Abstract:
This study aimed to 1) explore the effects of the online EASA instructional model on the speaking ability of Thai EFL students and 2) investigate the students’ perceptions toward learning through the online EASA instructional model. Thirty eleventh grade students in the first semester of the academic year 2021 at a public school in Nakhon Pathom province, Thailand, were selected as participants for this study by using the convenience sampling method. This study employed a single group pretest and posttest design. The research instruments included 1) English speaking pretest and posttest 2) close-ended questionnaire and 3) interview questions about participants’ perceptions towards learning through the online EASA instructional model. The data analysis employed the statistics of paired-sample t-test, mean, standard deviation, and content analysis. The results indicated that 1) students’ posttest mean score after learning through the online EASA instructional model was higher than the pretest mean score at a significant level of .001, and the results of the questionnaire and semi-structured interview revealed that 2) students had positive perceptions towards learning through the online EASA instructional model.
