The Use of Peer Assessment and Non-Scripted Role-Play Activities in Improving Thai EFL High School Students' English Oral Performance
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| Title: | The Use of Peer Assessment and Non-Scripted Role-Play Activities in Improving Thai EFL High School Students' English Oral Performance |
|---|---|
| Language: | English |
| Authors: | Cheng-Chun Tsai, Chatraporn Piamsai |
| Source: | rEFLections. 2025 32(1):436-461. |
| Availability: | King Mongkut's University of Technology Thonburi School of Liberal Arts. 126 Pracha Uthit Road, Bang Mod, Thung Khru, Bangkok, Thailand 10140. Tel: +66-2470-8756; Fax: +66-2428-3375; Web site: https://so05.tci-thaijo.org/index.php/reflections/index |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | High Schools Secondary Education Grade 12 |
| Descriptors: | High School Students, English (Second Language), Second Language Instruction, Second Language Learning, Foreign Countries, Peer Evaluation, Role Playing, Instructional Effectiveness, Grade 12, Public Speaking, Speech Communication, Oral Language, Language Proficiency, Accuracy, Language Fluency, Metacognition, Cooperative Learning, Learning Motivation, Communicative Competence (Languages), Digital Literacy, Student Diversity |
| Geographic Terms: | Thailand (Bangkok) |
| ISSN: | 1513-5934 2651-1479 |
| Abstract: | This study explored the effectiveness of integrating peer assessment (PA) and non-scripted role-play (NSRP) activities in enhancing the oral performance of Thai EFL high school students. Conducted at a public secondary school in Bangkok, the research involved 31 Grade 12 students and utilized a mixed methods approach. Over nine weeks within the "Research Methods and Presentation Skills" course, the intervention included training sessions, a speaking rubric, an attitude questionnaire, and semi-structured interviews. Data analysis encompassed quantitative methods like t-tests and qualitative methods such as thematic analysis. The findings demonstrated that PA and NSRP activities significantly enhanced oral performance by fostering speaking skills, cultural competence, and self-awareness. NSRP activities improved speaking complexity, accuracy, and fluency through real-life communication scenarios, enhancing motivation via authentic interactions. PA complemented NSRP by promoting collaborative learning, self-reflection, and critical self-evaluation. Pedagogically, effective implementation of PA and NSRP aligned with communicative language teaching principles integrated digital literacy, and accommodated learner diversity. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1470937 |
| Database: | ERIC |
| Abstract: | This study explored the effectiveness of integrating peer assessment (PA) and non-scripted role-play (NSRP) activities in enhancing the oral performance of Thai EFL high school students. Conducted at a public secondary school in Bangkok, the research involved 31 Grade 12 students and utilized a mixed methods approach. Over nine weeks within the "Research Methods and Presentation Skills" course, the intervention included training sessions, a speaking rubric, an attitude questionnaire, and semi-structured interviews. Data analysis encompassed quantitative methods like t-tests and qualitative methods such as thematic analysis. The findings demonstrated that PA and NSRP activities significantly enhanced oral performance by fostering speaking skills, cultural competence, and self-awareness. NSRP activities improved speaking complexity, accuracy, and fluency through real-life communication scenarios, enhancing motivation via authentic interactions. PA complemented NSRP by promoting collaborative learning, self-reflection, and critical self-evaluation. Pedagogically, effective implementation of PA and NSRP aligned with communicative language teaching principles integrated digital literacy, and accommodated learner diversity. |
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| ISSN: | 1513-5934 2651-1479 |
