Therefore, in this study, the researcher primarily chooses Thai students' listening and speaking of Chinese as the primary research area. According to Figure 1.1, the graph shows the second-year Thai students' listening and speaking results in Chinese learning in the second semester of the 2019 academic year.
Significance of the Problem
In this regard, multimedia teaching and interactive teaching enhance this motivation and interest and enable Thai students to learn Chinese effectively. In conclusion, this was a common problem faced by most Thai college students studying Chinese in Thailand, and many reasons lead to Thai students' lack of interest in learning Chinese.
Research Objectives
Based on the original slide teaching, the interaction between the teacher and the student was added (UKEssays, 2018). And the multimedia teaching combined with the interactivity allows the students to really learn the knowledge in their minds, and the teacher in the classroom through the interaction with the students, the students' acceptance of the knowledge of the class can be detected.
Research Questions
And through interactive teaching, Thai students can increase their impression of Chinese, increase their interest in learning Chinese during the interactive process, and no longer have a stereotype about learning Chinese and stop learning because of difficulties.
Conceptual Framework
Significance of the Study
For Teachers
In the interaction with students, teachers can make students consolidate their knowledge through various activities, to achieve the teaching goal and make students interested in Chinese and improve their Chinese results.
For Students
For Parents
Scope of the Study
- Location of Study
- Population and Sample
- Research Instrument
- Data Collection Procedure
Regarding the lesson plan, the second-year Chinese listening and speaking textbooks from the Department of Chinese were used, which was reflected in. Before the start of the experiment, the second-year Thai students from the Chinese department were tested.
Definition of Terms
This chapter developed a theoretical framework through a critical review of the literature in improving Chinese listening and speaking skills through applied multimedia technology and interactive teaching approach in teaching Chinese. Chinese listening and speaking skills and scores through the implementation of applied multimedia technology and interactive teaching approach in teaching Chinese.
Thai Basic Education Chinese Course
The History and Development of Chinese Education in Thailand The historical development of Chinese higher education in Thailand began in
In this process, it could be seen that although the development of Chinese education in Thailand was slow, it was gradually appreciated by the Thai government. In other words, it was the Chinese education of Chulalongkorn University's School of Language and Literature that promoted the development of Chinese education in Thailand (He, 2015).
Thailand’s Current Listening and Speaking Courses
Multimedia Technology
Definition of Multimedia Technology
The definition of multimedia technology included computer-based interactive applications that enable people to exchange ideas and information through numbers. The media can be part of active learning strategies, such as group discussions or case studies.
The Importance of Multimedia Technology Teaching
In the teaching of various subjects, we must pay attention to the reasonable use of multimedia technology. Currently, the application of multimedia technology to classroom teaching has become a common form in the teaching world.
Chinese Listening and Speaking Teaching in Thailand
- Components of Chinese Listening
- Teaching How to Listen Chinese
- Components of Chinese Speaking
- Teaching How to Speak Chinese
- Principles of How to Teach Chinese Listening and Speaking
- Chinese Listening and Speaking Assessment Standards
Nowadays, the effective combination of the interactive whiteboard plays an important role in teaching Chinese as a foreign language. In the actual teaching of Chinese as a foreign language, by using this brand new interactive whiteboard teaching method, combined with the design of the courseware, the classroom atmosphere was greatly activated and students' learning interests were enhanced (Li, 2012).
Interactive Teaching Approach
- Definition of Interactive Teaching Approach
- How to Use Interactive Teaching Approach
- Advantages of Interactive Teaching Approach
- Disadvantage of Interactive Teaching Approach
The teacher's task was to create conditions for the students' initiative (Kutbiddinovaa, Eromasovaa and Romanova, 2016). The school's teaching facilities were uncontrollable, which affected the actual operation of the interactive whiteboard.
Multimedia Technology and Interactive Teaching Approach
Definition of Multimedia Technology and Interactive Teaching Approach
The uses of Multimedia Technology and Interactive Teaching Approach to Teach Chinese Listening and Speaking
Teachers could use some features in the whiteboard operating system to make the explanation and presentation of knowledge and concepts clearer and clearer, and by encouraging students to answer questions again and again, they would expand more students' perspectives and ways of thinking about problems. Teachers could expertly use white board technology in teaching Chinese listening and speaking, and make full use of curriculum resources: network resources and localized curriculum, etc., to encourage students to actively participate in the teaching process, actively participate in teaching discussions, answer to questions, and make bold assumptions and interpretations of knowledge.
Procedures of Multimedia Technology and Interactive Teaching Approach to Teach Chinese Listening and Speaking
In this step, we asked students to demonstrate their understanding of the course content through actual application activities. All feedback provided by the teacher must always be related to the purpose of the learning task.
Theoretical Underpinning
Social Learning Theory
In addition to being constructive, it must both be feasible and linked to the concrete learning goals that the students want to achieve. We learn by internalizing information in our memories, and we recall that information later when we had to respond to a situation similar to the situation in which we first learned the information. We reproduce previously learned information when we need it (behaviour, knowledge, skills). 3) Motivation: We had to be motivated to do anything.
Interactionism
If we saw something as new or different in some way, we were more likely to draw their attention to it.
Experiential Learning Theory
And teachers could also create opportunities for students to have experiences based on the things they were learning about, which was key. By connecting school work and theories with experiences or activities, the teacher allows students to play an active role in what they have learned and how they have learned it. Through experiential learning activities, students gained a better understanding of concepts, had the opportunity to be more creative, and became more involved in what they were learning (Barton, 2020).
