The development of an English instructional model using the integration of drama and questioning techniques to enhance students' speaking achievement and critical thinking skill

Abstract

This study was conducted with the aim to fulfill four objectives: (1) to develop an English instructional model using the integration of drama and questioning techniques to enhance students’ speaking achievement and critical thinking skill; (2) to evaluate the effectiveness of the model to enhance students’ speaking achievement; (3) to examine the effectiveness of the model to develop students’ critical thinking skill; and (4) to investigate students’ attitudes towards the developed English instructional model. The study was conducted with a sample group of 15 non-English majored undergraduate students who were enrolled in the English through Drama course in the third semester of the academic year 2008 at Prince of Songkla University, Surat Thani Campus. The experiment was carried out for six weeks, totaling 40 hours. Data were collected using the speaking and critical thinking achievement tests administered before and after the implementation of the treatment. The gained scores the students obtained from the pretests and the posttests were compared using paired sample t-test and Hedges’ g effect sizes to measure the effects and the magnitudes of the effects caused by the English instructional model. Teacher’s journals and students’ journals were also employed during the implementation to collect qualitative data concerning students’ thinking progress as well as their attitudes towards the model. Also, specifically designed attitude questionnaires were applied at the end of the course as an additional means to investigate students’ attitudes towards the developed model. Findings revealed that there was a statistically significant difference between the mean scores students obtained from the pretests and posttests of speaking achievement and critical thinking at a significance level of 0.01. The effect sizes calculated by using Hedges’ g yielded the value of 1.68 and 0.95, respectively, which were considered large. The data obtained from the students’ journals indicated that their thinking progress could be detected from their reflections. Students’ attitudes towards the English instructional model using the integration of drama and questioning techniques through the data obtained from the students’ journals and attitude questionnaires exhibited positive results. Based on the findings, it is suggested that the developed model can be implemented as one of the effective means to enhance speaking ability and critical thinking skill of Thai learners who are studying English as a foreign language