Chinese Speaking Ability and Learning Achievement Using the Creativity -Based Learning

Abstract

        The study aims to: 1) compare the learning achievement of the 3rd year Chinese major students between those who learned through the traditional classroom, and those who learned through the Creativity-Based Learning (CBL) method, and 2) determine the students’ Chinese speaking skill achievement after learning by employing the CBL based lessons. The samples were the twenty-seven 3rd year Chinese major students at Thepsatri Rajabhat University who enrolled in the Chinese Conversation course. The researcher proposed the six learning lessons which was designed based on CBL principles which are: 1) My Hometown; 2) My Dream; 3) My Love Story; 4) My Superstars and Idols; 5) Thailand and 6) Food. In each learning lesson, the students also needed to go through the five steps of learning including: 1) stimulating the interests; 2) problems setting; 3) doing the research; 4) presentation and 5) evaluation. During the lesson, the students’ five skills which are grammar, fluency, content, creativity and gesture and confidence were assessed. Moreover, with one condition, they had to carry their learning using only Chinese in every learning activity and in any communication in the course. After the course, the results suggested that the twenty-seven students gained a satisfying higher level of learning achievement in Chinese Conversation course. They had the most achievement on the gesture and confidence aspect (69.75%), following by creativity (63.25%), fluency (52.45%), content (48.28) and grammar (36.37%), respectively.