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Using Dilemma Scenarios in English Education to Enhance Undergraduate Students’ Speaking Skills and Perceptions |
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| รหัสดีโอไอ | |
| Creator | Nipawan Narueprempree |
| Title | Using Dilemma Scenarios in English Education to Enhance Undergraduate Students’ Speaking Skills and Perceptions |
| Contributor | Khomkrit Tachom, Singkham Rakpa |
| Publisher | Faculty of Humanities and Social Sciences, Buriram Rajabhat University |
| Publication Year | 2566 |
| Journal Title | Journal of English Language and Linguistics (JEL) |
| Journal Vol. | 4 |
| Journal No. | 2 |
| Page no. | 47-61 |
| Keyword | dilemma scenarios, English learning perceptions, speaking skills |
| URL Website | https://so17.tci-thaijo.org/index.php/JEL/index |
| Website title | https://so17.tci-thaijo.org/index.php/JEL/article/view/67 |
| ISSN | ISSN 2821-952X (Online) |
| Abstract | The purpose of this study was to investigate the efficacy of using dilemma scenarios in the English education curriculum for improving undergraduate students' speaking abilities and perceptions of English learning. 45 undergraduate students from a public university in northern Thailand took "Listening and Speaking in Daily Life" in the first semester. A pretest-posttest design was used in the study, which was supplemented by a twenty-item questionnaire. The findings demonstrated a statistically significant improvement in speaking proficiency, as seen by post-test scores that increased from an average of 17.80 to 23.07. The questionnaire reply emphasized the pupils' strong impressions even further, with an average perception level of 4.23 on a five-point Likert scale. The capacity of the scenarios to effectively portray real-life situations earned the most favourable evaluation, with an average score of 4.51. Furthermore, students reported greater vocabulary learning, enhanced critical thinking abilities, and a preference for the dilemma scenario methodology over traditional educational approaches. In conclusion, this study indicates the educational importance of employing dilemma situations in English instruction, emphasizing its ability to develop abilities and foster positive learning perspectives among students. Dilemma scenarios are used in this study to provide students with scenarios that call for serious thought and decision-making between possibilities. The purpose of these scenarios is to imitate real-world circumstances where definitive answers are frequently unavailable. This forces students to think more deeply and analytically while expressing their reasoning in English. According to the study's findings, using dilemma scenarios can help Thai undergraduate students improve their speaking abilities considerably and give them a more engaging and hands-on English language education that is in line with the needs of international communication. |
