A Comparison of English Learning Achievement and English Listening-Speaking Skills of Higher Education Students with Teach Less Learn More (TLLM) Instructional Model and Conventional Approach

Abstract

              The present study aimed to construct and assess the quality of Teach Less Learn More (TLLM) instruction model, implement, and study the learning results of using the constructed model by comparing students’ English learning achievement and students’ English listening-speaking skills with those who were taught by TLLM instructional model and conventional approach, and also study the students’ satisfaction.

             The sample included sixty students from the Faculty of Science and Technology, Pibulsongkram Rajabhat University, who enrolled for the course “English for Communication (GELN101)” in the first semester of 2015 academic year. Simple random samplings were applied to get an experimental group of TLLM model and the control group of conventional approach. An experimental group was thirty first-year science students and the control group was thirty first-year mathematic students.

             The research instruments included; 1) ten lesson plans of TLLM model, 2) ten lesson plans of conventional approach, 3) an English learning  achievement  test with reliability at 0.85, 4) an English listening-speaking skills test with reliability at 0.62, and
5) the students’ satisfaction questionnaire towards the TLLM model. The statistics used were mean (), standard deviation (.), and t – test Independent.

             The findings were summarized as follows: 1) the TLLM model consisted of five components; principle, objective, content, instructional procedures, and, assessment and evaluation. The quality of the model checked by the experts was good. In addition, the results of the experiment showed that teaching and learning with the TLLM model procedures following the stage was smooth, 2) the students who learned  with TLLM model had English learning achievement mean score higher than those learning through conventional approach at .000 level of significance, 3) the students learned with the TLLM model had English listening-speaking skills had higher mean score than those learning with conventional approach at .000 level of significance, and 4) the students showed their satisfaction with learning through TLLM model as a whole at a high level (=4.20).