LEARNING MANAGEMENT THROUGH BRAIN-BASED LEARNING IN CONJUNCTION WITH THINK-PAIR-SHARE STRATEGIES FOR THE DEVELOPMENT OF VOCABULARY LISTENING AND READING SKILLS AS REQUIRED BY HSK LEVEL 2 FOR GRADE 5 STUDENTS AT A PRIVATE SCHOOL WITH CHINESE CURRICULUMS

Abstract

This research article aimed to 1) compare students’ HSK 2 vocabulary listening skills before and after treated with brain-based learning and think-pair-share strategies, 2) compare students’ HSK 2 vocabulary reading skills before and after treated with brain-based learning and think-pair-share strategies, and 3) explore students’ opinions towards the learning management methods. The participants were a Grade 5 classroom of 32 students studying in semester 1/2021 at a private school with Chinese curriculums in Bangkok, Thailand. The instruments included 1) 4 learning management plans, 2) an HSK level 2 vocabulary listening test, 3) an HSK level 2 vocabulary reading test, and 4) an interview for exploring students’ opinions towards the learning management methods. Data were analyzed using mean and standard deviation. The results revealed that 1) students’ HSK level 2 vocabulary listening skills improved after treated with brain-based learning and think-pair-share strategies. 2) Their HSK level 2 vocabulary reading skills improved after treated with brain-based learning and think-pair-share strategies. 3) Most students liked then learning management method, having fun and better Chinese listening and reading skills.