Comparison of Learning Achievement in Chinese Grammar on Directional Complements Using Storytelling Techniques Among Chinese Major Students, Faculty of Humanities and Social Sciences, Lampang Rajabhat University
Keywords:
Chinese Grammar Learning Achievement, Directional Complements, Storytelling TechniquesAbstract
This research article aimed to: 1) compare the learning achievement in Chinese grammar, specifically in the use of directional complements, before and after instruction through storytelling techniques; 2) analyse grammatical errors made by students after the instruction by examining the post-test results to categorize error types and identify underlying causes or contributing factors; and 3) investigate students’ satisfaction with the instructional approach. This study is a quantitative research. The participants were 47 undergraduate students. The research instruments comprised six instructional lesson plans, a 50-item achievement test, and a satisfaction questionnaire. Data analysis employed mean ()), standard deviation (S.D.), percentage, and the dependent t-test.
The research found that:
1) students’ learning achievement in Chinese grammar significantly improved after instruction through storytelling techniques, with post-test scores significantly higher than pre-test scores at the 0.05 level of significance.
2) grammatical errors notably decreased, with most errors related to the semantic aspect, particularly the incorrect or inappropriate choice of words in context, primarily influenced by students' first language and previously acquired languages; and
3) students’ satisfaction with the Chinese grammar instruction through storytelling techniques was at a high level, with an average score of 3.50 or above.
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