[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-592033-105":59,"doc-detail-592033-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","asian-journal-of-contemporary-education-vol-8-article","Asian Journal of Contemporary Education - Vol. 8 - Article","","The study examines how collaborative learning and task-based learning teaching work together to enhance analytical reading and writing skills for vocational ESL learners. It evaluates their effects on critical thinking, reading comprehension, communication, motivation, and clearer learning objectives by grounding the design in social constructivism and language acquisition theory. The proposed hybrid instruction follows nine sequential steps and highlights the need to adapt English pedagogy to non-English-speaking contexts through inclusive, context-sensitive strategies.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/asian-journal-of-contemporary-education-vol-8-article/592033/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/asian-journal-of-contemporary-education-vol-8-article/592033.png","ImageObject",300,407,{"name":92,"@type":93},"Mabel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What teaching approach does the study propose for vocational ESL learners?","Question",{"text":112,"@type":113},"The study proposes an integrated hybrid approach combining collaborative learning (CL) with task-based learning teaching (TBLT).","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does collaborative learning contribute to learners’ outcomes?",{"text":117,"@type":113},"It is described as supporting critical thinking, improving reading comprehension, and fostering effective communication across educational settings.",{"name":119,"@type":110,"acceptedAnswer":120},"What instructional process does the proposed hybrid methodology follow?",{"text":121,"@type":113},"It consists of nine sequential steps: setting objectives, selecting tasks, forming groups, clarifying tasks, providing resources and support, supervising, encouraging interaction, assessing learning outcomes, and iteratively adjusting.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592033,1792483674,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},7971474920318,"https://ap-avatar.wpscdn.com/avatar/74000ee537e6b0ca360?x-image-process=image/resize,m_fixed,w_180,h_180&k=1788430171632181674","Asian Journal of Contemporary Education  \nISSN(e): 2617-1252  \nDOI: 10. 55493/5052 . v8i2 .5100 Vol. 8, No. 2, 93-103.  \n© 2024 AESS Publications. All Rights Reserved.  \nEnhancing analytical reading and writing skills in ESL for vocational students: A hybrid instruction of collaborative learning and task-based learning teaching  \nChen Xuyang1+  \n Nirat Jantharajit2  \n Phichittra Thongpanit3  \n1,2,3Nakhon Phanom University, Nakhon Phanom, Thailand.  \n1Email:  [19902018ccc@gmail.com](19902018ccc@gmail.com)  \n2Email: [n20jann@hotmail.com](n20jann@hotmail.com)  \n[3](3Email: phichittra@npu.ac.th)[Email:](3Email: phichittra@npu.ac.th)[ ](3Email: phichittra@npu.ac.th)[phichittra@npu.ac.th](3Email: phichittra@npu.ac.th)  \n(+ Corresponding author)  \nABSTRACT  \nArticle History  \nReceived: 29 March 2024  \nRevised: 8 May 2024  \nAccepted: 27 May 2024  \nPublished: 6 June 2024  \nKeywords  \nAnalytical reading Collaborative learning English as a second language Task-based learning teaching Vocational students Writing skills.  \nThis study delves into the efficacy of collaborative learning (CL) in nurturing critical thinking, bolstering reading comprehension, and fostering effective communication within diverse educational settings. It further investigates the constructive role of taskbased learning teaching (TBLT) in elucidating learning objectives, bolstering motivation, and refining analytical reading and writing proficiencies. Drawing upon social constructivism and language acquisition theory, the research proposes an integrated instructional approach that melds CL with TBLT to cultivate vocational students' analytical reading and writing skills. This instructional methodology comprises nine sequential steps: establishing learning objectives, task selection, group formation, task clarification, provision of resources and support, supervision, encouragement of interaction, assessment of learning outcomes, and iterative adjustment. Moreover, the study underscores the imperative of tailoring English language pedagogies to suit the unique requirements of non-English speaking contexts. Instructional strategies which integrate CL with TBLT are theorized to be effective in promoting analytical reading and writing skills in vocational students. The study emphasize the adaptation of teaching strategies to diverse linguistic contexts, and promoting inclusive learning environments tailored to non-English speaking countries'needs.  \nContribution/ Originality: The originality of this study is the proposal of an integrated instructional approach that combines Collaborative Learning with Task-Based Learning Teaching to improve vocational students'analytical reading and writing skills. This study emphasizes the importance of adapting instructional strategies to different linguistic contexts and meeting the needs of non-English speakers.  \n1. INTRODUCTION  \nIn the current globalized society, English serves not only as a universal means of communication but also as an indispensable key skill in vocational development. However, vocational students often encounter a series of unique and formidable challenges in English disciplines, which involve the specialized nature of their chosen fields and the complexity of studying English as a non-native language, particularly in non-English-speaking countries such as China, Japan, and Thailand (Gan, 2013; Sasaki, Suzuki, & Yoneda, 2006) .  \nThese countries not only possess unique and centuries-old traditional official languages (first languages) but also have largely been non-immigrant countries, greatly limiting the proliferation of English as a Second Language (ESL) in recent times (Clark & Casillas, 2015; Menking, 2015) . However, with the increasing demand for highly  \nskilled talents and factors such as international trade and the international service industry driving forces, English learning in these countries has been on the rise annually. Currently, English holds official or special status in over 70 countries ","cbCaim5MF8HkTPPU","https://ap.wps.com/l/cbCaim5MF8HkTPPU","pdf",266603,11,"English","# ABSTRACT\n# Article History\n# Keywords\n# 1. INTRODUCTION","[{\"question\":\"What teaching approach does the study propose for vocational ESL learners?\",\"answer\":\"The study proposes an integrated hybrid approach combining collaborative learning (CL) with task-based learning teaching (TBLT).\"},{\"question\":\"How does collaborative learning contribute to learners’ outcomes?\",\"answer\":\"It is described as supporting critical thinking, improving reading comprehension, and fostering effective communication across educational settings.\"},{\"question\":\"What instructional process does the proposed hybrid methodology follow?\",\"answer\":\"It consists of nine sequential steps: setting objectives, selecting tasks, forming groups, clarifying tasks, providing resources and support, supervising, encouraging interaction, assessing learning outcomes, and iteratively adjusting.\"}]","Asian Journal of Contemporary Education - Vol. 8 - Article | PDF",1792073719,28]