An Examination and Analysis of Theoretical Models of Learning Disturbance and Coping Strategies of Vietnamese Chinese Language Centers

With the development of Vietnamese society and increasing demand, coupled with the growing investments from Chinese and Taiwanese enterprises in areas such as the economy and education, Chinese language learning has emerged as a significant trend in Vietnam.However, under the specific context of Vietnamese students studying Chinese locally, there remains a relative scarcity of research addressing this issue.Previous studies have predominantly focused on learning difficulties and coping strategies, highlighting a strong correlation between the two.Accordingly, this study posits that the learning challenges encountered in Chinese language acquisition among Vietnamese learners can serve as predictors for the coping strategies they adopt.This study employs a questionnaire survey methodology, utilizing stratified proportional random sampling, and obtained 834 valid responses from three branches of the Chinese Language Center in Ho Chi Minh City, Vietnam.Additionally, IBM AMOS 21.0 was employed to assess the fit of the theoretical model constructed in this study, which explores the relationship between learning difficulties and coping strategies among students at Chinese Language Centers in Vietnam.The analysis examines whether the observed data support the proposed path model between variables and whether the learning challenges faced by students (encompassing both external and internal factors) directly influence the coping strategies adopted (including both active-positive and passive-negative approaches).The findings of this study aim to provide valuable insights for Chinese language educators and teaching institutions in Vietnam, contributing to the enhancement of instructional quality.