การพัฒนาทักษะการวิจัยและความคิดเห็นของนักศึกษาครูภาษาอังกฤษ ในบริบทการเรียนรู้แบบผสมผสานและการวิจัยเชิงปฏิบัติการแบบร่วมมือ

Thatsanaphan Phaisannan; Kannika  Talalak; Pimonmas  Piboonsombut

doi:10.60027/iarj.2025.281717

Authors

Thatsanaphan Phaisannan Phetchaburi Rajabhat University, Thailand https://orcid.org/0009-0000-8589-9585
Kannika Talalak Phetchaburi Rajabhat University, Thailand https://orcid.org/0009-0002-3409-6920
Pimonmas Piboonsombut Phetchaburi Rajabhat University, Thailand https://orcid.org/0009-0005-6074-0953

DOI:

https://doi.org/10.60027/iarj.2025.281717

Keywords:

Blended Learning, Collaborative Action Research, Research Skills, English Teachers

Abstract

Background and Aims: Experience in collaborative action research is crucial for developing research skills among pre-service English teachers. This research aimed to: 1) study the research skills of pre-service English teachers during their participation in a blended learning program, and 2) investigate their opinions about collaborative action research before and after participating in the blended learning program.

Methodology: This mixed-method research included both quantitative and qualitative approaches. Quantitative data was used to study the research skills of pre-service English teachers during the blended learning program and compare their opinions on collaborative action research before and after the program. Qualitative data were gathered to explore additional insights and suggestions regarding collaborative action research and the blended learning program. The target group consisted of 45 undergraduate students majoring in English (Bachelor of Education), enrolled in course 1553801, English Language Teaching Research, in the academic year 2023. They were selected using purposive sampling as students taught by the researcher. Research tools included: 1) the blended learning program, 2) the research skills assessment, 3) pre- and post-program questionnaires on collaborative action research, and 4) open-ended questionnaires for additional opinions and suggestions. Quantitative data were collected and analyzed using frequency, percentage, mean, standard deviation, and mean difference. Qualitative data were collected and analyzed using content analysis.

Results: 1) All student research groups passed the required level of research skills after completing the blended learning program, with most groups rated as "satisfactory." Among the components, research design skills were rated the highest, while data collection and data interpretation skills were rated the lowest. 2) Students' opinions on collaborative action research significantly improved after completing the program, with the most significant change in their knowledge of collaborative action research, and the least change in the aspect of support and assistance. 3) Students recognized the importance of using technology throughout the research process, identified collaboration among group members as a key factor in research success, and found blended learning to be an appropriate learning model aligned with both learners' needs and current situations.

Conclusion: The blended learning program enhanced students' research skills, led to positive changes in their perceptions of collaborative action research, and raised awareness of the importance of technology integration and collaborative learning.

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