A STUDY ON THE RELATIONSHIP BETWEEN THE DEVELOPMENT OF A “COMMUNICATIVE CHINESE” COURSE FOR THAI STUDENTS BASED ON TAYLOR'S PRINCIPLES AND LEARNING OUTCOMES
Keywords:
Communicative Chinese course, Tyler’s Principles of Curriculum Development, Learning OutcomesAbstract
The development of the “Communicative Chinese” course for Thai students has progressed in practice, but several challenges remain, including unclear teaching objectives, content misaligned with learners’ real-life needs, and limited opportunities for interactive and practical communication. Guided by Taylor’s Principles of Curriculum Development—which emphasize the alignment of objectives, content, learning experiences, and evaluation—this study employed a mixed-methods design to investigate the current status of course development and its relationship with students’ learning outcomes. Quantitative data were collected from 59 Thai students enrolled in the “Communicative Chinese” course through a questionnaire, while qualitative insights were obtained from semi-structured interviews with three experts. Quantitative analyses included descriptive statistics, correlation analysis, and inferential tests (t-tests and ANOVA) using SPSS.
The results indicated that students’ perceptions of the four course development dimensions—course objectives, content, activities, and evaluation—were at the “Agree” level. A very strong positive correlation was found between overall course development and learning outcomes (r = 0.927, p < .01). Further analysis revealed strong correlations between each course dimension and learning outcomes, with correlation coefficients of 0.878, 0.909, 0.862, and 0.896, respectively. These findings confirm that well-developed course components significantly enhance learners’ communicative competence and learning performance.
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