DEVELOPMENT AND SUITABILITY EVALUATION OF AN INTERACTIVE GAME FOR CHINESE LISTENING AND SPEAKING PRACTICE AND PRE-SERVICE TEACHERS’ TEACHING SELF-EFFICACY AFTER GAME USE
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Abstract
This research aimed to 1) design and develop an interactive game to enhance the Chinese listening and speaking skills of pre-service teachers, 2) evaluate the appropriateness of the game, and 3) examine the pre-service teachers’ teacher self-efficacy after using the game. The study used a mixed-methods research and development design with three phases. In the first phase, a game prototype was developed through expert meetings. In the second phase, three experts evaluated the game’s appropriateness using an 18-item evaluation form (IOC = 1.00). In the third phase, the game was implemented with 25 second-year pre-service teachers majoring in Chinese over a period of 8 hours. The participants then completed a 20-item self-assessment covering eight dimensions (IOC = 0.67 - 1.00, α = .94). Data were analyzed using content analysis, mean, and standard deviation. The results showed that the developed game was a card game with a six-component structure. It was built on HSK Levels 1–3 vocabulary, covered four groups of everyday situations, and was grounded in the HURIER listening model and speech act theory. The experts rated the game’s overall appropriateness at the highest level ( = 4.87, S.D. = 0.34). The pre-service teachers’ overall teacher self-efficacy was at a high level (
= 4.30, S.D. = 0.21), and the highest-rated dimension was coping with change and challenges (
= 4.80, S.D. = 0.25). However, these findings reflect only the experts’ judgment of the game’s appropriateness and the pre-service teachers’ perceptions after using it. They do not confirm any improvement in Chinese listening and speaking skills. The researchers recommend using the game in elementary Chinese listening and speaking courses, with students taking turns as group facilitators so they can practice the teaching role.
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References
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