The English Instructional Model USINGScenario-Based Learning to Enhance English Ability and Self-Efficacy of undergraduate students
Keywords:
Instructional Model, Scenario-based Learning, Self-efficacyAbstract
The objectives of this research were 1) to develop an English instructional model using scenario-based learning to enhance English ability and self-efficacy of undergraduate students, and 2) to evaluate the effectiveness of the developed instructional model. Samples were 45 Dhurakij Pundit University undergraduate students. Research instruments included the English ability test, the self-efficacy questionnaire, and the student satisfaction questionnaire. Data were analyzed by using mean score, standard deviation, t-test, one-way ANOVA, and content analysis.
The findings were as follows: 1) The English instructional model using scenario-based learning which is developed by blending the scenario-based learning, scaffolding, and the gradual release of responsibility consists of 4 components: (1) principles; (2) objectives; (3) 6 stages of instructional procedures including acknowledging learning objectives, reviewing background knowledge, facing scenarios, working collaboratively, eliciting performance, and learning independently; and (4) assessment and evaluation. 2) The effectiveness of the developed instructional model revealed that the students’ posttest average scores of the English ability test were significantly higher than their pretest average scores at the .05 level. The posttest average scores of the self-efficacy questionnaire were significantly higher than their pretest average scores at the .05 level. Finally, the student satisfaction towards the developed instructional model was at the high level in all aspects.
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