AUTONOMOUS LEARNING ABILITY OF CHINESE LITERRTURE AND PHILOSOPHY OF THAI LOCAL UNIVERSITY STUDENTS AND ITS CORRELATION WITH ACADEMIC ACHIEVEMENT
คำสำคัญ:
Thai Local University Students, Autonomous Learning, Correlation , Chinese Literature and Philosophyบทคัดย่อ
In the study of the autonomous learning ability of foreign Chinese second language learners, there is currently a lack of more detailed research from a micro perspective on the autonomous learning ability of a specific language and culture course at the intermediate and advanced levels. Therefore, this paper adopts a research method that combines questionnaire surveys and interviews and takes 291 third-year students from the school of sinology at Mae Fah Luang university as the participants. Based on the three-dimensional framework of “psychology-ability-behavior”, this paper explores the current situation of the autonomous learning ability of Chinese literature and philosophy courses of Thai local university students and its correlation with academic achievement. This study shows that: 1) The overall autonomous learning ability of the participants in Chinese literature and philosophy courses is at an average but close to a low level. Their autonomous learning ability shown in learning motivation, self-efficacy and autonomous learning behavior in and out of class is relatively weak; 2) In general, there is a moderate linear positive correlation between the autonomous learning ability of the participants in the Chinese literature and philosophy course and their academic achievement in the course, which shows that their autonomous learning ability has a certain predictive value for their academic achievement, but there is no simple causal relationship between the two; 3) The autonomous learning ability shown by the participants’ learning motivation and in-class autonomous learning behavior is relatively the key factor affecting their academic achievement among all their autonomous learning abilities. In view of this, it is crucial to enhance learners’ learning motivation and autonomous learning behavior in class by adjusting the learning difficulty, improving the academic achievement evaluation method, and improving the practicality of the course.
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