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Forty-four third-year English education students participated, with nine purposively selected student-presenters. Action research and case study methods used two sets of video recordings for analysis. Results show five speaking strategies, especially speaking from memory (100%), and five NVC strategies, with hand gestures most common (100%). The paper recommends oral presentation techniques to strengthen Thai learners’ oral skills by integrating verbal and non-verbal communication.",{"@graph":69,"@context":127},[70,84,106],{"@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/enhancing-thai-students-oral-language-experience-using-the-cefr-pba-through-the-technique-of-oral-presentation/589978/",{"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/enhancing-thai-students-oral-language-experience-using-the-cefr-pba-through-the-technique-of-oral-presentation/589978.png","ImageObject",300,407,{"name":92,"@type":93},"Cart","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-11","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119,123],{"name":110,"@type":111,"acceptedAnswer":112},"What teaching approach does the study use to develop Thai students’ oral language experience?","Question",{"text":113,"@type":114},"The study integrates CEFR as language content with project-based activities through the CEFR-PBA innovative program, using oral presentations as the key activity.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How were students’ performances and communication analyzed?",{"text":118,"@type":114},"Data came from two sets of video recordings of students’ oral presentations, and analysis followed speaking strategies from Charttrakul (2009) and grounded theory (Strauss & Cobin, 1990).",{"name":120,"@type":111,"acceptedAnswer":121},"What were the main results about verbal and non-verbal communication strategies?",{"text":122,"@type":114},"Students used five speaking strategies, particularly speaking from memory (100%). They also used five NVC strategies, and the most frequently used was hand gesture (100%).",{"name":124,"@type":111,"acceptedAnswer":125},"What recommendation does the paper make based on the findings?",{"text":126,"@type":114},"The paper recommends using oral presentation techniques to promote Thai students’ oral skills while connecting verbal and non-verbal communication.","https://schema.org",{"og:url":83,"og:type":129,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":131,"canonical":83},"index,follow",{"doc_id":133,"site_id":62},589978,1793094152,{"code":4,"msg":5,"data":136},{"doc_id":133,"user_id":137,"nickname":92,"user_avatar":138,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":139,"file_id":140,"file_url":141,"file_type":142,"file_size":143,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":105,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149,"preview_page_count":4},18829141979164,"https://eur-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Advances in Language and Literary Studies  \nISSN: 2203-4714  \n[www.alls.aiac.org.au](www.alls.aiac.org.au)  \n| Enhancing Thai Students’Oral Language Experience using the CEFR –PBA through the Technique of Oral Presentation\u003Cbr>Kanoknate Worawong*, Kanjana Charttrakul, Anamai Damnet Kasetsart University, Kamphaeng Saen Campus, Thailand\u003Cbr>Corresponding Author: Kanoknate Worawong, [E-mail: worawongkn@gmail.com](E-mail: worawongkn@gmail.com) |  |\n| --- | --- |\n| ARTICLE INFO\u003Cbr>Article history\u003Cbr>Received: July 23, 2019\u003Cbr>Accepted: September 03, 2019\u003Cbr>Published: October 31, 2019\u003Cbr>Volume: 10 Issue: 5\u003Cbr>Advance access: October 2019 Conflicts of interest: None\u003Cbr>Funding: None | ABSTRACT\u003Cbr>The purpose of this study is to investigate students’ experiences of communicating orally and non-verbally. The participants were forty-four students in their third year of English education ata Thai Rajabhat University. Nine students were purposively selected as the student-presenters. The research methods applied were action research and case study. Data collection gained was from two sets of video recordings of students’ oral presentations. The data analysis employed speaking strategies analysis from Charttrakul (2009) as a guideline, and grounded theory (Strauss & Cobin, 1990) . Findings revealed that students employed five speaking strategies in their oral presentation, particularly speaking from memory (100%). Also, the results show that five NVC strategies were employed as a parallel communication tool in all student-presenters’oral presentation; and the most commonly NVC used was hand gesture (100%) . This paper recommends using an oral presentation technique to promote Thai students’ oral skill relating verbal and non-verbal communication. |\n| Key words:\u003Cbr>verbal and Non-verbal Communication, Oral Language Experience, The CEFR-PBA,\u003Cbr>Oral Presentation |  |\n\nINTRODUCTION  \nThis research study originated from the current situation of teaching English in globalization era. In Thailand, English is required to be taught in all educational levels since weare aware that English is not only used as a medium of communication in daily life but also for career and further studies in higher education. As thus, not only having linguistic competency in English is enough for Thai students, but also sociolinguistic knowledge is needed (Ruthrof, 2015) . Infact, enhancing their successful communication among people who share different language and culture require Thai students to have both verbal and non-verbal communication (NVC) skills. Regarding organizing English Education Program at the research site, language teaching and learning are integrated together both knowledge of the English language and culture for the students majoring in this program. Since 2016 Ministry of Education in Thailand has launched the policy of teaching English by using the Common European Framework of References (the CEFR) (Council of Europe, 2001) as framework for standard language teaching and learning in Rajabhat universities and all school levels all over the country. In other words, English teachers in the country are required to apply the CEFR as a guideline of English content in classroom teaching.  \nAs described in the CEFR framework, both linguistic and sociolinguistic knowledge are stated to be entwined in language teaching and learning, that is, English lessons could not be separated from intercultural lessons. This rends affects teaching and learning management at the research site in certain ways. In other words, the goal of MOE was to develop Thai students to be able to use English correctly as well as culture appropriately in their communication. As confirmed by the speech from the Deputy of Minister of Education on“Education Reform & Entrance 4.0” in the “Think Beyond 4.0” education fair. He mentioned that “Now, education is more than preparing or providing knowledge for people. It is to humanize people by instilling them with the habit of learning, mor","cbCait1HHpj6vt5E","https://ap.wps.com/l/cbCait1HHpj6vt5E","pdf",201007,"English","# Introduction\n# Literature Review\n# Methodology and Data Collection\n# Data Analysis and Findings\n# Conclusion and Recommendations","[{\"question\":\"What teaching approach does the study use to develop Thai students’ oral language experience?\",\"answer\":\"The study integrates CEFR as language content with project-based activities through the CEFR-PBA innovative program, using oral presentations as the key activity.\"},{\"question\":\"How were students’ performances and communication analyzed?\",\"answer\":\"Data came from two sets of video recordings of students’ oral presentations, and analysis followed speaking strategies from Charttrakul (2009) and grounded theory (Strauss \\u0026 Cobin, 1990).\"},{\"question\":\"What were the main results about verbal and non-verbal communication strategies?\",\"answer\":\"Students used five speaking strategies, particularly speaking from memory (100%). They also used five NVC strategies, and the most frequently used was hand gesture (100%).\"},{\"question\":\"What recommendation does the paper make based on the findings?\",\"answer\":\"The paper recommends using oral presentation techniques to promote Thai students’ oral skills while connecting verbal and non-verbal communication.\"}]","Enhancing Thai Students’ Oral Language Experience using the CEFR - PBA through the Technique of Oral Presentation | PDF",1792068524,28]