A Survey Study on the Use of Chinese Language Textbooks and Teaching Methods in Primary Schools in Thailand under the Office of the Basic Education Commission

Abstract

This research consists purposes were 1. to study the condition of Chinese textbook usage in primary schools under the Office of the Basic Education Commission and 2. to study the teaching methods of Chinese language in primary schools under the Office of the Basic Education Commission. This study employed a mixed methods research design, combining both qualitative and quantitative approaches. The research instruments included questionnaires, interview forms and classroom observation logs from each participating school. The sample consisted of 1,030 individuals selected through stratified sampling. The schools chosen were primary schools under the Office of the Basic Education Commission (OBEC) that offer Chinese language courses, with a total of 21 schools from 7 regions across Thailand. Additionally, the target group included 21 individuals selected through purposive sampling. The data collected from the questionnaires were analyzed using descriptive statistics, including percentage, mean and standard deviation. Data from interviews, classroom observation logs and related documents were analyzed using content analysis. The findings revealed that 1) Most textbooks were not designed according to a national standard, lacked alignment with the Thai context, contained no Thai explanations, and were inconsistently used, with many students lacking access to textbooks and multiple versions used simultaneously and 2) Teaching methods still emphasized grammar-translation approaches. Teachers faced limitations in both time and language proficiency, while students preferred enjoyable, activity-based, and communicative learning. Most teachers primarily used blackboard-based materials. The study recommends the development of standardized Chinese textbooks appropriate to the Thai context, with Thai-language explanations and communicative activities such as songs, games, and role-plays. It also suggests teacher training in communicative teaching techniques and the creation of diverse and engaging instructional media to enhance primary students’ learning outcomes.