Effects of rhythmic method in multimedia lessons and learning exposure upon English pronunciation achievement of Thai and Chinese undergraduates with different learning styles

Abstract

The objectives of this research were 1) to compare learning achievements gained from different designs of multimedia pronunciation lessons, 2) to compare the learning achievements of students who have received practice activities with that of those who have not, 3) to compare the learning achievements of students who have different learning styles, 4) to identify interaction effects of factors that influence learning achievements of students, and 5) to compare the factors that influence learning achievements of Thai with that of Chinese students. The subjects of this study were 59 Thai and 38 first-year Chinese undergraduates. The subjects of this study were 59 Thai and 38 Chinese first-year undergarduates majoring Sciences. Three independent variables were studied. First, there were two designs of rhythmic methods: a ball and a color-bar queuing. Secondly, the learning exposure studied was in four classroom practice activities. Lastly, the Reid's learning style preference survey was applied, and the learning styles were labeled as visual, audio, and kinesthetic. The dependent variable was the learning achievements of the students. T-test, one-way ANOVA, two-way ANOVA, and Multiple Variance were used to analyze the results obtained from the study.The research findings were that 1) there was no significant difference on the learning achievements of Thai and Chinese students using from different pronunciation multimedia lessons, and 2) between Thai and Chinese students at the level of significance 0.05. In addition, 3) there was no significant difference on the learning achievements of Thai and Chinese students who have received practice activities and no practice activities, and between Thai and Chinese students at the level of significance 0.05. However, 4) there was a significant difference on the learning achievements of Thai and Chinese students who have different learning styles, between Thai and Chinese students who have different learning styles also at the level of significance 0.05. Finally, 5) it was observed that there was no correlation among factors that influence learning achievements of Thai and Chinese students, and between Thai and Chinese students at the level of significance 0.05.