Conclusion, Discussion, and Recommendations
5.2 Discussion
proved that most of the students were satisfied with the result of applying multimedia technology and interactive teaching approach in teaching Chinese listening and speaking.
Additionally, the researcher noticed that according to all 10 questions, students marked question 4 (Q4) and question 5 (Q5) with lowest score which average was 4.66, this question was “I like this teaching approach” and “It could make me want to learn Chinese proactively”, that means the applying multimedia technology and interactive teaching approach in teaching Chinese, could help Thai students better understand the meaning of Chinese words when Chinese words and Thai words have much difference. Then, the researcher noticed that according to all 10 questions, students mark question 8 (Q8) with highest score which average was 4.83, this question was “It makes me to understand the meaning of some Chinese words easier”, the reasons could be the teaching technique was very new for many Thai students, it was not a traditional teaching technique, so many Thai students need time to adopt this way.
approach in teaching Chinese listening and speaking. If the student could get a higher score in the pre-test, they could get a higher score after applied multimedia technology and interactive teaching approach in teaching Chinese listening and speaking. Then, students could get benefit from applied multimedia technology and interactive teaching approach in teaching Chinese listening and speaking. If the student could get higher score in pre-test, they could get higher score after applied multimedia technology and interactive teaching approach in teaching Chinese listening and speaking, or they students who get higher score in pre-test, they could get more benefit after applied multimedia technology and interactive teaching approach in teaching Chinese listening and speaking. The last but not the least, it also proved that students could get benefit from applied multimedia technology and interactive teaching approach in teaching Chinese listening and speaking. The students who have higher score in post-test, they could get more benefit from applied multimedia technology and interactive teaching approach in teaching Chinese listening and speaking.
Researcher noticed that the R Square between SCORE1 and gap was much higher than the R Square between SCORE2 and gap, this also supports the idea which shows that the students who get higher scores in pretest, they could get more benefit, because they have better basic knowledge and then they could get more knowledge from the study.
That suppose the reasons why many good schools or good universities want to recruit high score students even they have better teachers and better teaching equipment and technique.
Then, the researcher also found there was a positive relationship between perceived value (applying multimedia technology and interactive teaching approach in teaching Chinese listening and speaking) and GAP (the gap between pre-test score and post-test score), and perceived value also have positive relationship with SCORE 1 and SCORE 2. This means students could get benefit from applied multimedia technology and interactive teaching approach in teaching Chinese listening and
speaking. The student who have higher gap between pre-test score and post-test score, the more perceived value from applied multimedia technology and interactive teaching approach in teaching Chinese listening and speaking. However, it also could be proved that students could get benefit from applied multimedia technology and interactive teaching approach in teaching Chinese listening and speaking. The student who have higher pre-test score, the more perceived value from applied multimedia technology and interactive teaching approach in teaching Chinese listening and speaking. Then it also proved that students could get benefit from applied multimedia technology and interactive teaching approach in teaching Chinese listening and speaking. The student who has a higher post-test score, the more perceived value from applied multimedia technology and interactive teaching approach in teaching Chinese listening and speaking.
The researcher found that the results proved the idea of Patel (2013), who indicated that used multimedia to created situations to teach communication skills, has its unique advantages, and technology plays a very important role in the teaching of communication skills. The results indicated that all most of the students get benefits from the new teaching way. Additionally, the results also showed that most of the student perceived that this new teaching way was good. This was consistent with the results of Cao (2014) who indicated that students could better grasp the overall perception of teaching because teachers used dynamic display, color, and sound technology to realize some static and inanimate things, which could arouse students' sensory sensitivity.
The multimedia technology and interactive teaching approach in teaching Chinese listening and speaking could be widely applied in universities. Additionally, universities could follow the way of Liu (2018), who suggested that universities and teachers could directly present teaching content to students through multimedia. The
sound heard by the students ‘ears and the pictures seen by the eyes were different from the traditional teaching model, replacing the previous boring, and rigid classroom model.
Then, those Chinese teachers could follow the way of many previous researchers who suggested that the teaching of the Chinese listening course was the first priority in Chinese teaching (Zhong, 2015). First of all, teachers could combine Chinese songs in Chinese listening teaching class, by playing Chinese songs before class, warming up the teaching while waiting for the late classmates could arouse students' interest in learning (Zhan, 2016). Secondly, integrating Chinese movies could be used in listening teaching class, which was also one of the ways for students to quickly enjoy the classroom. Introducing Chinese original sound film into the classroom of Chinese listening teaching was good for students, because the film itself has the characteristics of audio-visual combination, and has a certain story and entertainment (Xu, 2015). The new teaching technique was good, just as Ma (2020) informed that through watching and learning movies and television materials, contacting the corpus closest to the real life of Chinese people, and teaching Chinese listening through visual film appreciation. Then, for those teachers who want to teach student Chinese speaking, they need to vary care about five parts, such as words, grammar, fluency, pronunciation and tone.
Based on the findings, the teachers also could use interactive teaching approach which was a form of learning and communication activities related to Dgebuadze (2017) who informed that the focus of interactive teaching was the needs, abilities and interests of students and teachers could follow the ways of Knapen (2018) of following actions:
1) Teacher-student interaction
2) Student-student interaction
3) The use of audio, visuals, video
4) Hands-on demonstrations and exercises