Integrating personal knowledge management in chinese language learning for thai vocational school students

Abstract

Chinese language learning in Thai vocational schools faces many challenges, such as a lack of learning resources, traditional teaching methods, and a shortage of qualified teachers. These problems result in a lack of personalized Chinese learning opportunities for Thai vocational school students, posing significant barriers to effectively mastering Chinese knowledge and skills. In the current global context, learning Chinese can enhance the personal competitiveness of Thai students and promote Sino-Thai cultural exchange. Hence, identifying the problems and improvement strategies of Chinese learning in Thai vocational schools has significant practical relevance. However, existing research primarily focuses on general issues of Chinese teaching and seldom delves into the specific learning needs or challenges of Thai vocational school students. Therefore, this study aims to develop a novel Chinese language learning framework to address the diverse problems Thai vocational school students encounter in their Chinese language learning process. To examine the research problems and formulate the research methodology, a comprehensive literature review was conducted to identify the key concepts of personal knowledge management (PKM), personal learning environment (PLE), constructivist learning theory, key Chinese skills required by the Chinese Proficiency Test (Hanyu Shuiping Kaoshi), and Chinese language education in Thai vocational schools. Subsequently, taking a vocational school in Chiang Mai as a case study, this study adopts various methods, including semi-structured interviews, observations, and brainstorming, to comprehensively reveal the status and problems of school students in learning Chinese. Finally, the data analysis results show the main problems Thai vocational school students face in learning Chinese, such as limited learning resources, monotonous learning methods, and a lack of effective learning environments and opportunities. The research findings indicate that students can actively and systematically learn, organize, construct, and manage their knowledge based on a positive personal learning environment. This study develops a personalized Chinese language learning framework that incorporates constructivist learning theory, PKM, and PLE to meet the dynamic needs and preferences of Chinese language learners in Thai vocational schools. Furthermore, this study provides valuable insights for researchers and practitioners to apply personalized learning approaches to the broader field of Chinese language education to satisfy the diverse demands of learners in different educational contexts.