Effect of Group Collaboration on Language Expression Skills of Third-Grade Students in Yunnan Province

Dengli Cui; Lerlak Othakanon; Danucha Saleewong

doi:10.60027/iarj.2026.e298086

ผู้แต่ง

Dengli Cui Valaya Alongkorn Rajabhat University under the Royal Patronage, Pathum Thani Province, Thailand https://orcid.org/0009-0001-2204-3218
Lerlak Othakanon Valaya Alongkorn Rajabhat University under the Royal Patronage, Pathum Thani Province, Thailand https://orcid.org/0009-0002-2397-6906
Danucha Saleewong Valaya Alongkorn Rajabhat University under the Royal Patronage, Pathum Thani Province, Thailand https://orcid.org/0000-0001-8145-6170

DOI:

https://doi.org/10.60027/iarj.2026.e298086

คำสำคัญ:

Group Collaboration, Language Expression Skills, Student Satisfaction, Cooperative Learning, Primary School Chinese Education

บทคัดย่อ

Background and Aims: This experimental research aimed to 1) compare students' language expression skills before and after learning through Group Collaboration, 2) compare students' language expression skills after learning through Group Collaboration with the determined criterion set at 70%, and 3) assess students' satisfaction after learning through Group Collaboration.

Methodology: The research instruments were lesson plans, a Language Expression Observation Form, and a Satisfaction Questionnaire. The appropriateness of the six lesson plans overall was at a very high level (M=4.62, SD=0.46). The observation form had an IOC between 0.67 to 1.00 and a reliability of 0.74. The satisfaction questionnaire had an IOC between 0.67 to 1.00 and a reliability of 0.86. The statistics used to analyze data were mean, standard deviation, t-test for dependent samples, and t-test for one sample.

Results: 1) Students' language expression skills after learning through Group Collaboration were significantly higher than before at the .01 level of statistical significance (t₂₉=18.73, p=.000). 2) Students' language expression skills after learning through Group Collaboration were significantly higher than the determined criterion of 70% at the .01 level of statistical significance (t₂₉=11.57, p=.000). 3) Students' satisfaction after learning through Group Collaboration overall was at a very high level (M=4.59, SD=0.62).

Conclusion: The knowledge gained from this research is that a structured five-step Group Collaboration teaching process (Preparation & Group Formation, Goal Setting & Planning, Collaborative Work & Knowledge Co-construction, Synthesis & Presentation, Reflection & Evaluation) effectively enhances students' language expression skills across vocabulary and sentence skills, narrative and sequencing skills, social communication skills, and clarity of communication. This approach significantly improved students' oral proficiency and fostered high satisfaction.

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