Applying Language Games and Applications to Develop Chinese Vocabulary Learning: a Case Study of High School Students (grades 10-12) at Mueang Phrae School, Mueang District, Phrae Province

Abstract

The purposes of research were 1) to investigate Chinese vocabulary learning through applying language games and applications in high school students (grades 10-12) at Mueang Phrae school, Mueang district, Phrae province; 2) to compare the results of vocabulary learning before and after learning language games and applications in high school students (grades 10-12) at Mueang Phrae school, Mueang district, Phrae province.; and 3) to examine the satisfaction towards learning Chinese vocabulary using language games and applications in high school students (grades 10-12) at Mueang Phrae school, Mueang district, Phrae Province. The sample consisted of 57 high school students (grades 10-12) from Mueang Phrae school, Mueang district, Phrae province, with purposive sampling. The research tools used in the study included: 1) the 4 lesson plans for Chinese vocabulary using language games and applications; 2) pre-and post-tests to evaluate Chinese vocabulary learning ability with a reliability coefficient of 0.89; and 3) questionnaires to evaluate student satisfaction using of language games and applications in learning Chinese vocabulary.
The result showed that 1) The implementation of language games and applications in Chinese vocabulary to high school students (grades 10-12) at Mueang Phrae school, Mueang district, Phrae province, has enhanced teaching methods, activities, assessment methods, and results in the student’s potential; 2) The pre-test using language games and applications was =11.50, S.D. =2.33. The post-test was  = 16.63, S.D. = 1.65. The post-test showed effectiveness after applying language games and applications; and 3) Students satisfied with the learning management using language games and applications at the highest level. Considering each aspect, learning Chinese with games and applications, compared to the traditional one, has effectively boosted the confidence in speaking, pronunciation, and writing at the highest level. For the least satisfaction, it was the learning management using language games and applications which was useful for communication. It was at a high level.