Exploring the Effectiveness of the Application of Traditional Chinese Games through TPR in Improving Listening and Speaking Skills of First-Grade Students at A Thai Primary School
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Abstract
Background and Aim: Traditional teaching methods often fail to engage first-grade students in Chinese language learning effectively. This study explored the effectiveness of traditional Chinese games combined with Total Physical Response methodology in improving the listening and speaking skills of first-grade Thai students.
Materials and Methods: A quantitative experimental design with pre-test/post-test was employed over 8 weeks. Twenty-four first-grade students from Pathum Thani, Thailand, participated. Traditional games, including shuttlecock kicking, hopscotch, eagle catches chicks, and jump rope, were integrated with TPR methodology. Data collection included language tests, satisfaction questionnaires, and classroom observations.
Results: Paired-sample t-test showed significant improvement in language skills (p < 0.001). Total scores increased from 6.96 to 18.75, with listening scores improving from 4.42 to 14.11 and speaking scores from 0.79 to 4.79. Student satisfaction was high across all measures.
Conclusion: Traditional Chinese games through TPR methodology significantly enhance first-grade students' Chinese listening and speaking skills while maintaining high student engagement and satisfaction.
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