Employing Diverse Teaching Approaches to Enhance EFL Learners' Speaking and Listening Skills: Basis for Curriculum Design

บทคัดย่อ

This study explored the diverse teaching approaches in debate class among EFL learners employing mixed-method research design. The data were gathered through questionnaires distributed to students, along with the open-ended questions and structured interviews to gain deeper insights into their experiences and perceptions with diverse instructional approaches. The participants of this study were thirty-seven (37) third-year English major students from the Faculty of Education. The results revealed that extemporaneous speech activities, class lectures, and group presentations all positively impacted learners' speaking and listening skills. Among these approaches, group debates was reported as the most preferred approach, indicating a significant difference the EFL learners’ perceptions and the diverse teaching approaches. The implications of these findings suggest that educators should prioritize integrating preferred teaching methods into the curriculum design to enhance EFL learners' debate performance and overall language proficiency. Recognizing and implementing diverse approaches, teachers can better address the different needs and preferences of their students, and most importantly a more effective learning environment. However, the study also faced some limitations. The sample size was relatively small and limited to a specific major at the university, which may restrict the generalizations of the findings. Additionally, the reliance on self-reported data could introduce bias, as students might have provided socially desirable responses. Future researchers may aim to include larger, more diverse participants to further investigate the long-term effects of teaching approaches on EFL learners' speaking and listening skills. The conclusion of this research contributes to the understanding of how various teaching strategies can enhance speaking and listening skills, informing educators, school and university administrators in their efforts to improve EFL instruction.