The Effects of an Intonation Question Board Game Integrated with Shadowing Technique on Developing Intonation Skills in Wh-questions and Yes-No Questions among Matthayom Suksa 2 Students

Abstract

Pronunciation is a crucial skill that affects the effectiveness of English communication, and limitations in pronunciation are a major obstacle for most learners in speaking, as the misuse of intonation can severely affect communication and lead to misunderstandings. This study aimed to investigate the effects of using the Intonation Question Board Game in combination with the Shadowing technique on the development of intonation skills in Wh-questions and Yes–No questions among Matthayom Suksa 2 students, as well as to examine students’ satisfaction levels with practicing intonation through the use of the board game integrated with the Shadowing technique. The sample, selected through purposive sampling, consisted of 29 Matthayom Suksa 2 students. The research instruments used for data collection included a pre-test and post-test, a satisfaction questionnaire, and an opinion questionnaire. Data were analyzed using statistics including mean, standard deviation, and a t-test. The findings revealed that the students’ post-learning achievement was significantly higher than their pre-learning achievement. In addition, students reported a high level of satisfaction toward practicing intonation in Wh-questions and Yes–No questions through the integrated use of the Intonation Question Board Game and the Shadowing technique. The results of this study can be applied to develop English pronunciation skills and serve as a guideline for designing diverse learning management to enhance learners’ pronunciation skills more effectively.