Using task-based learning to enhance Chinese speaking skills and confidence of grade 5 Thai primary school students

Abstract

This study aimed to examine the task-based learning approach in enhancing students’ Chinese speaking skills and assess the students’ confidence in learning Chinese through a one-month-long course. The study employed two approaches to answer the objectives: 1) an HSKK test to collect quantitative data about the students’ Chinese speaking skills and 2) an observation checklist to collect qualitative data showing their confidence levels. The samples were twenty-three (23) Grade 5 Thai primary students. The analysis of the pretest and post-test scores showed 100% of the students’ improved their post-test scores as compared to their pretest ones with a mean (x̅) difference of 15.87 between the post-test (x̅ = 68.04) and the pretest (x̅ = 52.17). The result indicated that the use of the task-based learning approach improved the students’ learning outcome and enhanced their Chinese speaking skills. Similarly, the qualitative data collected from the observation of their participation in class activities revealed that they were willing to make an effort to study Chinese and confident in speaking Chinese, not hesitating to speak up and not having fear of making mistakes. It can be concluded from the findings that TBL was an effective approach for Chinese speaking instruction. Chinese language teachers should be aware of the significance of the use of task-based learning in teaching Chinese speaking skills and the use of activities to develop students’ self-confidence while learning to speak a foreign language.