A 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, Thailand
A 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, Thailand
au.link.externalLink | [Full Text] (http://www.assumptionjournal.au.edu/index.php/Scholar/article/view/5494/3538) | |
dc.contributor.author | Wang, Si Wei | |
dc.contributor.author | Forhad, Ziaul Abedin | |
dc.date.accessioned | 2022-08-30T02:10:59Z | |
dc.date.available | 2022-08-30T02:10:59Z | |
dc.date.issued | 2022 | |
dc.description.abstract | The 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. | |
dc.format.extent | 14 pages | |
dc.format.mimetype | application/pdf | |
dc.identifier.citation | Scholar: Human Sciences 14, 2 (July-December 2022), 552-565 | |
dc.identifier.uri | https://repository.au.edu/handle/6623004553/25461 | |
dc.language.iso | eng | |
dc.publisher | Bangkok : Assumption University Press | |
dc.rights | This work is protected by copyright. Reproduction or distribution of the work in any format is prohibited without written permission of the copyright owner. | |
dc.rights.holder | Assumption University | |
dc.subject | Beliefs | |
dc.subject | Task-based approach | |
dc.subject | Teacher-centered approach | |
dc.subject | Chinese as a foreign language | |
dc.subject | A private school | |
dc.subject.other | Scholar: -- Human Sciences | |
dc.subject.other | Scholar: -- Human Sciences -- 2022 | |
dc.title | A 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, Thailand | |
dc.type | Text | |
mods.genre | Journal Article |
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