IMPROVING ENGLISH LEARNING OUTCOMES FOR HIGH SCHOOL STUDENTS BY USING THE STATION-BASED TEACHING METHOD

Abstract

This study investigates the impact of the Learning Station Approach (LSA) on Grade 10
students’ English performance and perceptions in a Vietnamese high school. Seventy-two students were
assigned to experimental (LSA) and control (traditional) groups. Findings revealed significant academic
improvement in the LSA group, with no students remaining in the “Fail” category. Additionally, students
reported higher engagement, enjoyment, motivation, and communication skills. The results suggest LSA
is an effective and student-centered instructional strategy.