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https://rsuir-library.rsu.ac.th/handle/123456789/3417Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | Anchalee Chayanuvat | - |
| dc.contributor.author | Lifei Dong | - |
| dc.date.accessioned | 2026-07-10T02:51:24Z | - |
| dc.date.available | 2026-07-10T02:51:24Z | - |
| dc.date.issued | 2025 | - |
| dc.identifier.uri | https://rsuir-library.rsu.ac.th/handle/123456789/3417 | - |
| dc.description | Thesis (M.Ed. (Bilingual Eduaction and English Language Teaching)) -- Rangsit University, 2024 | 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 | Popular culture -- China | en_US |
| dc.subject | Students -- Attitudes -- Thailand | en_US |
| dc.title | Perceptions of Thai university students on Chinese popular culture in learning Chinese as a foreign language | en_US |
| dc.type | Thesis | en_US |
| dc.description.other-abstract | This study investigates Thai university students' perceptions of using Chinese popular culture in learning Chinese as a foreign language (CFL), with a focus on their preferred engagement methods, perceived opportunities, and intercultural challenges. A mixed-methods approach combining questionnaires (N=202) and semi-structured interviews (n=15) was employed, with stratified and purposive sampling ensuring representative insights. Findings revealed that digital platforms, particularly TikTok (72.28%) and YouTube (68.81%), served as primary channels for accessing Chinese popular culture, with short-form videos favored for their contextualized language input. Students reported significant opportunities in vocabulary acquisition (mean=4.46), listening comprehension (mean=4.41), and intercultural understanding, such as grasping social norms (mean=4.30). However, challenges included cultural dissonance (mean=3.90), non-standard language structures (mean=3.92), and difficulties in interpreting idioms or dialects. Qualitative insights emphasized the need for guided cultural contextualization to mitigate misunderstandings. The study concludes that integrating Chinese popular culture into CFL curricula enhances learner motivation and linguistic skills but requires pedagogical scaffolding to address cultural and linguistic complexities. Recommendations include leveraging digital platforms for immersive learning, fostering cross-cultural exchanges, and incorporating critical media literacy to navigate stereotypes. These findings contribute to optimizing CFL instruction through culturally responsive pedagogies | 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 Language Teaching | en_US |
| Appears in Collections: | EDU-Bil-M-Theses | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| LIFEI DONG.pdf | 1.15 MB | Adobe PDF | View/Open |
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