The Effect of a Basic Thai Language Instructional Model Based on the Communicative Language Teaching Approach Combined with the Role-Play Method to Enhance Thai Listening and Speaking Skills for First-Year Undergraduate Chinese Students at Honghe University

Fang  Fang; Phithack Nilopkoon; Lerlak Othakanon

doi:10.60027/iarj.2026.e296489

Authors

Fang Fang Valaya Alongkorn Rajabhat University under the Royal Patronage, Pathum Thani Province, Thailand https://orcid.org/0009-0000-4671-981X
Phithack Nilopkoon Valaya Alongkorn Rajabhat University under the Royal Patronage, Pathum Thani Province, Thailand https://orcid.org/0009-0008-6063-9830
Lerlak Othakanon Valaya Alongkorn Rajabhat University under the Royal Patronage, Pathum Thani Province, Thailand https://orcid.org/0009-0002-2397-6906

DOI:

https://doi.org/10.60027/iarj.2026.e296489

Keywords:

Instructional Model, Communicative Language Teaching Approach, Role-play, Thai Listening and Speaking Skills

Abstract

Background and Aims: Thai as a foreign language teaching for Chinese undergraduates at Honghe University currently struggles with fostering listening and speaking skills. Dominated by translation and memorization over authentic communication, instruction leaves most students unconfident, reluctant to interact, and unable to use Thai fluently, resulting in subpar academic performance. This study thus aims to 1) compare the Thai listening and speaking skills of students after learning through a basic Thai language instructional model based on the communicative language teaching approach, combined with the role-play method to enhance Thai listening and speaking skills for First-Year undergraduate Chinese students at Honghe University, and 2) study the students’ satisfaction with the basic Thai language instructional model.

Methodology: Thirty first-year undergraduate students enrolled in Basic Thai participated in an eight-week intervention featuring role-play activities embedded within the instruction. Data collection included a validated Thai listening-speaking proficiency test (comprising three components: multiple-choice listening comprehension, oral production, and integrated listening-speaking tasks) and a satisfaction questionnaire. Statistical analysis employed one-sample t-tests and descriptive statistics.

Results: (1) The comparison of students' Thai listening-speaking skills after learning revealed that the post-learning scores averaged 84.90 (84.90%), which was higher than the specified criterion of 80% with statistical significance at the .05 level (M = 84.90, out of 100, SD = 5.31, t₂₉ = 5.05,
p = .000). (2) The students' satisfaction with the overall learning management was at the highest level (M = 4.77, SD =0.51).

Conclusion: The CLT-role-play model effectively enhances Chinese students' Thai listening and speaking skills, meeting proficiency standards and earning top student satisfaction, proving ideal for practical communication training.

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