The Relationship Between Learning-Supporting Factors and Chinese Language Achievement Among Students in Private Language Schools in Khon Kaen Province

Abstract

This research consists purposes were 1. to examine the level of learning-supporting factors 2. to determine the level of Chinese language achievement among students 3. to investigate the relationships between learning-supporting factors and Chinese language achievement and 4. to propose development guidelines to enhance students’ achievement in the context of private Chinese language schools. The research employed a questionnaire as the instrument. The sample comprised 173 students studying Chinese at a private language school in Khon Kaen Province, Thailand. The sample size was determined using Yamane’s formula with a 0.05 margin of error, and participants were selected by stratified random sampling followed by simple random sampling. Data were analyzed using descriptive statistics (percentage, mean, standard deviation) and inferential statistics (Pearson’s correlation coefficient and multiple regression). The results indicated that 1) The overall level of factors affecting Chinese language learning achievement at Ouyang Language School, Khon Kaen Province, was high (x̅ = 4.14, S.D. = 0.29) 2) The overall level of students’ Chinese language learning achievement at Ouyang Language School, Khon Kaen Province, was high (x̅ = 4.16, S.D. = 0.31) 3) There was a statistically significant relationship at the .05 level between the overall factors and Chinese language learning achievement, with the overall factor level showing the highest correlation with overall achievement (r = .970*) and 4) Recommendations for improving the factors influencing Chinese language learning achievement were varied. The most frequently suggested were emphasizing conversational practice through simulated situations and increasing content related to Chinese writing, followed by developing textbooks to better match the curriculum, enhancing teachers’ instructional techniques to capture students’ interest, and creating a learning environment conducive to study.