The effects of project-based drama approach via blended learning environment on Thai EFL undergraduated student’s speaking skills

Abstract

The objectives of this study were 1) to examine the effectiveness of project-based drama approach via blended learning environment on English speaking skills, and 2) to investigate the students’ opinions towards project-based drama approach via blended learning environment on English speaking skills.The framework was derived from the combination of three models; Teaching English through Drama for Oral Skills Model, the Project-Based Learning framework, and the Blended Learning Model. The study was conducted face-to-face and online for 14 consecutive weeks in the second semester of Academic Year of 2020 at Ubon Ratchathani Rajabhat University. The participants were 51 third-year students who enrolled in Learning English through Drama course.​ To respond to the research question, the data were collected quantitatively and qualitatively.

The findings revealed that 1) there were significant differences between the pre-test and the post-test scores (p​ <0.05). It illustrated that the students' speaking skills have been improve​d​ after the implementation of project-based drama approach via blended learning environment. 2) The students had positive opinions towards the treatment, and they found it beneficial for their speaking skills improvement. The study suggested that the project-based drama approach via blended learning environment tends to be an effective approach to enhance speaking skills, and it should be integrated into teaching English for EFL students. Further, the study gave some useful insights for future studies, students, and teachers in teaching English speaking skills.