Abstract
The current research endeavor aims to develop a task-based instruction along with the presentation of case studies and to study the effects of a task-based instruction and case studies on the pronunciation abilities of undergraduate students. The sample consists of 16 students at Rajabhat University. The research tools include a task-based instruction plan along with six case studies. The data was collected using a reporters’ ability assessment and analyzed quantitatively using an average, a standard deviation, and a t-test. Also, the data was analyzed qualitatively using a descriptive analysis. The results reveal that: There are three steps of the instruction development beginning with studying case studies and preparation for implementation, followed by synthesizing knowledge and implementation, post-implementation and transfer of knowledge. The data was assessed using rubrics with different three criteria including pronunciation, non-verbal communication, and reporters’ voice. The students’ ability to pronounce is higher after the instruction than before with a statistical significance of .05.
Publisher
Faculty of Education, Chulalongkorn University
DOI
10.14456/educu.2024.9
First Page
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Last Page
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Recommended Citation
Naijarun, Khwanchanok
(2024)
"The Development of Pronunciation Skills Using Task-based Instruction and Case Studies for Undergraduate Students,"
Journal of Education Studies: Vol. 52:
Iss.
1, Article 7.
DOI: 10.14456/educu.2024.9
Available at:
https://digital.car.chula.ac.th/educujournal/vol52/iss1/7
