Development of Chinese speaking skills and vocabulary Acquisition for kindergarten 3 children using communicative language teaching

Abstract

The objectives of this research were: 1) to compare preschool the Chinese speaking and vocabulary skills of preschool children before and after being taught through the communicative language teaching method and 2) to compare Chinese vocabulary learning outcomes of preschool children before and after receiving instruction through the communicative language teaching method. The population consisted of 180 kindergarten 3 students at the Demonstration School of Uttaradit Rajabhat University. The sample consisted of 30 kindergartens from one kindergarten 3/4 classroom during the first semester of the 2025 academic year, selected through cluster random sampling with the classroom as the sampling unit. The research instruments included Chinese language learning experience plans based on the CLT method, a Chinese speaking skills assessment form, and a Chinese achievement test. The data were analyzed using means, standard deviations, and t-tests. The results revealed that: 1) the Chinese speaking skills of kindergarten 3 students after receiving communicative language teaching were significantly higher than those before the instruction at the .05 level. 2) the Chinese vocabulary acquisition of kindergarten 3 students after communicative language instruction was significantly higher than before the instruction at the .05 level.