A development of a blended learning enhancement course based on grammar-translation and communicative language learning approaches to enhance pre-service teachers’ English language competencies for university students in preparation for public service entrance examination in Thailand
Kasetsart Journal of Social Sciences -- formerly Kasetsart Journal (Social Sciences), Volume 043, Issue 4, October 2022- December 2022, Pages 957-968
ISSN: 2452-3151(0125-8370)
DOI: doi.org/10.34044/j.kjss.2022.43.4.19
Henry Yuh Anchundaa,*, Wareerat Kaewuraib
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aDivision of English Language, Department of Education, Faculty of Education, Naresuan University, Phitsanulok 65000, Thailand
bDivision of Curriculum and Instruction, Department of Education, Faculty of Education, Naresuan University, Phitsanulok 65000, Thailand
Abstract
The purposes of this study were to: study pre-service teachers’ English language problems and needs, develop and assess the quality of a blended learning course based on grammar-translation and communicative approaches to enhance pre-service teachers’ English language competencies, implement and compare preservice teachers’ English language competencies and study pre-service teachers’ satisfaction and perception towards the blended learning enhancement course. A paired-group pre-test/post-test design was applied in this study. The samples consisted of 73 students (sec. 1 = 35, Sec. 2 = 38) from the department of education, selected through clustered random sampling techniques from the faculty of Education, Naresuan University. Blended learning course, semi-structured interview, evaluation forms, course handbook, English competency assessment test, satisfaction assessment questionnaire and perception semistructured interview all constituted the research instruments. Paired t-test was used for comparing students’ language competencies while content analysis was used in analyzing data from semi-structured interviews. The findings revealed that: (1) Pre-service teachers lack knowledge and understanding of grammatical structures/vocabulary, lack knowledge and understanding of communicative interactions and the inability to read and write using correct language structures, hence, the need to solve the problems; (2) A blended learning enhancement course was developed consisting of 6 components: principle, objective, learning content, learning activities, instructional media and assessment. The blended learning enhancement course was at the highest level of appropriateness (x̅ = 4.83, SD = 0.17) and feasible for implementation; and (3) Pre-service teachers’ English language competencies after course implementation were enhanced and significantly higher than before for both samples (x̅ = 41.80– x̅ = 80.63 with D = 38.83, t = 29.14 for sec.1 and x̅ = 38.71– x̅ = 80.39 with D = 41.68, t = 33.85 for sec. 2). (4) Pre-service teachers’ satisfaction towards the blended learning course was at the highest level (x̅ = 4.95, SD = 0.19) with positive perceptions and expressions of enhancement in the English language competencies.
Keywords
blended learning enhancement course, communicative approach, English language competencies, grammar-translation approach, pre-service teachers