PASAA
Publication Date
2007-11-01
Abstract
The study was aimed at developing an intensive English course for Buddhist missionary monks using taskbased instruction, studying the effects of task-based instruction on the learning outcomes of the students as well as exploring their views on TBI. The subjects of the study were thirty students selected from a class of the Buddhist missionary monk training program, and they were to provide the quantitative data. Twenty students, selected based on their pre--test scores as the representatives of the high ability group and the low ability group, provided qualitative data by writing logs during the course and being interviewed at the end of the course. A questionnaire was sent to the monks to follow up on the outcome of the students using English in the real situations a few months after the course. It was found that monk students and the Buddhist missionary monks on duty needed to use English in order to accomplish fifteen top tasks, which can be divided into two categories: work-related and survival skills. These needs were incorporated into lesson topics and the contents of the course using task-based instruction as the principal method of teaching. After implementation, the post-test scores of all students were significantly higher than the pre-test scores especially in terms of speaking skills, but not in listening skills. The findings from qualitative data indicated that when implementing TBI, more practice time was needed and that authentic props as well as modern multimedia would be useful classroom materials
DOI
10.58837/CHULA.PASAA.41.1.5
First Page
93
Last Page
115
Recommended Citation
Chimroylarp, Nopphawan
(2007)
"The Development of an Intensive English Course for Buddhist Missionary Monks Using Task--Based Instruction,"
PASAA: Vol. 41:
Iss.
1, Article 5.
DOI: 10.58837/CHULA.PASAA.41.1.5
Available at:
https://digital.car.chula.ac.th/pasaa/vol41/iss1/5