Effects of communicative English grammar instruction using team-based learning approach on communicative English language ability of tenth grade students at Nawamintrachinuthid Horwang Nonthaburi School

Abstract

The objectives of this study were to: 1) investigate the effects of using a communicative English grammar instruction using team-based learning approach on communicative English language ability of tenth grade students, and 2) examine the communicative English language ability scores of the participants with high, moderate, and low English ability. The subjects were 48 upper secondary students (Grade 10) who studied at Nawamintarachinutid Horwang Nonthaburi School. The duration of experiment lasted for 11 weeks. In this study, the researcher constructed the communicative English grammar instruction using team-based learning approach. The data were analyzed using arithmetic mean, t-test, frequency, and percentage. The results of the analyses revealed that (1) students who learned a communicative English grammar instruction using team-based learning approach gained significantly higher average scores on the post Communicative English Language Ability test than the pre Communicative English Language Ability test at the significant level of 0.05 and the mean of the effect size was at 0.86 which referred to large effect, and (2) The participants with high, moderate, and low English ability who learned through this communicative English grammar instruction gained significantly higher average scores on the role-play assignment week 9 than the role-play assignment week 6 at the significant level of 0.05 and the mean of the effect size was at 0.72, 0.43, and 0.75 respectively which referred to medium effect. This research confirms the effectiveness of the communicative English grammar instruction using teambased learning approach. Through the teaching and learning process, students could improve their communicative English language ability and simultaneously they gained their team learning skill