Learning Styles of Chinese Language Students in the Bachelor of Arts in Chinese for Communication Program, Rajamangala University of Technology Krungthep

Abstract

Learner study is crucial for curriculum and teaching development. The primary purposes of this study are to:1) conduct a comparative analysis of learning styles among Chinese language students in the Communication Chinese program at Rajamangala University of Technology Krungthep, 2) assess the relationship between these learning styles and students' academic outcomes, and 3) compare the learning styles of fourth-year students who have achieved HSK5 proficiency with those who are in the process of preparing for the HSK5 exam in the 2023 academic year. The research tool was a questionnaire adapted from Grasha and Reichmann's learning style questionnaire, with a reliability coefficient of 0.95. Data analysis employed descriptive statistics, Pearson's correlation coefficient, and t-test. The results of this research showed that students across all year levels predominantly exhibited a dependent learning style. Participative, independent, and competitive learning styles positively correlated with students' Chinese language achievement levels at statistical significance levels of 0.01, 0.05, and 0.05, respectively. The avoidant learning style negatively correlated with Chinese language achievement at a 0.01 significance level. Fourth-year students who passed the HSK5 test demonstrated significantly different uses of dependent, participative, independent, and avoidant learning styles, compared to those preparing for the HSK5 test. Therefore, to tailor teaching and learning management to suit the students’ learning styles, instructors have to understand and study individual traits, interests, and classroom behaviors. These include learning characteristics, peer interactions, and students’ responsibility in developing Chinese language learning strategies which are suitable for learners and can stimulate both their interests and academic achievement.