Students’ Active Learning Management in Chinese Language Teaching: Current Situation, and Problems of Secondary Schools Students under the Phuket Provincial Office of the Basic Education Commission
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Abstract
This study aims to 1. the current state of Active Learning in Chinese language instruction, 2. the challenges and barriers to its implementation, and 3. students’ perceptions toward Active Learning in secondary schools under the Office of the Basic Education Commission, Phuket Province, Thailand. Adopting a mixed-methods approach, quantitative data were collected through a Likert-scale questionnaire administered to 307 students, while qualitative insights were obtained via semi-structured interviews with 14 participants. The results indicate that Active Learning was implemented at a high level. Commonly employed activities included self-editing, online information searching, and game-based learning. Students expressed positive attitudes toward these activities, recognizing their potential to enhance engagement, enjoyment, and real-life application of knowledge. Nevertheless, significant challenges emerged, such as limited opportunities to interact with native speakers online, heavy workloads from project-based assignments, and time constraints for reflective journal writing. The study recommends strengthening technological infrastructure, expanding opportunities for authentic interaction with native speakers, providing targeted teacher training to design proficiency-appropriate activities, and optimizing time management to facilitate practical learning experiences. These findings contribute to the body of knowledge on Active Learning in foreign language education and offer evidence-based implications for policy and practice aimed at aligning Chinese language instruction in Thai secondary schools with the skills demanded in the 21st century.
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