Strategies for Learning a Foreign Language of Chinese Students Studying in Chinese-English Program of Communication Arts Rangsit University

Abstract

        The objective of this research study is to examine the learning strategies of Chinese students enrolled in the Chinese-English program at the Faculty of International Studies, Rangsit University. The researchers utilized a questionnaire as a data collection tool from a sample group consisting of Chinese students enrolled in the Chinese-English program at the Faculty of International Studies, Rangsit University, who registered in the academic year 2023, totaling 100 individuals. The study results indicate that the majority of the sample group are female, with an average age of 19 years old. The average foreign language study performance of the majority of the sample group is a B grade, and they are mostly in their second year of study. In summary, direct language learning strategies overall are at a high level, with an average score of 3.48. When considering specific aspects, Compensation Strategies are at a high level with an average score of 3.73, Cognitive Strategies are at a high level with an average score of 3.45, and Memory Strategies are at a moderate level with an average score of 3.25.

        Indirect language learning strategies overall are at a high level, with an average score of 4.24. When considering specific aspects, Social Strategies are at a high level with an average score of 4.66, Metacognitive Strategies are at a high level with an average score of 4.40, and Affective Strategies are at a high level with an average score of 3.67. Considering both types of language learning strategies, indirect language learning strategies overall are at a high level with an average score of 3.86. It was found that the sample group predominantly utilizes indirect language learning strategies, with a highest average score of 4.24, compared to direct language learning strategies with an average score of 3.48.

        Furthermore, the hypothesis testing results indicate that the analysis of the hypothesis testing on the difference between gender, age, and academic year found no significant difference in language learning strategies. However, there were significant differences found in academic performance.