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Journal articles on the topic 'Chinese students' learning'
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1
Bano, Sara, and Qing Xia. "Chinese Undergraduate Students’ Perceptions of Learning:." Journal of Comparative & International Higher Education 11, Winter (March 14, 2020): 85–88. http://dx.doi.org/10.32674/jcihe.v11iwinter.1511.
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In the past few years, the number of Chinese undergraduate students in short term study abroad programs have substantially increased, especially in the field of public health. However, little is known about the experiences of Chinese undergraduate students' in short-term study abroad programs in the field of healthcare. In this qualitative study, by using Transformative Learning Theory lens we tried to understand the meaning making process of Chinese undergraduate students who participated in a short-term study abroad program in the field of Public Health at an American university. The students considered their participation in short-term study abroad program as an opportunity to develop their careers and global professional identity by learning English and cultural aspects of health profession in the USA.
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Gasiecki, Austin, and Zuotang Zhang. "Learning Chinese Vocabulary: Understanding Students' Perspectives." Coastal Review 14, no. 1 (2024): 1–18. http://dx.doi.org/10.20429/cr.2024.140101.
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Opoku-Darko, James. "Ghanaian Students’ Perceptions of Chinese Language Learning." American Journal of Education and Practice 7, no. 1 (January 20, 2023): 26–34. http://dx.doi.org/10.47672/ajep.1329.
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Purpose: Chinese language proficiency presents myriads of opportunities. However, students’ perceptions influence their decisions to learn the language and since perceptions vary in different contexts, this study examined how Ghanaian students perceive Chinese language learning.
Methodology: The qualitative approach, with the descriptive research design was used for the study. The target population was the University of Cape Coast students who were neither reading BA Chinese language programme nor taking free Chinese language and culture classes. Using the convenience sampling technique, twenty-two students who volunteered to partake in the study were selected. Data for the study were collected using an open-ended questionnaire. The data collected were analysed using the thematic content analysis based on the techniques of opening and axial coding.
Findings: The results revealed that Ghanaian students generally had positive perceptions of Chinese language learning, and those with unfavourable perceptions are likely enroll onto a form of Chinese learning course if they become aware of the benefits associated with proficiency in Chinese language.
Recommendations: The study recommend that outreach programmes should be instituted by Chinese language centres in Ghana to sensitise the public on the benefits of Chinese language learning. The study also recommend more research to be done on Chinese language.
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Wang, Yipu, and Stuart Perrin. "Deep Chinese Teaching and Learning Model Based on Deep Learning." International Journal of Languages, Literature and Linguistics 10, no. 1 (2024): 32–35. http://dx.doi.org/10.18178/ijlll.2024.10.1.479.
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Deep learning is a more situational and reflective way of learning that integrates complex knowledge and skills into intuitive thinking. As a language that closely combines sound, form and meaning, Chinese teaching and learning from the perspective of deep learning can help break through the limitations of the current teaching model that only focuses on certain language knowledge or cultural behaviors. This paper combines deep learning with international Chinese education, creates deep Chinese teaching and learning model including “four stages and ten steps”, and carries out practical application and teaching effect test. The results show that the deep Chinese teaching and learning model is conducive to improving students’ discourse presentation ability and comprehensive skills, cultivating the learners’ autonomous learning ability and intercultural communication competence, and strengthening the integration of language teaching and cultural teaching. At the same time, this model also has some limitations, need to be further adjusted and optimized.
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Wang, Dongshuo, Bin Zou, and Minjie Xing. "Interactive Learning Between Chinese Students Learning English and English Students Leaning Chinese on the Platform of Wiki." International Journal of Computer-Assisted Language Learning and Teaching 1, no. 3 (July 2011): 70–85. http://dx.doi.org/10.4018/ijcallt.2011070105.
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This research investigates the interaction between English students learning Chinese in the UK and Chinese students learning English in China via a wiki platform. Activity theory and legitimate peripheral participation theory were employed as a theoretical framework; wiki was embedded as an interactive learning tool. The findings revealed that Chinese native speakers assisted English students learning Chinese as foreign language (CFL) by means of reorganizing word orders and restructuring sentence patterns. The usages of clarification and elaboration were more frequent than the usages of added and deleted information. Both CFL and English as foreign language (EFL) students interacted with each other in attending to language forms through the essay correction and revision process, and the interaction consequently enhanced their target language learning. The study suggests that wiki provides a dynamic platform, which encourages further integration into the syllabus to support foreign language learning.
