Evaluating a Communicative Instructional Package for English Competence in Upper Secondary Education
DOI:
https://doi.org/10.62819/bej.2026.3175Keywords:
CLT, English communicative competence, task-based learningAbstract
This study aimed to develop a communicative-based instructional package for the learning unit Relation with Other People for upper secondary school students and to evaluate its instructional efficiency based on the 80/80 criterion. The objectives were: (1) to develop the instructional package and evaluate its efficiency, (2) to compare students’ English learning achievement before and after learning through the package, (3) to investigate students’ English communicative competence after the implementation of the package, and (4) to examine students’ satisfaction toward learning through the package. This study employed a one-group pre-test-post-test design. The sample consisted of 30 Grade 12 students in an upper secondary school in north-eastern Thailand, selected by simple random sampling. The research instruments included the communicative-based instructional package, lesson plans, a 40-item English learning achievement test, a communicative competence assessment based on role-play performance, and a student satisfaction questionnaire. The data were analysed using mean, standard deviation, percentage, and paired-samples t-test. The results showed that the instructional package achieved an efficiency of 80.93/80.83, meeting the 80/80 criterion. The students’ post-test scores were significantly higher than pre-test scores at the .05 level. The English communicative competence was at a good level overall, and students’ satisfaction with learning through the package was at a high level. The findings suggest that the communicative-based instructional package may contribute to the improvement of students’ English learning achievement, communicative competence, and learning satisfaction in the upper secondary school context.
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