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Please use this identifier to cite or link to this item: https://rsuir-library.rsu.ac.th/handle/123456789/2929
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dc.contributor.advisorAnchalee Chayanuvat-
dc.contributor.authorRuirui Li-
dc.date.accessioned2025-10-01T03:43:29Z-
dc.date.available2025-10-01T03:43:29Z-
dc.date.issued2024-
dc.identifier.urihttps://rsuir-library.rsu.ac.th/handle/123456789/2929-
dc.descriptionThesis (M.Edu. (Bilingual Education and English Language Teaching)) -- Rangsit University, 2023en_US
dc.language.isoenen_US
dc.publisherRangsit University. Libraryen_US
dc.subjectChinese language -- Study and teaching -- Thailanden_US
dc.subjectChinese language -- Textbooks for foreign speakersen_US
dc.subjectTeaching -- Methodsen_US
dc.subjectChinese language -- Study and teaching -- Foreign speakersen_US
dc.subjectSecond language acquisition -- Evaluationen_US
dc.titleExploring Chinese language learning of students in math class at a Thai private school : a case study of using Chinese as a medium of instructionen_US
dc.typeThesisen_US
dc.description.other-abstractThis study aimed 1) to investigate the effects of Chinese as a medium of instruction (CMI) on the Chinese math score, 2) to find out the level of Chinese knowledge of Thai first-graders, and 3) to identify the factors affecting Chinese language learning of the students in Chinese math class when using CMI. The study adopted mix-methods research approach to obtain both quantitative and qualitative data from a class of 21 Thai first graders selected with the convenience sampling method. Pre/post-tests of Chinese math and YCT Level 1 were given to the students to compare the scores of Chinese math and Chinese language knowledge at the beginning and at the end of the course using CMI. The findings of the study revealed that the mean scores of the post-test of the students in Chinese math (x̄=95.95/S.D.=7.19) and Chinese language knowledge (x̄=196.68/S.D.=5.83) were higher than those of the pretests (x̄=16.14/S.D.=7.28; x̄=96.28/S.D.=22.56) sequentially at a significant value of P=.001. The teacher/researcher’s journal revealed that the enhancement of Chinese language learning of the students was notably influenced by eight key factors: 1) students’ behavior, 2) classroom management strategies, 3) teacher-student interaction, 4) teaching aids, 5) teacher’s support, 6) classroom atmosphere, 7) students’ learning outcomes and 8) Chinese ability.en_US
dc.description.degree-nameMaster of Educationen_US
dc.description.degree-levelMaster's Degreeen_US
dc.contributor.degree-disciplineBilingual Education and English Language Teachingen_US
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