PIBOON SUKVIJIT BARRPHRAOPHILARD BURANAVANICHAKULRUNGRAT WATCHARAPRUCK2567-02-202024-02-202564-https://demo-dspace.larngeartech.com/handle/123456789/9588in this study, the effects of blended-coaching instruction (bci) and self-directed learning on Larngear Technology 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