การส่งเสริมความสามารถในการพูดภาษาอังกฤษเป็นภาษาสากลและการสื่อสารระหว่างวัฒนธรรมของนักศึกษาครูโดยใช้กรอบอ้างอิงทางภาษา (The CEFR) และการเรียนรู้โดยเน้นภาระงาน: กรณีศึกษาของมหาวิทยาลัยราชภัฏในภาคกลางของประเทศไทย

บทคัดย่อ

This research study investigates pre-service teachers’ English-speaking ability and intercultural competence using the CEFR-TBL innovative program. Also, the students’ collaborative learning and their perceptions as well as the teacher’s role were examined. The CEFR and task-based approach were integrated as the main teaching method in the study. The participants were thirty-six fourth-year students majoring in English Education at a Rajabhat University purposively selected. The researcher employed action research, case study, and a mixed-methods approach for data collection. The CEFRTBL innovative program was implemented for fifteen weeks including data collection. The three taskphases employed were pre-task, during-task, and post-task phases This consisted of three unit-task assignments which were 1) peer interview, 2) storytelling, and 3) role-play. Seven data sources were collected in this study. They were the CEFR pre-posttest, video recordings, questionnaire, interview, and teacher’s journal. Data analysis employed descriptive statistics for quantitative data and Grounded Theory using color coding (Strauss and Corbin, 1998; Charttrakul, 2009) and principle of language communication by Ellis (2002) and Cook (2007) for other qualitative data. Findings from the CEFRTBL pre-posttest showed that the students’ English ability has changed significantly at the level of 0.05 after the intervention. Next, the findings from the three task types that were peer interview, storytelling, and role-play indicated that three major factors contributed to students’ intercultural competence were English ability, communicative ability, and nonverbal communication (NVC). Moreover, the results from the questionnaire showed that the CEFR-TBL innovative program was beneficial to their verbal and non-verbal communication; and the teacher had the most significant role in using the innovative program. On the other hand, the interview findings proved that collaborative learning in the CEFRTBL innovative program was valuable both in creating comfortable learning atmosphere as well as promoting group processes and learning products despite time constraints. Finally, findings from the teacher’s journal confirmed that the teacher still held the major role in task-based learning although she took the facilitating role in encouraging and supporting the students while they were working in groups. All in all, findings in this study revealed that task-based learning worked out well if the teacher provided various tasks for students to perform both verbal and non-verbal communication. As thus, the CEFR-TBL program could be an alternative method for English teachers in fostering students’ speaking skill and intercultural competence in EIL.