Teaching English as a Whole Language Approach and Blended Learning for Kindergarten at La-orutis Demonstration School in Bangkok

Abstract

The purposes of this study were: 1) to develop English lesson plans based on the whole language approach combined with blended learning for kindergarten students, 2) to compare students’ English language achievement before and after the implementation of the lesson plans, and 3) to examine students’ satisfaction with the instructional approach. The sample consisted of 20 kindergarten students (level 2) at La-orutis Demonstration School in Bangkok, selected through cluster random sampling. The research instruments included twelve lesson plans, an English language achievement test, and a satisfaction questionnaire. The data were analyzed the mean, E1/E2 efficiency criteria, and a paired-samples t-test. The results revealed that: 1) the efficiency of the developed lesson plans was 82.68/87.81, which exceeded the established criterion of 80/80; 2) students’ English language achievement after the implementation was significantly higher than before at the .001 level; and 3) students’ overall satisfaction with the instructional approach was at a high level. These findings suggest that integrating the whole language approach with blended learning effectively enhances English language learning and promotes student engagement in early childhood education.