Designing and Implementing Reflective and Self-Assessment Integrated Learning Activities to Enhance Listening and Reading Skills for the Chinese Proficiency Test

Abstract

   The objectives of this research were: 1. to design and implement reflective and self - assessment integrated learning activities to enhance students’ listening and reading skills in Chinese; 2. to compare students’ learning achievement in listening and reading comprehension after participating in the integrated learning activities; and 3. to examine students’ satisfaction with the learning activities. The participants were 11 four-year undergraduate students majoring in Chinese at the Faculty of Humanities and Social Sciences, Thepsatri Rajabhat University, during the first semester of the 2024 academic year. They were selected from students enrolled in the course “Chinese for the Chinese Proficiency Test.” The research instruments consisted of ten learning activity plans (three hours per plan, totaling 30 hours), a 30-item multiple-choice achievement test, a five-item open-ended reflective journal, and a five-level Likert scale satisfaction questionnaire. The data were analyzed using mean, standard deviation, and a dependent samples t-test.

   The findings revealed that: 1. the ten reflective and self - assessment integrated learning activities designed to enhance students’ listening and reading skills in Chinese were evaluated by experts as being highly appropriate; 2. students’ post-test scores in listening and reading comprehension were significantly higher than their pre-test scores at the .05 level; and 3. students’ overall satisfaction with the integrated learning activities was at the highest level.