Task-Based Instruction in Enhancing Conversational Skills of Thai Students at Grade 11, YouTube as Teaching Media

Roschanawan Poonounin, Jiraporn Chano, Chi Cheng Wu


Students' English communication abilities in Thailand remain poor due to a lack of a wide range of activities to practice English. Learning English in authentic contexts enables students to develop intrinsic motivation and demonstrate acquired language competency. This study aims to enhance English conversational performances and investigate students' motivation after receiving instruction by integrating TBI and YouTube. The design of this study was pre-experimental research, which used the one-group and pretest-posttest analysis. The sample group included 39 eleventh-grade students from a government senior high school in Mahasarakham province, Thailand chosen by a purposive sampling process. The listening and speaking tests, as well as the intrinsic motivation scale, were used in this study. Data were analyzed by the paired-sample t-test and descriptive statistics (i.e., the arithmetic mean, standard deviation, and percentage). The results revealed that combining TBI with YouTube improved students' English communication skills, and intrinsic motivation in learning. Based on the findings of this study, the researchers recommended that teachers employ the TBL approach and YouTube videos in class as instructional mediums. Furthermore, future studies could combine TBL with other forms of multimedia to help students learn more effectively and enjoyably.

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DOI: https://doi.org/10.5430/jct.v13n1p1


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Copyright (c) 2024 Roschanawan Poonounin, Jiraporn Chano, Chi Cheng Wu

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Journal of Curriculum and Teaching ISSN 1927-2677 (Print) ISSN 1927-2685 (Online)  Email: jct@sciedupress.com

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