Chinese Course Research Articles

Comprehensive Chinese Course Based on Task-based Language Teaching Approach with Cooperative Learning Technique to Enhance Chinese Reading Ability of International Students in Xi’an University

Background and aim: This study explored the integration of the task-based language teaching approach and cooperative learning to enhance the Chinese reading ability of international students. The aims of this study were: 1) to compare international students’ Chinese reading test scores before and after learning through the comprehensive Chinese course, and 2) to study the international students’ satisfaction with learning through the comprehensive Chinese course. Materials and methods: The study involved 94 international students at Xi’an University, with a sample of 26 second-year foreign students from one class of Xi’an University in China in the autumn term of 2023 through cluster random sampling. The research instruments were lesson plans, a test paper for foreign students’ Chinese reading ability, and a student’s learning satisfaction questionnaire. Experimental design is the one-group pretest-posttest design. Data were collected and analyzed by means, standard deviation, and t-test for the dependent sample. The data were analyzed by using mean, standard deviation, t-test for dependent samples, and t-test for one sample. Results: After learning through the comprehensive Chinese course based on a task-based language teaching approach with cooperative learning technique, foreign students’ Chinese reading ability was higher than before at a 0.05 level of statistical significance (t=2.50, p<0.05). The average score of the post-test (M=11.58, SD=5.56) was higher than that of the pre-test (M=9.35, SD=4.91). Additionally, students’ learning satisfaction was at a high level (M=4.19, SD=0.75). Conclusion: The developed comprehensive Chinese courses based on a task-based language teaching approach with cooperative learning techniques have a significant effect on improving the Chinese reading ability of international students. Furthermore, students were satisfied with their learning of this course.

Chinese heritage language motivation: a study of motivation development in a multicultural context.

This study investigated motivation of Chinese heritage language (CHL) learners with diverse Chinese language backgrounds at an American university. Using a mixed-methods design, it examined the factors that motivated CHL learners to enroll in Chinese courses and continue their studies. The Study explored interactions that enhanced the learning experience and self identity development. A survey was conducted, followed by individual interviews. The results identified five motivation factors significantly correlated to the ideal L2 self, which functions as an anchor. The ideal L2 self was the strongest predictor of intended effort via positive attitude. The classroom-related experience was another significant predictor of intended effort. Interview data highlighted the dynamic interplay between sociocultural contexts and learner-environment interactions which provokes motivation development and strengthens identity reconstruction and future self-guides. In the process, the learner continuously constructs and consolidates the identity as "Chinese" relating to family and culture. Lastly, the anti-ought-to L2 self, characterized by reactions to "others," emerged in dynamic interactions between learners and contexts. This motive inspired the learner to continuously develop the possible self and gain positive learning experiences.

From teacher-intended to learner-actualised affordances in a WeChat-Supported mobile Chinese language learning environment

This paper draws on the ecological concept of affordance and learner agency to investigate Chinese language learners' actualised (perceived, used or shaped) affordances in a mobile-assisted language learning (MALL) environment. This study took place in a beginner-level Chinese course at a university in Australia. Potential learning affordances were designed and made available through WeChat-supported tasks to extend in-class learning. Qualitative student interviews, WeChat history, student survey and teacher reflective journals were the primary sources of data and thematic analysis was used for data analysis. The findings identified different levels of learner-actualised affordances (including perceived, used, and shaped affordances) and missed affordances (including those not perceived and those perceived but not used). Additionally, we investigated the distribution of these affordances within two functional types: cognitive and socio-affective affordances. Potential reasons for the missed affordances were explored. This study suggests that beginner-level learners of Chinese can leverage learner agency to understand the teachers' intended educational affordances. To facilitate this understanding, teachers are advised to offer scaffoldings to enhance the visibility of MALL affordances, particularly those related to interactions, multi-modal expressions, and authenticity. This affordance-oriented guidance has the potential to amplify learning opportunities for learners of the Chinese language engaged in MALL.

