THE STUDY OF FACTORS AFFECTING ENGLISH LISTENING AND SPEAKING ABILITIES OF THE FIRST YEAR VOCATIONAL CERTIFICATE STUDENTS AT EAMLA-OR VOCATIONAL COLLEGE
คำสำคัญ:
นักเรียนอาชีวศึกษาในประเทศไทย, ทักษะการฟังและการพูดภาษาอังกฤษ, ปัจจัยที่ส่งผลต่อทักษะการฟังและการพูดภาษาอังกฤษบทคัดย่อ
This research aimed to: 1) examine the factors affecting the English listening and speaking abilities of first-year vocational certificate students at Eamla-or Vocational College, and 2) investigate these factors across different proficiency levels. The study population consisted of 119 students enrolled in the English Listening and Speaking course during the first semester of the 2024 academic year. The research instrument was a 62-item structured questionnaire covering four domains: learner, family, college environmental, and social factors. The instrument demonstrated high content validity (IOC ≥ .50) and internal consistency (Cronbach’s alpha = 0.84). Data were analyzed using descriptive statistics, including frequency, percentage, mean, and standard deviation. Furthermore, Multiple Regression Analysis was employed to determine the extent to which these four domains predicted students’ listening and speaking abilities.
The findings revealed that learner factors and social factors significantly affected students' English listening and speaking abilities at a high level, while college environmental and family factors were at a moderate level. Multiple Regression Analysis indicated that for all students, all four factors significantly and positively predicted English proficiency (p ≤0.01), with learner factors being the strongest predictor (β = 0.603), followed by societal and environmental factors. When compared across proficiency levels, the primary predictors varied: for the high and moderate groups, learner factors were the most influential (β = 0.397 and β = 0.823, respectively), whereas for the low proficiency group, family factors emerged as the most significant predictor (β = 0.568, p ≤0.01). The results indicated that English listening and speaking proficiency is shaped by the interplay between internal and external factors. Therefore, fostering 21st-century English communication skills requires a holistic approach by integrating student-centered curricula to enhance self-regulated learning abilities, alongside proactive collaboration between families and educational institutions to further develop students' listening and speaking skills.
เอกสารอ้างอิง
Boonchum, P. (2020). Factors affecting English language comprehension and use among EFL students. English Language Teaching Journal, 28(4), 54–67.
Chuensirimongkol, J., et al. (2011). Environmental and psychological factors influencing student learning outcomes. Educational Research Journal, 8(3), 98–115.
Eamla-or Vocational College. (2023). Annual academic performance report. Eamla-or Vocational College.
Epstein, J. L. (2001). School, family, and community partnerships: Preparing educators and improving schools. Westview Press.
Harmer, J. (2015). The practice of English language teaching (5th ed.). Pearson Education.
Hofstede, G. (1986). Cultural differences in teaching and learning. International Journal of Intercultural Relations, 10(3), 301–320.
Kongkachat, P. (2019). Challenges in English listening and speaking for Thai vocational students. Bangkok Business Administration Technical College Research Journal, 11(1), 45–58.
Laowicharat, K., & Phoyoi, K. (2018). Factors affecting academic achievement of students in the higher vocational certificate level in private schools in the Eastern Special Development Zone. Journal of Vocational Education and Training, 40(2), 112–130.
Mercer, S., & Ryan, S. (2010). A mindset for EFL: Learners’ beliefs about the malleability of language learning ability. System, 38(3), 346–354.
Pukhut, P. (2015). Factors influencing academic achievement of undergraduate students at Rajamangala University of Technology Isan. Rajamangala University of Technology Isan.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67.
Siek, D., Loeurng, C., Sun, B., Lang, S., Lay, K., & Vann, S. (2018). Factors influencing English listening competency: A case study of ESL learners at O'Ambel High School, Banteay Meanchey, Cambodia. International Journal of Education Psychology and Counseling, 9(55), 690–702.
Sukumal, A. (2011). The role of family support in English language learning success. Thai Journal of Education, 17(4), 234–249.
Tantiwich, P. (2021). Psychological barriers to effective English communication among Thai students. International Journal of Language Studies, 13(2), 45–60.
Thianrungrat, C. (2019). Factors influencing learning achievement in Thai traditional medicine at Burapha University. Thai Traditional Medicine Journal, 15(3), 92–107.
Thornbury, S. (2005). How to teach speaking. Longman.
Vandergrift, L., & Goh, C. C. M. (2012). Teaching and learning second language listening: Metacognition in action. Routledge.
Vocational Education Commission. (2019). Vocational English curriculum guidelines. Ministry of Education, Thailand.
Wongsothorn, A. (2000). Thailand’s English language teaching policy: A researcher’s perspective. Thai TESOL Bulletin, 13(1), 4–7.
