The Effect of Chinese-Related Short Videos on Thai Students' Chinese Language Learning Motivation and Self-Efficacy
DOI:
https://doi.org/10.17507/jltr.1606.06Keywords:
Chinese learning, motivation, self-efficacy, Thai students, short videosAbstract
Chinese language learning is undoubtedly vital in Thai education, and most Thai students start learning it through their primary education. However, many Thai students still encounter substantial challenges in their Chinese learning journey, such as loss of interest and lack of self-confidence. Short videos are more conducive to delivering language input to learners during their fragmented time and boosting their language learning interests. This study investigated the impact of Thai high school students' behavior of watching short videos on their motivation and self-efficacy in Chinese language learning. This study employs a quasi-experimental design, where participants are divided into three groups: a control group (n = 76) that does not receive any intervention, an experimental group 1 (n = 32) that engages with short videos directly related to Chinese language learning, and an experimental group 2 (n = 45) that watches other types of Chinese-related short videos. The study revealed that the weekly watching hours of short videos significantly impacted participants' intrinsic motivation and self-efficacy in Chinese language learning, whereas the interaction ratio could only impact intrinsic motivation. Furthermore, short videos specifically focused on Chinese language learning significantly outperform other short videos in enhancing Thai learners' Chinese reception self-efficacy. However, they showed significantly lower effects in boosting intrinsic motivation. Different types of short videos and distinct viewing behaviors influence Chinese learners' motivation and self-efficacy. Educators could strategically choose appropriate short videos according to specific learning objectives to maximize the effectiveness of language learning.
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