DEVELOPMENT OF AN INTEGRATED LEARNING PACKAGE BASED ON BUDDHIST PHILOSOPHY TO PROMOTE CHINESE SPEAKING SKILLS FOR GRADE 11 STUDENTS

Abstract

This research article aims to explore the fundamental information for developing a set of learning activities that integrate Buddhist ways of life to enhance Chinese speaking skills, to create such integrated learning activities, and to compare students’ Chinese speaking skills before and after instruction. The study employed a mixed-methods approach divided into three phases: Phase 1 involved collecting foundational data from 30 participants including experts, school directors, academic department heads, Chinese language teachers, local scholars, and students; Phase 2 focused on developing the integrated Buddhist-based learning activities with input from 3 experts; and Phase 3 compared the effectiveness of the activities among 18 Grade 11 students selected through purposive sampling. Research tools included interviews, questionnaires, instructional plans, and Chinese speaking assessment forms. Data were analyzed using descriptive statistics, including mean, standard deviation, percentage, and t-tests. The findings revealed that stakeholders desired the incorporation of localized learning experiences and community-based Buddhist practices alongside Chinese language instruction. The developed learning activity set comprised five components: teacher guidelines, student-centered learning tasks, instructional plans, learning materials, and activity-based assessment tools, which were rated highly appropriate and consistent. The comparative results showed that the students’ Chinese speaking skills significantly improved after participating in the integrated learning activities.