Enhancing Conversational Competence with Short Simulation-Based Clips in a Thai University First-Year EFL Course

Authors

  • Nattana Boontong
  • Atitaya Pakladapongsin
  • Jiratchaya Metee
  • Pimmada Japang
  • Thapanee Khemanuwong

Keywords:

simulation-based clips; multimodal input; conversational competence; Thai EFL; role-play transfer

Abstract

This study has examined whether short, simulation-based animated clips strengthen listening and speaking skills in a Thai university first-year EFL course. Using a convergent mixed-methods design, the study employed a one-group pretest–posttest quantitative design complemented by qualitative interviews to examine a clip-supported instructional intervention. One intact cohort (n = 34) completed pre- and post-assessments of listening and speaking during the intervention. The quantitative results showed significant gains in both listening and speaking performance (p < .001), with large, paired effect sizes (listening d = 1.22, speaking d = 1.30). To complement these findings, semi-structured interviews with a select number of students and the course instructor were analyzed thematically to explore the learning processes and instructional feasibility. The qualitative findings indicated that dual-channel input, familiar everyday scenarios, and brief post-clip micro-drills (60–90 seconds) supported comprehension, the noticing of language forms, and greater speaking engagement and confidence. The integration of quantitative and qualitative findings informed a practical, instructor-led model that converts multimodal input into immediate speaking practice. The results suggest a scalable, low-preparation approach for enhancing listening-to-speaking development in EFL contexts.

https://doi.org/10.26803/ijlter.25.2.11

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Published

2026-02-28

How to Cite

Boontong, N. ., Pakladapongsin, A. ., Metee, J. ., Japang, P., & Khemanuwong, T. (2026). Enhancing Conversational Competence with Short Simulation-Based Clips in a Thai University First-Year EFL Course. International Journal of Learning, Teaching and Educational Research, 25(2), 217–242. Retrieved from http://www.ijlter.myres.net/index.php/ijlter/article/view/2705

Issue

Vol. 25 No. 2 (2026): February 2026

Section

Articles

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Copyright (c) 2026 Nattana Boontong, Atitaya Pakladapongsin, Jiratchaya Metee, Pimmada Japang, Thapanee Khemanuwong

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