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Article: An immersive flipped classroom for learning Mandarin Chinese: Design, implementation, and outcomes

TitleAn immersive flipped classroom for learning Mandarin Chinese: Design, implementation, and outcomes
Authors
KeywordsChinese-language learning
flipped classroom
learning process
online education
Issue Date2018
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/09588221.asp
Citation
Computer Assisted Language Learning, 2018, v. 31 n. 7, p. 714-733 How to Cite?
AbstractOnline kindergarten to twelfth grade (K-12) language learners have usually been found to hold more negative perceptions of their courses and to perform less well academically than their face-to-face counterparts, despite the well-attested benefits of computer-mediated communication in language learning. In an attempt to improve upon such outcomes, this study designed, implemented, and evaluated a 12-day immersive online high-school Chinese-language course that included daily synchronous sessions and interactive technology-enhanced tasks, with a special emphasis on engaging the students in meaningful social interactions. Based on the analysis of the 35 participants’ survey responses and their language performance, they had a very positive experience of the course, felt satisfied by it, and showed statistically significant improvement in their language skills. These findings are discussed in relation to prior studies’ findings and current online-education policies and practices.
Persistent Identifierhttp://hdl.handle.net/10722/275791
ISSN
2023 Impact Factor: 6.0
2023 SCImago Journal Rankings: 2.370
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorTseng, MF-
dc.contributor.authorLin, CH-
dc.contributor.authorChen, H-
dc.date.accessioned2019-09-10T02:49:45Z-
dc.date.available2019-09-10T02:49:45Z-
dc.date.issued2018-
dc.identifier.citationComputer Assisted Language Learning, 2018, v. 31 n. 7, p. 714-733-
dc.identifier.issn0958-8221-
dc.identifier.urihttp://hdl.handle.net/10722/275791-
dc.description.abstractOnline kindergarten to twelfth grade (K-12) language learners have usually been found to hold more negative perceptions of their courses and to perform less well academically than their face-to-face counterparts, despite the well-attested benefits of computer-mediated communication in language learning. In an attempt to improve upon such outcomes, this study designed, implemented, and evaluated a 12-day immersive online high-school Chinese-language course that included daily synchronous sessions and interactive technology-enhanced tasks, with a special emphasis on engaging the students in meaningful social interactions. Based on the analysis of the 35 participants’ survey responses and their language performance, they had a very positive experience of the course, felt satisfied by it, and showed statistically significant improvement in their language skills. These findings are discussed in relation to prior studies’ findings and current online-education policies and practices.-
dc.languageeng-
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/09588221.asp-
dc.relation.ispartofComputer Assisted Language Learning-
dc.rightsPreprint: This is an Author's Original Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online: http://www.tandfonline.com/doi/abs/[Article DOI]. Postprint: This is an Accepted Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online at: http://www.tandfonline.com/doi/abs/[Article DOI].-
dc.subjectChinese-language learning-
dc.subjectflipped classroom-
dc.subjectlearning process-
dc.subjectonline education-
dc.titleAn immersive flipped classroom for learning Mandarin Chinese: Design, implementation, and outcomes-
dc.typeArticle-
dc.identifier.emailLin, CH: chinhsi@hku.hk-
dc.identifier.authorityLin, CH=rp02286-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/09588221.2018.1440603-
dc.identifier.scopuseid_2-s2.0-85042403290-
dc.identifier.hkuros303552-
dc.identifier.volume31-
dc.identifier.issue7-
dc.identifier.spage714-
dc.identifier.epage733-
dc.identifier.isiWOS:000451985800004-
dc.publisher.placeUnited Kingdom-
dc.identifier.issnl0958-8221-

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