An application of the Integrated Stake-Tyler Model to an Evaluation of a Task-Based English Course at King Mongkut's Univeesity of Technology Thonburi

Abstract

The purpose of this study was to investigate the effectiveness of a task-based English course provided by School of Liberal Arts, King Mongkut’s University of Technology Thonburi based on a set of criteria and the Integrated Stake-Tyler (IST) model specially proposed for this study. The researcher used the IST model to examine 12 evaluative dimensions both quantitatively and qualitatively. The Fundamental English II (course code: LNG 102) was used as a testing ground. Data were collected from multiple sources using multiple data-gathering techniques. The curriculum-based achievement tests (Form A and Form B) were taken by 189 students in the beginning and at the end of the course. Each student answered the self-assessment checklist upon the completion of the program. The researcher interviewed two audiences, three English teachers, three subject teachers, eighteen current students and five ex-students. The researcher also observed three English teachers’ classes. The researcher together with two English teachers rated portfolios of twenty students participating in the case study. The researcher reviewed and analyzed course materials. Results showed that all evaluative dimensions met the set criteria. However, only some of them met the criteria with indistinctively high scores, including needs, students’ opinions about the evaluated course, and factors affecting students’ learning outcomes. It can be concluded that overall, the evaluated course is fairly effective, and the IST model can appropriately be applied to evaluating quantitatively and qualitatively the task-based course that aims at improving students’ achievement and autonomy in English language learning.