การจัดการเรียนรู้ด้วยกลยุทธ์อภิปัญญาเพื่อพัฒนาทักษะการพูดภาษาจีนสำหรับนักเรียนระดับมัธยมศึกษาตอนต้นที่เรียนภาษาจีนในฐานะภาษาต่างประเทศ

Abstract

There are three objectives in this research: 1) To examine students' Chinese speaking abilities using metacognitive strategies (pre- and post-test); 2) To examine and investigate the use of metacognitive strategies by students after learning with metacognitive strategies; 3) To examine the students' satisfaction with learning management using metacognitive strategies on teaching Chinese speaking skills. This research adopted a sample group of 36 middle school students learning Chinese as a foreign language from Sacred Heart College Chiang Mai Province, 17 of them are 2nd grade students and 19 students are 3rd grade. The data in this study was collected at the second semester of 2022. The tools used in the research were: 1) Five Chinese teaching plans to develop students’ speaking skills by using metacognitive strategies; 2) Learning achievement test for evaluating Chinese speaking skills before and after the experiment; 3) Five-scale rating assessment of students' satisfaction with 15 items. Research results are analyzed by using mean (M) standard deviation (S.D.) and paired samples T test. The results showed that post-test mean score (M=13.25) of the Chinese speaking skills for students improved compared to the pre-test mean score (M=11.58) and there was a significant difference (p＜0.01) which indicates that metacognitive strategies have a positive effect on the development of students' Chinese speaking skills. In addition, students' overall level of satisfaction with teaching Chinese speaking skills by using metacognitive strategies is at extremely satisfied level. (x ̅= 4.42, S.D. = 0.58)