Exploring learning effect on innovative thai spelling system: Correlates among learning self-efficacy, learning interest, learning anxiety, and learning achievement

This study developed a Thai spelling system to facilitate natural pronunciation among native Chinese speakers. It applied the cognitive-affective theory of media learning to explore the effect of this system on learning outcomes. Specifically, with regard to the Thai language, we examined correlations between self-efficacy, learning interest, learning anxiety, and learning achievement. A weekly two-hour teaching course was conducted over nine weeks at three universities in northern Taiwan. Data were gathered using a questionnaire, and they were tested for reliability and validity using SPSS, version 23, after which they results were verified through structural equation modeling using AMOS 20. One hundred eighty-three valid questionnaire responses were collected from participants. Results indicated that (1) Thai learning self-efficacy is positively related to Thai language learning interest, (2) Thai language learning self-efficacy is negatively related to Thai language learning anxiety, (3) Thai language learning interest is positively related to Thai language learning achievement, and (4) Thai language learning anxiety is negatively related to Thai language learning achievement. Compared with other Thai spelling systems, the system developed in this study is more effective and should be used for native Chinese learners of Thai.