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Coaching plans, a pre-post evaluation, performance assessment forms, and an effectiveness questionnaire provided data for statistical analysis using mean and t-test. Results show significant gains in knowledge, teaching performance, program effectiveness, and satisfaction, indicating the coaching program is viable.",{"@graph":14,"@context":66},[15,34,49],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Study of the Effectiveness of Coaching Program for Pre-service Teachers to Communicative Listening-Speaking Skills\u003Cbr>Saifon Songsiengchai*\u003Cbr>Bansomdejchaopraya Rajabhat University, Thailand\u003Cbr>Corresponding Author: Saifon Songsiengchai, E-mail: [saifon.so@bsru.ac.th](saifon.so@bsru.ac.th) |  |\n| --- | --- |\n| ARTICLE INFO\u003Cbr>Article history\u003Cbr>Received: January 19, 2021\u003Cbr>Accepted: March 06, 2021\u003Cbr>Published: April 30, 2021\u003Cbr>Volume: 12 Issue: 2\u003Cbr>Advance access: April 2021 Conflicts of interest: None\u003Cbr>Funding: None\u003Cbr>Key words:\u003Cbr>Effectiveness, Coaching Program, Pre-service Teachers, Communicative Listening-Speaking Skills,\u003Cbr>Teaching Practicum,\u003Cbr>Teaching Performance, The Effective Coach | ABSTRACT\u003Cbr>This study aimed to investigate the effectiveness of the coaching program in communicative listening-speaking skills for pre-service teachers. The subjects for the study were 20 pre-service teachers. They were coached for 18 hours (3 consecutive days) . The instruments were coaching plans, a pre-post evaluation to test the pre-service teachers’ knowledge on communicative listening-speaking skills, an evaluation form to assess the pre-service teachers’performance anda questionnaire on the effectiveness of the coaching program. The data gathered was statistically analyzed by mean and t-test. The findings ofthis study revealed that: 1) The pre-service teachers’knowledge and understanding of listening-speaking skills through Communicative language teaching activities were significantly increased at .01 level. 2) The pre-service teachers’performance in teaching listening-speaking skills got an increased rate at 4.52 level. 3) The quality of the coaching program garnered an effectiveness rate at 4.70 level. 4) The satisfaction questionnaire was at the highest increase rate at the 4.74 level. The coaching program was a viable process. The coach keenly directed the program with a well-thought-out plan about the objectives and goals. The program’s substance and exercises outfitted the pre-service teachers’information and comprehension of the hypothesis and practice that brought pre-service teachers’execution in educating listening-speaking aptitudes. At long last, a compelling coach who has aton of involvement in educator professional advancement can break the ice between the coach and pre-service teachers to accomplish informative Listening-Speaking educating abilities during teaching practicum before the pre-service teachers can genuinely be professional teachers in the future. |\n\nINTRODUCTION  \nThe CLT approach is an instructional methodology that veers away from language selective spotlight on educating and offers familiarity and precision, with just a small spotlight on sentence structure (Richards, 2006) . In the Thai setting, Thai English instructors who have been answerable for giving Thai understudies data and aptitudes in English correspondence have had the most fundamental activity in the learning system’s total (Kongkerd, 2014) . The issues in utilizing CLT ineffectively in Thailand can be traced back to educators who, as the organizations of the execution of CLT in school, had different challenges identifying with the instructors’ low capability and their absence of certainty.  \nShaping future instructors of English in Thailand is a pivotal factor to be effective as per the strategy change concentrating on improving pre-service teachers to have the ability to show informative language. According to Reynolds (2000), if pre-service teachers have a clear perception of demonstrating framework and apply that indicating strategy into the homeroom works out, they would be persuasive, capable teachers later on. Furthermore, Dikdere (2009) the  \ninstructing practicum empowers and redesigns pre-organization instructors’ data, capacities, and experiences. Even more, altogether, it offers them an opportunity to","cbCairAfnX1neDYy","https://ap.wps.com/l/cbCairAfnX1neDYy","pdf",184439,"English","# Article history\n## ABSTRACT\n## INTRODUCTION","[{\"question\":\"What was the purpose of the coaching program in this study?\",\"answer\":\"To investigate how effectively the coaching program improves pre-service teachers’ communicative listening-speaking skills.\"},{\"question\":\"How long did the coaching program last and how many participants joined it?\",\"answer\":\"The program lasted 18 hours over three consecutive days, and 20 pre-service teachers participated.\"},{\"question\":\"What evidence indicates the coaching program was effective?\",\"answer\":\"Statistical analysis showed significant increases in pre-service teachers’ knowledge, teaching performance, program effectiveness ratings, and satisfaction scores.\"}]","The Study of the Effectiveness of Coaching Program for Pre-service Teachers to Communicative Listening-Speaking Skills - article | PDF",25]