AN EXPERIMENTAL EVALUATION OF THE VOICE MODEL IN TEACHING CHINESE SPEAKING SKILLS TO NON-MAJOR STUDENTS: INSIGHTS FROM LEARNERS
Main Article Content
Abstract
The demand for learning Chinese among non-major students in Vietnam has steadily increased, requiring highly effective and practical teaching methods for speaking skills. However, these learners often encounter challenges, including speaking anxiety, lack of confidence, and limited practice opportunities. Building on the VOICE model proposed in previous studies, this study aims to verify the effectiveness of the VOICE model in teaching and learning Chinese speaking skills, based on learners’ motivation, anxiety, learning difficulties, and perceptions of technology. This study employed a mixed-methods approach, surveying 507 non-Chinese major students in Hanoi to identify learner characteristics and lay the groundwork for implementing the VOICE model. The results showed that despite high learning motivation, students still experienced significant difficulties in pronunciation, intonation, and communicative responsiveness, and exhibited a certain level of anxiety. However, learners showed a positive attitude towards the application of technology in practicing speaking skills. Based on this, the study conducted pedagogical experiments to evaluate the effectiveness of the VOICE model. The experimental results showed that this model significantly improved speaking skills, enhanced confidence, and reduced difficulties and anxiety for students compared to traditional teaching methods. The study confirms that the VOICE model is an effective teaching framework, contributing to improving the quality of teaching and learning Chinese speaking skills in the context of higher education.
Keywords
Chinese speaking skills, non-major students, VOICE model
Article Details
References
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