Browsing by Subject "Chinese as a foreign language"
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ItemA comparative study of Chinese learning achievement of Grade 7 students using Chinese or Thai as a medium of instruction in Chinese language class at Wat Suthiwararam School in Bangkok, ThailandThis study was conducted to identify whetherthere was a significant difference in the gain in Chinese learning achievement between Grade 7 students using Chinese as a medium of instruction in a Chinese languageclass and those using Thai as a medium of instruction at WatSuthiwararam School in Bangkok,Thailand. The study duration was two months. Seventy students were targeted in this study, conducted during the academic year 2020-2021. In the experimental group, 36 students usedChinese as a medium of instruction in Chinese language class. The researcher,as a teacher, taught the experimentalgroup. And the control group, taught by aThai teacher and 34 students in total, usedThai as a medium of instructionin Chinese language class. The results of research carried out on Jan. 2021.The data collected wereanalyzed by a statistical software program. According to the purpose and hypotheses of the study, different statistical methods were used to analyze the data (e.g.,means, standard deviations, dependent samples t-test,independent samples t-test). The study showed the level of learning achievement of Grade 7 students using Chinese as a medium of instructionin Chinese language class was very good. The class was very good for Grade 7 students using Thai as a medium of instruction in a Chinese language. The results showed nosignificant difference in Grade 7students using Chinese orThaias a medium of instructionin Chinese language class at Wat Suthiwararam School in Bangkok, Thailand.
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ItemA comparative study of Grades 8 and 9 students' beliefs towards task-based approach and teacher-centered approach in teaching Chinese as a foreign language class at a private school in Bangkok, ThailandThe purpose of this studywas to investigate the levels of Grades 8 and 9 students'beliefs and determine whether there were significant differences between task-based and teacher-centered approachesin teaching Chinese as a foreignlanguageclass at a private school in Bangkok, Thailand. This study had 92 Grade 8 and 90 Grade 9 participants as a population sample in the 2020-2021 academic year. This research was designed as a quantitative comparativestudy. The students'beliefs towards teaching approaches questionnaire from Zhang and Liu (2014)was usedas the research instrumentin this study. Descriptive statistic was utilized to analyze the levels of Grade 8 and Grade 9 students'beliefs towards task-based and teacher-centered approaches in teaching Chinese as a foreign language (CFL) classes. Dependent samples t-test was used to compare whether there weresignificant differences between task-based and teacher-centered approachesin teaching CFL classes. The findings revealed that Grades 8 and 9 students expressed their positive beliefs towards a task-based approach in teaching CFL class butshowed their neutral belief toward a teacher-centered approach. There was a significant difference in Grade 8and Grade9 students'beliefs towards task-based and teacher-centered approaches in teaching CFL classes. According to these findings, the researcher provided recommendations for students, Chinese teachers, school administrators, and future researchers.
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ItemA comparative study of primary 4 students' academic achievement and perception on learning Chinese as a foreign language under inquiry-based learning method at an international school in Bangkok, ThailandThe objective of conducting this comparative research was to determine students' academic achievement in learning Chinese while being instructed under the teaching methodology of inquiry-based learning method in learning Chinese as a foreign language at aninternational school in Bangkok. How has learning under the inquiry-based learning method increased students' academic achievement and sufficiency for Primary 4 students, which prepared them sufficiently to pass their HSK (Hanyu Shuiping Kaoshi) Chinese proficiency test at their respective Chinese levels? This study examined both the effectiveness of the learning methodology and students' perception of their academic performance to determine how inquiry-based learning methods work in learning a foreign language. A pre-test and post-test were given to Primary 4 students in a Chinese class. The research was conducted from May 2020 to June 2020 in Chinese class. The topic was in Unit 1, "Greeting," which emphasized classroom activity, friends, and family. The lessons were conducted for four weeks, with 3 hours of class per week lasting for a total duration of 60 minutes. The sample size of this study was 18 students being instructed under the inquiry-based learning method. Results indicated that the student's academic achievement and performance in the Chinese language have increased in percentage under the inquiry-based learning methodology. The findings showed that the inquiry-based learning method results in higher achievement in students' academic performance. Students' perception of learning Chinese under the inquiry-based learning method was effective. Therefore, the findings of the study indicated a significant difference in gains instructed under the inquiry-based learning method at a significance level of .05 found in this study. Students achieved higher when exposed to inquiry-based learning methods in learning Chinese as a foreign language.
