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Please use this identifier to cite or link to this item: https://rsuir-library.rsu.ac.th/handle/123456789/2932
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dc.contributor.advisorSumalee Chinokul-
dc.contributor.authorHanlu Zhou-
dc.date.accessioned2025-10-01T03:52:31Z-
dc.date.available2025-10-01T03:52:31Z-
dc.date.issued2024-
dc.identifier.urihttps://rsuir-library.rsu.ac.th/handle/123456789/2932-
dc.descriptionThesis (M.Edu. (Bilingual Education and English Language Teaching)) -- Rangsit University, 2023en_US
dc.language.isoenen_US
dc.publisherRangsit University. Libraryen_US
dc.subjectStorytellingen_US
dc.subjectDynamic assessment (Education)en_US
dc.subjectEnglish -- Study and teachingen_US
dc.subjectEnglish language -- Conversation and phrase booksen_US
dc.titleThe effects of mediated prompts as dynamic assessment intervention to assist storytelling tasks on young students English speaking abilityen_US
dc.typeThesisen_US
dc.description.other-abstractThis study aimed 1) to design mediated prompts as dynamic assessment (DA) intervention to enhance young students’ English-speaking ability in storytelling tasks and 2) to explore the effects of the designed mediated prompts as DA intervention on English speaking ability of young students. The research was conducted into two phases. The first phase involved the design of mediated prompts as DA intervention to assist students’ in improving their English-speaking ability in storytelling tasks. Ten students from K3 level were selected as participants for this phase. In the second phase, the research aimed to explore the effects of the designed mediated prompts as DA intervention on the English-speaking ability of K3 students. Twenty K3 students were selected for this phase to assess the impact of the intervention. This research was conducted in an international school in Thailand and lasted for 8 weeks. The first phase illustrated the process of designing mediated prompts: 1) designing, 2) planning and organizing, 3) offering mediated prompts as DA intervention in storytelling tasks, and 4) observing, evaluating and adjusting. The result of second phase indicated that the DA intervention with designed mediated prompts had a positive effect on K3 students’English-speaking ability in storytelling tasks. This study will benefit educators by providing insights into designing and applying mediated prompts during DA intervention in storytelling tasks for young students, ultimately improving their English speaking abilityen_US
dc.description.degree-nameMaster of Educationen_US
dc.description.degree-levelMaster's Degreeen_US
dc.contributor.degree-disciplineBilingual Education and English Language Teachingen_US
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