Related Research
The teaching in the interactive teaching model has rich interactive types, fast information update speed, and is fully utilized based on the teacher's role, it was important to stimulate students' enthusiasm and other benefits for oral Chinese courses. In this study, the author discussed: The Interactive Approach from Nicolai, Sato, and Cotter (2015). However, the use of multimedia technology in teaching has enriched the teaching content, enabling students to concentrate quickly, be interested in textbooks and be more proactive in learning.
Conclusion
The whole class was very boring, which was affecting the expected teaching effect to some extent. 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. This related study was called: The Importance of Multimedia Information Technology in Education and Teaching, by Liu Yanyan (2018).
Research Methodology
- Research Design
- Population and Sample
- The Research Population
- The Research Sample
- Research Instruments
- Pre-test and Post-test of Chinese Listening and Speaking
- Questionnaire
- Instructional tool
- Validity and Reliability
- Validity
- Reliability
- Data Collection Procedures
- Data Analysis
- Test scores
- Questionnaire
- Ethical Consideration
In addition, the researcher receives cooperation from the teachers of the classes in the experimental and data collection periods. The Chinese listening and speaking skill test was given before and after the experiment, before the start of the experiment, the second year Thai students of the Chinese department were tested. This was to test the second-year Thai students of the Chinese Department to determine whether this teaching method was suitable to improve the Chinese second-year Thai students' listening and speaking performance and ability compared to the previous results.
Data Analysis
Descriptive Information of Sample
- Demographic Information of Students on Nationality
- Demographic Information of Students in Age
- Demographic Information of Years of students learning Chinese
- Information of Descriptive Statistics
According to table 4.3, there were 5 students who studied Chinese less than 2 years, that means they start studying Chinese when they were college students, they have 14.3%, there were 11 students who studied Chinese 2-5 years , they have 31.4%, there were 14 students who studied Chinese 5-10 years old, they have 40%, there were 5 students who studied Chinese more than 10 years, they have 14.3%. Therefore, most of the students were students who read Chinese between the ages of 5-10, which means that many of them started learning Chinese when they were very young. Based on shows Table 4.4, it could be noted that the average score for pretest SCORE 1 was 34.20 and post-test SCORE 2 was 42.06, which means that the students understood better after the study of using multimedia technology and interactive teaching approach in teaching Chinese listening and speaking, the average distance between pre-test and post-test was 7.86.
The Analysis of Pre-test and Post-test Scores
Based on table 4.5, it could be seen that there was a positive relationship between SCORE 1 (pre-test score) and SCORE 2 (post-test score), the correlation was 0.551, which means there was a strong relationship between SCORE 1 and SCORE 2 , it can also be proved that students can benefit from the applied multimedia technology and interactive teaching approach in teaching Chinese listening and speaking. Based on table 4.6, it could be seen that there was a negative correlation between SCORE 1 (pre-test score) and GAP (the gap between the pre-test score and the post-test score), the correlation was -0.689, which means that there was a negative relationship between SCORE 1 and GAP. Based on table 4.7, it could be observed that there was a positive relationship between SCORE 2 (post-test score) and GAP (gap between pre-test score and post-test score), the correlation was 0.225, which means that there was an amount of weak.
Analysis of questionnaire to find out the satisfaction of students
- The Descriptive Statistics of Perceived Value (Student Satisfaction) The following Table 4.8 shows the descriptive statistics for 10 question in
Then the researcher noticed that according to all 10 questions, students mark question 8 (Q8) with the highest score, with an average of 4.83. This question was: “It makes me understand the meaning of some Chinese words easier.” The reasons could be: the teaching technique was very new to many Thai students, it was not a traditional teaching technique, most Thai students need time to adopt this teaching method. The smaller the standard deviation (S.D.), the smaller the difference between an individual score and the average score (X̅), and the larger S.D., the larger the difference between an individual score and the average score. Therefore, the results show that multimedia technology used and interactive teaching approach can improve Chinese.
Conclusion, Discussion, and Recommendations
- Conclusion
- Findings ： concludes the different scores of Thai students
- Finding ： concludes the ten questions
- Discussion
- The Educational Implication of the Research
- For the teachers
- For the Students
- Recommendations
- Recommendations for University, teachers and students
- Recommendations for Future Researchers
Then, students can benefit from applied multimedia technology and an interactive teaching approach in teaching Chinese listening and speaking. This means that students can benefit from applied multimedia technology and an interactive teaching approach in teaching Chinese listening and. The multimedia technology and interactive teaching approach in teaching Chinese listening and speaking could be widely applied in universities.
VALIDITY ASSESSMENT FROM EXPERTS OF
PRE-TEST AND POST-TEST
Nationality
Years study Chinese
这种教学方式让我想主动学习汉语。使用多媒体和互动教学方法可以帮助我更有效地学习汉语听力和口语。我对使用多媒体和互动教学方法的学习过程感到满意。
LESSON PLAN
11:30 让学生分成不同小组设计脚本化互动，如何表达“不满”，互相反馈和反馈，20分钟后完成5分钟脚本化互动。 12:00 课后视频或音频作业《如何表达不满》。 10:45 使用IWB选择不同的场景，让学生练习如何拒绝不同的邀请。
EXPERTS WHO VALIDATED THE INSTRUMENTS
BASIC INFORMATION ABOUT THAI STUDENTS PARTICIPATED IN THE EXPERIMENT
