THE EFFECTS OF TOTAL PHYSICAL RESPONSE SUPPLEMENTED WITH TEACHING PROPS ON THAI KINDERGARTEN 3 STUDENTS’ CHINESE VOCABULARY KNOWLEDGE AND LEARNING BEHAVIORS
Keywords:
TPR, Teaching props, Chinese vocabulary knowledge, Learning behaviorsAbstract
This article investigated the effects of Total Physical Response (TPR) supplemented with teaching props as the treatment on Thai kindergarten 3 students’ Chinese vocabulary knowledge and learning behaviors at a public school in Nonthaburi, Thailand. Since their Chinese level was in the pre-production stage, one-group experimental design was adopted to test two hypotheses based on arguments that the treatment would provide them with comprehensible input and lower their anxiety. The experiment was conducted face-to-face in the classroom setting for four weeks during January and February 2022 with video recordings for the purpose of interrater reliability. One-Way ANOVA and SPSS version 21 used to analyze the findings from Chinese vocabulary knowledge tests confirmed the first hypothesis that the treatment could positively affect the students’ knowledge, different at the statistical significance level of .041 (P<0.05). The frequency distribution used to count the occurrence of their active learning behaviors from the video records also supported the second hypothesis.
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