The Development of Chinese Language Curriculum Via Massive Open Online Course to Enhance Working Context of Vocational Colleges Students and Workers of Eastern Economic Corridor
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Abstract
This research aimed to: 1. develop an online Chinese language course through a Massive Open Online Course (MOOC) in the working context of vocational college students and workers in the Eastern Economic Corridor (EEC), and 2. evaluate the learning achievement in Chinese language among learners after receiving instruction from the online Chinese language course developed through the MOOC. The sample group was divided into two groups: vocational college students and employees from companies located in the three provinces of the Eastern Economic Corridor (EEC), namely Chonburi, Rayong, and Chachoengsao. Each group consisted of 30 participants, making a total of 60 participants, selected through a convenience or voluntary sampling method. The research instruments included an online Chinese language course "Chinese for the Workplace" through a Massive Open Online Course (MOOC), which was delivered via the BUU MOOC platform (http://mooc.buu.ac.th), and a learning achievement assessments form. Data were analyzed using basic statistics, including the t-test, percentages, means and standard deviations. The research results found that:
1. The online Chinese language course through the Massive Open Online Course (MOOC) in the working context of vocational college students and employees in the Eastern Economic Corridor (EEC) consisted of eight lessons as follows: Lesson 1: Pinyin Sound System; Lesson 2: Greeting; Lesson 3: Self-Introduction; Lesson 4: Welcome; Lesson 5: Invitation; Lesson 6: Apologizing; Lesson 7: Business Negotiation; and Lesson 8: Blessing. The management of the online Chinese language course through the Massive Open Online Course (MOOC), designed to enhance Chinese language proficiency in the working context of vocational college students and employees in the Eastern Economic Corridor (EEC), could be explained in five steps as follows: Step 1: Course Introduction; Step 2: Pre-test or Assessment; Step 3: Self-study through video clips; Step 4: Mid-course assessment by doing exercises at the end of lessons; and Step 5: Post-test or assessment.
2. The assessment of learning achievement revealed that all 60 learners showed a significant improvement in their Chinese language skills, with post-test scores being noticeably higher than pre-test scores. The learners had an average pre-test score of 59.15 and an average post-test score of 96.89. When comparing pre-test and post-test scores, the Chinese language learning achievement after curriculum development was significantly higher than before development at the statistical significance level of .05.
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