A Learning Instructional Model of EAPARNANO to Enhance English Communication Skills for Undergraduate Students
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Abstract
This research aimed to 1) develop and validate a learning instructional model of EAPARNANO to enhance the English communication skills of undergraduate students, and 2) evaluate the effectiveness of the model, including 2.1) study the development of English communication skills and 2.2) examine students' satisfaction with the learning instructional model. The sample group were 33 undergraduate students from North-Chiang Mai University in the academic year 2025, selected through Cluster Random Sampling, using classrooms as the sampling unit. The research instruments consisted of the learning instructional model of EAPARNANO, lesson plans, a skill assessment form, and a satisfaction questionnaire. Data were analyzed using mean (M), standard deviation (SD), One-Way Repeated Measures ANOVA, and content analysis.
The findings revealed that 1) the learning instructional model of EAPARNANO comprises five components; 1) Principles, 2) Objectives, 3) a five-step learning process; Step 1: Engage & Expose, Step 2: Absorb & Analyze, Step 3: Practice & Personalize, Step 4: Apply & Act, and Step 5: Reflect & Reinforce, 4) Supporting Factors, and 5) Measurement and Evaluation. The appropriateness of the developed model was rated at the highest level (M = 4.70, SD = 0.44). 2) Regarding the model's effectiveness of the model, the results indicated that learners: 2.1) demonstrated improved English communication skills, and 2.2) reported the highest level of satisfaction with the learning instructional model (M = 4.71, SD = 0.25).
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