Issues and Recommendations Regarding the Chinese Language Proficiency Examination in Thailand

Abstract

Background and Aim: In 1998, the Thai Ministry of Education included Chinese as one of the elective subjects in the national college entrance examination. Since its introduction, the number of candidates taking the Chinese Language Proficiency Examination (CLPE) has consistently ranked first among foreign language subjects. However, the overall performance of candidates has been relatively low, creating a noticeable contrast between the number of candidates and their test scores. To explore the reasons behind the consistently low scores, this article will focus on analyzing the issues within the CLPE in Thailand, including its structure, examination papers, and other related factors. Based on these issues, corresponding recommendations will be proposed to address the challenges faced in the current system. Materials and Methods: This study will employ a combination of literature analysis and interviews. By examining past examination papers, test scores, as well as feedback from candidates and teachers, this study aims to analyze the issues within the CLPE, including its structure, examination papers, and other related factors. Results: The study found the main issues identified within the CLPE in Thailand are as follows: 1) Institutional issues: instability of the examination system, lack of score classification standards, limited diversity in examination format, and limited localization and adaptation. 2) Examination paper issues: limited diversity in the composition of question setters, lack of scientific and systematic guidelines for test construction, limited variety in question types, overall difficulty level, and so on. 3) Other issues: assessment-teaching disconnect, lack of emphasis on language skills, and so on. Conclusion: The imbalance in the quality of Chinese education has resulted in varying levels of proficiency among candidates, and there is also a noticeable separation between the CLPE and Chinese teaching in high schools. The current examination format showcases the differences in pre-examination Chinese teaching and the language proficiency of candidates through the widespread low scores and polarized examination results. The Chinese language teaching community in Thailand needs to enhance the efficacy of the examination system, examination papers, and other elements scientifically and effectively.