Learning Management Based on the Learning Management Based on the Scaffolding Instruction to Enhance the Ability to Design Chinese Pronunciation Teaching Activities of Chinese Language Teacher Education Students

Abstract

This research aimed to: 1) investigate the ability of pre-service Chinese teachers to design instructional activities for teaching Chinese pronunciation through learning management based on scaffolding instruction; and 2) examine students’ satisfaction toward the implementation of scaffolding-based learning management. The sample consisted of 21 second-year students majoring in Teaching Chinese at the Faculty of Education, Silpakorn University, during the second semester of the 2025 academic year. Participants were selected through purposive sampling. This study employed a pre-experimental research design using a one-shot case study approach. The research instruments included: 1) a scaffolding-based lesson plan; 2) a rubric-based assessment form for evaluating students’ ability to design Chinese pronunciation teaching activities; and 3) a satisfaction questionnaire. Data were analyzed using descriptive statistics, including mean (M) and standard deviation (SD).

The results were as follows: 1) After the implementation of scaffolding-based learning management, students’ ability to design instructional activities for teaching Chinese pronunciation was at a very good level (M = 21.14, SD = 0.54). 2) Students’ overall satisfaction with the scaffolding-based learning management was at the highest level (M = 4.83, SD = 0.49).