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Development of Learning Innovation Based on Content and Language Integrated Learning Approach (CLIL) to Enhance English Communication Skills of Elementary School Students in Education Sandbox in Chiang Mai Province |
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| รหัสดีโอไอ | |
| Creator | Kornkanok Sakulkanokwattana |
| Title | Development of Learning Innovation Based on Content and Language Integrated Learning Approach (CLIL) to Enhance English Communication Skills of Elementary School Students in Education Sandbox in Chiang Mai Province |
| Publisher | Mahasarakham University |
| Publication Year | 2569 |
| Journal Title | Journal of Humanities and Social Sciences Mahasarakham University |
| Journal Vol. | 45 |
| Journal No. | 1 |
| Page no. | 1-14 |
| Keyword | English Communication Skills, Content and Language Integrated Learning, Educational Innovation Sandbox, Chiang Mai Province |
| URL Website | https://so03.tci-thaijo.org/index.php/humsujournal |
| Website title | Journal of Humanities and Social Sciences Mahasarakham University |
| ISSN | 2672-9733 (Online) |
| Abstract | This study aimed to develop a learning innovation based on the Content and Language Integrated Learning (CLIL) approach to enhance English communication skills among elementary school students in the educational innovation sandbox area of Chiang Mai Province. The participants included 156 fourth-grade students and 2 teachers from 1 pilot schools within the innovation sandbox, selected through multi-stage sampling. A quasi-experimental research design was employed, utilizing learning activity guides developed by the researcher and pre- and post-assessment tools for English communication skills in a multiple-choice format. Data were analyzed using mean, standard deviation, and paired-sample t-test. The findings revealed that:1) Five learning principles were synthesized and structured into 5 learning stages: (1) reviewing communication contexts, (2) analyzing communication contexts, (3) linking communication contexts, (4) practicing communication, and (5) simulating communication. The evaluation of alignment with theoretical principles by 3 experts yielded an average score exceeding the threshold of 0.66 for all stages. The principles were deemed highly suitable for elementary students’ development, fostering modern learners and innovation creation. Subsequently, five lesson plans were developed, each spanning three hours, totaling 15 hours. Every lesson plan incorporated all five stages. The evaluation of alignment with definitions by three experts resulted in an average score exceeding the threshold of 0.66 for all lesson plans.2) Post-intervention analysis indicated that students’ average English communication skills scores increased compared to pre-intervention scores, with statistically significant differences at the 0.05 level. Both students and teachers expressed high satisfaction with the activities. Students rated the content, activity engagement, and skill development very highly. Teachers also expressed the highest level of satisfaction with the activity manual in terms of its content and completeness. |
