A Correlational-Comparative Study of Self-Regulation in Learning Chinese as a Foreign Language and Chinese as a Foreign Language Academic Achievement of Grade 9 and Grade 10 Students in a Private School in Thailand

Abstract

The study aimed to investigate whether there was a significant relationship between the self-regulation in learning Chinese as a foreign language and Chinese as a foreign language academic achievement. Besides, the purpose of the study was to compare if there was a significant difference of self-regulation in learning Chinese as foreign language between grade 9 and Grade 10 students in a private school in Samut Prakan, Thailand. This study involved 259 students enrolled in private schools for the 2021-2022 academic year. This research was designed as a comparative-correlational study. Two research instruments were employed to collect the data. The first was the Questionnaire of Self-Regulation in Learning Chinese as a Foreign Language, which was adapted from the Strategy Inventory for Language Learning(SILL) (Oxford,1989). Secondly, the summative assessments were used as a research instruments to measure the Chinese as foreign language learning academic achievement for Grade 9 and Grade 10 students. Descriptive statistics, means and standard deviations were employed to analyze the students’ self-regulation in learning Chinese as a foreign language and Chinses as a foreign language academic achievement. Pearson product moment correlation was used to find the relationship between the self-regulation in learning Chinese as a foreign language and Chinese as a foreign language academic achievement. A two-tailed independent sample t- test was employed to compare the difference between Grade 9 and Grade10 students’ self- regulation in learning Chinese as a foreign language. The results of the research showed that there was a significant relationship between self-regulation in learning Chinese as a foreign language and Chinese as a foreign language academic achievement. In addition, there was a significant difference of self-regulation in learning Chinese as a foreign language between Grade 9 and Grade 10 students. On the basis of findings, the researcher offered recommendations to teachers, students, school administrators and scholars.