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JTCLT Abstract

Volume 2 Number 1, 2011
Full issue PDF

Lee, S. (2011). Online components for advanced Chinese reading classes:Design and implementation. Journal of Technology and Chinese Language Teaching, 2(1), 1-22.
[李兆麟. (2011). 高班阅读课的网上课件:设计与应用. 科技与中文教学 (Journal of Technology and Chinese Language Teaching), 2(1), 1-22.]

Full paper


Many students find encouragement and satisfactions in the early stage of Chinese reading classes; however sometimes feel frustrated and disoriented in advanced levels (Hsueh, 2005; Lau, 2009; Mark & Lu, 2005). This paper discusses the empirical experience of designing and implementing a blended teaching and learning model in Advanced Chinese Reading classes in teaching Chinese as a foreign language (CFL) setting at university level in Hong Kong. The blended model combines online inputs and authentic tasks with classroom activities. Authentic tasks, using authentic or semi-authentic teaching materials, are designed based on a pragmatic framework. Action research has been done and investigates how the blended approach and the online components affect learning outcomes of the learners. The result suggests that the blended task-based approach, though does not show direct impact on character recognition, helps students increase their reading comprehension skills.


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