Development of Online Lessons Based on Communicative Language Teaching to Enhance Thai Speaking Ability of Vietnamese Students

THANH THU VU; Wanida  Pharanat

ผู้แต่ง

THANH THU VU Rajabhat Maha Sarakham University
Wanida Pharanat Rajabhat Maha Sarakham University

คำสำคัญ:

Communicative Language Teaching, Learner Satisfaction, Online Language Learning, Thai Speaking Ability, Vietnamese Learners

บทคัดย่อ

Background and Aims: Thai language has become increasingly important for Vietnamese learners due to the growing educational, economic, and cultural cooperation between Thailand and Vietnam. However, despite having acquired Thai reading and writing skills, many Vietnamese learners continue to experience difficulties in oral communication because they have limited opportunities to practice speaking in meaningful communicative contexts. Although previous studies have demonstrated the effectiveness of Communicative Language Teaching in promoting communicative competence, most have focused on English or other foreign languages and have been conducted in traditional classroom settings. Furthermore, limited research has investigated the application of Communicative Language Teaching in online Thai language instruction for Vietnamese learners, leaving a gap between learners' linguistic knowledge and their actual communicative performance. Therefore, this study developed online lessons based on Communicative Language Teaching to enhance Thai speaking ability among Vietnamese students. The objectives of this study were: (1) to develop online lessons based on Communicative Language Teaching to enhance Thai speaking ability among Vietnamese students; (2) to examine Thai speaking ability after studying through the developed online lessons; and (3) to investigate students' satisfaction with the CLT-based online lessons.

Methodology: This study employed a pre-experimental research design involving a baseline assessment and a post-instruction achievement evaluation. The participants consisted of 18 Vietnamese learners selected through purposive sampling. Only learners whose Thai speaking ability was at the beginner level were included in the study. The instructional program comprised 18 online lessons delivered via Zoom over nine weeks, totaling 27 instructional hours. The lessons were developed according to the principles of Communicative Language Teaching and incorporated theme-based communicative activities, role-play conversations, and picture description activities to promote authentic language use. The research instruments consisted of (1) CLT-based online lesson plans, (2) a Thai Speaking Ability Test, and (3) a student satisfaction questionnaire. The content validity of the research instruments was evaluated by three experts using the Index of Item-Objective Congruence (IOC), with IOC values ranging from 0.67 to 1.00, indicating satisfactory content validity. Data were analyzed using mean and standard deviation.

Results: The findings revealed that: (1) the CLT-based online lessons were appropriate and effective for enhancing Thai speaking ability among Vietnamese students, with an overall appropriateness rating at a high appropriate level; (2) after completing the instructional program, the students' Thai speaking ability reached a very high level; and (3) students' overall satisfaction with the developed online lessons was also at a very high level, indicating that the lessons were engaging, practical, and effective in supporting Thai speaking development.

Conclusion: The findings indicate that online lessons developed based on Communicative Language Teaching are effective in enhancing Thai speaking ability among Vietnamese students. The integration of communicative activities in an online learning environment promoted meaningful interaction, speaking practice, communicative confidence, and learner engagement. In addition, the high level of student satisfaction suggests that the developed online lessons are appropriate, practical, and beneficial for Thai language instruction in online learning contexts.

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