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https://rsuir-library.rsu.ac.th/handle/123456789/2181Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | Noparat Tananuraksakul | - |
| dc.contributor.author | Hao Wang | - |
| dc.date.accessioned | 2024-01-29T04:47:46Z | - |
| dc.date.available | 2024-01-29T04:47:46Z | - |
| dc.date.issued | 2022 | - |
| dc.identifier.uri | https://rsuir-library.rsu.ac.th/handle/123456789/2181 | - |
| dc.description | Thesis (M.Ed.(Bilingual Education and English Language Teaching)) -- Rangsit University, 2022 | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | Rangsit University Library | en_US |
| dc.subject | Language and languages -- Study and teaching -- Chinese | en_US |
| dc.subject | Chinese language -- Study and teaching -- Foreign speakers | en_US |
| dc.subject | Task analysis in education | en_US |
| dc.title | Effects of task-based language teaching on thaikindergarten 3 students’ Chinese speaking skills and confidence a case study of a trilingualschool in Bangkok | en_US |
| dc.type | Thesis | en_US |
| dc.description.other-abstract | This experimental study aimed to enhance Thai kindergarten 3 (K3) students’ ability to apply eighty Chinese words they learned in their kindergarten 1 and 2 in speaking as well as their confidence in Chinese speaking through the implementation of task-based language teaching (TBLT). A one group pretest-posttest design was implemented to investigate a sample group of 14 students at a trilingual school in Bangkok, the number of which was obtained through convenience sampling. The first hypothesis was tested using four instruments including a 16-week lesson plan from May to September, 2022, Chinese speaking tests, weekly assessments, and video records of the whole teaching and learning processes for the purpose of inter-rater reliability. Observational data obtained from the video records were also used to test the second hypothesis. Data were analyzed using paired-t test. The results of the first hypothesis confirmed that TBLT affected the students’ Chinese speaking skills positively with a significant difference of .000 (P<0.05) and that game-based tasks allowed them to speak more Chinese. Data analyzed by a frequency distribution supported the second hypothesis; TBLT affected their confidence in speaking Chinese gradually and positively as evidenced by their active responses to the researcher as their teacher and discussions with their group members, their enthusiasm for doing different tasks, their willingness to ask the researcher for help and assist others during the lessons they liked, and their performance in tasks that suited them. These findings revealed that TBLT enabled the K3 students in the present context to use the Chinese vocabulary they learned previously to express themselves verbally and meaningfully with confidence. The implementation of TBLT for K2 and K3 students at the target school was also recommended. | en_US |
| dc.description.degree-name | Master of Education | en_US |
| dc.description.degree-level | Master's Degree | en_US |
| dc.contributor.degree-discipline | Bilingual Education and English Language | en_US |
| Appears in Collections: | EDU-Bil-M-Theses | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| HAO WANG.pdf | 6.14 MB | Adobe PDF | View/Open |
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