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Development of a Blended Learning Model Integrating Collaborative Learning and Video Blogs to Enhance the Speaking Skills of Pre-Service Teachers |
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| รหัสดีโอไอ | |
| Creator | Widchuda Duangshatome |
| Title | Development of a Blended Learning Model Integrating Collaborative Learning and Video Blogs to Enhance the Speaking Skills of Pre-Service Teachers |
| Contributor | Pornsook Tantrarungroj |
| Publisher | Mahasarakham University |
| Publication Year | 2569 |
| Journal Title | Journal of Humanities and Social Sciences Mahasarakham University |
| Journal Vol. | 45 |
| Journal No. | 2 |
| Page no. | 519-531 |
| Keyword | Blended Learning, Collaborative Learning, Video Blogs, Speaking Skills, Pre-Service Teachers |
| 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 and evaluate a blended learning model integrating collaborative learning and video blogs to enhance the speaking skills of pre-service teachers. The research objectives were to: (1) examine the current situation, desirable conditions, and needs for improving the speaking skills of pre-service teachers; (2) develop a blended learning model integrating collaborative learning and video blogs; and (3) investigate the effectiveness of the developed model.This study employed a research and development methodology. Data were collected through a needs analysis questionnaire administered to 329 participants and an experimental trial involving 14 pre-service teachers. Data were analyzed using content analysis, frequency, mean, and standard deviation.The results were as follows.First, the needs analysis revealed that the top priorities for developing speaking skills were sequencing key points in speaking ($PNI_{Modified}$ = 0.31), integrating video blogs into instruction ($PNI_{Modified}$ = 0.31), and improving speaking style and tone ($PNI_{Modified}$ = 0.29).Second, the developed blended learning model consisted of six components: instructors, pre-service teachers, model examples, classroom learning, student performance, and evaluation. The instructional process comprised six steps: (1) instructors prepare lesson plans; (2) pre-service teachers study speaking examples; (3) pre-service teachers practice writing scripts and rehearse with peers; (4) pre-service teachers present their work; (5) peer assessment; and (6) instructor assessment.Third, after implementing the developed model, the post-test speaking skills of pre-service teachers (M = 17.00, SD = 2.34) were significantly higher than the pre-test scores (M = 14.57, SD = 2.03) at the .05 level. These findings indicate that the blended learning model integrating collaborative learning and video blogs is effective in enhancing the speaking skills of pre-service teachers. This instructional model can be adapted and applied to promote speaking skills development in other educational contexts. |
