Abstract

Designing the Electronic Media instructional innovative management approach on Chinese Language Elementary Level 1 course (CLELC-1) was developed Chinese vocabulary memorization skills of 21 freshly educated students in the Chinese Language Teaching Program, Faculty of Education, Rajabhat Mahasarakham University, Thailand. Using the 10 Electronic Media Instructional Innovative Management (EMIIM) Lesson Plans were administered. Creative the Electronic Media Memorizing Chinese Vocabulary Skills (EMDVS) with the PowerPoint Canva and Captivate that 300 words/characters in Chinese were strategized. The effectiveness of the 10 EMIIM lesson plans is completed, using the E1/E2 approach for process and product-based developmental testing of instructional media is usually set at 80/80. Students’ learning achievement was tested by creating and analysing the 40 items Pre-and-Post-Learning Achievement Performance Assessment Tests (LAPAT) to design. Students’ perceptions of their satisfaction were described with the 20 items Questionnaire on Student Satisfaction Inventory (QSSI). Most EMIIM, EMDVS, LAPAT, and QSSI instruments are valid and reliable. Students’ responses of their understanding about 86.14% to their memorizing Chinese vocabulary skills, the E1/E2 evidence of 91.07/87.02 over the threshold setting is 80/80, significantly. The p-value reported from a t-test is 51.990 and more excellent than .001, and the result was difference significantly. The scale means ranged from 4.438 to 4.648. Interpretation of students’ perceptions on all four scales indicates that the Strongly Satisfied Level using the QSSI was assessed.

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