Implementing Kolb's experiential learning cycle to enhance speaking skills: a case study of Thai EFL primary students at a private school

This study investigated the implementation of Kolb’s Experiential Learning Cycle (ELC) to enhance Grade 6 Thai EFL students’ English-speaking skills at a private primary school. Adopting Kolb’s Four-Stage Model—Concrete Experience (CE), Reflective Observation (RO), Abstract Conceptualization (AC), and Active Experimentation (AE)—this study employed a mixed-methods pre-experimental design with a one-group pretest-posttest involving 50 students over one academic term. Data werewas collected through speaking assessments, questionnaires, and interviews to explore both quantitative and qualitative outcomes. The findings revealed significant improvements in students’ fluency, vocabulary use, and speaking confidence. Additionally, students expressed positive perceptions of experiential learning, appreciating the opportunity to engage in practical, realistic, and interactive speaking tasks. These results suggest that experiential learning not only enhances language development but also boosts learner motivation and engagement. This supports the view that Kolb’s Experiential Learning Cycle (ELC) can effectively address the communicative needs of young Thai EFL learners. The study’s implications offer valuable insights for curriculum designers and educators aiming to move beyond traditional grammar-focused instruction toward more dynamic, learner-centered approaches. Furthermore, it contributes to the growing body of evidence supporting experiential learning models in EFL contexts and underscores the need for further research across different educational levels and cultural settings.