Enhancing University Students’ English Competence for Communication through the Whole Language Approach

Abstract

This research consisted of 4 objectives. They were to 1) examine the English listening and speaking competence of NRRU students,  2) compare NRRU University students’ English listening and speaking competence scores before and after the treatment with the criterion of 70%, 3)examine English reading and writing competence of NRRU students, and 4)compare NRRU University students’ English reading and writing competence scores before and after the treatment with the criterion of 70%. The population in this study consisted of 100 learners from Nakhon Ratchasima Rajabhat University. Samples consisted of 50 learners from Nakhon Ratchasima Rajabhat University. Samples were selected through purposive sampling random. Six weeks were spent on this research. The instruments were (1) the questionnaire related to students’ problems with English instruction, (2) classroom observation, (3) a semi-structured interview, and (4) an English-speaking ability test. The scores of English competence for communication through the Whole Language Approach were analyzed and interpreted statistically in terms of mean (xˉ), standard deviation (S.D.), and t-test (pre-test and post-test) with the criterion of 70%.The study results showed that most students scored much higher on the English reading, writing, listening, and speaking competence post-test than on the English competency pre-test. Students’ post-test English reading, writing, listening, and speaking competency scores were substantially higher than the threshold of 70% at the .05 level.