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English Language Learning: Engaging Community Through Storytelling

Target Indicator Result
4.1 By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes 4.1.1 Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex There were 79 primary school students with the opportunity to achieve at least a minimum proficiency level in English reading. Among them, 45 were females and 34 were males.

In Thailand, especially in various provinces, primary schools face challenges even though they operate within the framework of the national education standards. They still lack resources for teaching and learning, including a shortage of personnel capable of delivering diverse and creative lessons to students. This shortage is more pronounced compared to schools in the capital or major cities. The B.A. program in English, Faculty of Humanities, offers an elective course called EN451 Children Literature, which is popular among students. The aim is to enable students to apply the knowledge gained from this course for the benefit of society. As part of this curriculum, a project was organized to take 43 students to participate in a developmental learning activity.

The activity focused on English vocabulary development through storytelling using the story-based Instruction approach. The recipients of this activity were 79 primary school students from a school with limited resources in a remote area: Wat Santikaram School in Paag Tho District, Ratchaburi Province. The event took place on May 18, 2022, intending to provide an enjoyable learning experience for the students.

Impact Level

100% of the 79 primary school students from Wat Santikaram School in Paag Tho District, Ratchaburi Province, significantly improved their English vocabulary test scores after participating in the activity. Their scores increased from an average of 3.66 to 9.04, based on the scores before the activity. Furthermore, the students received evaluations regarding the development of their English language abilities, which were categorized as follows:

Understanding the meanings of English vocabulary: 4.70 (on a scale of 1-5).
Spelling of English words: 4.06.
Correct usage of vocabulary in sentences: 3.89.
Overall vocabulary knowledge improvement: 4.70.

This indicates that the activity had a direct positive impact on the students' English reading abilities and provided potential indirect benefits for the teachers. The teachers may find this experience useful for applying diverse, creative, and more effective teaching methods for English language development in the future.