This study aimed at exploring the results of an intervention designed to improve the
listening-speaking skills of students with low English proficiency for 60 hours over three weeks. These twenty-eight students were randomly selected from the lowest group in English ability among the first year students at Thammasat University, Thailand. The students had participated in integrated-skills classes unsuccessfully and had become less motivated in learning English. Three teachers designed a course to help students find English learning more enjoyable, develop a better attitude and get ready to study ESP courses in subsequent years of university. The data was collected from the pre-post tests, pre-post questionnaires, classroom observation, students’ self reflection, and course evaluation. The findings showed that: (1) the scores and the students’ readiness, interests, and confidence in learning and using English were
significantly increased; (2) some students rated as 0 or 0+ speakers became Level 1+ and Level 2 performers; (3) from classroom observation, the students showed good rapport among themselves and with the teachers; (4) the students reflected on their changes cognitively, affectively and behaviorally; and (5) the students were satisfied
with the course as a whole. The research also analyzed the factors for success and gave some recommendations for an EFL situation. |