Jirachai Sae-Thung, Yusop Boonsuk
Despite extensive studies on foreign language learning styles, few have explored them in online environments, especially for Chinese language courses in Thailand. This study addressed this research gap by analyzing the online Chinese language learning preferences of Thai university students in the southern border provinces. Employing a mixed-methods research design, data were collected from 248 students at three universities through questionnaires and semi-structured interviews. Quantitative analysis, using descriptive statistics, revealed strong preferences for Individual (X = 3.76), Visual (X = 3.65), Kinesthetic (X = 3.63), and Auditory (X = 3.61) learning styles, evidenced by high utilization rates, while Group (X = 3.49) and Tactile (X = 3.46) were moderately utilized. Through qualitative content analysis, students expressed a preference for individual tasks, largely due to unreliable internet connectivity and difficulties in coordinating online group activities. Visual and Auditory were preferred for their effectiveness in enhancing retention and understanding, compensating for the absence of physical interactions. Conversely, Group and Tactile were perceived as less effective in virtual environments caused by logistical challenges. These insights suggested a need for educators to adapt online instructional strategies. By accommodating dominant learning styles, educators can enhance student engagement and educational outcomes in online Chinese language classrooms. © 2026 Kasetsart University.
Chinese Section, Faculty of Humanities and Social Sciences, Prince of Songkla University, Mueang Pattani, Pattani, 94000, Thailand; English Language Teaching, Faculty of Education, Prince of Songkla University, Mueang Pattani, Pattani, 94000, Thailand; College of Education, Korea University, 145 Anam-ro, Seongbuk-gu, Seoul, 02841, South Korea; Department of Nonformal Education, Faculty of Education, Universitas Negeri Malang, Jawa Timur, Kota Malang, 65145, Indonesia