Practice and Reflection on the Construction of a “Communities of Learners” in Normal Students’ Linguistics Courses: An Innovative Exploration of the Modern Chinese Course

By virtue of educational practice, this thesis delves into the construction strategies and steps of the “communities of learners” model in the linguistics course of normal students. In addition, three effective cases of combining it with the content of modern Chinese courses are summarized. Running on the problems of students’ motivation and participation, teachers’ roles and guidance methods, learning resources and environmental support in the implementation process, this thesis reflects on the problems of students’ learning motivation and participation, and puts forward effective solutions, such as teacher-student interaction, group cooperation, multiple technical means, digital learning platform, and shaping a “cooperative colleague relationship” among teachers.

Students Learning Achievement and Satisfaction of Chinese Proficiency Test (HSK1) Reading Courses on the Udemy Platform

This study aimed to explore the effectiveness of learning the Chinese Proficiency Test (HSK) 1 reading course through the Udemy platform and assess the learner’s satisfaction with learning the Chinese course on the Udemy platform. The participants were 30 zero-foundation learners with minimal exposure to basic Chinese expressions and were randomly selected from those enrolled in the Chinese course on Udemy. The pretest and post-test were designed for this study, and the researchers sent the satisfaction survey to the Chinese language learners to investigate the learners’ satisfaction. The findings revealed that the students’ post-test scores were significantly higher than the pretest scores; the current online Chinese language courses benefit students in learning the language. The satisfaction survey results showed that learners were satisfied with learning Chinese courses on the Udemy platform.

Analysing the influencing factors of on-line studying engagement of preparatory international students: A case study of the science and technology Chinese course

With the rapid development of network technology, cross-regional on-line higher education is becoming one of the mainstream directions of distance education development. The effectiveness of on-line studying is significantly influenced by the level of learning engagement, and research on this topic can help learners by providing them with process-oriented learning support and targeted teaching interventions. Using the example of on-line Science and Technology Chinese Course for preparatory international students at four universities in China, this study collected self-reported data from 463 students using a survey method. The questionnaire was divided into two parts: the on-line studying engagement scale and the factors influencing on-line studying engagement. Descriptive statistical analysis and differential testing were conducted on the data using SPSS software, and the structural validity of the questionnaire was tested using AMOS software. With the assistance of Smart PLS, a model of the influencing factors of on-line studying engagement was constructed to explore the relationship between on-line studying engagement and its influencing factors. The study found that: The overall level of engagement in on line studying for preparatory international students is above average. In demographic factors, apart from gender, all other variables have a significant impact on on-line studying. Student-level factors will have a more significant positive impact on the degree of on-line studying engagement of preparatory international students. Among them, academic self-efficacy, basic psychological needs satisfaction, the difficulty of the on-line course, and completion of the assignment have a significant positive effect. The influence of teacher-level factors on behavioral engagement and emotional engagement is stronger than that of student-level factors. However, the emotional support of teacher-level factors, the on-line environment of environmental-level factors, and the perceived usefulness of technology of teacher-level factors have a certain negative impact on engagement in online studying. According to the research results, this paper puts forward the optimization strategies of accelerating the update frequency of Chinese learning materials, strengthening the input of on-line emotional support, and holding language learning activities with cultural characteristics. This study makes an in-depth analysis of the influencing factors of preparatory international students’ on-line Chinese studying engagement, and puts forward the optimization strategies to improve the quality of on-line studying, to provide theoretical and practical reference for the development of cross-regional on-line higher education.

Factors Influencing the Satisfaction of Second Language Learners of Chinese in Online Courses.

The study aims to investigate the relationship among the key factors affecting second language learners' satisfaction with online Chinese courses and their willingness to continue utilizing them by constructing a Model of Chinese Learners' Satisfaction in Online Courses. Additionally, the influence of participants' individual differences was also explored. A total of 203 second language learners of Chinese participated in the questionnaire survey, with 5 learners further participating in interviews. Learner expectations, learner perceived quality, and learner perceived value were identified as important factors influencing learner satisfaction and willingness to continue using the online course. The results of the questionnaire survey showed that (1) learner individual differences, such as age, Chinese proficiency, weekly study duration, and offline Chinese course experience, significantly influence learner satisfaction. (2) Learner expectations have a significant positive impact on perceived quality, while perceived quality positively affects perceived value. (3) Learner satisfaction significantly influences the willingness to continue using online courses. (4) The results of the interview revealed that most learners still prefer traditional offline courses, indicating that online teaching has several shortcomings and deficiencies. Overall, this study provides some scientific and reasonable decision-making references for improving online teaching methods, aiming to enhance learner satisfaction and promote the development of online education.

