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

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.