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| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | Anchalee Chayanuvat | - |
| dc.contributor.author | Tang E | - |
| dc.date.accessioned | 2024-01-29T04:35:51Z | - |
| dc.date.available | 2024-01-29T04:35:51Z | - |
| dc.date.issued | 2022 | - |
| dc.identifier.uri | https://rsuir-library.rsu.ac.th/handle/123456789/2180 | - |
| dc.description | Thesis (M.Ed.(Bilingual Education and English Language Teaching)) -- Rangsit University, 2022 | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | Rangsit University Library | en_US |
| dc.subject | Chinese language -- Study and teaching -- Foreign speakers | en_US |
| dc.subject | Chinese teachers -- Training of -- Methodology | en_US |
| dc.subject | Critical pedagogy | en_US |
| dc.title | Exploring teaching Chinese as a second language teachers’ informatization teaching ability in China needs and challenges | en_US |
| dc.type | Thesis | en_US |
| dc.description.other-abstract | This study aimed 1) to explore the informatization needs and challenges of the teachers and 2) to investigate the factors supporting and obstructing the teachers in their technologyintegrated teaching approach. The study adopted a mixed-methods approach. By using stratified teaching and Yamane's formula for calculating the sample size, 118 teachers were selected from a population of 167 teaching Chinese as a second language (TCSL) teachers in seven schools that operated online teaching and learning during the COVID-19 pandemic outbreak in Miya city as research participants. Through the questionnaire survey and the structured interview, quantitative and qualitative data analysis methods were adopted to identify the needs and challenges of online teaching of Chinese as a foreign language during the epidemic period. The findings of the study revealed that all the teachers had high scores in all the items with the total average of 4.74/ S.D.= 0.48 which broke down into 4.73/ S.D. = 0.46 for content, 4.71/ S.D.= 0.53 for pedagogy and 4.78/ S.D.= 0.45 for technical knowledge. It was found that the teachers got the highest score in content knowledge and the lowest score in pedagogy knowledge. It is therefore recommended that in order to face online teaching with confidence, the teachers should be continuously professionally developed in designing appropriate online curriculums, especially for teaching Chinese as a Second Language and online student assessment. In addition, class interaction and students’ learning discipline will be two major challenges for the teachers. They must adapt their teaching to promote these in their online classes. | en_US |
| dc.description.degree-name | Master of Education | en_US |
| dc.description.degree-level | Master's Degree | en_US |
| dc.contributor.degree-discipline | Bilingual Education and English Learning Education | en_US |
| Appears in Collections: | EDU-Bil-M-Theses | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| TANG E.pdf | 2.35 MB | Adobe PDF | View/Open |
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