The Effects of an Instructional Model Using Blended Learning Approach and Collaborative Learning Approach to Enhance the Mandarin Chinese Proficiency of PRC Students

บทคัดย่อ

This research consists purposes were 1. to compare the Mandarin Chinese proficiency within the experimental group before and after the experiment 2. to compare the Mandarin Chinese proficiency after the experiment between the experimental group and the control group and 3. to examine students’ satisfaction with the instructional model implemented through the blended learning approach and collaborative learning approach. The sample of the study included 100 first-year undergraduate students majoring in Primary Education in a university in China (two classes of 50 each), using cluster random sampling. One class was assigned as the experimental group receiving instruction via the model using blended learning approach and collaborative learning approach, while the other was assigned as the control group taught by traditional method. A quasi-experimental design with a pretest–posttest approach was employed. Research instruments comprised eight 180-minute lesson plans for each group. These were evaluated by five experts, with mean appropriateness scores of 4.18 (experimental) and 4.03 (control). The Mandarin proficiency test, adapted from the PSC blueprint (reading words, reading passages, and spontaneous speech), was content-validated by five experts (final IOC = 0.80–1.00 after item revision). Internal consistency was acceptable. Two trained raters scored the speaking component. The findings indicated that 1) The experimental group showed a marked improvement in Mandarin Chinese proficiency from pretest to posttest, confirming the effectiveness of the instructional model 2) Students in the experimental group demonstrated significantly higher Mandarin Chinese proficiency than those in the control group at the .05 level, with a high effect size and 3) Students reported a very high level of satisfaction with all aspects of the instructional model, particularly in areas related to the integration of blended and collaborative learning methods.