Problems and Instructional Approaches for Developing Chinese Listening and Speaking Skills of Students at Rajamangala University of Technology Srivijaya

Abstract

     This study employed a qualitative research design with two principal objectives: 1. to investigate the challenges encountered by undergraduate students in developing listening and speaking skills in Chinese, and 2. to examine instructional approaches for enhancing these communicative competencies at Rajamangala University of Technology Srivijaya.
     The participants comprised 37 first-year students majoring in Chinese for Communication in the Faculty of Liberal Arts, selected through purposive sampling. Data were collected through two primary instruments: individual semi-structured interviews focusing on listening and speaking difficulties, and focus group discussions addressing pedagogical approaches for skill development. The data were analyzed using content analysis, and the findings were synthesized into key thematic categories.
     The results indicated that listening difficulties stemmed from multiple sources, including learner-related factors, instructional materials, the learning environment, and instructor-related factors. Speaking difficulties were attributed to learners, instructors, and instructional methods.
     To address these challenges, participants proposed several pedagogical strategies to enhance listening and speaking proficiency: 1) the integration of authentic materials, such as television series, songs, and mobile applications; 2) context-based instructional activities, including simulations of everyday conversations, low-anxiety group discussions, role-play, and interactive sentence-matching games; 3)the establishment of a supportive and low-stress classroom atmosphere characterized by engaging instruction; 4)the cultivation of intrinsic motivation, such as personal interest and future career aspirations, supported by additional motivational factors that facilitate learning; and 5) peer support and a collaborative classroom environment that promotes active participation and communicative practice.