DEVELOPMENT OF CAUSAL RELATIONSHIP MODEL OF FACTORS AFFECTING COMMUNICATIVE ENGLISH LISTENING AND SPEAKING COMPETENCY FOR UNDERGRADUATE STUDENTS OF RAJABHAT UNIVERSITIES IN THE CENTRAL REGION
Article Sidebar
Main Article Content
Abstract
The objectives of this research article were to: 1) verify the goodness-of-fit between the hypothesized causal relationship model of factors affecting communicative English listening and speaking competency for undergraduate students of Rajabhat universities in the central region and the empirical data, and 2) investigate causal factors influencing communicative English listening competency and speaking competency. The population was 5,362 undergraduate students in 5 Rajabhat universities in the central region in the academic year 2021. A sample of 249 students was obtained by random sampling. A questionnaire was applied as the research instrument. The data analysis was carried out using mean, standard deviation, and the goodness-of-fit between the hypothesized model and the empirical data. The research findings were as follows: 1) the construct validity of the model fit the empirical data (c2 = 6.002 , df = 6, relative c2 = 1.005, p = 0.4229, RMSEA = 0.00131, RMR = 0.00586, SRMR = 0.00940, GFI = 0.995, AGFI = 0.961, NFI = 0.998, NNFI = 1.00), 2) the factors with direct effect on communicative English listening competency had an effect size of 0.724 and the factors with direct effect on communicative English speaking competency had an effect size of 0.754 with a statistical significance at .05 level.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
พัชรา พันธรักษ์พงษ์. (2012). English learning styles of high and low performance students of the faculty of education, Khon Kaen University. Procedia-Social and Behavioral Sciences, 46(34), 3390-3394.
Brinton, D. M. (2001). The use of media in language teaching. In Celce-Murcia, M. (Ed.). In Teaching English as a second or foreign language (459-475). Boston, MA: Heinle and Heinle.
Dörnyei, Z. (2001). Teaching and researching motivation. (First edition). Harlow: Pearson Education.
Faul, F et al. (2007). G*Power 3: A Flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39(2), 75-191.
Gardner, R. C. (2006). The socio-educational model of second language acquisition: A research paradigm. In S. H. Foster Cohen, M. Medved Krajnovic, and J. Mihaljević Djigunović (Eds.). In S. H. Foster Cohen, M. Medved Krajnovic, and J. Mihaljević Djigunović (Eds.) Eurosla yearbook (237–260). Amsterdam: John Benjamins.
Ghaedi, Z., & Jam, B. (2014). Relationship between learning styles and motivation for higher education in EFL stude. Theory & Practice in Language Studies, 4(6), 1232-1237.
Index, E. E. P. (2021). A Ranking of 112 Countries and Regions by English skills. Education First. Access on. Retrieved August 1st of , 2022, from https://www.ef.com/assetscdn/
WIBIwq6RdJvcD9bc8RMd/cefcom-epi-site/reports/2021/ef-epi-2021-english.pdf
Kondo, P. (2018). Contributing factors to students’ English speaking performance at Universitas Klabat. Human Behaviour, Development and Society, 17(2), 79-88.
Naning. Z. A., & Hayati. R. (2011). The correlation between learning style and listening achievement of English education study program students of Srywijaya University. Journal Holistic, 3(5), 2085-4021.
Prensky, M. (2001). Digital natives, digital immigrants’ part 1. On The Horizon, 9(5), 3-6.
Yang, Y. et al. (2013). A blended learning environment for individualized English listening and speaking integrating critical thinking. Computers & Education, 63(4), 285-305.