Creating Program to Encourage Everyday English Communication Skills for Students, Mahachulalongkornrajavidyalaya University, Phrae Campus

การพัฒนาหลักสูตรสำหรับส่งเสริมทักษะการสื่อสารภาษาอังกฤษในชีวิตประจำวันสำหรับนิสิตครุศาสตร์ มหาวิทยาลัยมหาจุฬาลงกรณราชวิทยาลัย วิทยาเขตแพร่

Abstract

This study had two objectives: first, to investigate the curriculum for promoting daily English communication skills for pre-service teachers, and second, to develop such a curriculum. The research was conducted using qualitative research. Data collection was carried out using In-dept interview to 25 education students and through interviews with 5 lecturers relevant to the curriculum's development, in total 30 person. For focus group discussion using 8 person who relevant to the curriculum's development.

Research Findings   

1. Regarding the investigation of the curriculum for promoting daily English communication skills for pre-service teachers, the findings indicated that the English curriculum necessitates reform in three primary domains. Firstly, in content, there must be a pedagogical shift from in-depth grammatical theory to a focus on practical, real-world communication through Situational and Functional Content, utilizing Authentic Materials such as video clips and podcasts. Secondly, learning activities must transition from traditional lecture-based formats to a Learner-Centered Approach, promoting Meaningful Interaction through activities like Role-playing and Task-Based Learning. Lastly, assessment and evaluation methods must move beyond grammar-focused written examinations towards diverse and continuous forms of Authentic Assessment, such as Performance-Based Assessment and Portfolio evaluations, to accurately reflect learners' genuine communicative competence and foster their development constructively.
2. Regarding the outcomes of the curriculum development process, it was found that an appropriate curriculum should be founded on Communicative, Task-Based, and Learner-Centered principles. Consequently, a 30-hour curriculum was designed, comprising 15 systematically interconnected learning units aimed at progressively building learner confidence and skills. The curriculum is structured into three distinct phases: Building Blocks (foundational knowledge), Exploring the World (real-world application), and Professional Steps (application in professional contexts).