Abstract

This research aimed to (1) develop a task-based Chinese speaking (TBCS) instructional model to enhance the Chinese speaking skills of beginner-level Thai learners studying Chinese as a foreign language (CFL), (2) implement the developed TBCS instructional model with beginner-level Thai CFL learners for refinement, and (3) evaluate the suitability of the developed model by seeking experts’ opinions. The participants of this research included 5 experts specialized in instructional model design and teaching Chinese as a foreign language, as well as 22 beginner-level Thai CFL learners enrolled in a Chinese program at a public high school in Thailand. Research instruments included the TBCS instructional model with 12 lesson plans and the expert evaluation form. The collected data were analyzed by using mean, standard deviation, and percentage. The research findings revealed that (1) the developed TBCS instructional model consisted of 7 key elements: goals and assumptions, teaching procedures, learning environment, principles and reactions, support system, application, and instructional and nurturant effects, with the teaching procedures comprising of 4 major steps: activate prior experience, build language skills, carry out tasks, and deepen understanding, (2) the students had successful speaking performance after studying through the developed model, and (3) the suitability of the developed TBCS instructional model was evaluated by experts at the highest level.

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