The burgeoning popularity of Chinese entertainment media among Thai adolescents is increasingly shaping their out-of-school learning habits, particularly on platforms like YouTube. While this trend offers new avenues for language acquisition, the intricate relationships between students’ preferences for this content, their perception of its usefulness, their intention to use it for learning, and their self-reported learning effectiveness have remained underexplored. A recent study, combining the robust frameworks of the Technology Acceptance Model (TAM) and Uses and Gratifications Theory (UGT), delves into these dynamics, offering valuable insights for educators and content creators alike. The research, conducted with 266 secondary school students aged 13-19 from two Thai schools, sought to untangle how a student’s preference for Chinese media content translates into tangible learning outcomes. By employing structural equation modeling, the study found that students’ inclination towards Chinese media, such as songs, movies, TV dramas, and variety shows, significantly predicts their perception of YouTube’s usefulness for learning Chinese. This perceived usefulness, in turn, strongly influences their intention to use the platform for language acquisition. Background: The Rise of Chinese Language Education and Digital Learning The global landscape of Chinese language education has witnessed remarkable growth in recent years. As of September 2024, China’s Ministry of Education reported that 85 countries have integrated Chinese into their national curricula, with over 200 million active learners worldwide. Southeast Asia, in particular, has emerged as a significant hub for this expansion, with Thailand leading in institutionalization. The country has formally incorporated Chinese into its basic education curriculum, aiming for trilingual competence in Thai, English, and Chinese. This strategic objective is supported by a robust network of Confucius Institutes and classrooms, and a substantial annual influx of Chinese language volunteer teachers. Concurrently, the digital revolution has transformed learning environments. In Thailand, internet penetration among young people is nearly universal, and YouTube stands out as the most widely used video platform among secondary school students, with 94.0% reporting current usage. This digital ubiquity presents a fertile ground for informal learning, where students can supplement formal education with self-directed exploration of content that aligns with their interests. Key Findings: A Multifaceted Pathway to Learning The study’s findings illuminate a clear, albeit complex, pathway from content preference to learning effectiveness: Content Preference Fuels Perceived Usefulness: Chinese Media Content Preference (CMCP) was found to be a significant positive predictor of Perceived Usefulness (PU) (β = 0.593, p < 0.001). This suggests that students who are more inclined to engage with Chinese entertainment media on YouTube are more likely to see the platform as a valuable tool for their Chinese language studies. This aligns with UGT, which posits that individuals actively select media that gratifies their needs and interests. For Thai adolescents, the appeal of Chinese dramas or music might translate into a belief that YouTube, as a source of this content, is inherently useful for their language learning goals. Perceived Usefulness Drives Behavioral Intention: Perceived Usefulness (PU) strongly predicted Behavioral Intention (BI) to use YouTube for learning Chinese (β = 0.642, p < 0.001). This is a cornerstone finding of TAM, emphasizing that when users perceive a technology as beneficial for their performance, they are more inclined to use it. In this context, students who believe YouTube enhances their learning efficiency and helps them meet their language needs are more likely to intend to continue using it. Direct Influence of Content Preference on Intention: Interestingly, Chinese Media Content Preference (CMCP) also directly predicted Behavioral Intention (BI) (β = 0.353, p < 0.001). This indicates that beyond its impact on perceived usefulness, a student’s enjoyment and engagement with Chinese entertainment content can intrinsically motivate them to use YouTube for learning, independent of a purely instrumental evaluation. This highlights the role of intrinsic gratification, a concept central to UGT. Behavioral Intention Leads to Perceived Learning Effectiveness: The strongest predictor in the model was Behavioral Intention (BI), which significantly and positively predicted self-perceived Learning Effectiveness (LE) (β = 0.766, p < 0.001). This suggests that students who actively intend to use YouTube for learning Chinese report greater gains in areas such as vocabulary development, speaking fluency, writing skills, and listening comprehension. This underscores the power of sustained, purposeful engagement in fostering a sense of progress and competence. The Mediating Role of Perceived Usefulness A crucial aspect of the study’s findings is the partial mediation of the relationship between content preference and behavioral intention by perceived usefulness. The indirect effect of CMCP on BI through PU accounted for approximately 74.22% of the