Developing English Pronunciation Ability by Using Phonics Techniques Combined with Educational Games of Third-Year Kindergarten Students

Abstract

This research article aims to 1) compare English pronunciation abilities through learning management using phonics techniques combined with educational games among kindergarten 3 students, and 2) study the satisfaction with learning management using phonics techniques combined with educational games for English pronunciation among kindergarten 3 students. The sample group consisted of 24 students from kindergarten 3/4 at Wichiankhom School, Muang District, Songkhla Province, who were studying in the second semester of the 2024 academic year. The sample was selected through cluster random sampling using classrooms as the sampling unit. The research instruments included 8 English language learning management plans on English consonants for kindergarten 3 students, 8 educational games, an English reading ability test, and a satisfaction questionnaire on learning management using phonics techniques combined with educational games. The statistics used for data analysis were mean, standard deviation, and dependent t-test. The research findings revealed that: 1) English pronunciation abilities using phonics techniques combined with educational games after learning were significantly higher than before learning at the .05 level, and 2) regarding satisfaction with learning management using phonics techniques combined with educational games for English pronunciation among kindergarten 3 students, the overall satisfaction level was moderate (𝑥̅ = 2.71, S.D.=0.14)