In recent years, interest in flipped classrooms

Purpose - This study aimed to explore the effects of task-based language teaching (TBLT) with a tour guide simulation as a focused activity on young Thai learners’ English speaking skill and their attitudes towards the instruction. Methodology - Based on a three-phase framework (i.e., pre-task, during-task, and post-task), TBLT was implemented with a Grade 4 class for a period of eleven weeks. Initially, a set of English lessons developed based on the context of local tourist attractions was implemented at the pre-task stage. In the second stage, a simulated tour guide task was used to assess their ability to turn the language input into a practical and authentic use of English speaking. Subsequently, corrective feedback on each student’s performance was provided, and their attitudes towards the instruction were examined at the last stage. Findings - The students were able to satisfactorily complete the tour guide task in English, indicating the potential of the task as a device to strengthen their speaking skill. Moreover, they generally had a favourable attitude towards the instruction. Significance - These findings are significant for both school teachers and curriculum designers. In addition to confirming the effectiveness of TBLT, this study highlights the promising use of context specific-based lessons and class activities as an avenue for young learners to practice speaking English in a context relevant to them.

In response to the growing interest in the use of local culture in English language teaching (ELT), this current study highlights the positive impacts of northern Thainess-based instructional materials on learners' English learning. With a focus on the northern region of Thailand, a set of instructional innovations for English elementary education was developed based on the context of northern Thainess as voiced by the community through the completion of a questionnaire. The innovations were subsequently implemented in a Grade 4 class (N=49), aiming at instilling northern Thainess cultural awareness in young learners and providing them with an opportunity to practise speaking English in authentic contexts. The success of the instruction and the use of innovations were assessed by a pre/post-test on northern Thainess and a simulated tour guide task performed by these young learners. Both the significant improvement in the learners' northern Thainess knowledge and the satisfactory level to which they could successfully perform the role of a tour guide were reported. On the basis of these key findings, insightful pedagogical implications and future research suggestions are provided.

In Thailand, concerns over the imperative need to improve its citizens’ English proficiency and the unsatisfactory English learning outcomes have long been present. In addition, ongoing globalization has raised another concern that Thainess is being eroded due to external influences. This study attempted to compromise these two seemingly conflicting forces by enhancing Thai students’ global English and maintaining local Thainess associated with three regions of Thailand. First, a set of instructional innovations for elementary English education was constructed in each region. These were based on prominent characteristics of local Thainess elicited through a questionnaire completed by local community members and subsequently implemented in Grade 4 classes at three schools in each region of Thailand for ten weeks. Next, two separate sets of pretests-posttests corresponding to each instructional set were constructed and administered to assess their local Thainess and English knowledge. Finally, to ensure that the knowledge gained from the instruction was put into practical use, a tour guide simulation task was conducted by the students. The analysis of the test scores demonstrates that localized lessons were beneficial, enhancing their local Thainess knowledge and associated English vocabulary. The accomplishment of the task thus represented their knowledge of local Thainess and English, contributing to a sense of pride in their nation and a sense of achievement in their English proficiency and instruction.

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