A Comparative Analysis of Autonomous Learning Satisfaction Among Thai Chinese Learners: The Impact of Different Online Course Modes
Keywords:
Online Chinese Language Courses, Autonomous Learning, Course Modes, Learning SatisfactionAbstract
This study examines three current modes of online Chinese language learning in Thailand,namely the traditional video-based mode, the audio-text mode, and the short-video mode, and systematically analyzes similarities, differences, and interrelationships in learner satisfaction
across five dimensions: learner, teacher, course, interaction, and overall satisfaction. A mixedmethods
approach was adopted, incorporating classroom observation, questionnaire surveys,
and semi-structured interviews. The findings indicate that the traditional video-based mode and
the audio-text mode demonstrate higher structural completeness and are more comparable to
face-to-face instruction, whereas the short-video mode is characterized by a more relaxed and
informal structure, with noticeable variation in teachers’ professional backgrounds. Significant
differences in learning satisfaction are observed among the three modes in the dimensions of
teacher and interaction, while no significant differences are found in the learner, course, and
overall dimensions. Furthermore, overall learning satisfaction is positively correlated with all
four specific dimensions, with the strongest correlation observed in the learner dimension.
Based on these findings, this study proposes targeted recommendations for optimizing the
design of online Chinese language courses, with the aim of enhancing learner satisfaction and
improving instructional effectiveness in the Thai context.
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