Needs for Developing a Sociocultural Theory-Based Instructional Model to Enhance Chinese Listening and Speaking Skills among Pre-service Teachers in Thailand

Information from the abstract

This study aimed to investigate the basic information and learning needs for developing a sociocultural theory-based instructional model to enhance Chinese listening and speaking skills among pre-service teachers in northeastern Thailand. A mixed-methods design was employed, including documentary research, a quantitative survey (n = 200), and qualitative interviews (n = 14). Data were analyzed using descriptive statistics and content analysis. The findings indicated that students’ needs were at a high level, particularly in terms of internalization, mediation, and the zone of proximal development. Five key dimensions emerged: communicative practice, scaffolding, collaborative learning, formative assessment, and technological and institutional support. These results highlight the importance of meaningful interaction and guided support in language development. This study contributes by integrating needs analysis with sociocultural theory to provide an empirically grounded basis for instructional model development in Chinese language education. It also offers practical guidelines for designing interaction-based and learner-centered instructional approaches. Future research should focus on implementing and evaluating the proposed model across diverse contexts.

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Related topics: EFL/ESL Teaching and Learning · Second Language Learning and Teaching · Linguistic Education and Pedagogy