PIBOON SUKVIJIT BARRPHRAOPHILARD BURANAVANICHAKULRUNGRAT WATCHARAPRUCK2024-02-202024-02-202564-http://dspace.spu.ac.th/handle/123456789/9588In this study, the effects of blended-coaching instruction (BCI) and self-directed learning on Sripatum University students’ English speaking ability in ENG1 1 1 : Everyday English course were investigated. The samples were divided into 2 groups, one for quantitative data collection were 1 71 students and a sample group for qualitative data collection were 9 students. The instruments used in this research consisted of 1) assessment criteria for English speaking ability, 2) English language learning achievement test, 3) self-directed English learning ability test, 4) exercise attendance report form, 5) opinion questionnaire about blended-coaching instruction (BCI), and 6) group interview form. Statistics for data analysis were the mean, standard deviation, t-test dependent, and Pearson's correlation coefficient. The results showed that (1) the implement of blended-coaching instruction (BCI) was effective as shown by the students’ post-learning English speaking ability scores being significantly higher than their pre-learning counterpart scores, (2 ) the students with self-directed learning had significantly higher post-test scores than pre-test scores, (3 ) the students’ English speaking ability had significant positive correlation with self-directed learning, and (4) the students had a high level of satisfaction with the blended-coaching instruction (BCI) on style of teaching, instructors, and English speaking ability.thBlended-coaching instructionSelf-directed learningEnglish speaking abilityOther