Abstract
This study examines the expectations of first-year students regarding Chinese language learning and identifies unmet factors that require attention. It explores two primary objectives: first, to examine the expectations of first-year students regarding Chinese language learning, and second, to identify factors that have not yet been addressed in relation to these expectations. A total of 101 first-year students enrolled in the Teaching Chinese Language program at a Thai university, during the 2022 academic year were purposefully selected as participants. Data were collected using semi-structured questionnaires and analyzed through both qualitative and quantitative methods, guided by Vroom’s Expectancy Theory. Quantitative data were assessed using percentage-based statistical analysis, while qualitative data were examined through content analysis. The findings reveal the key expectations students hold regarding Chinese language learning, along with areas where their needs remain unaddressed. Notably, the results reflect the aspirations of a new generation-students who are highly motivated to pursue difficult academic studies at a Thai university, aiming to establish a stable career through Chinese language proficiency. A significant number of students express a strong desire for immersive experiences in the language and culture of the People’s Republic of China. Additionally, certain student concerns that were not previously recognized should be considered by the university to better align with student expectations. This study highlights the need for continuous curriculum development in response to a rapidly developing world and highlights the need for new courses that provide students with greater academic flexibility.
Presenters
Phasuk BoonthamInstructor, Sinology, Chinese Language Teaching, Mae Fah Luang University, Thailand
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
EXPECTATION, CHINESE LANGUAGE LEARNING, FIRST YEAR STUDENTS
