A COMPARATIVE STUDY OF GRADE 5 STUDENTS’ WORD STRESS COMPETENCE UNDER MULTISENSORY AND LISTEN AND REPEAT TEACHING APPROACHES IN ENGLISH AS A FOREIGN LANGUAGE CLASS AT A PUBLIC SCHOOL IN BANGKOK, THAILAND
Keywords:
word stress competence, multisensory teaching approach, listen and repeat, English, Bangkok, ThailandAbstract
This study aimed to determine the level of word stress competence of Grade 5 English as a foreign language students taught through multisensory and listen and repeat teaching approaches and to determine whether there was a significant difference in the gain in word stress competence from the pre-test to the post-test among students taught through multisensory and listen and repeat teaching approaches in English as a foreign language class at a public school in Bangkok, Thailand. The research was a quasi-experimental study conducted on two groups in which one group was the experimental group (Class 5/2) using the multisensory teaching approach and the other group was the control group (Class 5/1) using listen and repeat teaching approach, in the 2019 academic year. The research instrument utilized was the pre-post test of word stress competence developed by the researcher. The scores were analyzed by means, standard deviations and an independent samples t-test (two-tailed). The findings of the study revealed a significant difference in the gain in word stress competence from the pre-test to the post-test between students in the experimental and control groups. Students taught through the multisensory approach achieved higher than the students taught through the listen and repeat teaching approach. Recommendations are provided for the school, teachers and future researchers.
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