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JTCLT Abstract

Volume 10 Number 2, 2019
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Wang, L. C. C., Liu, X. Y., & Zhang, Q. W. (2019). Gamification in American High School Students’ Chinese Learning: A Case Study of Using Speed Mandarin. Journal of Technology and Chinese Language Teaching, 10(2), 82-101.
[陳麗卿, 刘雄艺, & 张倩伟. (2019). 汉语学习的游戏化:用Speed Mandarin教美国高中生汉语的案例研究. 科技与中文教学 (Journal of Technology and Chinese Language Teaching), 10(2), 82-101.]

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The purpose of this study was to investigate the effectiveness of using gamification in the form of the Speed Mandarin computer program to facilitate American high school students’ learning of Chinese as a foreign language. Paired sampling was used with a total number of 60 students in an urban high school setting. Students in the experimental group used Speed Mandarin throughout a 16-week academic semester. Pre- and post-treatment questionnaires were used to examine students’ beliefs about their abilities to read Chinese, understand spoken Chinese, speak Chinese, acquire new Chinese vocabulary, and use a variety of learning strategies to master Chinese. Data were also gathered about their level of motivation to learn Chinese. Data analysis via one-way ANOVA with the experimental condition as the between-group measure showed significance for the effect of Speed Mandarin on students’ belief in their ability to speak Chinese, but showed no significant effects on reading, listening, or vocabulary acquisition. Nor was there any significant difference in language learning strategies or motivation for learning Chinese. Suggestions are provided for potential use of Speed Mandarin in high school Chinese classes as well as for further research. Further research is needed in order to investigate possible relationships between the use of Speed Mandarin and increases in student confidence in other areas of language learning, as well as increases in actual student performance.

这项研究的目的是调查使用Speed Mandarin计算机程序游戏以促进美国高中生学习汉语的有效性。某市区高中共有60名学生参加了配对抽样。实验组的学生在整个16周的学期中都使用Speed Mandarin。用实施前后的问卷来检验学生对他们掌握汉语能力的信念(汉语阅读、听力理解、汉语会话、和词汇学习)以及使用各种学习策略来精通汉语。还收集了有关他们学习汉语的动机水平的数据。通过单因素方差分析以实验条件作为组间度量进行的数据分析显示,学习策略和Speed Mandarin对学生汉语会话能力的影响具有显著性,但对汉语阅读,听力理解或词汇学习没有显著影响,对汉语学习策略或学习动机也没有显著影响。我们探讨在普通高中汉语课程中如何使用Speed Mandarin研究提出建议。至于使用Speed Mandarin与学生在其他语言学习领域的信心增强,并对后续学生实际成绩提高之间的可能关系,也需要进一步的调查研究。

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