Research article | Open Access
International Journal of Language and Education Research 2024, Vol. 6(3) 129-148
The Development of English Instructional Model Based on Communicative Approach Theory
pp. 129 - 148
Publish Date: December 29, 2024 | Single/Total View: 59/43 | Single/Total Download: 66/44
Abstract
This study aimed to develop an English instructional model based on the Communicative Approach Theory for Thai students and evaluate its effectiveness by comparing students' reading proficiency scores before and after using the model, determining its Effect Size, and assessing their satisfaction levels with the model. A simple random sampling technique was used to select 60 Thai students in the second semester of the 2016 academic year. Data were collected through an English proficiency test and a set of questionnaires on students' satisfaction. Descriptive statistics, content analysis, and One-Sample t-tests were used to analyze the data. Results indicated that the Efficiency Index of the reading model was higher than the set criteria, the posttest score of the students using the model was significantly higher than the pretest score, and the effect size of the model was large. Students were very satisfied with the reading model. The study highlights the importance of developing an English instructional model based on the Communicative Approach Theory to enhance the English proficiency of Thai students
Keywords: English Instructional Model, Communicative Approach Theory, Development of Instructional Model
APA 7th edition
Anuyahong, B. (2024). The Development of English Instructional Model Based on Communicative Approach Theory. International Journal of Language and Education Research, 6(3), 129-148.
Harvard
Anuyahong, B. (2024). The Development of English Instructional Model Based on Communicative Approach Theory. International Journal of Language and Education Research, 6(3), pp. 129-148.
Chicago 16th edition
Anuyahong, Bundit (2024). "The Development of English Instructional Model Based on Communicative Approach Theory". International Journal of Language and Education Research 6 (3):129-148.
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