The Effects of an Instructional Model Integrating Total Physical Response Method and Code-Switching Technique on English Ability of Kindergarteners

Authors

  • Poonyawee Chiropasworrapong Faculty of Education, Chulalongkorn University, Thailand
  • Worawan Hemchayart Faculty of Education, Chulalongkorn University, Thailand
  • Duangkamol Traiwichitkhun Faculty of Education, Chulalongkorn University, Thailand

Keywords:

Instructional model, Codeswitching, Total physical response, Kindergarteners

Abstract

The research studied the effectiveness of an instructional model integrating total physical response (TPR) method and code-switching technique on English ability of kindergarteners, aged 5-6 years old, at public schools in the central region, Thailand, under the Department of Local Administration. The sample consisted of 38 kindergarteners in Thesaban 1 Baan-Sampran school (the experiment group) and Thesaban 1 Wat Teandud school (the control group) in Nakorn Pathom Province. Research instruments were the test of English ability of kindergarteners, and the self-report of the satisfaction of learning English in the experimental group. Arithmetic means, standard deviation, and t-test were applied to analyze the results of the study. The research found that after the experiment, the score on English ability of the experiment group were higher than the control group with statistically significant differences at .01 level and the average satisfaction of learning English was 94.74%

References

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Published

2023-05-07

How to Cite

Chiropasworrapong, P., Hemchayart, W., & Traiwichitkhun, D. (2023). The Effects of an Instructional Model Integrating Total Physical Response Method and Code-Switching Technique on English Ability of Kindergarteners. Journal of Multidisciplinary in Social Sciences, 17(3), 75–81. Retrieved from https://so03.tci-thaijo.org/index.php/sduhs/article/view/268225

Issue

Vol. 17 No. 3 (2021): September-December

Section

Original Articles

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