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JTCLT Abstract

Volume 10 Number 2, 2019
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Valdebenito, M., & Chen, Y. (2019). Technology as Enabler of Learner Autonomy and Authentic Learning in Chinese Language Acquisition: A Case Study in Higher Education. Journal of Technology and Chinese Language Teaching, 10(2), 61-81.
[福迈睿, & 陈雅琳. (2019). 利用科技推动中文习得的自主性和真实性——高等教育个案研究. 科技与中文教学 (Journal of Technology and Chinese Language Teaching), 10(2), 61-81.]

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Based on the Constructivist approach, meaningful learning only occurs when learners have agency to construct meaning through social interactions. The ability to self-direct, communicate, collaborate, and transfer learning to real-life situations are crucial skills for the 21st century. These skills allow new generations to adapt to this new information era in any field and/or disciplines they pursue; foreign language acquisition is not an exception. In this article, the authors argue that language learning can help learners cultivate such abilities with the aid of a holistic curriculum design and the effective use of technology. The authors also explore how using tools, such as Google MyMaps, WordPress, and Adobe Spark, in a semester-long “Food Project” may promote learner autonomy and authentic learning, as well as improve the acquisition of 21st century skills. Technology-based curricular strategies, work progression, and student feedback are presented in the article. Through qualitative analysis, the authors conclude that by focusing on authentic learning and learner autonomy using instructional scaffolding students can enhance linguistic literacy, create a sense of ownership, sharpen cultural awareness, transform interdisciplinary skills, and establish a supportive learning community in the process.


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