The Development of Learning Activity using Visual Thinking Process to Enhance English Listening and Speaking Skills of Mathayom 2 Students

Abstract

This research consists of three main objectives: (1) to develop English listening and
speaking learning activities by using visual thinking process. (2) to compare students’ English
listening skills before and after organizing learning activities using visual thinking process.
(3) to study students’ English speaking skills after organizing learning activities using visual
thinking processes. The research group was 245 students in Mathayom 2 of Chiang Mai
University Demonstration School of the academic year 2020. The sample group used in the
research was Mathayom 2 students at Chiang Mai University Demonstration School enrolling in
the course English Listening and Speaking (E 22204) in the second semester of academic year
2020 consisting of 1 classroom with 26 students, obtained by Cluster Random Sampling which
were the students with English listening ability at moderate to good level and English speaking
ability at low to moderate level. The research instrument consisted of: (1) the tools used in the
development of learning activities which were the surveys of learners’ needs and interests; 10
English audio clips; 10 teaching plans; and an assessment of learning activities by experts.
(2) The tools used for data collection were the English listening comprehension tests and the
speaking ability assessment form. The statistics used in the data analysis were percentage,
mean and standard deviation.
The results of the research showed that
1) The learning activities in English listening and speaking by using visual thinking
process consisted of learning activities about the use of graphic mapping in order to present the information obtained from listening, listening learning activities applying group activities, pair
activities and individual activities; creative storytelling learning activities. The quality of 10 lesson
plans was at a very good level. ( =4.55, SD.=0.62)
2) Students who were taught by using visual thinking learning activities had higher
average scores in post-learning English listening skill comparing to pre-learning English listening
ability; the average quality was at a very good level. (89.23 percent)
3) Students, who were taught using visual thinking learning activities, had the average
scores in post-learning English speaking skill higher than the criteria (≥70%); the average quality
was at a good level. ( =14.30, 71.48 percent)