From mock interviews to real job interviews: Assessing the efficacy of business Chinese instruction

AbstractThe study investigates whether and how mock interviews, an instructional component of business Chinese courses, prepare students for real interviews. The study included 11 American undergraduate students who participated in a 10‐week summer study abroad program in China. Participants underwent two rounds of mock interviews with their instructors and received individualized written feedback after each interview. They were then interviewed by hiring managers from the companies of their choice. The results of the study showed that the feedback provided by instructors addressed various performance issues, with a focus on linguistic accuracy rather than interview content. Comparison of the mock interviews with real job interviews showed significant differences in interview content, including workplace‐related interactions, language functions, and free chatting. The findings have implications for teaching and research in language for specific purposes.

Research on integrating ideological and political elements into college Chinese teaching

The “Guidance Outline for the Construction of Ideological and Political Curriculum in Colleges and Universities” clarifies the relevant guidance requirements for the reform and construction of ideological and political courses in various courses in colleges and universities. “Ideological and Political Curriculum” requires that the concept of education be run through the teaching process, education elements should be integrated, and education should be designed Plan, take educational actions to achieve the effect of educating people, and then achieve three-dimensional education, rather than solely attributing the responsibility of educating people to ideological and political courses. In this context, “College Chinese”, as a public basic course, needs to give full play to its instrumental, humanistic and aesthetic qualities, explore educational elements, reconstruct the teaching content with ideological and political issues as the main line, and connect with the educational goals of vocational colleges. Construct multiple subjects for educating people in university Chinese courses; optimize multi-dimensional ideological and political paths for university Chinese courses; and enrich student- centered ideological and political practice channels .

Investigation and Analysis of Chinese Language Teaching

The survey of Chinese teaching to overseas students is an empirical research method, which is also a common and effective part in educational science research. Appropriate teaching investigation and analysis can beneft teaching effciently. This paper pays attention to the situation of the elementary comprehensive Chinese course for Mongolian students in the School of International Exchange of Inner Mongolia Normal University, and takes the textbooks of "??????Developing Chinese" "?????I?Elementary Chinese (I)" and ???????? "I Want to Give Him a Gift" as the teaching case. This paper analyzes the teaching status of the elementary Chinese comprehen-sive course for Mongolian international students from two aspects: the current situation of teachers, teaching content and teaching objects, as well as the existing problems in the learning process.

Optimized multiple-attribute group decision-making through employing probabilistic hesitant fuzzy TODIM and EDAS technique and application to teaching quality evaluation of international Chinese course in higher vocational colleges

With the construction and development of the “the Belt and Road”, the international community has an increasing demand for high-quality technical and skilled talents who both understand Chinese and have an international perspective. Exploring a Chinese curriculum system suitable for the development of international students is conducive to promoting the international development of vocational education, improving the quality of international student training, providing talent support for Chinese and foreign enterprises, and promoting the “going out” of Chinese enterprises and international production capacity cooperation. The training of international students in higher vocational colleges starts late, has little experience, lacks theoretical innovation, and lacks the development characteristics of vocational education. The teaching quality evaluation of international Chinese course in higher vocational colleges is multiple-attributes group decision-making (MAGDM). Recently, the TODIM and EDAS technique has been employed to manage MAGDM. The probabilistic hesitant fuzzy sets (PHFSs) are employed as a useful tool for depicting uncertain information during the teaching quality evaluation of international Chinese course in higher vocational colleges. In this paper, the probabilistic hesitant fuzzy TODIM-EDAS (PHF-TODIM-EDAS) technique is built to manage the MAGDM under PHFSs. Finally, the numerical example for teaching quality evaluation of international Chinese course in higher vocational colleges is employed to show the PHF-TODIM-EDAS technique. The main contribution of this paper is outlined: (1) the TODIM technique based on EDAS technique has been extended to PHFSs based on CRITIC technique; (2) the CRITIC technique is employed to derive weight numbers under PHFSs. (3) the PHF-TODIM-EDAS technique is founded to manage the MAGDM under PHFSs; (4) a numerical case study for teaching quality evaluation of international Chinese course in higher vocational colleges and some comparative analysis is supplied to validate the proposed PHF-TODIM-EDAS technique.

