ผลของการจัดการเรียนรู้แบบเน้นภาระงานร่วมกับการเรียนรู้แบบร่วมมือต่อผลสัมฤทธิ์ทางภาษาอังกฤษในการสอบ CU-TEP ของเจ้าหน้าที่กรมเจ้าท่า

Ladaporn Srakang; Jentaa Kaewlai; Nootchanard Saiethong; Pawinee Ounwattana; Prapas Wannayos

Authors

Ladaporn Srakang Faculty of Liberal Arts, Rajamangala University of Technology Phra Nakhon
Jentaa Kaewlai Faculty of Liberal Arts, Rajamangala University of Technology Phra Nakhon
Nootchanard Saiethong Faculty of Liberal Arts, Rajamangala University of Technology Phra Nakhon
Pawinee Ounwattana Faculty of Liberal Arts, Rajamangala University of Technology Phra Nakhon
Prapas Wannayos Faculty of Liberal Arts, Rajamangala University of Technology Phra Nakhon

Keywords:

Task-Based Learning, Cooperative Learning, English Achievement, CU-TEP test, Adult learners

Abstract

Objectives of this research article were: 1. To compare the English achievement in the CU-TEP test of Marine Department officers before and after receiving instruction through Task-Based Learning integrated with Cooperative Learning, and 2. To examine their satisfaction toward the instructional approach. The study employed a quasi-experimental design using a one-group pretest–posttest model. The sample consisted of 30 Marine Department officers under the Ministry of Transport selected through purposive sampling. The research instruments included lesson plans based on Task-Based Learning and Cooperative Learning, a CU-TEP mock test, a satisfaction questionnaire, and a semi-structured interview form. Data were analyzed using mean, standard deviation, paired samples t-test, and content analysis.

The findings revealed that the participants’ post-test English achievement scores (M = 55.50, S.D. = 16.13) were significantly higher than their pretest scores (M = 40.10, S.D. = 9.69) at the .05 level of significance (t = 5.17, p < .001). When considered by skill areas, reading and error identification scores significantly improved, whereas listening scores showed a slight increase without statistical significance. In addition, the participants’ overall satisfaction with the instructional approach was at a high level (M = 4.30, S.D. = 0.57). The participants reported that collaborative activities enhanced knowledge sharing, participation, and confidence in taking the CU-TEP test. The study suggests that integrating Task-Based Learning with Cooperative Learning can effectively improve English proficiency and standardized test achievement among adult learners in workplace contexts.

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