Experiential Learning Activities Outside the Classroom and Language Practice Through Online Video Clips Imitation
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Abstract
The aims of this study are as follows: 1) To analyze how well someone speaks English, including pronunciation, vocabulary, fluency, and nonverbal communication, through outdoor experiential learning with utilizing YouTube Mimicry technique; 2) To explore the satisfaction of students in extracurricular learning activities and the effectiveness of YouTube Mimicry for language practices. The study sample consisted 100 second-year undergraduate students at an educational institution in Nonthaburi Province, specializing in Modern Trade Business Management. Using systematic sampling, the sample was categorized based on CEFR language proficiency scores into the experimental and control groups.
The research tools used in this research were as follows: 1) Planning and assessing lessons for English for Creative Presentation course 2) Form for assessing proficiency in English speaking; 3) Survey form on satisfaction with learning English through outdoor experiential learning with utilizing YouTube Mimicry technique. Data were analyzed using statistics, including mean, standard deviation, independent t-test to compare means between groups and analysis of variance (ANOVA).
The research results show that mixed learning strategies are compelling in improving students' English speaking abilities. This improvement is mainly due to two factors: participating in hands-on learning exercises within the classroom and practicing by imitating online video clips. After the learning process, students' speaking abilities were altogether superior than before, with a statistical significance level of 0.05. Additionally, students were exceptionally happy with the hands-on learning exercise outside the classroom learning exercises and enjoyed practicing English by imitating online recordings
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