The Development of English-Speaking Skill by Using Problem-Based Learning for the First Year B.A. Students of Teaching English (International Program) in Education Faculty at Mahachulalongkomrajavidyalaya University

Abstract

The purposes of the study were: 1) to study the Development of English-Speaking Skill by Using Problem-Based Learning for The First Year B.A. Students of Teaching English (International Program) in Education Faculty at Mahachulalongkomrajavidyalaya University; 2) to Development of English-Speaking Skill by Using Problem-Based Learning for the First Year B.A. Students of Teaching English (International Program) in Education Faculty at Mahachulalongkomrajavidyalaya University; and 3) To study students' satisfaction with English language teaching manuals for communication of Teaching English (International Progam) in Education Faculty at Mahachulalongkomrajavidyalaya University.

The participants included teachers and students from selected of Teaching English (International Progam) in Education Faculty at Mahachulalongkomrajavidyalaya University. The study employed a mixed-methods approach, incorporating both qualitative and quantitative data. The instruments used were a questionnaire on current English teaching methods, a manual incorporating CLT principles, lesson plans based on CLT, pre- and post-implementation assessments, and a satisfaction survey regarding the teaching manuals. Data were analyzed using percentage, mean, and standard deviation calculations via Microsoft Office Excel.

Results indicated that current English teaching methods in the region varied, with many university employing traditional approaches. The introduction of CLT-based methods led to significant improvements in teaching effectiveness, with post-implementation assessments showing enhanced student performance. Additionally, students expressed high satisfaction with the new teaching manuals, achieving a satisfaction rate of 85.90%, a mean score of 4.29, and a standard deviation of 0.58. This suggests that the development and application of CLT-based methods were effective in improving English language instruction and student engagement in Education Faculty at Mahachulalongkomrajavidyalaya University.