Mobile-Blended active language learning management to enhance english listening and speaking skills of secondary school students

Abstract

The purposes of this study were: 1) to investigate the effects of MBALL on enhancing the English-listening skills of Thai secondary school students, 2) to examine the effects of MBALL on enhancing the English-speaking skills of Thai secondary school students, and 3) to explore Thai secondary school students’ attitudes toward the use of MBALL to enhance their English listening and speaking skills. The subjects of this study were 29 Mattayomsuksa 4 students enrolling in an English communication course in the first semester of the academic year 2022 at Sacred Heart College, Chiang Mai Province, Thailand. This study employed both quantitative and qualitative methods to study how MBALL affected Thai secondary school students’ skills in English listening and speaking as well as their attitudes toward its use in enhancing English listening and speaking skills. A pilot study was conducted prior to the main experiment. Before and after the MBALL was implemented, students’ listening and speaking scores in English were compared using pre-and post-tests. Individual semi-structured interviews were utilized to gather in-depth information, and a questionnaire was distributed to ascertain the students’ attitudes toward the usage of MBALL. The findings of this study uncovered that 1) Thai secondary students’ English-listening skills improved after the implementation of the MBALL curriculum. 2) Thai secondary students enhanced their English-speaking skills after the implementation of the MBALL curriculum. And 3) Thai secondary students were satisfied with the MBALL curriculum on the ground of English listening and speaking enhancement, adaptability, flexibility, interactivity, enjoyment, immersion, and efficiency.