DEVELOPMENT OF A TEACHING EMPOWERMENT SYSTEM FOR ENGLISH-INTEGRATED INSTRUCTION USING CLIL AND THE MIAP FRAMEWORK TO ENHANCE VOCATIONAL TEACHERS’ COMPETENCY
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Abstract
Implementing integrated English instruction in Thai vocational education remained challenging due to the lack of a central structure that effectively connected bilingual education policies with actual classroom practices. This research therefore aimed to develop the SBAC Teaching Empowerment System (STES) to address this gap in a practical manner. The objectives of the study were: (1) to develop STES by integrating the principles of Content and Language Integrated Learning (CLIL) with the MIAP model (Motivation, Information, Application, and Progress) as a central framework to support vocational teachers in instructional design, and (2) to examine the effectiveness of the system on teaching competency.
The participants consisted of 36 vocational teachers from Siam Business Administration Technological College (SBAC), selected through purposive sampling. Research instruments included: (1) the STES developed on the Google Workspace platform and integrated with GPT-based prompts to support the transformation of teachers’ instructional inputs into lesson plans, learning materials, and activities aligned with the CLIL–MIAP framework, (2) a teaching competency observation and evaluation form used in instructional supervision, covering four dimensions, and (3) a teacher satisfaction questionnaire using a five-point Likert scale across three dimensions of appropriateness, convenience, and perceived value. Data were analyzed using mean, standard deviation, and paired-samples t-test.
The findings indicated that STES functioned effectively as a central support structure enabling vocational teachers to systematically translate instructional inputs into lesson plans, materials, and learning activities aligned with CLIL and MIAP frameworks and suited to the Thai vocational education context. Teaching competency after implementing STES was significantly higher than before implementation, with mean scores increasing from 69.64 to 88.48 (p < .001). These results reflected the effectiveness of the system in enhancing instructional quality and supported its role as a practical framework for facilitating bilingual instruction in vocational education. In addition, the findings suggested that STES enhanced teaching competency, was positively accepted by users, and provided a comprehensive operational framework covering instructional design, classroom implementation, and evaluation. The system addressed existing structural gaps in prior practices and demonstrated potential for broader adoption as a shared instructional framework in Thai vocational education.
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