Development of Chinese Vocabulary Translation Achievement Using Chinese Character Picture Media to Connect Meanings for Prathom Suksa 4 Students

Abstract

The purpose of this research article is to: 1) compare the achievement in Chinese vocabulary translation through the use of Chinese character visual media linked to meaning among Grade 4 students before and after instruction. 2) study the students’ satisfaction toward learning through pictorial Chinese character media that link meanings among Grade 4 students. This research is experimental research. population consisted of Grade 4 students in the first semester of the 2025 academic year at Phromcharoenwittaya School, Songkhla Province. The sample consisted of Grade 4 students from one classroom. The research instruments included: 1) Pictorial Chinese character media linking meanings. 2) Lesson plans using pictorial Chinese character media linking meanings. 3) Pre-test and post-test. 4) Students’ satisfaction questionnaire toward the pictorial Chinese character media linking meanings. The statistical methods used for data analysis included the t-test, mean, and standard deviation. The research findings indicated that: 1) The students’ achievement in Chinese vocabulary translation using pictorial Chinese character media linking meanings was significantly higher after learning than before learning at the .05 level of statistical significance. 2) The students’ satisfaction toward learning through pictorial Chinese character media linking meanings was at the highest level, with a mean score of 4.75 and a standard deviation of 0.47. These findings can be attributed to the researcher’s integration of newly developed knowledge obtained through an analysis of the instructional process for Chinese vocabulary translation through pictorial Chinese character media linked to meaning, under the Chinese Character Meaning-Linking Visual Model (CCM-Model). Which places pictorial Chinese characters at the center of instruction and employs visual perception for interpretation and imagination to enable students to link the meanings of vocabulary. Which places pictorial Chinese characters at the center of instruction and employs visual perception for interpretation and imagination to enable students to link the meanings of vocabulary. Through practice in accurately translating vocabulary within simple contexts, students’ learning outcomes improved. As a result, students experienced greater enjoyment and higher levels of satisfaction in learning.