Promoting English Speaking in First-Aid Content through the TSC-DPM Instruction in Thai CLIL-Oriented Health Teacher Education
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Abstract
English is essential for communicating safety-critical health information, yet Thai EFL health education pre-service teachers often have limited technical vocabulary and few opportunities to practice authentic first-aid demonstrations. This study examined the effects of an integrated Teaching Speaking Cycle-Demonstration-Performance Method (TSC-DPM) intervention on speaking-for-demonstration and explored the processes underlying performance change. An explanatory sequential mixed-methods design was used with 25 second-year health education pre-service teachers at a public university in Bangkok, Thailand. The quantitative strand comprised one-group pretest-posttest speaking performances scored by content and language instructors using an analytic rubric. Wilcoxon signed-rank tests were conducted, with effect size r calculated from the number of non-zero paired differences. Reflective journals collected during the nine-week intervention and video-stimulated recall interviews conducted after the posttest provided macro- and micro-level qualitative evidence. Quantitative results showed significant gains in all assessed domains except presentation skills in the content instructor’s ratings; significant effects were large for the improved domains. The raters’ total scores showed a moderate association at pretest and a stronger association at posttest. Qualitative findings indicated that procedural vocabulary, rehearsal, feedback, multimodal demonstration, audience awareness, and affect regulation supported clearer and more confident performance. TSC-DPM therefore offers a context-responsive approach to developing English speaking for first-aid demonstrations within CLIL-oriented health teacher education, where language use remains accountable to disciplinary accuracy and procedural clarity.
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