Implementing Triangulation Teaching Techniques to Enhance English Speaking Skills for Thai Undergraduate Students
Keywords:
Triangulation teaching techniques, Chiang Kham District, Task-based language teaching, Learning motivation, English speaking skillsAbstract
This article reports the findings of implementing triangulation teaching techniques, consisting of collaborative learning, task-based language teaching, and learning motivation for Thai undergraduate students. The study aimed to investigate the effectiveness of Triangulation Teaching Techniques for improving English speaking skills for Thai undergraduate students enrolling in English for Business Communication and also a survey of students’ satisfaction towards Triangulation Teaching Techniques. A sample group for data collection was a class of 42 fourth-year undergraduate students enrolled during English for Business Communication, which has a different language proficiency. The instruments were pretest and posttest, speaking role-play tasks, students’ satisfaction questionnaire, students’ reflective journal, and student case study. Quantitative data were statistically analyzed by mean scores, standard deviation, and t-test. Meanwhile, content analysis was applied for qualitative one. The results indicated that the implementation of triangulation teaching techniques facilitated the enhancement of English speaking skills through speaking role-play tasks, which were meaningful and enhanced students' communicative competence and interaction. It can be concluded that triangulation teaching techniques are a good approach used in the promotion of English speaking skills.
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