The ability to pronounce consonant clusters is essential for the communicative processes of a language. The SQ4R teaching model, normally employed in reading comprehension development studies, could be adapted to benefit a speaking classroom. The purposes of the study were 1) to investigate the effects of the SQ4R technique on Thai students’ consonant cluster pronunciation and 2) to study student satisfaction with the SQ4R technique in developing consonant cluster pronunciation. The participants were 40 grade 6 students in a public school in Thailand. The participants were chosen using the purposive sampling method. The criteria emphasize the heterogeneous characteristics of first language, experiences in foreign countries, and dialects. The instruments were 1) a learning management plan designed using the activities of the SQ4R technique in developing the pronunciation of consonant clusters, 2) consonant clusters pronunciation assessment form, and 3) a satisfaction questionnaire. The data were analyzed using percentages, mean scores, standard deviation, and an effective index with the determining criteria of 75/75. The results of the study indicate the benefits of the SQ4R technique to both in-process and end-product outcomes. Moreover, it was also found that the participants were satisfied with the processes provided by the learning management. The results of the study provide academic implications for further research and pedagogical implication for educational personnel seeking to solve problems in developing students’ pronunciation.

The purposes of the study were to investigate the effectiveness of an online integrated learning management plan on grade 9 students’ reading comprehension and to study the students’ satisfaction with the online integrated learning management plan. The study was conducted in a one-group experimental design. The participants were 33 grade 9 students in a public school in Thailand. The instruments were a learning management plan designed using the integration of online learning, a reading comprehension test, and a satisfaction questionnaire. The statistics of percentage, mean score, standard deviation, a paired samples t-test, and the effectiveness index with the determining criteria of 75/75 were used to analyze the effectiveness of the treatment. The results indicate the effectiveness of learning management in a reading classroom. Moreover, the online environment also brought about a satisfying learning experience for the participants. The results contribute to the investigation of online integrated learning on reading development as they provide a piece of evidence to support the instructional method in the reading classroom with learners of a certain context.

The purposes of the current study were 1) to investigate the effectiveness of the integrated explicit instruction and metacognition exercises on Thai L1 grade 4 students’ spelling skills, 2) to compare Thai L1 grade 4 students’ spelling skills before and after using the integrated explicit instruction and metacognition exercises, and 3) to study students’ satisfaction toward the integrated explicit instruction and metacognition exercises. The participants were 42 4th grade primary school students in Thailand selected by the purposive sampling method. The instruments were a set of spelling exercises designed using the integration of explicit teaching and metacognitive instruction, a pre-posttest, and a questionnaire. The data were analyzed using percentage, mean score, standard deviation, a paired samples t-test, and the effectiveness index with the criterion of 80. The results of the study indicate that 1) the effectiveness of the integrated explicit instruction and metacognition exercises on Thai L1 grade 4 students’ spelling skills was at 84.57/83.97 reaching the criteria of 80, 2) the students’ score after learning with the integrated explicit instruction and metacognition exercises was significantly higher than students’ score before the treatment at a statistical level of .05, and 3) students’ satisfaction toward the integrated explicit instruction and metacognition exercises was at a very high level (x̄ = 4.53, S.D. = 0.52). The result of the study could be implicated in both pedagogic and academic aspects.