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Zang, Fengxiang, Mei Tian, Jingwei Fan, and Ying Sun. "Influences of Online Learning Environment on International Students’ Intrinsic Motivation and Engagement in the Chinese Learning." Journal of International Students 12, S1 (February 6, 2022): 61–82. http://dx.doi.org/10.32674/jis.v12is1.4608.
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With the impact of the COVID-19 pandemic, Chinese teaching for international students in Chinese universities has largely moved online. Despite the comprehensive literature regarding the influences of environmental factors on domestic students’ learning in traditional learning environment, few studies have addressed the influences of online learning environment (OLE) on international students’ Chinese learning experiences. We focus on international students in intensive Chinese courses at a Chinese university, and explores the influences of OLE on these students’ intrinsic motivation (IM) towards and engagement in Chinese learning during the COVID-19 pandemic. Data were collected from an online questionnaire survey and follow-up interviews. The results revealed that the participants had positive perceptions of the online Chinese learning environment, and that the participants had high levels of IM towards and engagement in their Chinese learning. The results showed the positive impact of the participants’ perceived OLE on their IM and engagement in Chinese learning.
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Xu, Yuling. "The Relationship Between the Learning Styles of Chinese Students and the Needs of Chinese Society." Lecture Notes in Education Psychology and Public Media 12, no. 1 (October 26, 2023): 24–29. http://dx.doi.org/10.54254/2753-7048/12/20230770.
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This paper aims to provide a new aspect to explore the learning styles of Chinese students. After reading through previous research about the characteristics or learning styles of Chinese students, this paper found that most Western researchers considered Chinese students learning styles as a kind of negative, passive, rote-learning, and isolated learning style from the Western perspective. However, to truly understand Chinese education and students, we must look back at its history and cultural roots. This paper includes three main parts. The first part analyzed the three salient characteristics of Chinese students, and the second part described Chinese society and peoples behavior in Chinese culture. The last part examined how those characteristics formed through the learning process help Chinese students get used to Chinese society. This paper argued that the learning styles of the Chinese students seemed passive and negative at first glance; however, this learning style was formed based on the Chinese culture and enabled its students with a smooth path to their future society.
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Yang, Mingdi. "The Impact of Blended Learning on Chinese Middle School Students' Interest in Learning During Covid-19." Lecture Notes in Education Psychology and Public Media 6, no. 1 (May 17, 2023): 144–53. http://dx.doi.org/10.54254/2753-7048/6/20220219.
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As the covid-19 pandemic forced campus closures, schools were transformed in how they taught and learned. Blended learning is the approach chosen by most schools, combining face-to-face learning with online learning to allow students to receive education and meet academic needs. This paper describes the adoption of blended learning in China based on constructivist theory. The purpose was to research the impact of blended learning on Chinese middle school students who developed an interest in learning during the covid-19 pandemic. The paper uses a questionnaire-based research method to study their perceptions of blended learning and changes in achievement, involving 150 Chinese secondary school students. The results show that blended learning positively contributed to Chinese secondary school student's interest in learning, resulting in improved performance during the covid-19 period.
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Xiong, Can. "Metaphors of Learning Chinese Students Live by." Journal of Language Teaching and Research 6, no. 4 (July 2, 2015): 877. http://dx.doi.org/10.17507/jltr.0604.23.
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Zhang, Xiangyang. "CSL International Students’ Chinese Learning Motivation Types." Creative Education 14, no. 12 (2023): 2345–57. http://dx.doi.org/10.4236/ce.2023.1412149.
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Liu, Meilan, Yongyan Zheng, Xiuli Ma, and Yuxin Wei. "Sustaining Multilingualism in Chinese Universities: Uzbekistani Students’ Demotivation While Learning Chinese." Sustainability 12, no. 18 (September 14, 2020): 7570. http://dx.doi.org/10.3390/su12187570.
