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Please use this identifier to cite or link to this item: https://rsuir-library.rsu.ac.th/handle/123456789/3414
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dc.contributor.advisorAnchalee Chayanuvat-
dc.contributor.authorLi Wenlong-
dc.date.accessioned2026-07-10T02:43:48Z-
dc.date.available2026-07-10T02:43:48Z-
dc.date.issued2024-
dc.identifier.urihttps://rsuir-library.rsu.ac.th/handle/123456789/3414-
dc.descriptionThesis (M.Ed. (Bilingual Eduaction and English Language Teaching)) -- Rangsit University, 2024en_US
dc.language.isoenen_US
dc.publisherRangsit University. Libraryen_US
dc.subjectChinese language -- Study and teaching -- Juvenileen_US
dc.subjectBlended learning -- Teachers -- Attitudesen_US
dc.subjectKindergarten students -- Thailanden_US
dc.titleTeachers perceptions of blended learning in teaching basic Chinese to Thai kindergarten studentsen_US
dc.typeThesisen_US
dc.description.other-abstractThis study investigated the use of blended learning in teaching basic Chinese to Thai kindergarten students, focusing on how teachers integrated technology, the impact of blended learning on students' learning achievement, and teachers' perceptions of the advantages and disadvantages of this approach. A mixed-methods design was employed, combining quantitative surveys and qualitative semi-structured interviews with 50 teachers from the Nonthaburi Project in Thailand. The research explored how teachers used multimedia tools, interactive games, and online platforms to enhance language learning. The findings suggested that blended learning was viewed positively by teachers, with a high level of agreement (mean = 4.42, SD = 0.67) on its impact on student engagement and participation. Teachers reported improvements in vocabulary retention (mean = 4.44, SD = 0.73) and speaking skills (mean = 4.32, SD = 0.62). However, challenges such as varying levels of digital literacy, technical difficulties, and limited resources were identified. The study also highlights the flexibility of blended learning, with teachers emphasizing its ability to accommodate diverse learning needs. These findings indicated that while blended learning was seen as beneficial, further professional development and infrastructure support were essential for maximizing its potential in early childhood educationen_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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