การเปรียบเทียบกลวิธีการสื่อสารเพื่อการพูดภาษาอังกฤษ ของนิสิตชั้นปีที่ 1 จุฬาลงกรณ์มหาวิทยาลัย ที่มีผลสัมฤทธิ์ทางการเรียนภาษาอังกฤษแตกต่างกัน / อมรรัตน์ เหลืองแสงทอง = A comparison of communication strategies for oral communication of first year students, Chulalongkorn University with different English learning achievement / Amornrat Luangsaengthong
The purposes of this study were to investigate the use of Communication Strategies for oral communication of first year students, Chulalongkorn University and to compare the use of communication strategies for oral communication of first year students, Chulalongkorn University with different English learning achievement. The sample consisted of 60 first year students at Chulalongkorn University in the academic year 2002 who was purposively selected from those registered in the course 5500115 FOUNDATION ENGLISH 1. The research instruments were the Communication Strategies for Oral Communication Test and the Communication Strategies Analysis Form constructed by the researcher. The subjects were asked to describe the pictures in the test in English and their descriptions were tape-recorded then transcribed by the researcher. The statistical procedures employed to examine the data were percentage and Chi - Square Analysis with the value of significant different of .05 The results of this study revealed that : 1. First year students at Chulalongkorn University used Approximation Startegy the most at the percentage of 28.19, followed by Repetition Strategy at the percentage of 19.45 and L3 Switch Strategy the least at the percentage of 0.16. Besides, first year students with high, average and low English learning achievement used Approximation Startegy the most, followed by Repetition Strategy and L3 Switch Strategy the least. 2. First year students with different English learning achievement used communication strategies for oral communication significantly differently at .05: students with high English learning achievement used communication strategies for oral communication differently from those with average and low English learning achievement; and students with average English learning achievement used communication strategies for oral communication differently from those with low English learning achievement.
