The Integration of Soft Skills in English Language Teaching and Learning Through AL-ASPEM

The purposes of this research were to develop the undergraduate students’ in three domains; the results of Language proficiency mainly in speaking and listening on project presentation, students’ competency (soft skills) in the 21st century, and the satisfaction on Teaching and Learning by AL-ASPEM. The AL-ASPEM is the integrated teaching process and developed under the Active learning (AL) and Problem-based learning (ASPEM) theories and principles. It focuses to develop students’ language proficiency and the process of critical thinking during students’ handling their project presentation. AL-ASPEM was implemented as English language teaching and learning with 94 students in University of Phayao, Thailand who registered in the 1st semester of 2020 for the 2 courses; English for specific purposes (ESP n=43) and English for communication (Eng.-Com n=51). Not only the English language proficiency especially in speaking and listening skills were developed and the soft skills (4CsMIT) refers 4Cs : critical thinking and problem-solving, creativity, communication and collaboration; in addition, MIT stands for media innovation and technology literacy could be enhanced. Students’ language proficiency was continually evaluated and graded by the 4 times of students’ project presentation rubric scores as learning process through AL-ASPEM, and the quality of the products. While the 51.16% from ESP students’ language proficiency was highest level and 48.83% was high level, the project quality was 100% excellent level. Otherwise, the 51 Eng.-Com students 78.43% was in highest level, 23.5% was in High level, and 1.9% was in moderate level of the learning process. But, the products quality showed that 50% was in the excellent level, and 50% was in good level. Moreover, the correlation of students’ competency (4CsMIT) in both the 21st century competency analysis and the developed critical thinking processes through AL-ASPEM found that in the high level in both groups of students; so that, ESP and Eng.-Com class had a positive correlated performance score. It tended to be significantly higher at the .01 level. Finally, for the satisfaction on teaching and learning by AL-ASPEM was assessed under the unit contents, class activities, teaching aids, students project, and students’ social skills. The results showed that all students form both ESP and Eng.-Com satisfied in high level. It tended to be significantly higher at the .01 level.