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JTCLT Abstract

Volume 11 Number 2, 2020
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Chen, H. (2020). Text-Based Online Communicative Activities: A Comparison of Two Approaches. Journal of Technology and Chinese Language Teaching, 11(2), 24-63.
[陳蕙郁. (2020). 缐上華語學習活動: 兩種形式之比較. 科技与中文教学 (Journal of Technology and Chinese Language Teaching), 11(2), 24-63.]

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This article discusses a mixed-methods study which examined and compared two approaches (A1, A2) of a text-based online communicative activity designed for learners of Chinese as a foreign language. Specifically, drawing upon second and foreign language acquisition theories and including the perspectives of the students who participated in the activity, the study investigated the effectiveness of the two approaches in: promoting self-study; retention; transfer of Mandarin knowledge; peer-interaction; acquisition of Mandarin via communication, and; in fostering interest in participating in the activity. Overall, does the activity make learning extend outside of the classroom? Ninety-five US college students participated in the study by engaging in an asynchronous weekly posting task in a Moodle discussion forum and by filling out a survey questionnaire. Results of quantitative and qualitative data analyses showed that while both approaches met the purposes of the activity and successfully bridged classroom learning with out-of-class learning, A1 facilitated retention and application of recently taught material, and A2 promoted the transfer of Mandarin knowledge, peer-interaction, acquisition of new Mandarin knowledge, and the formation of a sense of belonging in a learning community among the learners.

本文為筆者利用Moodle線上課程平台,幫學生創造缐上華語學習環境的研究論述。筆者指派給兩組學生不同形式(方法一,方法二)的語言交流活動,讓他們與同班同學在缐上進行非同步筆談,並以第二語言/外語習得理論和參與活動學生的角度來探討此活動是否能讓學生樂於參與?能讓他們將課堂所學的語言知識運用到課外的全新語言情境,並在與同儕參與的群眾活動中,以溝通爲工具建構華語知識,並促進自我學習?此活動是否能將學習活動延伸至課外,提供學生在課後運用和學習華語的環境?此外,以這兩種形式進行的活動在達到上述目的上是否有差異?此混合型研究的參與者爲筆者中級班的美國大學生。資料搜集方式包括了問卷調查以及學生在活動中的語言輸出。資料分析則包含了量化的敘述統計分析和T 檢定(T-test),歸類和量化學生對問卷中開放式問題的反饋,以及對學生在筆談中的華語輸出做語料分析。研究結果顯示,兩種形式的活動皆能達到此活動的主要目的,但各有其優點。方法一較能促進學生記憶,理解,並運用近期所學的語言知識:而方法二則是在促進互動,讓學生以既有的語言基礎創造語言新知,以及培養學習共同體之歸屬感的情感層面上, 起了更大的作用。

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