Development of Learning Activities Emphasis on Task-Based Learning Accompanied with Multimedia to Improve the English Listening and Speaking Skills for 1st Year Vocational Certificate Students: A Case Study of Mahasarakham College of Agriculture and Techn

Abstract

The purpose of this research was to (1) develop learning activities with an emphasis on integrative tasks in collaboration with multimedia to enhance the English listening and speaking skills of first-year vocational certificate students, aiming for efficiency according to the criteria of 75/75; (2) compare the English listening and speaking skills of students after learning with a criterion of 75 percent; (3) compare the learning efficiency in the English language of students after studying with a criterion of 75 percent; and (4) study the satisfaction of students towards learning activities. The sample group used in this research consisted of 18 first-year vocational certificate students in the second semester of the academic year 2022 at Mahasarakham College of Agriculture and Technology, Muang District, Maha Sarakham Province. The research tools included (1) learning management plans, totaling 18 plans with a combined duration of 36 hours; (2) English listening and speaking skills tests; (3) assessment tests measuring efficiency in English listening and speaking skills, comprising 40 questions; and (4) a questionnaire on student satisfaction, consisting of 15 questions. The statistics used in the research encompassed the average percentage ("X" ̅), standard deviation (S.D.), and one-sample t-test hypothesis testing statistics.
The research findings indicate that (1) learning activities emphasizing integrative tasks in collaboration with multimedia to enhance English listening and speaking skills for first-year vocational certificate students are effective, with scores of 81.33 (E1)/78.06 (E2), meeting the established criteria; (2) students' post-test scores for English listening and speaking skills are 81.33 percent, which is higher than the standard; (3) students' post-academic efficiency is 78.06 percent, significantly higher than the 75 percent criterion at a statistical significance level of 0.05; and (4) students express a high level of satisfaction with learning activities emphasizing task engagement.