การเปรียบเทียบวิธีการสอนแบบครูเป็นศูนย์กลางและแบบเพื่อนสอนเพื่อนในการพัฒนาความรู้ด้านไวยากรณ์ภาษาอังกฤษ

Abstract

The purposes of this counterbalanced-design study were 1) to investigate students' knowledge on English grammar based on teacher-fronted instruction and peer teaching 2) to compare students' English grammar knowledge between peer teachers and peer leamers 3) to investigate the teacher-fronted instruction and peer teaching and 4) to study students' opinions towards the use of teacher-fronted instruction. The participants were an experimental group of 40 Matthayomsuksa 1 students consisting of 20 peer teachers and 20 peer learners from a medium sized secondary school in Yala province. The instruments were grammar lesson plans, two English grammar tests, teaching task assignments, ten unit tests, teaching logs, classroom observation notes, a five-point rating scale questionnaire and focus group interviews. The statistics used were mean, standard deviation, percentage and t-test. Qualitative data were categorized, counted, and summarized. The results were as follows: 1) Teacher-fronted instruction and peer teaching could help students improve their grammar scores significantly at the level of 0.01. However, the progression level was significantly higher during the teacher- fronted instruction. 2) In teacher-fronted instruction session, it was found that students who were peer teachers and peer leamers could improve their grammatical scores significantly at the level of 0.01 even though the significant differences of progression level were not found. 3) In peer teaching session, students who were peer teachers improved their achievement level of grammar significantly at the level of 0.01. The scores of peer learners increased but not at a statistically significant level. Results from the comparison of the two groups indicated no significant differences in progression. 4) The instructional model of teacher-fronted instruction and peer teaching strategy were different in the aspects of the leading-in stage, the approach (deductive/ inductive), and ways to explain grammatical rules. 5) There were highly positive opinions towards teacher-fronted instruction. 6) Students who acted as peer teachers were highly satisfied with their role, as it could enhance their leadership and their critical thinking skills. 7) Students who acted as peer learners were highly satisfied with their peers' instruction particularly when a pleasant classroom atmosphere was created and they also expressed their needs to improve themselves to be able to perform the peer teaching tasks.