DEVELOPMENT OF PROJECT-BASED LEARNING APPROACH TO PROMOTE ORAL ENGLISH ABILITY OF VOCATIONAL UNDERGRADUATE STUDENTS

บทคัดย่อ

The objectives of this research were 1) to examine the factors affecting oral English ability of vocational undergraduate students in Guangxi Province of China, 2) to develop project-based learning instructional model to promote oral English ability of vocational undergraduate students and 3) to study the results of project-based learning instructional model to promote oral English ability of undergraduate students. Phases were carried out to answer research objectives 1, 2, and 3. The population of Phase 1 were 96 sophomore students and 3 lecturers of workplace English course in semester 1 academic year 2023 from Guangxi Vocational University of Agriculture, Guangxi City Vocational University and from Nanning College for Vocational Technology. The target group of Phase 2 were 3 experts, and the sample group of Phase 3 were 32 students who enrolled in workplace English course of Guangxi Vocational University of Agriculture. The research instruments were 1) A set of questionnaires for students, and interview for lecturers, 2) A set of questionnaires for conformity instructional model, 3) Lesson plans using project-based learning instructional model, and 4) Scoring rubric form. Data analyzed by percentage, mean and standard deviation.The results revealed the following. 1) The factors to promote oral English ability of vocational undergraduate students were the internal and external factors. The internal factors included language foundations like listening ability, grammatical and vocabulary level and students’ level of interest, familiarity and knowledge about the topics and activities. The external factor included interesting and authentic oral activities, well-designed lesson plans and teachers’ efficacy in oral skills and pedagogical knowledge, 2) The project-based learning approach to promote oral English ability in workplace English course of vocational undergraduate students included 5 components: (1) principle and rationale, (2) objectives, (3) contents, (4) method of teaching & materials and (5) evaluation. The model was 100% conformed to utility, feasibility, propriety, and accuracy standards as assessed by 3 specialists and, 3) After testing the research hypothesis, it can be found that the given treatment influences students' oral English ability at significance level 0.000. In addition, the overall developmental scores of individual students' oral English ability of total 6 dimensions are generally found at High level. There were 10 students or 31.25% of all students at "Very High" developmental level of oral English ability of total 6 dimensions; 18 students or 56.25% at "High" developmental level; 4 students or 12.50% at "Moderate" developmental level; No student or 0.00% at "Low" developmental level and the findings from interviews with lecturers in Guangxi, China, regarding factors influencing vocational undergraduate students' oral English ability. Most lecturers are female (66.67%), with over 9 years of teaching experience, primarily aged 36-49. Internal factors like teachers' knowledge, psychological state, and attitude significantly affect students' oral proficiency. Confidence, enthusiasm, and a student-centered approach are highlighted. External factors such as teaching methods, materials, and environment also play crucial roles. Practical, real-world content, diversified resources, and a relaxed classroom atmosphere are emphasized. Small class sizes, flexible seating, and access to necessary devices contribute to oral English development. The article underscores the importance of holistic teaching approaches and suggests providing teacher training and creating a positive learning atmosphere to enhance oral English education.