Designing and developing a situation-based instructional model for an online Thai course for foreigners

Abstract

This research aims to develop and evaluate a situation-based instructional model for an online course of Thai as a foreign language (TFL) and to evaluate the effectiveness of the instructional model. There were two experiments (35 and 43 participants, respectively) to explore the impacts of I4PAT between non-Thai major and Thai major students. The experimental groups were taught with I4PAT model (introduc-tion, phonemic training, present, practice, production, assessment, and technology) through an online Thai language instruction, whereas the control groups were taught with the paper-based Thai language instruction. For each experiment, we compare the effects of using I4PAT model through an online Thai language instruction and paper-based Thai language instruction. The results showed that 1) the efficien-cy of the I4PAT model was 93.84/99.70 for the first experiment and 94.07/97.95 for the second experi-ment which are higher than the criterion at 90/90, 2) learners’ achievement after taking the course of Thai language among first and second experiments was significantly improved, and 3) learners’ achievement after learning with I4PAT model through an online Thai language instruction among first and second experiments was significantly higher than learning with the paper-based Thai language in-struction. The findings indicate the effectiveness of the I4PAT model for an online Thai language in-struction. Moreover, the I4PAT model could be applied for the instruction of other languages, both in online and offline modes.