A STUDY ON ELEMENTARY CHINESE LANGUAGE TEACHING FOR INTERNATIONAL STUDENTS: EVIDENCE FROM QINGDAO HUANGHAI UNIVERSITY
Article Sidebar
Main Article Content
บทคัดย่อ
This study examined the effectiveness of elementary Chinese language instruction for international students at Qingdao Huanghai University. Specifically, it had three aims: 1) to assess the current state of elementary Chinese language teaching for international students at the university; 2) to identify key pedagogical problems in existing practices; and 3) to propose targeted recommendations for instructional improvement. A mixed-methods design was adopted to achieve these objectives, combining quantitative and qualitative approaches. Quantitative data were obtained from a corpus analysis of students' in-class exercises and homework and were analyzed using descriptive statistics. Qualitative data were collected through classroom observations and semi-structured interviews. Observation data were analyzed thematically, while interview data were subjected to content analysis.
The findings corresponded directly to the research objectives. First, current instruction was characterized by highly standardized and inflexible practices, limited responsiveness to learner differences, inadequate academic support, and monotonous homework and assessment routines. Second, several pedagogical problems were identified, including rigid instructional procedures that prioritized linguistic forms over communicative competence, insufficient learning guidance associated with low student engagement, and repetitive assignments coupled with a single-mode evaluation system. Third, based on these findings, the study proposed a series of improvement strategies, including the adoption of student-centered differentiated instruction, task-based curriculum redesign focused on authentic communication, structured support mechanisms to enhance participation, and diversified assessment practices supported by timely formative feedback. Together, these findings offer practical insights for strengthening elementary Chinese language education for international students in higher education settings.
Article Details
เอกสารอ้างอิง
Chen, Q. Y. (2022). Integrated strategies for Chinese teaching under differences in cultural cognition. Literature Education, (9), 65–67.
Fan, H. H. (2015). Promoting active learning in classrooms through innovative teaching models. Teaching Research, (3), 8–10, 27. https://doi.org/10. 3969/j.issn.1005-4634.2015.03.002
Hao, J. (2019). A case-based study on students’ problematic behaviors in Chinese classrooms (Master’s thesis) [In Chinese]. Beijing Foreign Studies University, Beijing, China.
Jiang, L. P. (2018). Inheritance, development, and innovation in Chinese textbook compilation. Chinese Language Teaching and Research, (4), 12– 18 .https://doi.org/10.3969/j.issn.1674-8174.2018.04.002
Li, L. (2020). A review of research on the “three teachings” issues in international Chinese education over the past fifteen years: A statistical analysis based on two core journals. Modern Chinese, (11), 104–108.
Liu, S. N. (2018). An analysis of the current situation and existing problems in teaching Chinese as a foreign language. Modern Communication, (23), 235–236. https://doi.org/10.3969/j.issn.1009-5349.2018.23.132
Lu, J. M. (2016). Expert forum: Training Chinese language teachers. International Chinese Language Education, (01), 5.
Mei, Q. (2022). International Chinese education under the background of the "three teachings" reform: Values, problems, and paths. Heihe Journal, (2), 88–92. https://doi.org/10.3969/j.issn.1009-3036.2022.02.015
Miao, S. S. (2022). Problems and countermeasures in Chinese teaching for international students. Scientific Consultation, (7), 113–115.
Tong, X., Huang, H., & Bai, Y. (2019). A study on coping strategies for international students' problematic classroom behaviors in
Chinese teaching. Teaching Research, 42(5), 82–88. https://doi.org/10.3969/j.issn.1005-4634.2019.05. 014
Wang, J. Y. (2021). Reflections on the "three teachings" issues in international Chinese education under a diversified background. Guide of Science & Education, (16), 41–43. https://doi.org/10.16400/j.cnki.kjdk.2021.16.014
Xia, F. F. (2014). A study on the teaching model of elementary comprehensive Chinese courses: A case study of Yiwu Industrial and Commercial Vocational and Technical College. Chinese Academic Journal, 8(1), 134–136. https://doi.org/10.3969/j.issn.1672-8610.2014.08.066
Yang, F. (2018). Current situation and development strategies of Chinese teaching for international students: A case study of Hexi University. Journal of Hubei Correspondence University, 31(19), 164–166. https://doi.org/10. 3969/j.issn.1671-5918.2018.19.071
Zhao, L. M. (2019). A study of several issues in teaching Chinese as a foreign language. Science Popularization (Science Education), (10), 157.
