AUTONOMOUS LEARNING ABILITY OF TRILINGUAL CHINESE LEARNERS IN THAILAND AND ITS PREDICTIVE EFFECT ON OVERALL ACADEMIC PERFORMANCE
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Abstract
Autonomous learning enables learners to engage more proactively in blended learning environments and is closely related to their academic performance. However, research on the autonomous learning ability of trilingual Chinese language learners and its relationship with academic performance is limited. This study aimed to gain an in-depth understanding of the current state of autonomous learning ability among Thai trilingual learners of Chinese in comprehensive Chinese courses, as well as to explore the relationships among its various dimensions and factors. In addition, the study investigated the predictive effect of their autonomous learning ability on overall academic performance in the course. Using a randomized sampling method and a standardized questionnaire, data were collected from third-year undergraduate students majoring in Chinese Language and Culture at a university in Northern Thailand. A total of 84 valid responses were obtained. The results showed that 1) the participants’ overall level of autonomous learning ability was moderate, which is generally consistent with the autonomous learning ability of international Chinese learners. Moreover, this ability is not significantly influenced by their Chinese proficiency level. Further, 2) the psychological and competence dimensions, as well as the competence and behavioral dimensions of the participants’ autonomous learning ability, significantly influence each other. This pattern is consistent with findings from studies on other international Chinese learners. Among these dimensions, learning management ability serves as a key factor in the development of their autonomous learning ability. Finally, 3) the psychological dimension of autonomous learning, particularly self-efficacy, is a critical predictor of students’ overall academic performance. These findings offer valuable insights for Chinese language instructors in Thai universities, especially in terms of optimizing students’ autonomous learning and understanding its correlation with academic performance in the context of blended language instruction.
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