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This paper reports on a mixed method study exploring demotivation among Uzbekistani students while they are learning Chinese in a Chinese university. In the study, we conducted a survey among 67 Uzbekistani students, and interviewed 30 of them about their experiences of learning Chinese. The analysis of the data revealed that a lack of self-confidence, insufficient learning opportunities, a lack of learning support, and teacher qualities were the most salient factors affecting Uzbekistani students’ demotivation while learning Chinese. In light of the findings, we put forward suggestions for language educators and educational administrators in order to enable them to enhance language learners’ interest in and enthusiasm for learning Chinese, so that they will sustain their learning efforts and Chinese universities can achieve sustainable multilingualism.
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Shi, Jialei. "Effective Strategies to Motivate Primary and Secondary School Students to Learn Chinese." Journal of Education, Humanities and Social Sciences 22 (November 26, 2023): 765–73. http://dx.doi.org/10.54097/ehss.v22i.13357.
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Chinese learning motivation is the internal motivation that directly promotes students' Chinese learning, and for primary and secondary school students, strengthening Chinese learning motivation plays an important role in the improvement of their performance and overall development. In order to address this often talked about issue, this paper starts from analysing the conceptual composition of Chinese learning motivation, collating and analysing and synthesizing the current empirical research, and arriving at the factors affecting students' Chinese learning motivation. Chinese learning motivation is mainly divided into internal factors including students' personal Chinese learning motivation and learning interest, and external factors including family, school and society. On this basis, this paper refers to the first-line research results on enhancing Chinese learning motivation at home and abroad, and combines the author's investigation and teaching practice experience to explore effective strategies to enhance students' Chinese learning motivation from internal factors including reasonable attribution, internal motivation for learning, self-regulation ability, and external factors including Chinese classroom teaching, the role of Chinese teachers' transformation and students' learning life.
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McQuade, Maria, Dora Jue Pan, Jana Chi-San Ho, JingTong Ong, Melody Chi Ying Ng, Xiangzhi Meng, and Catherine McBride. "Chinese Students Learning English as a Second Language." Education Sciences 14, no. 2 (February 10, 2024): 180. http://dx.doi.org/10.3390/educsci14020180.
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The way in which different cities teach children to read in Chinese may have an impact on the skills they later utilize to acquire English word reading skills. This study examined the relative contributions of several cognitive–linguistic measures to English word reading for Chinese students learning English as a second language in two Chinese cities, one whose school system teaches Pinyin (Beijing) and one whose school system does not teach Pinyin (Hong Kong). Students in grades 2–3 completed measures on Chinese morphological awareness (MA), Chinese phonological awareness (PA), Pinyin writing, and English word reading. In the Beijing group, it was found that PA (β = 0.334, p < 0.01) and Pinyin (β = 0.257, p < 0.05) were significant predictors of English word reading. In contrast, in the Hong Kong group, only MA (β = 0.263, p < 0.05) was found to be a significant predictor of English word reading. The difference in predictors could be due to the availability of a phonological tool (Pinyin) for the Beijing students when learning Chinese, while the Hong Kong group may have relied more heavily on learning using MA and rote memory techniques. Overall, the results from this study provide data supporting the benefits of having a phonological tool like Pinyin for Chinese children when learning to read in English.
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Anggreani, Lydia. "Research on Difficulty in Indonesia Students Learning Chinese Language." Lingua Cultura 7, no. 1 (May 31, 2013): 36. http://dx.doi.org/10.21512/lc.v7i1.415.
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Chinese has become the world’s second language. Each language has its own law, as is the Chinese. Indonesian students have difficulty in learning Chinese which are are not surprising. Every language has various characteristics, so do Chinese and Bahasa Indonesia. Article analyzes difficulties to learn Chinese, especially for Indonesian students, those are tone, grammar, sounds of “er hua” such as Alice retroflex. The respondents are 100 Indonesian students who are randomly selected for testing samples analyzed. Since there is no tone in Bahasa Indonesia, it makes a lot of Indonesian students in the learning process often appear in Chinese foreign accent phenomenon. This article expects to explore the problem by studying the formation of the causes and solutions. Indonesian students learning Chinese was designed to provide some teaching and learning strategies.
