The Effects of Using Simulation-Based Learning with Content and Language Integrated Learning to Enhance English Speaking Skills of Second Year Vocational Certificate Students

Abstract

The purposes of this research were to:  1) compare the English-speaking skills of second-year vocational certificate students before and after learning through simulation-based learning combined with Content and Language Integrated Learning (CLIL), and 2) study students’ satisfaction toward learning through simulation-based learning combined with Content and Language Integrated Learning. The sample, selected by a cluster random sampling technique, comprised 24 second-year vocational certificate students majoring in Industrial and Handicraft Arts during the second semester of the academic year 2022. The instruments used for this research consisted of 1) lesson plans of integrating simulation-based learning with Content and Language Integrated Learning, 2) pre-test and post-test of English speaking skills, and 3) a questionnaire to investigate students’ satisfaction toward learning through simulation-based learning combined with Content and Language Integrated Learning. The mean, standard deviation, and dependent t-test were used to analyze the data.

The results of the study were as follows: 1) The English speaking skills of students after learning through simulation-based learning combined with Content and Language Integrated Learning were significantly higher than before at the .05 level, 2) The satisfaction toward learning through simulation-based learning combined with Content and Language Integrated Learning was at the highest level.