A CASE STUDY OF TEACHING CHINESE AS A FOREIGN LANGUAGE IN THAILAND FROM THE PERSPECTIVE OF AFFECTIVE FACTORS:TAKING PETPITTAYAKOM SCHOOL AS AN EXAMPLE
Keywords:
Affective factors; International Chinese Language Education; Chinese teaching in Thailand; case study; secondary school Chinese classroomAbstract
Affective factors are widely recognized as important variables influencing second language learning outcomes in the field of International Chinese Language Education.Taking Petpittayakom School in Thailand as a case, this study draws on theories of affective factors in second language acquisition and adopts qualitative methods, including classroom observation, teaching journals, and interviews, to examine the roles of learning motivation, learning attitudes, personality traits, anxiety, and self-confidence in Chinese language classrooms. The findings indicate that affective factors play a significant role in regulating classroom participation, learners’ willingness to communicate, and learning sustainability. However, challenges such as insufficient internalization of learning motivation and unstable affective support mechanisms persist. Based on the case analysis, this study proposes pedagogical implications to inform Chinese language teaching practices at the secondary school level in Thailand.
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