Instructional Toolkit for Outcome-Based Instruction on English Grammatical Literacy of Thai EFL Students

Chalermsup Karanjakwut

Abstract


This study aimed to investigate the effectiveness of a new instructional toolkit for improving English grammar skills, particularly verb tense structures, among Thai EFL students. The research objectives were 1) to evaluate the toolkit’s effectiveness in enhancing students’ English grammar skills in verb tense structures; 2) to examine the impact on Thai EFL students’ learning achievement; 3) to assess knowledge retention after using the toolkit; 4) to analyze relationships among study levels, English proficiency levels, and learning achievement before and after toolkit use; 5) to explore students’ perceptions of the toolkit’s design, retention development, and implementation. The sample consisted of 200 students (100 primary and 100 secondary) from public schools in Bangkok’s Thonburi district, using a multi-level group research design. Data collection instruments included the instructional toolkit, achievement tests, questionnaires, and interviews. Data were gathered before, during, and after the intervention, and analyzed using both quantitative (SPSS) and qualitative (content analysis) methods. The research revealed that 95 percent of students and teachers acknowledged the toolkit’s efficiency and efficacy, with significant improvements noted post-intervention. The toolkit effectively enhanced knowledge retention in verb tense structures across different educational levels, showing particular resonance with higher-grade students and those at intermediate proficiency. Practical implications of the findings include 1) the need for school policies to mandate OBE-aligned toolkits with age-appropriate designs, and 2) the importance of incorporating self-paced, practical language application opportunities for Thai EFL students. This study contributes to discourses on instructional innovation in EFL contexts by underscoring tailored toolkits’ potential to address specific linguistic challenges while aligning with educational reforms. Future research could explore adaptability across age groups, design variations, and other complex linguistic elements.

Keywords


Instructional Toolkit, Study Kit, Outcome-Based Instruction, English Grammar, Verb Tenses, Structures of Verb Tenses, Thai EFL Students

Full Text:

PDF

References


Babayev, J. S. (2021). The role of instructional materials in language learning. Humanitar Elmler Seriyasi.

Bloom, B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. David McKay Co Inc.

Boonsuk, Y., Wasoh, F., & Ambele, E. A. (2023). Repositioning English and teaching practices in global Englishes: A critical perspective from Thai higher education. Language Teaching Research, 136216882311783. https://doi.org/10.1177/13621688231178364

Cakir, I. (2011). Problems in teaching tenses to Turkish learners. Theory and Practice in Language Studies, 1(2), 123-127. https://doi.org/10.4304/tpls.1.2.123-127

Chaisang, R., & Sriwantaneeyakul, S. (2023). Scaffoldings, translation errors, and language awareness by Thai university students. Theory and Practice in Language Studies, 13(7), 1614-1619. https://doi.org/10.17507/tpls.1307.02

Chawalit, N. (n.d.). Instructional media in the classroom. [Manuscript unpublished].

Coe, R., Rauch, C. J., Kime, S., & Singleton, D. (2020). Great Teaching Toolkit. Evidence Review. Cambridge Assessment International Education.

Collin, L. (2007). L1 differences and L2 similarities: Teaching verb tenses in English. ELT Journal, 61(4), 295-303. DOI:10.1093/elt/ccm048

Dabboub, A. E. (2019). The Effectiveness of Comprehensive Corrective Feedback-Direct and Indirect- on EFL Learners’ Language Accuracy, Structural Complexity and Lexical Diversity [Doctoral Dissertation]. Nottingham Trent University. https://core.ac.uk/download/pdf/237387519.pdf

Davidson, L. Y. J., Richardson, M., & Jones, D. (2014). Teachers’ perspectives on using technology as an instructional tool. Research in Higher Education Journal, 24(August), 1-25. https://files.eric.ed.gov/fulltext/EJ1064110.pdf

Department of Technology and Educational Communication, Faculty of Education. (2015). Educational Innovation and Information Technology. Sahathammik.

Hanan, R. E. (2015). The effectiveness of explicit grammar instruction for the young foreign language learner: a classroom-based experimental study [Doctoral dissertation]. University of York. CORE. https://core.ac.uk/reader/30268190

Hinnon, A. (2014). Common Errors in English Writing and Suggested Solutions of Thai University Students. Humanities and Social Sciences, 31(2), 165-180.

