International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

Frequency: 12
line decor
  
line decor

 Volume 12, Issue 1 (January 2025), Pages: 256-262

----------------------------------------------

 Original Research Paper

Enhancing Thai language teachers' learning management skills through a TPACK, PBL, CBL, and CLIL model

 Author(s): 

 Autthapon Intasena 1, Wittaya Worapun 1, *, Apantee Poonputta 2

 Affiliation(s):

 1Department of Curriculum and Instruction, Faculty of Education, Mahasarakham University, Kham Riang, Thailand
 2Department of Educational Research and Development, Faculty of Education, Mahasarakham University, Kham Riang, Thailand

 Full text

  Full Text - PDF

 * Corresponding Author. 

  Corresponding author's ORCID profile: https://orcid.org/0000-0002-2122-9432

 Digital Object Identifier (DOI)

 https://doi.org/10.21833/ijaas.2025.01.024

 Abstract

This study aimed to identify the need for developing a model to enhance language teachers' learning management skills in the Thai context by integrating TPACK, PBL, CBL, and CLIL. It also focused on designing the model and testing its effectiveness. The participants included 390 language teachers for the needs analysis, 5 language education experts for model evaluation, and 30 language teachers for the model implementation phase. Data were collected through needs analysis questionnaires, a proposed model for learning management skills, evaluation forms, satisfaction surveys, and interviews. The data were analyzed using the PNI-modified method for needs assessment and descriptive statistics for evaluating the model. The findings indicated that the model significantly improved teachers' learning management skills, and participants expressed high satisfaction with its implementation. This study contributes to teacher development by integrating essential pedagogical approaches to improve language teaching practices.

 © 2025 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords

 Learning skills, Teacher model, Language teaching, Pedagogical integration, Needs analysis

 Article history

 Received 17 September 2024, Received in revised form 8 January 2025, Accepted 15 January 2025

 Acknowledgment

This research project was financially supported by Thailand Science Research and Innovation (TSRI).

 Compliance with ethical standards

 Ethical considerations

This study received ethical approval from Mahasarakham University (Approval No. 190-186/2024), with informed consent obtained and confidentiality ensured.

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

 Intasena A, Worapun W, and Poonputta A (2025). Enhancing Thai language teachers' learning management skills through a TPACK, PBL, CBL, and CLIL model. International Journal of Advanced and Applied Sciences, 12(1): 256-262

 Permanent Link to this page

 Figures

 No Figure

 Tables

 Table 1 Table 2 Table 3 Table 4 

----------------------------------------------   

 References (32)