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Wang, Cong, Xiao Zhang, and Meilin Yao. "Enhancing Chinese college students’ transfer of learning through service-learning." Studies in Higher Education 44, no. 8 (February 8, 2018): 1316–31. http://dx.doi.org/10.1080/03075079.2018.1435635.
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Lê Ngọc, Hiếu, Xuân Trần Khai, Ngo Hue Phuong, Ung Phu Long, Trieu Trach Nam, and Nguyen Thien Ngan. "Flashcard Design for Helping Students in Learning Chinese Vocabulary." Journal of World Englishes and Educational Practices 3, no. 10 (October 31, 2021): 10–23. http://dx.doi.org/10.32996/jweep.2021.3.10.2.
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The strong rise of the globalization trend makes most students want to learn other languages than English. Many students have chosen Chinese as their second foreign language because China is one of the world's largest economies today. Learning vocabulary is one of the important factors that require much investment from the learners so that they need to find a suitable and effective learning method for themselves. To help Chinese learners learn vocabulary in an easier and more effective way, we would like to propose an approach of Designing online flashcards to help students learn Chinese vocabulary. This proposal is supported by Anki software. We design a set of Chinese vocabulary flashcards on this platform based on pre-compiled content. With the assisting of flashcards in learning Chinese, we can help the learners learn Chinese vocabulary more conveniently and more effectively. To evaluate this approach, we asked the learners for using a set of flashcards that we designed on the Anki app. The joining learners in this study are the 46th generation students, freshers in Chinese learning, in the Chinese Faculty at HCMUE. The survey results show that the majority of users are satisfied with their experiences on online flashcards, and they see it much helpful for learning Chinese vocabulary.
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Wen, Ju May, ChunHung Lin, and Eric Zhi Feng Liu. "Integrating Educational Board Game in Chinese Learning Environment to Enhance Students' Learning Performance and Flow Experience." International Journal of Online Pedagogy and Course Design 9, no. 4 (October 2019): 31–43. http://dx.doi.org/10.4018/ijopcd.2019100103.
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Game-based learning is a wide-used learning way in recent years. Many research have showed that educational board games cause a positive effect on students' learning motivation. Therefore, the purpose of this study is to investigate the effect of educational board game on students' Chinese learning performance, flow experience, and learning motivation. Nineteen undergraduate students participated in this study. The outcomes indicated that the integration of educational board game into Chinese learning could maintain and arouse students' learning. Also, the study showed that game-based Chinese learning activities could significantly improve students' learning performance and narrow the learning gap between high-level group students and medium-level group students.
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Zhao, Suihua, and Yiqiang Wu. "Motivation of U.S. High School Students in Learning Chinese." Advances in Social Sciences Research Journal 10, no. 12 (January 7, 2024): 419–47. http://dx.doi.org/10.14738/assrj.1012.16098.
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This study surveyed 217 American high school students’ motivational factors in learning Chinese and the factors that sustain their learning of this language. In addition, the perceptions of teachers and student focus groups were used to verify, explain and expand the survey findings. Due to the constraint of the space, only quantitative research data and findings are included in this paper. The qualitative research data and findings will be discussed in the future. The findings suggested that the future career prospect connected to China’s economy was one of the most important factors that motivated students to learn Chinese and sustained their motivation. This finding supports the language globalization hypothesis proposed by Dörnyei and Csizer (2002) as such that Chinese is in the process of being changed into a world language due to the growth of China’s economy. In addition, the unique aspect of Chinese language and culture contributes to the challenge of learning Chinese and serves as another important factor to motivate students and sustain their learning. This finding supports self-determination theory (SDT) as learning a challenging subject satisfies learners’ needs for competence. It was found non-Chinese students continued significantly longer in Chinese programs. Heritage is ethnic Chinese students’ most important motivator to learn Chinese and to sustain their learning. The desire to maintain one’s heritage through learning a second language (L2) reflects heritage learners’ need for relatedness to their culture, which is one of human beings’ innate psychological needs according to SDT. More studies on high school students’ motivation for learning Chinese and other less commonly taught languages are needed. This research is intended to provide data for schools in the United States and overseas that are contemplating implementation of a Chinese language program.
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Zhang, Yixin. "How Different Cultural Background Influence Students’ Learning Method." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 1396–401. http://dx.doi.org/10.54097/ehss.v8i.4493.
