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Please use this identifier to cite or link to this item: https://rsuir-library.rsu.ac.th/handle/123456789/2182
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dc.contributor.advisorSumalee Chinokul-
dc.contributor.authorHao Zhang-
dc.date.accessioned2024-01-29T06:10:14Z-
dc.date.available2024-01-29T06:10:14Z-
dc.date.issued2022-
dc.identifier.urihttps://rsuir-library.rsu.ac.th/handle/123456789/2182-
dc.descriptionThesis (M.Ed.(Bilingual Education and English Language Teaching)) -- Rangsit University, 2022en_US
dc.language.isoenen_US
dc.publisherRangsit University Libraryen_US
dc.subjectChinese language -- Study and teaching -- Thailanden_US
dc.subjectMotivation in education -- Thailanden_US
dc.subjectMotivation in adult education -- Thailanden_US
dc.titleChinese learning motivation and self-efficacy of Thai senior high school students a case study of a Thai local schoolen_US
dc.typeThesisen_US
dc.description.other-abstractThis study aimed to address a research gap among these variables with the Thai high school students studying Chinese as a foreign language by exploring the level of students’ motivation and academic self-efficacy and investigating the relationship between motivation, academic self-efficacy, and individual differences among Thai high school students. A school in Trang, Thailand, was purposively selected as a case study, and 123 high school students from this school were recruited as research participants. The main research design in the quantitative part of the study was correlational study while qualitative data were also sought from the semi-structured interview to supplement the quantitative findings. The results showed that the participants had a low level of learning motivation from the L2MSS perspectives (x̄ = 2.420) and had a moderate level of academic selfefficacy (x̄ = 2.639). Learning motivation and academic self-efficacy were statistically significant correlated with students' age and Chinese language proficiency level, but not statistically significant correlated with gender, ethnicity, and duration of Chinese learning. The regression equation of motivation and academic self-efficacy was derived from linear regression analysis as language motivation=-0.572+1.134*academic selfefficacy. Furthermore, the results of the semi-structured interviews confirmed that the main motivation type of Thai high school students is L2 ideal self; besides, there are many problems in the teaching methods and textbooks of Chinese teaching in Thailand.en_US
dc.description.degree-nameMaster of Educationen_US
dc.description.degree-levelMaster's Degreeen_US
dc.contributor.degree-disciplineBilingual Education and Englishen_US
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