Research on Teaching Chinese as a Foreign Language in Colleges and Universities Based on Multimodal Theory: An Example from a Comprehensive Elementary Chinese Course

Abstract Today, with China’s increasing international influence, the number of international students coming to China is increasing, and the cause of Chinese language education for foreigners is booming. Taking the multimodal theory as the guiding principle, the article establishes an immersion teaching mode for Chinese as a foreign language by analyzing the characteristics of a comprehensive elementary Chinese language course. Sixteen students from the College of International Education of University T were selected as the research subjects, and the design of teaching methods and teaching processes based on the immersion teaching model, as well as the design of a comparative experiment on the teaching of the comprehensive elementary Chinese language class were carried out. The composite mean score of the Chinese post-test scores of the class based on the immersion teaching mode was 87.89, with an overall mean score increase of 22.39 points, and the students’ grammar test scores increased by a total of 4.02 times from the 1st week to the 16th week. The mean value of students’ satisfaction with the instructional design was 4.432 points, and 89.39% of international students expressed their approval of the immersion teaching mode. Taking the multimodal theory as a guide and combining the immersion teaching mode to realize the efficient interaction between teachers and students provides a new path to improve the dChinese language mastery and cross-cultural awareness of international students in China.

Research on the Cultivation of “Family and Country Feelings” in Junior High School Chinese Courses—Taking the Second Unit of the Second Volume of the Seventh-Grade Chinese Unified Edition as an Example

Research on the Cultivation of “Family and Country Feelings” in Junior High School Chinese Courses—Taking the Second Unit of the Second Volume of the Seventh-Grade Chinese Unified Edition as an Example

Transformative moments in an online China child therapy teaching journey

Over the past twenty-five years, the International Psychotherapy Institute (IPI) faculty has been honing its technique for distance learning by listening for unconscious themes emerging in the classroom that resonate with learning resistances or teaching concepts. This coauthored article describes an online, child, and adolescent psychoanalytic psychotherapy training programme coordinated by IPI and Jiandanxinli, offered by Western faculty to Chinese psychotherapists-in-training. An IPI child analytic faculty member collaborated with two Chinese course participants to study the cross-cultural meanings of teaching, presenting, and consulting. This independent research project unearthed new understandings about the challenges, strengths, and limitations of online, translation-dependent learning. Additionally, the article underscores the importance of embracing an ethical stance and cultural humility when teaching child therapy to students from different cultures.

고교학점제와 고등학교 ‘중국어’ IB 교육과정의 접근 가능성 모색

Objectives According to the implementation of the high school credit system, we pay attention to the lack of dis-cussion on the opening of Chinese subjects in relation to the introduction of the IB diploma program, which has recently become a big issue in the education world. And We searched for the possibility of opening a IB Chinese subjects when operating an IB doploma program in a public high school in Korea.
 Methods For this study, through literature analysis, we introduce cases of schools that operate the IB curriculum among domestic high schools and compare and analyze them with cases of foreign IB World Schools to reveal the justification for opening IB Chinese courses and the necessary requirements for opening IB Chinese courses. Policy support was proposed.
 Results As a result of the study, there are many IB World Schools in Asia that open IB Chinese subjects, and con-sidering China's global status is gradually increasing, it is justified to open an IB Chinese subjects. However, there is no case of opening a Chinese subject in public high schools that currently operate an IB diploma grogram in Korea. It revealed that this was caused by the decision of English as a second foreign language based on the regu-lations governing DLDP in Korea.
 Conclusions In order to solve this problem, various programs such as fostering English-speaking Chinese teach-ers, producing IB Chinese textbooks, guaranteeing students' right to choose subjects through opening various foreign language subjects, opening courses tailored to the IB subject system, and providing social policy support in connection with universities and companies, etc. It was suggested that a level of political support is needed.