  1. Amerstorfer CM (2020). Problem-based learning for preservice teachers of English as a foreign language. Colloquium: New Philologies, 5(1): 75-90. https://doi.org/10.23963/cnp.2020.5.1.4   [Google Scholar]
  2. Barell JF (2006). Problem-based learning: An inquiry approach. Corwin Press, Thousand Oaks, USA.   [Google Scholar]
  3. Chang YH, Yan YC, and Lu YT (2022). Effects of combining different collaborative learning strategies with problem-based learning in a flipped classroom on program language learning. Sustainability, 14(9): 5282. https://doi.org/10.3390/su14095282   [Google Scholar]
  4. Cleesuntorn A (2015). Thai Education and the 21st century skills: A proposal for a new world of work. Life Sciences and Environment Journal, 16(2): 131-142.   [Google Scholar]
  5. Coyle D, Hood P, and Marsh D (2010). CLIL: Content and language integrated learning. Cambridge University Press, Cambridge, UK. https://doi.org/10.1017/9781009024549   [Google Scholar]
  6. Feddermann M, Möller J, and Baumert J (2021). Effects of CLIL on second language learning: Disentangling selection, preparation, and CLIL-effects. Learning and Instruction, 74: 101459. https://doi.org/10.1016/j.learninstruc.2021.101459   [Google Scholar]
  7. Fornari A and Poznanski A (2021). How-to guide for active learning. Springer International Publishing, Berlin, Germany. https://doi.org/10.1007/978-3-030-62916-8   [Google Scholar]
  8. Glynn C and Spenader A (2020). Critical content based instruction for the transformation of world language classrooms. L2 Journal: An Electronic Refereed Journal for Foreign and Second Language Educators, 12(2): 72-93. https://doi.org/10.5070/L212246307   [Google Scholar]
  9. Greene MD and Jones WM (2020). Analyzing contextual levels and applications of technological pedagogical content knowledge (TPACK) in English as a second language subject area. Educational Technology and Society, 23(4): 75-88.   [Google Scholar]
  10. Habibi A, Yusop FD, and Razak RA (2020). The role of TPACK in affecting pre-service language teachers' ICT integration during teaching practices: Indonesian context. Education and Information Technologies, 25: 1929-1949. https://doi.org/10.1007/s10639-019-10040-2   [Google Scholar]
  11. Harrop E (2012). Content and language integrated learning (CLIL): Limitations and possibilities. Encuentro: Revista De Investigación E Innovación En La Clase De Idiomas, 21: 57-70.   [Google Scholar]
  12. Jaekel N (2020). Language learning strategy use in context: The effects of self-efficacy and CLIL on language proficiency. International Review of Applied Linguistics in Language Teaching, 58(2): 195-220. https://doi.org/10.1515/iral-2016-0102   [Google Scholar]
  13. Kim S, Raza M, and Seidman E (2019). Improving 21st-century teaching skills: The key to effective 21st-century learners. Research in Comparative and International Education, 14(1): 99-117. https://doi.org/10.1177/1745499919829214   [Google Scholar]
  14. Koehler M and Mishra P (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1): 60-70.   [Google Scholar]
  15. Koehler MJ, Mishra P, Kereluik K, Shin TS, and Graham CR (2014). The technological pedagogical content knowledge framework. In: Spector JM, Merrill MD, Elen J, and Bishop MJ (Eds.), Handbook of research on educational communications and technology, 101–111. Springer, New York, USA. https://doi.org/10.1007/978-1-4614-3185-5_9   [Google Scholar]
  16. Koh K and Chapman O (2019). Problem-based learning, assessment literacy, mathematics knowledge, and competencies in teacher education. Papers on Postsecondary Learning and Teaching, 3: 74-80. https://doi.org/10.55016/ojs/pplt.v3Y2019.53141   [Google Scholar]
  17. Kök FZ and Duman B (2023). The effect of problem-based learning on problem-solving skills in English language teaching. Journal of Pedagogical Research, 7(1): 154-173. https://doi.org/10.33902/JPR.202318642   [Google Scholar]
  18. Martinez C (2022). Developing 21st century teaching skills: A case study of teaching and learning through project-based curriculum. Cogent Education, 9(1): 2024936. https://doi.org/10.1080/2331186X.2021.2024936   [Google Scholar]
  19. Miller LR, Klassen K, and Hardy JW (2021). Curriculum design from theory to practice: Preparing Japanese students to study abroad using content‐based language teaching. The Curriculum Journal, 32(2): 215-246. https://doi.org/10.1002/curj.68   [Google Scholar]
  20. Mitsea E, Drigas A, and Mantas P (2021). Soft skills and metacognition as inclusion amplifiers in the 21st century. International Journal of Online and Biomedical Engineering, 17(4): 121-132. https://doi.org/10.3991/ijoe.v17i04.20567   [Google Scholar]
  21. Pholphirul P, Rukumnuaykit P, and Teimtad S (2023). Teacher shortages and educational outcomes in developing countries: Empirical evidence from PISA-Thailand. Cogent Education, 10(2): 2243126. https://doi.org/10.1080/2331186X.2023.2243126   [Google Scholar]
  22. Pongsudhirak T (2020). Thai education reform is top priority. Bangkok Post, Bangkok, Thailand.   [Google Scholar]
  23. Rasyid Y, Ulya RH, Hayati Y, and Asmawati A (2023). The supreme of Indonesian language learning outcomes for students through the application of problem-based learning model. Al-Ishlah: Jurnal Pendidikan, 15(1): 805-812. https://doi.org/10.35445/alishlah.v15i1.2939   [Google Scholar]
  24. Richards JC and Rodgers TS (2001). Approaches and methods in language teaching. 2nd Edition, Cambridge University Press, New York, USA. https://doi.org/10.1017/CBO9780511667305   [Google Scholar]
  25. Rienties B, Lewis T, O'Dowd R, Rets I, and Rogaten J (2022). The impact of virtual exchange on TPACK and foreign language competence: Reviewing a large-scale implementation across 23 virtual exchanges. Computer Assisted Language Learning, 35(3): 577-603. https://doi.org/10.1080/09588221.2020.1737546   [Google Scholar]
  26. Romero ED and Bobkina J (2024). Towards a stance de-centring model for the foreign language classroom: Training 21st-century agents of change. Thinking Skills and Creativity, 54: 101603. https://doi.org/10.1016/j.tsc.2024.101603   [Google Scholar]
  27. San Isidro X and Lasagabaster D (2022). Students' and families' attitudes and motivations to language learning and CLIL: A longitudinal study. The Language Learning Journal, 50(1): 119-134. https://doi.org/10.1080/09571736.2020.1724185   [Google Scholar]
  28. Spenader AJ, Wesely PM, and Glynn C (2020). When culture is content: Applications for content-based instruction in the world language classroom. Language Teaching Research, 24(4): 476-495. https://doi.org/10.1177/1362168818799768   [Google Scholar]
  29. Swain M (1995). Three functions of output in second language learning. In: Cook G and Seidhofer G (Eds.), Principles and practices in applied linguistics: Studies in honor of HG Widdowson: 125-144. Oxford University Press, Oxford, UK.   [Google Scholar]
  30. Teo P (2019). Teaching for the 21st century: A case for dialogic pedagogy. Learning, Culture and Social Interaction, 21: 170-178. https://doi.org/10.1016/j.lcsi.2019.03.009   [Google Scholar]
  31. Villalobos OB (2013). Content-based instruction: A relevant approach of language teaching. Innovaciones Educativas, 15(20): 71-83. https://doi.org/10.22458/ie.v15i20.515   [Google Scholar]
  32. Widiawati Y (2022). Investigating English language teachers at tertiary level in adopting technological pedagogical content knowledge: Challenges in the 21st century. EduLite: Journal of English Education, Literature and Culture, 7(1): 100-110. https://doi.org/10.30659/e.7.1.100-110   [Google Scholar]