A double blind peer reviewed online publication with in-print supplement since 2010    ISSN: 1949-260X

JTCLT Abstract

Volume 8 Number 2, 2017
Full issue PDF

Sung, K. Y., & Cheng, H. J. (2017). Chinese Language Learning and Teaching through Desktop Videoconferencing. Journal of Technology and Chinese Language Teaching, 8(2), 1-24.
[宋可音, & 郑琇仁. (2017). 运用桌面视频会议之汉语语言教学与习得. 科技与中文教学 (Journal of Technology and Chinese Language Teaching), 8(2), 1-24.]

Full paper


This study aimed to investigate the language teaching and learning which occurred via one-on-one desktop videoconferencing (DVC), and the tutors’ and learners’ opinions about the online sessions. To be specific, the research questions posed are: (1) What types of instructional feedback do DVC tutors employ, and how do they affect learners’ responses? (2) What is the rationale behind the use of different types of instructional feedback in DVC?, and (3) What are students' perceptions toward online language learning through DVC? Participants included 12 pre-service teachers in Taiwan and 12 college learners of Chinese as a foreign language in the United States. The study results show that repetition is the type of instructional feedback used most frequently in the online sessions while picture prompts were least used. In addition, this study found that certain types of instructional feedback yielded more learner responses than other types. Furthermore, the pre-service teachers’ teaching reflections reveal that they had particular reasons for using certain types of instructions in a given context. Finally, the majority of the learners in this study spoke highly about the desktop videoconferencing project; however, they also indicated that there was room for improvement for future projects.

本研究旨在调查一对一桌面视频会议的语言教学和学习,以及教师和学生对在线课程的意见。此论文的研究问题包括:(1)桌面视频会议教师使用什么类型的教学反馈,以及它们如何影响学习者的反应?(2)教师在桌面视频会议中使用不同类型之教学反馈背后的理由是什么? 以及(3)学生對桌面视频会议學習语言的看法為何?参加者包括台湾12名职前教师和12名学习中文的美国大学生。研究结果发现,重复是在线会话中最常使用的教学反馈类型,而图片提示使用最不频繁。此外,这项研究结果指出,某些类型的教学反馈比其他类型更容易引起学习者的共鸣。另外,职前教师的教学反思表示,他们有特定的理由在特定情况下使用某些教学反馈类型。最后,本研究中的大多数学习者对桌面视频会议项目给予了高度评价; 然而,他们也表示未来的桌面视频会议项目仍有改进的余地。

This website is supported by
Department of World Languages, Literatrues, and Cultures, Middle Tennessee State University
Page last updated: 2020-12-31