Blended English Teaching Model Improving Communicative Skills

  • Sirikorn Bamroongkit นักศึกษา หลักสูตรปรัชญาดุษฎีบัณฑิต สาขาวิชาหลักสูตรและการเรียนการสอน คณะศึกษาศาสตร์ มหาวิทยาลัยขอนแก่น
  • Santi Wijakkanalan รองศาสตราจารย์ สาขาวิชาหลักสูตรและการสอน คณะศึกษาศาสตร์ มหาวิทยาลัยขอนแก่น
  • Thoopthong Kwangsawad รองศาสตราจารย์ ภาควิชาหลักสูตรและการสอน คณะศึกษาศาสตร์ มหาวิทยาลัยมหาสารคาม
Keywords: English language teaching, Blended learning, Teaching model


The purpose of this research was to explore students’ communicative skills achievement after implementing the developed model which was from phase 2.  This research employed Research and Development method. The developed model consisted of 5 components; 1) Orientation to the Model, 2) Model of Teaching, 3) Application, 4) Instructional and Nurturant Effects and 5) Assessment and Evaluation and was implemented in phase 3 with 42
Mae Fah Luang University students who enrolled English 1, 2nd semester, academic year 2017, was randomly divided into an experimental group (n=26) and a control group (n=16). The experimental group used the developed blended teaching model and CANVAS as to supplement in-class instruction whereas the control group used in-class instruction only. Using means, standard deviations and t-test, the findings revealed the overall achievement of the experimental group outperformed the control group (at α =0.01).


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How to Cite
Bamroongkit, S., Wijakkanalan, S., & Kwangsawad, T. (2019). Blended English Teaching Model Improving Communicative Skills. KKU Research Journal (Graduate Studies) Humanities and Social Sciences, 7(2), 59-70. Retrieved from
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