AN EMPIRICAL STRUDY ON DIALOGUE TEACHING IN CHINESE CLASSES AT PUBLIC UNIVERSITIES IN BANGKOK, THAILAND A CASE STUDY OF KING MONGKUT’S INSTITUTE OF TECHNOLOGY LADKRABANG

Abstract

 

This study focuses on the application of dialogic teaching in Chinese classrooms at King Mongkut's Institute of Technology Ladkrabang (KMITL) in Bangkok, Thailand, exploring its impact on learners' overall Chinese proficiency and intercultural communication skills. As a significant research area in education, linguistics, and psychology, dialogic teaching has gained increasing attention in international Chinese education. Through a mixed-methods approach combining quantitative and qualitative analysis, the study finds that dialogic teaching emphasizes interactive communication in authentic contexts, significantly enhancing students' listening comprehension, speaking skills, and intercultural communication abilities. However, challenges such as insufficient teacher training and a lack of localized teaching materials persist in curriculum design and resource support. In response, this study proposes optimization strategies to provide insights for the development of international Chinese education in Thailand.