Entitled Implementation of the Independent Curriculum: Differentiated Learning in Business Chinese Courses

This research is entitled Implementation of the Independent Curriculum: Differentiated Learning in Business Chinese Courses. The Merdeka Belajar Curriculum is one of the new policies of the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia (Kemendikbud Ristek RI) aimed at realizing an innovative learning process and following the needs of students (student-centered). The purpose of this study is to describe how the application of differentiated learning methods in Business Chinese courses. The method applied to this study is qualitative descriptive with the presentation of non-statistical data. This research will describe the application of differentiated learning in Business Chinese lectures with independent curriculum standards. The focus of the study in this research is the design of the application of differentiated learning methods based on material aspects with the implementation of learning in an independent curriculum with textbooks used in lectures. The study of learning techniques used to draw conclusions through the identification of certain message characteristics and carried out objectively and systematically.

Research on the Integration and Application of Multimedia Teaching Resources in Primary School Chinese Curriculum

The purpose of this paper is to explore the integration and application of multimedia teaching resources in primary school Chinese curriculum. By analyzing the application status of multimedia teaching resources in primary school Chinese curriculum, it is found that insufficient technical equipment, insufficient teacher training, improper selection and design of teaching resources are the main problems in the application of multimedia teaching resources. Therefore, this paper proposes the integration and application strategies of multimedia teaching resources in three primary school Chinese courses, including accurate matching of teaching content and resources, personalized learning support, and interactive teaching design, based on teaching scenarios.

A GCN- and Deep Biaffine Attention-Based Classification Model for Course Review Sentiment

In recent years, the increasing use of online surveys for course evaluation in schools has led to an outpouring of evaluation texts. These texts, with their emotional polarity, can give schools the most direct feedback. Emotional analysis on course evaluation, therefore, has great implications. However, the not-so-rigid text grammar and rich text content pose a challenge for sentiment analysis in Chinese course evaluation. To solve this problem, this paper proposes a sentiment classification model BiLSTM-GCN-Att (BGAN). Here, BiLSTM is used to extract the features of the text and output the hidden state vector. Then, the deep biaffine attention mechanism is used to analyze the dependence of the text and generate a dependency matrix. Next, input the hidden state vector to the GCN. Finally, the softmax function is used as the output layer of the model to perform sentiment classification. The model proves effective and experimental results, showing that the BGAN achieved a maximum improvement of 11.02% and 14.47% in precision and F1-score respectively compared with the classical models.

On the Path of Curriculum Ideological and Political Reform in College Chinese

As a new educational concept, "curriculum ideology and politics" has been widely concerned by the academic circle, showing a rapid popularity in colleges and universities. At the same time, under the high attention and continuous promotion of the state, colleges and universities across the country continue to accelerate the construction and development of curriculum ideology and politics. College Chinese course, as a public basic course set by colleges for non-Chinese language and literature majors, has the characteristics of ideology, tool and humanity, has the unique advantages of combining with curriculum ideological and political construction, and is an important position and advantageous platform to promote the construction of college curriculum ideological and political construction. Therefore, we should give full play to its important value and role in cultural identity, ideological identity and value identity, give full play to the leading in curriculum ideological and political reform, strengthen teachers' awareness of carrying out curriculum ideological and political education, optimize teaching content, dig deep into the ideological and political elements in college Chinese curriculum, pay attention to the combination of theory and practice, Adhere to the unity of explicit education and implicit education, and constantly improve the quality of college personnel training.

Establishment of Flipped Chinese Course Based on Socially Shared Learning Regulations in Chinese Normal University Students

With the continuous development of the social environment and the continuous advancement of technology, digital learning has increasingly higher requirements to optimize self-regulated learning, and it has become a popular trend designed to cultivate the self-regulated learning of normal university students. This study examines how the teachers of Chinese normal students integrate their courses based on socially shared regulations of learning theory to supplement the existing coursework. Based on modern Chinese, in a flipped professional course for a normal university student in northwest China, this study provides the teaching objectives, teaching contents, teaching methods, learning methods, and teaching evaluation methods. Ultimately, this study explores how to improve students’ self-regulated learning and Chinese language proficiency through the cultivation of self-regulated learning strategies.