Browsing by Subject "Learning Chinese as a foreign language"
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    A comparative study of motivation and perceptual learning style preferences for learning Chinese as a foreign language amond Grade 5 to Grade 8 students of Concordian International School, Thailand
    (Digital Production Press, Assumption University, 2017) Yang, Tian ; Lynch, Richard
    The purpose of this study was to examine the level of overall motivation, intrinsic and extrinsic goal orientations, perceptual learning style preferences, and to determine the motivation and perceptual learning style preference differences among 169 grades 5-8 students learning Chinese as a foreign language at Concordian International School in Bangkok, Thailand, during the first semester of the academic year 2015-2016. The study employed a quantitative research methodology utilizing a questionnaire to collect data. There were four main findings. First, the level of overall motivation for learning Chinese as a foreign language among grade 5 to grade 8 students was high, with the level of intrinsic goal orientation being moderate; and the level of extrinsic goal orientation being high. Second, kinesthetic, tactile and group learning style preferences were major, while visual, auditory and individual were minor learning style preferences. Third, there was no significant difference of overall motivation in Chinese as a foreign language learning according to grade levels, with no significant difference of intrinsic goal orientation according to grade levels and no significant difference of extrinsic goal orientation in Chinese as a foreign language learning according to grade levels. Finally, there was a significant difference of perceptual learning style preferences in Chinese as a foreign language learning according to grade levels. The study concludes with recommendations for practice and for future research.
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    The relationship between motivation for learning and academic achievement among basic and advanced level students studying Chinese as a foreign language in years 3 to 6 at Ascot International School in Bangkok, Thailand
    (Digital Production Press, Assumption University, 2016) Ting, Li ; Lynch, Richard
    The purpose of this study was to determine the level of motivational goal orientation, and the relationship between the motivational goal orientation and academic achievement among basic and advanced level students studying Chinese as a foreign language in years 3 to 6 at Ascot International School in Bangkok, Thailand. The study respondents were 127 students studying Chinese as a foreign language in years 3 to 6 at Ascot International School in 2014. This study followed a quantitative research methodology employing both a questionnaire and unit quizzes to address the research objectives. There were two main parts included in the study: the level of motivational goal orientation and the relationship between motivational goal orientation and academic achievement among basic and advanced level students. In this study, the motivational goal orientation focused on intrinsic and extrinsic goal orientation. Based on the study objectives, there were eight main findings: 1) the level of intrinsic goal orientation of the basic class was high; 2) the level of intrinsic goal orientation of the advanced class was high; 3) the level of extrinsic goal orientation of the basic class was high; 4) The level of extrinsic goal orientation of advanced class was very high; 5) no significant relationship was found between intrinsic goal orientation and academic achievement among basic class students; 6) there is a significant relationship found between the intrinsic goal orientation and academic achievement among advanced class students; 7) there is a significant relationship found between the extrinsic goal orientation and academic achievement among basic class students; 8) there is a significant relationship found between the extrinsic goal orientation and academic achievement among advanced class students.
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    The relationship between motivation for learning Chinese as a foreign language and Chinese achievement of grade 9 students at Ekamai International School in Bangkok, Thailand
    (Assumption University Press, 2016) Lin, Cai ; Lynch, Richard
    The purpose of this study was to examine the level of motivational goal orientation, and the relationship between the motivational goal orientation and Chinese achievement of grade 9 students studying Chinese as a foreign language at Ekamai International School in Bangkok, Thailand. The study respondents were 74 students studying Chinese as a foreign language in grade 9 at Ekamai International School during the second semester of the academic year 2014-2015. This study followed a quantitative research methodology employing both a questionnaire and an unofficial version of the HSK III Chinese Proficiency test to address the level of motivational goal orientation and Chinese achievement. There were three main elements included in the study: the level of motivational goal orientation, the level of Chinese language achievement and the relationship between motivational goal orientation and Chinese achievement. In this study, the motivational goal orientation focused on intrinsic and extrinsic goal orientation, and self-efficacy for learning and performance. Chinese language achievement focused on listening, reading and writing achievement. There were three main findings: 1) the overall level of motivation for learning Chinese as a foreign language of grade 9 students was high; 2) Chinese language achievement of grade 9 students was high; 3) there was a significant relationship between motivation for learning and Chinese language achievement. The article concludes with recommendations for practice and for future research.
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    The relationship between the use of indirect language learning strategies and Chinese language achievement in reading and writing among students in years 7 to 10 at Ascot International School in Bangkok, Thailand
    (Assumption University Press, 2017) Han, Xiao ; Lynch, Richard
    This study aimed to examine the use of indirect language learning strategies and the relationship between those strategies and Chinese academic achievement of year 7 to year 10 students who are learning Chinese as a foreign language at Ascot International School in Bangkok, Thailand. The study followed a quantitative research methodology utilizing two research instruments: the questionnaire of indirect learning strategies for Chinese learning and the unit quizzes of the IGCSE (International General Certificate of Secondary Education) Chinese course. The study was carried out during the second term of academic year 2015-2016 with 91 respondents. The use of indirect learning strategies focused on the use of metacognitive, affective and social language strategies. The Chinese achievement focused on reading and writing achievement. The study resulted in the following main findings. Year 7 to year 10 students used at a high level both metacognitive and social strategies for their Chinese learning. They used affective strategies at a medium level. Also, the use of overall indirect learning strategies was medium. There was a positive significant relationship between the use of metacognitive strategies and Chinese achievement. There was no significant relationship between affective strategies and Chinese achievement. There was a positive significant relationship between the use of social strategies and Chinese achievement. There was a positive significant relationship found between the use of overall indirect learning strategies and Chinese achievement as well. Recommendations for Chinese teachers, students and future researchers are also provided in this study.
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