Using mimes and mini acts in a Mmathayom 1 course to improve Chinese speaking skills of Thai students

Abstract

This study, with a one group Pre/Post-test design, aimed to investigate whether mimes and mini acts could improve Thai students’ Chinese speaking skills and explore students’ satisfaction towards the one-month-long course. The study employed mixed-methods approach. The study employed 1) Pre-test-Post-test measurement to collect quantitative data to collect quantitative data and 2) a questionnaire with semantic differential scale questions and 3) an observation checklist to collect qualitative data. A sample of 40 students randomly sampled using the opportunity sampling method were divided into ten groups with four students each. The result showed that the average Post-test score was 9.70 (x=28.70) higher than the Pre-test score (x=19.00). The Post-test scores in other skills (i.e. expression and body language, teamwork, creativity, and appropriacy of the topic) and speaking skills (i.e. fluency, pronunciation, and vocabulary) after instructed through mimes and mini acts were higher than the pre-test scores. The qualitative data from the observation checklist analyzed using the 3Cs method revealed students’ high satisfaction in five aspects: teaching, the teacher’s personality, learning environment, teaching materials and facilities. The result of the questionnaire with semantic differential scale questions with a rating scale from 1 (most negative) to 7 (most positive) indicated that the majority of students showed a high level of satisfaction (x=5.95 -x=6.60). It can be concluded from the findings that mimes and mini acts were effective techniques for Chinese speaking instruction. Chinese language teachers were recommended to be aware of the significance of the affective domain and cooperative learning, ensuring that students feel relaxed while learning to speak Chinese