The Relationship between VARK Learning Styles and HSK5 Examination Results of Chinese for Communication Students, Rajamangala University of Technology Krungthep

Abstract

This research aimed to: 1) investigate the relationship between VARK learning styles (Visual, Auditory, Reading/Writing, Kinesthetic) and HSK5 Chinese proficiency test performance, 2) evaluate student achievement based on VARK learning styles, and 3) explore factors contributing to test success from the perspectives of students who passed the examination. The sample consisted of 44 third-year students majoring in Chinese for Communication at Rajamangala University of Technology Krungthep, selected through purposive sampling. Research instruments included a 16-item VARK questionnaire and HSK5 test scores, supplemented by in-depth interviews with students who passed the examination. The findings revealed that most students exhibited unimodal learning preferences, particularly auditory and reading/writing styles, while the multimodal group demonstrated integration of diverse learning approaches. Statistical comparisons of test scores across learning style groups showed no significant differences in total scores or individual section scores (p > .05), both within the unimodal group and between unimodal and multimodal groups. However, interviews with students who passed the HSK5 examination revealed that utilizing their preferred VARK learning styles for self-directed practice outside the classroom, establishing clear goals and practice timelines, and receiving encouragement from instructors significantly contributed to their success. Therefore, instructors should help students understand their individual VARK learning styles and provide methods to enhance learning efficiency according to individual preferences, thereby facilitating more rapid improvement in Chinese language proficiency.