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ItemA correlational-comparative study of motivation and perceived parental encouragement for learning Chinese as a foreign language of Grades 5 and 6 students at Khlong Toei Wittaya School, Bangkok, ThailandThe purpose of this study was to determine the relationship between Grades 5 and 6 students' motivation and their perceptions of parental encouragement for learning Chinese as a foreign language and to compare two variables in grades 5 and 6 levels at Khlong Toei Wittaya School, Bangkok, Thailand. The participants of this study were 109 students from Grades 5 and 6 at Khlong Toei Wittaya School, Bangkok, Thailand. This study was designed as a quantitative correlational-comparative study. An adapted version of Gardner's (2004) Attitude/Motivation Test Battery (AMTB) was used to collect data from 61 Grade 5 and 48 Grade 6 students during the 2019-2020 academic year. Descriptive statistics means standard deviations, correlational analysis (Pearson's product-moment correlation coefficient), and an independent samples t-test (2-tailed) were used to analyze the data. The study found that Grades 5 and 6 students' motivation for learning Chinese as a foreign language at Khlong Toei Wittaya School and their perceptions of parental encouragement for learning Chinese as a foreign language were slightly high. Also, a significant positive relationship between motivation and perception of parental encouragement for learning Chinese as a foreign language was found for each grade level. Furthermore, the findings also indicated no significant difference between Grades 5 and 6 students' motivation for learning Chinese as a foreign language and no significant difference between their perceptions of parental encouragement for learning Chinese as a foreign language.
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ItemA correlational study of motivation and language anxiety for learning Chinese as a foreign language with Chinese academic achievement of Thai Grade 6 studentsThe purpose of this quantitative correlational study was to determine whether there was a significant relationship among Motivation and Language Anxiety with academic achievement for Learning Chinese as a Foreign Language of 164Grade 6students from a Thai government school in Trang, Thailand. The Motivation and Language Anxiety for Learning Chinese as a Foreign Language Questionnaire was used to collect data. The survey questionnaire was adapted from Gardner’s Attitude/Motivation Test Battery. Descriptive statistics (means, standard deviations) and multiple correlational analysis were used to analyze the data. The study findsings indicated a significantrelationship among the target variables -motivation and language anxiety for learning Chinese as a foreign language with Chinese academic achievement. Specifically, the research findings indicated that Grade 6students displayed a slightly low level of motivation and a slightly low level of language anxiety for learning Chinese as a foreign language. The research found that there was very weak relationship between Grade 6students’ motivation and their language anxiety for learning Chinese as a foreign language with Chinese academic achievement.
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ItemA correlational-comparative study of perception of ICT use in the classroom and academic achievement of Grades 3 and 4 students in Chinese language class at Prasarnmit Primary School International program in Bangkok, Thailand( 2020) Liu, Sijia ; Gonzalez, Orlando Rafael GonzalezThis study was conducted to identify whether there was a significant difference in perception of ICT use in the classroom between Grades 3 and 4 students learning Chinese as a foreign language at Prasarnmit Primary School International Program (PPiP)in Bangkok, Thailand. Also, this study examined the relationship between the perception of ICT use in the classroom held by these students and their academic achievement in Chinese language class. ICT Use in Learning Chinese Questionnaire, comprised of 13 items using a 5-point Likert scale, was used for measuring the level of perceptions of ICT use in the classroom. Forty-eight students participated in this study, conducted during the academic year 2018-2019. The research findings showed that Grade 3 students held, onaverage, a moderate perception of ICT use in the classroom in Chinese language class, while Grade 4 students held a positive perception instead. The study also showed that the level of academic achievement of Grade 3 students in Chinese language class was satisfactory, while for Grade 4 students was fairly good. The results showedthat there was no significant relationship between perception of ICT use in the classroom and academic achievement of both Grades 3 and 4 students in Chinese language class at PPiP. Also, there was no significant difference in perception of ICT use in theclassroom between Grades 3 and 4 students in Chinese language class at PPiP.
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ItemThe relationship of self-efficacy for and enjoyment of learning Chinese as a foreign language with Chinese academic achievement of Grades 7 and 8 students at Pramandanijianukroah School, Bangkok, ThailandThe main purpose of this study was to determine if there was a significant relationship of self-efficacy for and enjoyment of learning Chinese as a foreign language with Chinese academic achievement of Grades 7 and 8 students at Pramandanijianukroah School, Bangkok, Thailand. A total of 126 students from Grade 7 and 139 students from Grade 8, enrolled during the academic year 2019-2020, participated in this study. The Questionnaire of Chinese Self-Efficacy was used to measure participants’ self-efficacy for learning Chinese as a foreign language, while the Questionnaire of Chinese Language Enjoyment was used to measure participants’ enjoyment of learning Chinese as a foreign language. The Grade 7 and Grade 8 final exams of Chinese language subject for Term 1 were used to measure participants’ Chinese academic achievement. Descriptive statistics (means and standard deviations) and correlational analysis (using multiple correlation coefficient) were performed on the collected data. The findings indicated that participants’ self-efficacy for learning Chinese as a foreign language was slightly low. The level of enjoyment of learning Chinese as a foreign language was found to be neither high nor low for Grade 7 students, whereas it was high for Grade 8 students. Chinese academic achievement for Grade 7 students was found to be satisfactory, while for Grade 8 students it was good. The multiple linear relationship of self-efficacy for and enjoyment of learning Chinese as a foreign language with Chinese academic achievement was significant and strong for Grade 7 students, whereas it was significant and moderately strong for Grade 8 students.
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