The Development of Chinese Speaking Skills through Role-Play Activities among First-Year Students Majoring in Chinese in Faculty of Education at Nakhon Sawan Rajabhat University
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Abstract
The purposes of this research were 1) to compare students' Chinese speaking achievement before and after learning through role-play activities, and 2) to study student satisfaction with learning management using role-play activities for developing Chinese speaking skills. The sample comprised 23 first-year students majoring in Chinese, Faculty of Education, Nakhon Sawan Rajabhat University, enrolled in the Basic Chinese course during the first semester of the 2026 academic year, selected using purposive sampling. This study employed a one-group pretest–posttest experimental design. The research instruments included lesson plans based on role-play activities, a 30-item Chinese speaking achievement test, and a five-point Likert Scale satisfaction questionnaire. Data were analyzed using the means, standard deviations, and dependent-samples t-tests.
The research findings were as follows:
1. Students' post-learning Chinese speaking achievement (= 12.87, S.D. = 1.59) was statistically significantly higher than their pre-test achievement (
= 7.31, S.D. = 1.91) at the .01 level. This indicates that the instructional process employing role-play activities was effective, helping learners better understand the Chinese speaking course content while promoting communication practice in simulated real-life situations, resulting in effective development of Chinese speaking ability.
2. Overall student satisfaction with learning management using role-play activities was at a high level (= 4.42, S.D. = 0.64). The highest-rated item was that the activities enhanced communication skills (
= 4.64, S.D. = 0.60).
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