The Development of a Model of Activities for Enhancing Chinese Grammar Skills at HSK4 Level in a New Normal Online Classroom of Active Learning through the Zoom Program

Abstract

The purposes of this research were 1) to develop an activity model for enhancing Chinese grammar skills at the HSK4 level in the New Normal Online Active Learning Classroom through Zoom program, 2) to evaluate the effectiveness of the HSK4 level Chinese grammar enhancing activity model in the New Normal Online Active Learning Classroom through the Zoom program, 3) to compare the learning achievement and Chinese grammar skills at the HSK4 level of learners between before and after learning after learning with the HSK4 level activities for enhancing Chinese grammar skills in the New Normal Online Active Learning Classroom through the Zoom program, and 4) to study the satisfaction of learners after learning with the HSK4 level activities for enhancing Chinese grammar skills in the New Normal Online Active Learning Classroom through the Zoom program. The sample group consisted of undergraduate students enrolled in the second semester of the academic year 2020, who were simple random sampling by lottery. Data were analyzed by percentage, mean, standard deviation, and t-test for dependent samples to compare pre and post-learning achievement.
The results were as follows: 1) A new model of Active Learning in the online classroom using the Zoom application is known as the “PESPA Model”. There are five components to the proposed activity model: principles, objectives, instructional method, evaluation, and implementation circumstances. Regarding the teaching procedure, there are five steps: Step 1: Presenting a lesson (Presentation: P), Step 2: Explaining the rules (Explanation: E), Step 3: Summarizing the rules (Summarize: S), Step 4: Practicing using the Active Learning activity pattern (Practice: P), and Step 5: Analyzing the problems that have occurred (A), 2) The efficiency is 81.60/83.58, which met the criteria of 80/80, 3) Post-learning achievement utilizing the PESPA Model was significantly greater than pre-learning at the .05 level of statistical significance, and students were better able to apply Chinese grammar skills; discrete points, reading sentence, written sentence at the HSK 4 level after learning using the skills-enhancing activity model than before (PESPA Model), and 4) The students had overall level of satisfaction with the skill-enhancing activities (PESPA Model) at a high level ()= 4.49, S.D.= 0.58).