The English Language Needs of Post-Graduate Chinese International Students at a Thai University

Abstract

This study examines the English language needs of Chinese postgraduate students at a Thai university, focusing on their perceived difficulties in reading, writing, speaking, and listening in English. A mixed-methods approach was used, combining quantitative data from a 15-item Likert-scale questionnaire with qualitative insights from open-ended questions. The questionnaire was administered to 16 master's degree students, who provided ratings on their perceived language challenges in academic settings. Descriptive statistics, including mean scores and standard deviations, were used to analyze the quantitative data, while thematic analysis was applied to the qualitative responses. The results indicate that participants experience moderate to high levels of difficulty in academic writing, reading, and listening, with some hesitation in speaking English in academic contexts. The findings also suggest that students recognize the importance of improving their English language skills for academic success. The study emphasizes the need for targeted language support services to address these challenges and enhance students’ academic performance. Ethical considerations were adhered to throughout the research process, ensuring participant confidentiality and voluntary participation.