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With a one-group Pre/Posttest design, the study aimed to explore whether mimes and mini acts could improve Chinese speaking skills of Thai students and whether students were satisfied with a one-month-long course. The mixed-methods approach was adopted to collect data from the three instruments: quantitative data from 1) the Pre/Posttest, 2) the Semantic Differential Scale, and qualitative data from 3) the Observation Checklist. The sample group consisted of 40 students selected by opportunity sampling.
The Pre-test and the Post-test results showed that the mean scores of students rose 9.70 from 19.00 to 28.70. Scores of other skills (i.e. expression and body language, teamwork, creativity, topic,) accompanying speaking skills (i.e. fluency, pronunciation, and vocabulary) resulting from mimes and mini acts were higher in the Post-test than in the Pre-test. The qualitative data from the Observation Checklist analysis revealed five aspects--teaching, the teacher’s personality, the learning environment, the teaching materials, and facilities that showed high students’ satisfaction. The Semantic Differential Scale (scale 1-7) indicated most of the students in this class showed a statistically significant high level (`x=5.95 to`x=6.60) of satisfaction. It can be concluded from the findings that mimes and mini acts improved students’ Chinese speaking and satisfied students.
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