Enhancing the Learning of Multi-Level Undergraduate Chinese Language with a 3D Immersive Experience

Autor/inn/en	Wang, Yanjun; Grant, Scott; Grist, Matthew
Titel	Enhancing the Learning of Multi-Level Undergraduate Chinese Language with a 3D Immersive Experience - An Exploratory Study
Quelle	In: Computer Assisted Language Learning, 34 (2021) 1-2, S.114-132 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Yanjun) ORCID (Grant, Scott) ORCID (Grist, Matthew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2020.1774614
Schlagwörter	Undergraduate Students; Chinese; College Second Language Programs; Second Language Instruction; Computer Simulation; Simulated Environment; Foreign Countries; Student Attitudes; Experiential Learning; Asian Culture; Cultural Education; Electronic Learning; Australia + Suchen Sie Ihr Suchwort? China; Chinesen; Fremdsprachenunterricht; Computergrafik; Computersimulation; Künstliche Umwelt; Ausland; Schülerverhalten; Experiental learning; Erfahrungsorientiertes Lernen; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Australien
Abstract	The article reports on a study that incorporated an immersive 3D virtual environment, created in Second Life (SL) into the curriculum of a Chinese program, including its development, implementation and evaluation. This innovation supplemented classroom teaching of Chinese language throughout one semester at a regional Australian university. Using the existing resource called Chinese Island (CI) created by a major urban Australian university, the primary aim of this study was to probe student's perceptions about the resource. Due to curriculum differences between two universities, customised language and culture learning tasks based on the learnt textbook content were designed on CI, with instructions and associated quizzes hosted in a private Moodle site--a widely-used learning management system (LMS) environment. Twenty-eight mixed-level undergraduate Chinese as a foreign language (CFL) students participated in a survey, and seven of these students were interviewed. The questionnaire and interview data were collected and analysed during the study. Following analysis, results indicated that students welcomed the experiential learning opportunity to explore Chinese culture and language outside the classroom afforded by CI. Anecdotal evidence suggested that students became more aware of the complicated pragmatic issues in real life communication. The survey results, including the participants' responses to open-ended questions, are discussed in this paper. Pedagogical implications and directions for further research are also considered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01