Hultberg, P., Calonge, D. S., & Lee, E. (2018). Promoting long-lasting learning through instructional design. Journal of the Scholarship of Teaching and Learning, 18(3), 26-43. DOI: 10.14434/josotl.v18i3.23179

Kam, H. W. (2014). English Language Teaching in Southeast Asia: Continuity and Change. Asian Englishes, 1(1), 5-30. DOI: 10.1080/13488678.1998.10800992

Karanjakwut, C. (2018). An investigation of linguistic and localised features of Thai in English Writing on Facebook closed group. Advances in Language and Literary Studies, 9(6), 1. https://doi.org/10.7575/aiac.alls.v.9n.6p.1

Koti, A., Khare, A., & Khare P. (2023). A digital toolkit designed to assist those with visual impairments. In Proceedings of 2023 IEEE Sustainable Smart Lighting World Conference & Expo (LS18), Mumbai, India, 2023, pp. 1-4. https://doi.org/10.1109/LS1858153.2023.10170629

Lee, Y. J. (2008). A Study of the Influence of Instructional Innovation on Learning Satisfaction and Study Achievement. The Journal of Human Resource and Adult Learning, 4(2). https://www.semanticscholar.org/paper/A-Study-of-the-Influence-of-Instructional-on-and-Lee/1a3a7044f2c7c071dddeb57ed2ba2aa933e32034

Marsaulina, R. (2020). Technology-enhanced teaching for English grammar: Is it undeniable? International Journal of Education, Information Technology and Others, 3(2), 457-469. https://doi.org/10.5281/zenodo.4305465

Miao, F., & Ambele, E. A. (2023). Thai students’ awareness attitudes of global Englishes pedagogy and target interlocutor. European Journal of English Language Teaching, 8(3), 66-80. http://dx.doi.org/10.46827/ejel.v8i3.4877

Ministry of Education. (2008). The Basic Education Core Curriculum B.E. 2551 (A.D. 2008). Retrieved February 2017, 2017, from http://educational-resource.blogspot.com/2013/10/2551-english-version.html

Molenda, M. (2004). In search of the elusive ADDIE model. Performance Improvement, 43(5), 34-36. DOI: 10.1002/pfi.4930420508

Molenda, M. (2014). ADDIE Model. In Education and Technology: An Encyclopedia. ABC-CLIO.

Nguyen, C. D. (2018). The construction of age-appropriate pedagogies for young learners of English in primary schools. Language Learning Journal, 49(3), 1-14. DOI: 10.1080/09571736.2018.1451912

Panyang, K., & Phusawisot, P. (2023). Analysis of global Englishes aspects in English textbooks at the lower secondary level in Thai EFL context. English Language Teaching, 16(8), 93-111. https://doi.org/10.5539/elt.v16n8p93

Phochanukul, W. (2008). Development of Continuing Motivation via Distance Learning Model in Unrest Southernmost Provinces, Thailand. Procedia - Social and Behavioral Sciences, 174. DOI: 10.1016/j.sbspro.2015.01.941

Rahman, M. S. & Ali, M. M. (2015). Problems in mastering English tense and aspect and the role of the practitioners. Discovery - the University of Dundee Research Portal. IOSR Journal of Humanities and Social Science (IOSR-JHSS), 20(4). https://doi.org/10.9790/0837-2041131135

Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in cognitive sciences, 15(1), 20–27. https://doi.org/10.1016/j.tics.2010.09.003

Thamraksa, C. (2011, August 27). Student-centered learning: Demystifying the myth. http://sclthailand.org/category/articles/page/6

Tiang-uan, A. (2023). Effect of Using Quizlet on Thai Students’ English Collocation Learning Achievement and Retention: A Study of a University in Thailand. International Journal of Education and Literacy Studies, 11(4), 24-30. http://dx.doi.org/10.7575/aiac.ijels.v.11n.4p.24

Vleeschauwer, J. D. (2023). An investigation of the relationships among Thai EFL learners’ writing performance, self-efficacy, and anxiety. European Journal of English Language Studies, 3(1), 23-36. https://doi.org/10.12973/ejels.3.1.23

Yanawongsa, T., Intasingh, S., Nguenyuang, S., & Intanet, N.

(2021). Outcome-based curriculum: New approach for higher education curriculum. Humanities and Social Sciences Journal of Pibulsongkram Rajabhat University, 15(2), 279-291. https://doi.org/10.14456/psruhss.2021.22




DOI: https://doi.org/10.7575/aiac.ijels.v.12n.4p.14

Refbacks

  • There are currently no refbacks.


Bookmark and Share


License URL: https://creativecommons.org/licenses/by/4.0/

2013-2024 (CC-BY) Australian International Academic Centre PTY.LTD.

International Journal of Education and Literacy Studies  

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.