LEARNING STRATEGIES AND GUIDELINES FOR TEACHING AND LEARNING THAI LANGUAGE FOR VIETNAMESE STUDENTS, UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES, VIETNAM NATIONAL UNIVERSITY HO CHI MINH CITY (USSH, VNUHCM)

Abstract

This research aimed to 1) investigate the Thai language learning strategies employed by Vietnamese students at the University of Social Sciences and Humanities (USSH), and 2) explore pedagogical approaches for Thai language instruction tailored to this student population. The study surveyed a population of five faculty members from the Department of Thai Studies and fifteen fourth-year Thai Studies majors at the USSH. Instruments included a questionnaire on language learning strategies and in-depth interviews. Data were analyzed using percentages, means, and standard deviation.
The findings revealed that (1) The overall learning strategies of Vietnamese students are at a high level ( = 3.74, σ = 0.95). The most frequently reported learning strategy was affective strategies ( = 3.89, σ = 0.85), followed by social strategies ( = 3.83, σ = 0.92) and metacognitive strategies ( = 3.81, σ = 0.85). This finding was further supported by interview data, which indicated that students utilize affective strategies, such as reducing language anxiety, enhancing skills through online peer communication, and engaging with Thai media for relaxation. (2) The guidelines for instruction, based on student and faculty perspectives, highlighted that learning materials should be modern, accessible, and linked to Thai culture, progressing from simple to complex concepts. Faculty perspectives specifically emphasized the importance of incorporating native Thai audio resources, diverse media (e.g., songs, dramas, and travel clips), and focusing on language use in daily life and work contexts. Both groups recommended that instructional activities should diversify language practice in various contexts and integrate Thai cultural activities. Furthermore, assessment should be skill-based, focus on practical application through varied situational exercises, and employ detailed and clear evaluation criteria.