Teaching Listening Speaking Skills to Thai Students with Low English Proficiency

| December 28, 2008
Teaching Listening Speaking Skills to Thai Students with Low English Proficiency

Keywords: teaching listening and speaking, intensive course, less-able students, slow language learners, low English proficiency

Sripathum Noon-ura
Thammasat University, Thailand

Bio Data
Sripathum Noom-ura, an Assistant Professor of the Language Institute, Thammasat University holds an M.A. in Applied Linguistics and a Diploma in Teaching English as a Second Language (Dip. TESL). Her main interests range from teaching listening and speaking, reading and writing, ESP courses in the area of science and technology, and conducting classroom research.

This study aimed at exploring the results of an intervention designed to improve the listening-speaking skills of students with low English proficiency for 60 hours over three weeks. These twenty-eight students were randomly selected from the lowest group in English ability among the first year students at Thammasat University, Thailand. The students had participated in integrated-skills classes unsuccessfully and had become less motivated in learning English. Three teachers designed a course to help students find English learning more enjoyable, develop a better attitude and get ready to study ESP courses in subsequent years of university. The data was collected from the pre-post tests, pre-post questionnaires, classroom observation, students self reflection, and course evaluation. The findings showed that: (1) the scores and the students readiness, interests, and confidence in learning and using English were significantly increased; (2) some students rated as 0 or 0+ speakers became Level 1+ and Level 2 performers; (3) from classroom observation, the students showed good rapport among themselves and with the teachers; (4) the students reflected on their changes cognitively, affectively and behaviorally; and (5) the students were satisfied with the course as a whole. The research also analyzed the factors for success and gave some recommendations for an EFL situation.

See page 148-172

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Category: Main Editions, Volume 10 Issue 4