An Immersive Flipped Classroom for Learning Mandarin Chinese: Design, Implementation, and Outcomes

Autor/inn/en	Tseng, Miao-fen; Lin, Chin-Hsi; Chen, Henny
Titel	An Immersive Flipped Classroom for Learning Mandarin Chinese: Design, Implementation, and Outcomes
Quelle	In: Computer Assisted Language Learning, 31 (2018) 7, S.714-733 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lin, Chin-Hsi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2018.1440603
Schlagwörter	Computer Assisted Instruction; Mandarin Chinese; Second Language Learning; Second Language Instruction; High School Students; Course Descriptions; Online Courses; Course Evaluation; Interpersonal Communication; Computer Mediated Communication; Student Attitudes; Language Skills; Blended Learning; Assignments; Outcomes of Education; Teaching Methods + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kursstrukturplan; Online course; Online-Kurs; Interpersonale Kommunikation; Computerkonferenz; Schülerverhalten; Language skill; Sprachkompetenz; Assignment; Auftrag; Zuweisung; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Online kindergarten to twelfth grade (K-12) language learners have usually been found to hold more negative perceptions of their courses and to perform less well academically than their face-to-face counterparts, despite the well-attested benefits of computer-mediated communication in language learning. In an attempt to improve upon such outcomes, this study designed, implemented, and evaluated a 12-day immersive online high-school Chinese-language course that included daily synchronous sessions and interactive technology-enhanced tasks, with a special emphasis on engaging the students in meaningful social interactions. Based on the analysis of the 35 participants' survey responses and their language performance, they had a very positive experience of the course, felt satisfied by it, and showed statistically significant improvement in their language skills. These findings are discussed in relation to prior studies' findings and current online-education policies and practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01