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Please use this identifier to cite or link to this item: https://rsuir-library.rsu.ac.th/handle/123456789/2935
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dc.contributor.advisorUbon Sanpatchayapong-
dc.contributor.authorLu Cai-
dc.date.accessioned2025-10-01T07:07:16Z-
dc.date.available2025-10-01T07:07:16Z-
dc.date.issued2024-
dc.identifier.urihttps://rsuir-library.rsu.ac.th/handle/123456789/2935-
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 teachingen_US
dc.subjectSimulation games in educationen_US
dc.subjectEducational technologyen_US
dc.subjectEducational games -- Thailanden_US
dc.titleStudents perceptions towards game-based Chinese learning among grade 11 students in a Thai school context in Thailanden_US
dc.typeThesisen_US
dc.description.other-abstractThis qualitative study explores “Students’ Perceptions towards Game-Based Chinese Learning Among Grade 11 Students in a Thai School Context in Thailand”. It aims to understand students’ perceptions of game-based Chinese learning and the crucial ways to learn Chinese through games. The study was conducted in a school in Nonthaburi, Thailand. The participants in the study were students studying Chinese in Grade 11 at the school. Given the prevalent lack of motivation among these students, coupled with challenges in finding effective learning methods, this research endeavors to identify pedagogical approaches conducive to their learning needs. In the study, games such as Word Chain, Bingo, and Guess Who I Am were used in the classroom. After several classes, students provided feedback which was recorded. Data contains pre and post-interviews as well as the teacher's journals. The data analysis method was a content analysis. The analysis identified three types of students’ perceptions and four beneficial ways of learning the Chinese language. The three perceptions include students being more interested and engaged in learning Chinese, increased selfconfidence of the students, and improved Chinese learning efficiency of the students. The four beneficial ways are collaboration and working with partners, communication and sharing lessons learned with partners, active learning for gaining knowledge, and creating a meaningful language environment. This study then provides teaching strategies and ideas for Thai high school Chinese language teachers so that they can apply these strategies to teaching Chinese and boosting the professional learning community in their context.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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