THAI COMMUNITY-BASED STORYTELLING FOR ENGLISH LANGUAGE ACQUISTION: A MODEL OF INTEGRATING ENGLISH LANGUAGE TEACHING DESIGN WITH LOCAL WISDOM
คำสำคัญ:
English Language Teaching, Local Wisdom, Thai Community-Based Storytellingบทคัดย่อ
The research objectives aimed (1) to design and implement an English language teaching curriculum that integrates community-based storytelling in Dan Kwian village and (2) to improve the acquisition of the English language, specifically oral communication, storytelling abilities, and cultural expression, among young people by incorporating localized content into English learning.
This study employed a mixed-methods research design, combining both quantitative and qualitative approaches to learn more about the effectiveness of a community-based ELT curriculum. The design is grounded in participatory action research (PAR) methodology (Kemmis & McTaggart, 2005), known for empowering communities and fostering collaborative curriculum development (Stringer, 2013). The research followed three phases: (1) Phase 1: Curriculum Co-Creation, (2) Phase 2: Implementation and Experimentation, and (3) Phase 3: Evaluation and Analysis. This phased approach is consistent with participatory curriculum design theories (Burns, 2015; Benson, 2013). The sampling method was non-probability and purposive, aligning with the community-based goals of the research (Creswell & Poth, 2017).
The study used a combination of instruments to gather rich and triangulated data: (1) questionnaires, (2) focus group discussions, and (3) curriculum evaluation rubrics. This multi-instrument approach strengthens data validity and reliability (Dörnyei, 2007; Cohen et al., 2018). Statistical software (e.g., SPSS) was used to compute differences in language performance and satisfaction, following standard practice in ELT research (Field, 2013; Mackey & Gass, 2015).
The major findings indicated that over 89% of students were developed based on four thematic areas: (1) learners’ English language acquisition, (2) youth engagement and cultural identity, (3) community involvement in English curriculum co-creation, and (4) the effectiveness of the English language teaching design based on local wisdom. These findings align with theories that highlight the importance of contextualized and community-based ELT practices (Holliday, 2005; Holliday, 2018).
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