicative English listening comprehension achievement scores increased from 13.70 to 20.80 scores (full score was 30) or it increased as 8.40 scores or 27.88%, when it was considered with the CEFR criteria, specifically, 28 students (56%) reached CEFR B1, 20 students (40%) reached CEFR B2, and 2 students (4%) reached CEFR C1. 2) After learning with the digital learning applications, the students’ CELSST improvement was significantly higher at the 0.05 level and 3) the overall for the students’ satisfaction toward the learning method was at the high level (x̅= 4.48, S.D. = 0.58).