Development of a connectivism-based training course to enhance english communicative teaching skills through the integration of communicative language teaching and english as an international language for english major student teachers at a rajabhat university

Abstract

This research aimed to 1 ) study the components of English communicative teaching skills integrating Communicative Language Teaching and English as an International Language 2) develop a training course 3) study the effectiveness, and 4) study the satisfaction of the training course, using research and development methods with four steps: Step 1: the components of English communicative teaching skills, and so on were explored. Data were collecting through interviews with five experts and a literature review. Step 2 : the connectivism-based training course was developed and assessed for appropriateness by five purposively selected experts. The data were analyzed using mean and standard deviation. Step 3 : the training course was implemented to study its effectiveness. The sample comprised 5 2 English major student teachers at Nakhon Sawan Rajabhat University, using purposive sampling. The research instrument was an assessment form, and the data were analyzed using mean and standard deviation. Step 4: the satisfaction and opinions were studied using a questionnaire and in-depth interviews. The data were analyzed using frequency, percentage, mean, standard deviation, and content analysis.D The results revealed that 1. the components of English communicative teaching skills consisted of five components: a) lesson plan design, b) using of communicative activities, c) EIL awareness, d) using of authentic materials, and e) communicative assessment competence. 2. the developed training course comprised main curriculum components: principle, learning objective, learning contents, a learning process with four stages: (1) Preparation and Motivation, (2) Exploration and Connection, (3) Collaboration and Creation, and (4) Reflection and Evaluation. The overall appropriateness of the training course was at a high level. 3. the implementation results showed that student teachers had significantly higher communicative teaching skills with a mean score of 82.75, passing the 70% criterion. 4. the student teachers reported high levels of satisfaction. Moreover, from semistructured interview revealed that an appreciation for the networked collaborative environment and a confidence in applying EIL to their future teaching practices.