International Chinese Language Teaching Journal produced by China International Language and Culture College, Krirk University. It is an academic journal that supports the dissemination of academic article in Chinese language teaching with an emphasis on the teaching knowledge. The first issue of this journal was published in June 2021, focusing on the theory of international Chinese teaching, innovation teaching in new methods, curriculum development and evaluation and includes teaching activities and teaching management of Chinese culture, etc., with an emphasis on developing academic quality research article. It also creates an academic network to disseminate knowledge to academic advancement of personnel between the university and external agencies and developing the university to be source of knowledge derived from research article of faculty of teachers, researchers, academics and students for a knowledge-based society.
**Note: Please study the conditions and procedures before submitting articles every time.
Conditions for submitting articles >> Click here <<
The new publication fee rates are as follows:
External contributors (articles in Thai, English, or Chinese): the publication fee has been reduced from 4,000 THB to 3,000 THB.
Internal staff and students (articles in Thai, English, or Chinese): publication fees are waived.
This policy is effective from October 10, 2025 onwards.
Read more about Announcement: Adjustment of Publication Fee Rates
This issue of the International Journal of Chinese Language Teaching features ten peer-reviewed articles that reflect current trends and innovations in international Chinese language education. The contributions address key themes such as curriculum alignment with international standards, cross-cultural teaching and dissemination of Chinese culture, discourse analysis in contemporary media, pedagogical grammar, affective factors in language learning, digital Chinese education, and the application of Chinese language competence in professional contexts.
Several studies focus on empirical research conducted in Thailand and other international settings, offering valuable insights into context-specific practices and the integration of theory, policy, and classroom implementation. Collectively, the articles highlight the evolving landscape of Chinese language teaching and aim to provide meaningful academic references for researchers, educators, and practitioners worldwide.
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