VIETTESOL INTERNATIONAL CONVENTION 2025

To ensure the quality of teaching and meet learning outcome standards for students, evaluating learner satisfaction has always been a matter of particular importance at educational institutions. This study investigates students’perceptions of Chinese language teaching and aims to suggest improvements to enhance instructional quality. The research focused on second- and third-year students enrolled in Chinese Language Modules 1 and 3.
Employing both quantitative and qualitative approaches, the study gathered data from 136 students through structured questionnaires, complemented by in-depth interviews with six students immediately following their final course assessments. Findings indicate that students generally hold favorable views of the Chinese Modules, particularly appreciating the quality of instruction and the relevance of course content. However, respondents also highlighted areas needing enhancement, including the modernization of teaching materials, increased practice opportunities, and more diversified teaching and learning activities targeting the four core language skills.
While the overall satisfaction levels between students in Modules 1 and 3 showed no statistically significant differences, students in Module 1 reported slightly higher average satisfaction across most categories. These variations, however, were marginal.
The study also compiles student feedback on the strengths and limitations of the courses and offers recommendations for their improvement. These findings contribute to the ongoing development of Chinese language instruction at university and underscore the importance of aligning course design with learners’ needs to foster more effective language acquisition.