Teaching and Learning Chinese as a Foreign Language through Intercultural Online Collaborative Projects

Autor/inn/en	Chen, Chen; Du, Xiangyun
Titel	Teaching and Learning Chinese as a Foreign Language through Intercultural Online Collaborative Projects
Quelle	In: Asia-Pacific Education Researcher, 31 (2022) 2, S.123-135 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Chen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-020-00543-9
Schlagwörter	Chinese; Second Language Instruction; Foreign Countries; Cooperative Learning; Online Courses; Program Effectiveness; Student Projects; Knowledge Level; Cultural Awareness; Intercultural Programs; Denmark + Suchen Sie Ihr Suchwort? China; Chinesen; Fremdsprachenunterricht; Ausland; Kooperatives Lernen; Online course; Online-Kurs; Schulprojekt; Wissensbasis; Cultural identity; Kulturelle Identität; Dänemark
Abstract	This study explores project-based online intercultural collaborative learning for non-native beginners' CFL learning (Chinese as a Foreign Language) in Denmark. Adopting a quasi-experimental design, two parallel classes were involved in the study wherein the same learning contents and project-based learning was used in both. An additional element of collaborative online learning with Chinese students facilitated to only the experimental class. The study empirically adopted a sequential mixed-method design, including quantitive data from knowledge test and project product assessment and qualitative data from the communicative records and semi-structured interviews. While results reported no difference regarding knowledge test outcomes between the two classes, and both classes performed well in their project work, experimental class students performed better than the control class in project outcomes. The results indicate that the PBL method has a positive effect on CFL beginners. While the online intercultural collaborative elements may not make a difference for the knowledge learning aspect, it supports the students' deep understanding of the target culture theory and a micro-setting life experiences, which may support the CFL learning at a beginning level. Suggestions are provided based on identified challenges regarding how to better support project-based online intercultural collaborative learning, including balancing group work and individual support for CFL beginners, more time allocation to support team dynamics, and better use of technological tools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01