A Study of Correlation between English Speaking Ability and Self-Directed Learning by Blended-Coaching Instruction in a Foundation English Course among Thai EFL Undergraduate
Keywords:
Blended-coaching instruction (BCI), Self-directed learning, English-speaking abilityAbstract
This study intends to investigate the correlation between English-speaking ability and self-directed learning by employing Blended-Coaching Instruction (BCI). The population were 3,521 undergraduate students enrolled in the ENG111 Everyday English course at Sripatum University, ranging from the first to fourth years. Purposive sampling was used to select the sample group of 171 students, split into 4 classes, from 9 faculties and 3 colleges. This study was designed as experimental research using the one-group pretest-posttest design. As for data collection, six weeks were dedicated to educating and collecting data using the BCI technique. This instructional technique included five steps— (1) Self-paced online learning, (2) Preparation (Self-learning), (3) Review & Inquiry (face-to-face), (4) Presentation (face-to-face), and (5) Feedback (face-to-face). The research instrument was a self-directed English learning ability test. Pearson’s correlation coefficient was used for data analysis. The results showed a significant difference at a .01 level of significance in the relationship between English-speaking ability and self-directed learning. Therefore, it can be concluded that EFL undergraduate students with high scores in English-speaking ability have a high level of self-directed learning, and conversely, students with high self-directed learning also have high English-speaking ability. This research proposes academic recommendations and suggestions for classroom teaching strategies and future research.
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