Evaluating the Effectiveness of Task-Based Language Teaching (TBLT) Among Students in Thai Language Instruction at Vocational Colleges
(1) Rajamangala University of Technology Krungthep
(2) Rajamangala University of Technology Krungthep
(*) Corresponding Author
Abstract
This study is grounded in the theoretical frameworks of social constructivism theory and language acquisition theory, focusing on Thai grammar teaching in higher vocational colleges. It aims to explore the effectiveness of the task-based language teaching (TBLT) method and its impact on students' learning interests and Thai language skills, providing theoretical support and practical guidance for applying this teaching approach in Thai language teaching. The research conducted a questionnaire survey and test assessments. The sample consists of 223 students from four classes of Thai language majors in their second year at Yunnan Z College. The data analysis showed good reliability and validity of the questionnaire. The intrinsic connections among the acceptance of the task-based language teaching method, learning interest, and Thai language skills were revealed through difference, correlation, and factor analysis. The research results indicate that students with a high acceptance of the task-based language teaching method have significantly higher learning interest and Thai language skill levels. Moreover, the acceptance of the task-based language teaching method is significantly positively correlated with learning interest and Thai language skills, and it has a significant positive predictive effect on both. Based on this, the study suggests that schools should incorporate the task-based language teaching method into the design of Thai language courses, stimulating students' learning interest and language application ability by enhancing their understanding of it.
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