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Adaptation of Communicative Language TeachingMethodology to an English Textbook for EnglishLanguage Learning of NIDA Students |
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| รหัสดีโอไอ | |
| Creator | West, Andrew J. |
| Title | Adaptation of Communicative Language TeachingMethodology to an English Textbook for EnglishLanguage Learning of NIDA Students |
| Publisher | สถาบันภาษา จุฬาลงกรณ์มหาวิทยาลัย |
| Publication Year | 2559 |
| Journal Title | PASAA : a journal of language teaching and learning |
| Journal Vol. | 52 |
| Page no. | 25_52 |
| Keyword | Communicative activities,communicative language teaching (CLT),teaching English as a foreign language (TEFL) |
| ISSN | 2287-0024 |
| Abstract | In this paper, the researcher focuses on assessingthe language learning benefits for students of adaptingthe communicative language teaching (CLT) methodologyto an English textbook, a methodology that, according toRichards (2006), Littlewood (2008) and others, isinfluential in shaping second language learningworldwide. This paper is intended to contribute to theunderstanding of the effectiveness of CLT when appliedto a textbook and how the practical application of thismethodology can lead to students' increased knowledgeand understanding of the subject matter and targetlanguage of the textbook as well as assess students'attitudes and perceptions toward those communicativeactivities. The instruments used in the data collectionincluded a pre- and post-test multiple-choice quiz toascertain if there is a significant difference in thestudents' knowledge and understanding of the subjectmatter in the textbook before and after usingcommunicative activities, and a five-point Likert scalequestionnaire with open-ended questions to measure students' attitudes and perceptions. The subjects of thestudy were two cohorts of students undertaking theLC4002 Integrated English Language Skills Developmentcourse conducted at National Institute of DevelopmentAdministration (NIDA) in 2016 (99 students total). Theprincipal findings are that students' knowledge andunderstanding was higher in the post-tests than thepretests with a statistical significance below .05.Meanwhile, the mean scores of students' attitudestoward the communicative activities were at the highlevel for the first cohort and very high level for thesecond; and the mean scores of student's perceptionswere at the very true level for both cohorts. |
