The Effectiveness of Task-Based and Genre-Based Integrated Learning on English Language Proficiency of Thai Rural Secondary School Students

Abstract

Despite continuous and enormous attempts to improve English language teaching and learning in Thailand, a specifically designed teaching model which responds to low English proficiency students’ needs, interests, and contexts in rural schools was still needed. This study developed an innovative instructional model based on key agents’ voices on problems and needs in teaching and learning English in a rural context. Based on both global and local standards – the Common European Framework for Language References (CEFR) and Thailand’s Basic Education Core Curriculum (2008), the model, so-called TIGA, combined task-based learning approach (T), the input of target language (I), genre-based approach (G), and authentic assessment (A). TIGA-based teaching lessons were empirically designed and developed to facilitate English learning so that students can accomplish real-world tasks. The two-group pretest-post-test design was employed. Participants included 44 secondary school students purposively selected from two seventh grade classes at two Thai rural schools. The TIGA model and TIGA-based lessons were implemented with an experimental group of 28 secondary school students at one school. Pre- and post-tests were used to assess both groups of students’ English proficiency levels, followed by semi-structured interviews to investigate their attitudes towards the model and lesson implementation. The results showed a significant difference between the students’ English abilities in the experimental and control groups. The study also revealed that the instructional model could motivate and engage the low-ability students to improve their level of English proficiency. The present study offers pedagogical implications for relevant educators in similar contexts.

The Application of Language Proficiency Scales in Education Context: A Systematic Literature Review

“…Teachers practised LPS creatively to facilitate students’ learning, and in turn, their concepts and teaching philosophies were affected by LPS. As CEFR promoted an action-oriented approach in language teaching, it changed teachers’ concepts from grammar-oriented learning to authentic-task-based learning, input-focused to out-put-focused teaching (Poonpon et al, 2022; Rehner et al, 2021). It also gave birth to the student-centered concept, emphasising the collaborative learning process of teachers and students (Zhao & Zhao, 2023).…”

“…In Thailand, Poonpon et al (2022) reported a model named TIGA based on CEFR and core curriculum for low English proficiency students in rural secondary schools. Results from their quasi-experiment found a significant improvement in the experimental group.…”

Rural College Efl Learners’ Barriers in Writing a Research Paper: A Photovoice Phenomenological Approach

“…Language input, encompassing both oral and written language exposure, plays a pivotal role in the development of language skills. Rural EFL students experience a reduced level of exposure to genuine English input, which potentially affect their capacity to assimilate grammar regulations, sentence formations, and the vocabulary essential for writing (Poonpon et al, 2022;Lopez, 2021). The access to quality education for pupils may be influenced by socio-economic situations prevalent in rural areas.…”