A MIXED-METHODS INVESTIGATION OF ACTIVE LEARNING EFFECTIVENESS IN ENGLISH SPEAKING INSTRUCTION: COMPARING MAJOR AND NON-MAJOR STUDENTS AT A THAI UNIVERSITY

บทคัดย่อ

English is an important language for Thai people when conducting business or for communicating with tourists. Although Thai people study English at school for several years, many still have difficulties when speaking English. This study investigates the effectiveness of active learning in enhancing English speaking skills among students in a Thai classroom setting and explores the issues faced by non-major and major students in learning English, examining both commonalities and differences in their experiences. A total of 123 participants were involved in the study. The study involved 59 non-major students and 64 major students. The students were enrolled in English speaking classes at a Thai university. Both groups reported neutral views on emotional and psychological challenges, with no significant differences between them. However, major students rated their English proficiency lower than non-major students, suggesting the higher academic expectations in specialized courses may contribute to this perception. Both groups found their learning environment adequate, with only slight disagreements on its quality. The study also found significant improvements in test scores for both groups, indicating the effectiveness of the instructional methods used in this study. Additionally, both groups expressed high levels of satisfaction with the course, particularly regarding the instruction process, instructor, and evaluation feedback. These findings highlight the need for tailored interventions to support English proficiency, particularly among major students, and suggest that more interactive, student-centered teaching approaches could help address emotional and psychological challenges while enhancing language skills.