Effects of Hyflex Instruction Using the ECRIF Method on the Enhancement of English-Speaking Ability of Thai Upper Secondary School Students
คำสำคัญ:
HyFlex instruction, ECRIF method, English speaking ability, Thai upper secondary school students, perceptionsบทคัดย่อ
This quasi-experimental mixed-methods study aimed to (1) explore the effects of HyFlex (Hybrid-Flexible) instruction using the ECRIF (Encounter, Clarify, Remember, Internalize, and Fluently Use) method on enhancing the five components of English speaking ability—pronunciation, grammar, vocabulary, fluency, and comprehension—of Thai upper secondary students, and (2) investigate students’ perceptions toward HyFlex instruction using the ECRIF method, including its three instructional modes: onsite, synchronous online, and asynchronous online. Thirty students completed a B1-level speaking test before and after a ten-week intervention. Quantitative data were collected from pre- and post-tests—which assessed five components of speaking ability: pronunciation, grammar, vocabulary, fluency, and comprehension—and a 4-point Likert-scale questionnaire, while qualitative data were obtained through open-ended responses and semi-structured interviews. Results revealed a statistically significant improvement in students’ speaking ability, with a mean difference of 0.88 (t(29) = 5.17, p < .001), particularly in grammar and vocabulary. Students expressed positive perceptions of the HyFlex instruction, citing increased flexibility, engagement, and confidence. Onsite mode was viewed as the most effective due to real-time interaction; synchronous online mode was appreciated for accessibility and structure; asynchronous online mode offered flexibility but was noted for lower engagement. These findings support integrating the HyFlex instruction with the ECRIF method in EFL (English as a foreign language) speaking classrooms.
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