total effect, while the direct effect represented about 25.78%. This indicates that while students’ preference for Chinese media content can directly motivate them to use YouTube for learning, the primary mechanism through which this preference translates into behavioral intention is by shaping their perception of the platform’s usefulness. In essence, students are more likely to intend to learn Chinese on YouTube because their enjoyment of the content leads them to believe it is a valuable learning tool. Broader Impact and Implications The research offers significant implications for various stakeholders in Chinese language education in Thailand: For Educators: The findings empower Chinese language teachers to leverage students’ existing affinity for Chinese entertainment media. Integrating clips from popular Chinese dramas, songs, or variety shows into classroom activities can bridge the gap between informal and formal learning. Teachers can select content that provides comprehensible input, utilize subtitles for enhanced listening comprehension, and design follow-up activities to reinforce vocabulary and cultural understanding. This approach can make learning more engaging and relevant to students’ lives. For Content Developers: YouTubers and other content creators producing Chinese language learning materials can benefit from understanding the direct influence of content preference on engagement. By incorporating elements of popular Chinese entertainment, creators can attract and retain a larger adolescent audience. The study suggests that a blend of enjoyable content and perceived learning value is key to sustained viewership and learning. For Policymakers and Curriculum Designers: The research provides evidence for leveraging popular digital platforms like YouTube to enhance Chinese language learning. Policies and curriculum frameworks could encourage the integration of digital media literacy and guide students on how to effectively utilize platforms like YouTube for self-directed language acquisition. This could foster long-term engagement and improve perceived learning outcomes. Methodological Rigor and Data Analysis The study employed a robust methodology, utilizing structural equation modeling (SEM) to analyze data from 266 secondary school students. The sample was drawn from two schools – a private urban school and a public rural school – providing a degree of diversity. Before analysis, data underwent rigorous quality control, including checks for response times and straight-lining. Confirmatory Factor Analysis (CFA) was used to establish the validity and reliability of the measurement model, with all indices meeting or exceeding recommended thresholds. Discriminant validity was confirmed through both the Fornell-Larcker criterion and the HTMT ratio. Common method bias was also addressed through multiple statistical tests. The structural model, which tested the hypothesized relationships, demonstrated good overall fit. All hypothesized paths were significant, with strong effect sizes. The mediation analysis, using bootstrap resampling, provided robust evidence for the partial mediating role of perceived usefulness. Hierarchical regression analyses further confirmed the robustness of the findings. Limitations and Future Directions While the study offers valuable insights, it is important to acknowledge its limitations. The cross-sectional design means that causal relationships cannot be definitively established. Future research employing longitudinal or experimental designs would be beneficial. Furthermore, self-perceived learning effectiveness was used as the outcome measure; incorporating objective proficiency tests would provide a more comprehensive assessment of actual learning gains. The sample was also limited to two schools, potentially affecting the generalizability of the findings across Thailand. Future research could explore moderating variables such as self-regulated learning abilities, learning autonomy, or prior Chinese proficiency. Expanding the sample to include diverse learner groups and regions would also enhance external validity. Incorporating objective measures of platform usage and language proficiency would provide a more complete picture of the learning process. Conclusion This study successfully integrates the Technology Acceptance Model and Uses and Gratifications Theory to explain how Thai secondary school students engage with Chinese language learning on YouTube. The findings underscore the significant role of Chinese media content preferences in driving perceived usefulness and behavioral intention, with perceived usefulness acting as a key mediator. The strong link between behavioral intention and self-perceived learning effectiveness highlights the importance of sustained, purposeful engagement. By recognizing and leveraging students’ intrinsic interests in Chinese entertainment media, educators and content creators can foster more effective and engaging informal language learning experiences, ultimately contributing to the growing global landscape of Chinese language education. Post navigation Parents’ Perceived Supervisor Support and Work-to-Family Enrichment Affect Job and Family Satisfaction in Dual-Income Parents and Their Adolescents
