A RESEARCH ON DIAGNOSIS AND EVALUATION OF CHINESE LANGUAGE PROGRAMS FROM A LEARNER-CENTERED PERSPECTIVE

——BASED ON NINE UNIVERSITIES IN THAI BANGKOK METROPOLITAN REGION

Abstract

This study adopts a learner-centered perspective to construct a feedback and promotion cycle model linking “learning conditions—satisfaction disparities—training needs” within Chinese language programs. Based on analyzing 534 student questionnaires and 7 interview materials from nine universities in the Bangkok metropolitan region, it systematically and comprehensively diagnoses and evaluates the program ecosystem. Aiming to clarify the factors influencing their development and reveal potential deficiencies within their ecological balance system. This provides empirical references for optimizing program models and enhancing talent cultivation quality. Key findings include: (1) Student learning profiles exhibit diversification, with program selection driven by interest, career planning, and language proficiency enhancement. (2) Overall program satisfaction ranks above average. Differential analysis reveals significant satisfaction disparities based on ethnic background (ethnic Chinese), university affiliation, student status, duration of study, and HSK proficiency level, while gender shows no significant effect. Correlation analysis revealed significant positive correlations between learners and all dimensions of Chinese language program satisfaction. Regression analysis confirmed that curriculum, faculty, teaching methods, university, and cooperative education programs are core factors influencing satisfaction. (3) Most learners expressed expectations for enhanced training in practical language application, career-oriented development, teaching environments, pedagogical methods, and resource support. Based on these findings, this study recommends adopting a learner-centered approach oriented toward language practice and workplace application. Strengthening institutional resource allocation and instructional support, while establishing a multidimensional collaborative mechanism for the academic ecosystem, will enhance the sustainability of the educational ecosystem and better serve regional development.