THE EFFECTS OF CHINESE LEARNING ACTIVITIES MANAGEMENT USING SIMULATION TEACHING METHOD AFFECTED VOCABULARY KNOWLEDGE AND SPEAKING ABILITY OF IN UDONTHANI RAJABHAT UNIVERSITY STUDENTS

Abstract

The purposes of this research were to: 1) Compare the Chinese vocabulary knowledge of students in Udon Thani Rajabhat University using simulated teaching methods before and after learning, 2) Compare the Chinese speaking ability of students in Udon Thani Rajabhat University using simulated teaching methods before and after learning and 3) Study the relationship between vocabulary knowledge and Chinese speaking ability after learning. The sample group consisted of 45 second-year students from the Faculty of Humanities and Social Sciences, majoring in Chinese. Cluster sampling was used, with class sections serving as sampling units. This was a quasi-experimental study using a one-group pretest-posttest design. Research instruments included a 24-hour learning plan, a vocabulary knowledge assessment, and a Chinese speaking ability assessment developed by HANBAN.
The statistical tools used were mean, standard deviation, dependent samples t-test, and Pearson correlation.

The research findings revealed that:

1. The average post-learning score for Chinese vocabulary knowledge of students taught using simulated teaching methods was higher than the pre-learning score.


2. The average post-learning score for Chinese speaking ability of students taught using simulated teaching methods was higher than the pre-learning score.


3. There was a high-level relationship between Chinese vocabulary knowledge and Chinese speaking ability after learning.