A Research On The Influence Of Self-regulating Learning Strategies Of Thai College Students On Chinese Learning

As the "Chinese fever" continuously growing,continuous development of Chinese teaching in Thailand and learners also continue to increase,Thai Ubon graduate university's Chinese professional development too constantly increase,this article is mainly an object of research about Thai Ubon graduate university's Chinese professional,the study of Chinese college students.This research topic is Thai students' self-regulating learning strategy's influence on Chinese learning,self-adjusting learning strategy,step by step Chinese learning and the results of the study,the purpose is to understand the current situation of Thai Ubon graduated university students' self adjusting strategies and the influence on Chinese learning,this study was used as the sample by 414 persons in Thailand and Chinese graduate university of Chinese learning.This simple use of sampling is to study variables including independent variables as a self-regulated learning strategy that affects Chinese learning and dependent variables are Thai students,including environmental and behavioral management,information seeking and learning activities,and adverse reactions.In statistical analysis,data was collected using t-test and one-way ANOVA,using efficiency,percentage,average and standard.The results of the study on the impact of self-regulated learning strategies on Chinese learning by students of Ubon university in Thailand found that:(1)Of the 414 participants,177(42.8%)participated in the HSK test,less than half,of which the majority of the students who received grade 3 and 4 accounted for 91%of the total.The percentage of female students who are absolutely high in the percentage of learners and their third-year qualifications are significantly higher than those of other grades.The passing rates of those aged 21-23 are higher than those of other ages.(2)Satisfaction of HSK test scores among students who pass the exam in the Chinese language learners of Ubon University is ranked as follows:Listening score>Reading score>Writing score.The students who did not pass the test were ranked in satisfaction of the HSK test scores as follows:Writing score>Reading score>Listening score satisfaction.(3)The level of application of self-regulated learning strategies of Chinese learners in Ubon University in Thailand is below the middle level,and the level of adverse reaction monitoring is lowest.There was no significant difference in gender variables between management environment and behavior,seeking and learning information.There was no significant difference in the age variables between seeking and learning information and adverse reaction monitoring behavior.There was a significant difference in the age and management environment and behavior.There are some significant differences in the grade-level variables in managing the environment and behavior,seeking,and learning information.(4)Some self-regulated learning strategies and Chinese learning achievement satisfaction are related to some variables.The self-regulated learning strategies of HSK Chinese learners that have not been tested are more relevant to Chinese achievement satisfaction than HSK Chinese learners.(5)Self-regulated learning strategies have an impact on Chinese learning.The self-adjusted learning strategies adopted by HSK testers and those who have not passed the test have different predictive interpretations of Chinese learning performance.Self-adjusted learning strategies that have not passed the test have a slightly higher level of prediction of Chinese learning performance than those who passed the test.According to the results,the following suggestions are made:(1)Creating a Learning Chinese Language Environment.(2)Rich resources and ways to acquire Chinese learning information.(3)Cultivate Chinese learning interest and self-efficacy.(4)Chinese learners' self-regulated learning.