Genre-Based Self-Regulated Learning for Enhancing Speaking Ability among Thai EFL Learners
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Abstract
To address the need for improved English-speaking opportunities in Thailand’s higher education, this study investigated the integration of a genre-based approach (GBA) with self-regulated learning (SRL)—termed genre-based self-regulated learning. This research implemented a combined pedagogical framework to a compulsory English course, aiming to complement the existing curriculum. The study objectives were: (1) to examine English speaking ability of Thai English as a Foreign Language (EFL) undergraduates in terms of communicative purposes, organization, and language features of an instruction genre; and (2) to investigate students’ opinions regarding the genre-based self-regulated learning approach. Using a qualitative classroom-based research design, the study involved 27 university students over a five-week class implementation. Research instruments included observation forms for analyzing transcribed student presentations (pre-task and post-task phase) to compare presentation performance (not an experiment), and semi-structured interviews to explore students’ opinions. The findings revealed that, based on presentation performance, students could generate more ideas, produce richer content, and perform more confidently and independently. The interviews also identified benefits and challenges experienced during the implementation. Overall, the results suggested that integrating genre-based self-regulated learning into a compulsory English course offers promising potential for enhancing the presentation abilities of Thai EFL undergraduates.
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References
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