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Please use this identifier to cite or link to this item: https://rsuir-library.rsu.ac.th/handle/123456789/2890
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dc.contributor.advisorNipaporn Sakulwongs-
dc.contributor.authorWangmo, Kezang-
dc.date.accessioned2025-09-30T03:16:15Z-
dc.date.available2025-09-30T03:16:15Z-
dc.date.issued2023-
dc.identifier.urihttps://rsuir-library.rsu.ac.th/handle/123456789/2890-
dc.descriptionThesis (M.Edu. (Curriculum and Instruction)) -- Rangsit University, 2023en_US
dc.language.isoenen_US
dc.publisherRangsit University. Libraryen_US
dc.subjectEnglish language -- Spoken English -- Bhutanen_US
dc.subjectTask analysis in educationen_US
dc.subjectLanguage and languages -- Study and teachingen_US
dc.titleThe use of task-based learning approach to enhance the English speaking skill of grade 4 Bhutanese studentsen_US
dc.typeThesisen_US
dc.description.other-abstractThis quasi-experimental study focused on examining the English speaking skill of grade 4 Bhutanese students before and after the use of Task-Based Learning Approach (TBLA). This study also aimed to investigate their learning satisfaction with this approach. The research participants consisted of a class of 29 grade 4 students. Quantitative data were collected through speaking proficiency test (pretest and posttest) as well as a survey questionnaire. These data were analyzed using statistical measures such as paired sample t-test, mean, and standard deviation, with significance level of ≤05. Qualitative data, obtained through semi-structured interview and classroom behavior observation, were analyzed using content analysis. The result of speaking proficiency test indicated that there was an enhancement in the grade 4 student’s English speaking skill after the implementation of TBLA, as reflected in the pretest mean score of 8.22 and posttest mean score of 10.79, with a mean difference of 2.56 and significance value of .01. The findings from survey questionnaire, semi structured interview and classroom behavioral observation also revealed that students expressed highest satisfaction with the use of TBLA in their speaking classes. Therefore, the findings suggest that TBLA effectively enhances students’ speaking skillen_US
dc.description.degree-nameMaster of Educationen_US
dc.description.degree-levelMaster's Degreeen_US
dc.contributor.degree-disciplineCurriculum and Instructionen_US
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