Development of Chinese Speaking Skills and Vocabulary Learning of Kindergarten 3 Children using the Total Physical Response

Abstract

          The purposes of this research article were: 1) to compare the Chinese speaking skills of kindergarten 3 children before and after learning using the Total Physical Response, and 2) to compare the Chinese vocabulary learning outcomes of kindergarten 3 children before and after learning using the Total Physical Response. The population consisted of 180 Kindergarten 3 children enrolled at the Demonstration School of Uttaradit Rajabhat University in the academic year 2025. The research employed a one-group pretest–posttest design. The sample group comprised 32 students from class Kindergarten 3/2, selected by cluster random sampling, using the classroom as the sampling unit. The research instruments included: 1) learning experience plans, 2) a learning experience plan suitability evaluation form, 3) a Chinese speaking skill assessment form, and 4) a Chinese vocabulary learning test. The statistical instruments used for data analysis were: mean, standard deviation, and t-test.

           The research results were as follows: 1) the Chinese-speaking skills of kindergarten 3 children taught using the Total Physical Response were significantly higher after the learning sessions than before, at the .05 level of significance; 2) The Chinese vocabulary acquisition of kindergarten 3 children taught using the Total Physical Response was significantly higher after the learning sessions than before, at the .05 level of significance.