Development of Speaking Confidence in English Using Output-Based Language Teaching for B.Ed. Second Year Students at Mahachulalongkornrajavidyalaya University
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Abstract
The purposes of this study were: 1) to study the speaking confidence of B.Ed. second-year students at Mahachulalongkornrajavidyalaya University through Output-Based Language Teaching (OBLT), 2) to develop speaking confidence in these students using OBLT, and 3) to evaluate student satisfaction with the OBLT lessons for enhancing speaking confidence. The participants were 15 second-year B.Ed. students selected from a class of 30 based on an initial confidence survey. The study employed a one-group pretest–posttest design. Research instruments included a speaking performance pretest and posttest, a speaking confidence self-assessment survey, classroom observation checklists, and a student satisfaction questionnaire. Data were analyzed using percentage, mean, and standard deviation. The results showed that students’ speaking confidence improved markedly after the OBLT intervention: the average pretest score of 40% (indicating a low confidence level) increased to 82.67% in the posttest, reflecting a good confidence level. In addition, students reported a very high satisfaction with the OBLT lessons (89.47% satisfaction, with a mean score of 4.47 out of 5 and SD = 0.58). These findings indicate that Output-Based Language Teaching effectively enhanced the students’ speaking confidence, leading to notable gains in fluency and pronunciation clarity, as well as a reduction in speaking anxiety.
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References
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