The Study of the Effectiveness of Coaching Program for Pre-service Teachers to Communicative Listening-Speaking Skills

• Published in: Advances in language and literary studies Vol. 12; no. 2; pp. 21 - 30
• Main Author: Songsiengchai, Saifon
• Format: Journal Article
• Language: English
• Published: Footscray Australian International Academic Centre PTY. Ltd (AIAC) 30.04.2021; Australian International Academic Centre PTY, LTD
• Subjects: Coaching; Coaching (Performance); Communicative Competence (Languages); Communicative language teaching; English (Second Language); Foreign Countries; Language Teachers; Listening; Listening comprehension; Listening Skills; Practicums; Preservice Teachers; Program Effectiveness; Questionnaires; Second Language Instruction; Speaking; Speech Skills; Student teachers; Teacher education; Teaching; Thailand
• ISSN: 2203-4714; 2203-4714
• DOI: 10.7575/aiac.alls.v.12n.2.p.21

This study aimed to investigate the effectiveness of the coaching program in communicative listening-speaking skills for pre-service teachers. The subjects for the study were 20 pre-service teachers. They were coached for 18 hours (3 consecutive days). The instruments were coaching plans, a pre-post evaluation to test the pre-service teachers’ knowledge on communicative listening-speaking skills, an evaluation form to assess the pre-service teachers’ performance and a questionnaire on the effectiveness of the coaching program. The data gathered was statistically analyzed by mean and t-test. The findings of this study revealed that: 1) The pre-service teachers’ knowledge and understanding of listening-speaking skills through Communicative language teaching activities were significantly increased at .01 level. 2) The pre-service teachers’ performance in teaching listening-speaking skills got an increased rate at 4.52 level. 3) The quality of the coaching program garnered an effectiveness rate at 4.70 level. 4) The satisfaction questionnaire was at the highest increase rate at the 4.74 level. The coaching program was a viable process. The coach keenly directed the program with a well-thought-out plan about the objectives and goals. The program’s substance and exercises outfitted the pre-service teachers’ information and comprehension of the hypothesis and practice that brought pre-service teachers’ execution in educating listening-speaking aptitudes. At long last, a compelling coach who has a ton of involvement in educator professional advancement can break the ice between the coach and pre-service teachers to accomplish informative Listening-Speaking educating abilities during teaching practicum before the pre-service teachers can genuinely be professional teachers in the future.