An Investigation on Learning Needs of Chinese Language Majors in Vietnam: A Case Study of Ho Chi Minh City University of Education

Abstract

Learning needs are the needs and expectations of students in the learning process. This article takes Ho Chi Minh City University of Education as an example to investigate the learning needs of Chinese language majors in Vietnam. The results show that: (1) In terms of teaching content, students hope that teachers can provide other relevant materials in addition to the content in the textbook, hope to master all skills and knowledge related to Chinese (especially cultural knowledge and translation skills), and like to watch Chinese video supplementary classroom activities; (2) In terms of teaching methods, students hope that the content is explained in both Chinese and Vietnamese, and teachers use powerpoint and blackboard writing to present teaching content, they like to learn through pictures and games, but they do not like personal activities and after-school group work, they want teachers to ask open-ended questions to the class out of sequence, and hope that the teacher will wait for the students to finish before correcting the mistakes; (3) In terms of teaching materials, students like textbooks that are contemporary, practical, interesting and interactive, and hope that the content of the textbooks is related to cultural customs and daily life; (4) In terms of teachers, students expect teachers to be both knowledge imparters and motivators, be amiable, and not be too strict.