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when meeting problems, different people may have different problem-solving styles. This phenomenon is easy to spot on campus. In the classroom, Chinese students often prefer to solve problems by themselves when they encounter problems, such as searching for answers on the Internet, and rarely discuss with professors or classmates. English-speaking students, on the other hand, prefer to solve problems in discussions, and they prefer to ask their own questions directly in class rather than finding answers after class. But in previous research, there has been little research on what leads to different problem-solving styles. Therefore, the following research will study the reasons why Chinese students and American students have different problem-solving styles from two aspects: historical reasons and educational systems. Chinese history has long been influenced by Confucianism, which emphasizes authoritarianism and collectivism, so Chinese students are more accustomed to receiving knowledge passively and solving problems passively. American history, on the other hand, emphasizes more free and logical thinking, so American students prefer to actively explore problems. In addition, China's unique college entrance exam education system allows Chinese students to do well in basic subjects, but the fill-in-the-blank education deprives Chinese students of the desire to actively explore knowledge. Compared to the Chinese education system, the U.S. education system was democratized after World War II, which has led to a diversity of educational resources, greater respect for students' interests, and enhanced student initiative. However, a liberal system is often more difficult to manage classes and students, and because there is no mandatory learning, American students generally perform worse in basic subjects.
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Gong, Yang (Frank), Mengyao Ma, Tien Ping Hsiang, and Chuang Wang. "Sustaining International Students’ Learning of Chinese in China: Shifting Motivations among New Zealand Students during Study Abroad." Sustainability 12, no. 15 (August 4, 2020): 6289. http://dx.doi.org/10.3390/su12156289.
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This paper reports on an inquiry that examined groups of New Zealand students’ motivational shifts related to learning Chinese before and after relocation to China. In the inquiry, we encouraged 15 participants to write reflective journals and conducted two rounds of interviews before and after their study abroad trip to China. The analysis revealed that most participants had their motivation enhanced by the trip, and expected to sustain their heightened motivation for learning Chinese in the future. The findings suggest that the participants’ motivational shifts happened during their period of study abroad in China, and were prompted by their new pedagogical environment and individual learning experiences. In other words, the motivational enhancement emerged from ongoing interactions between the participants’ L2 self-concepts (e.g., ideal L2 selves) and learning and sociocultural contexts in China. These findings offer fresh insights into the dynamic nature of Chinese language learning motivation and the role of formal and informal settings in the participants’ learning of Chinese. They imply that educational stakeholders need to provide authentic communication opportunities and resources to enhance international students’ motivation for the sustainable learning of Chinese.
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Nkrumah, Bright, and Raymond Asamoah. "Ghanaian Chinese Language Learners’ Perception of Chinese Characters." Journal of Foreign Language Teaching and Learning 7, no. 2 (October 12, 2022): 329–52. http://dx.doi.org/10.18196/ftl.v7i2.14077.
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This paper investigated students’ perception of learning Chinese characters at the University of Ghana. The Chinese writing system is an exclusive indispensable script that forms part of the Chinese culture. However, the complexity, forms, strokes, pronunciation, radicals, and orthography structure of the characters makes it difficult for Ghanaian students to learn the Chinese language. A qualitative and quantitative design was used for the study. Of 338 students, 183 participated in the study from the first to the fourth year. Purposive sampling was used to select the students to respond to the questionnaire and share their opinions about the Chinese characters in interviews. The findings showed that (a) reading and writing of the Chinese characters were perceived to be more difficult than speaking. (b) the Chinese character radicals, forms, remembering of strokes, orders, numbers, and the orthography structure of the Chinese characters were a hurdle for Chinese language learners. Suggestions were made to urge students to cultivate the habit of consistently practicing the characters through collective participation and learning. The language learners need to do away with excuses, fear, and make-believe obstructions and spend more time in the learning process to enhance their skills in the Chinese writing system.
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Chen, Chen. "The Effects of Online Learning on Alleviating Students’ Chinese Language Learning Anxiety: A Study in a Chinese University." Frontiers in Education Technology 4, no. 2 (June 17, 2021): p85. http://dx.doi.org/10.22158/fet.v4n2p85.
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This study aims at investigating the effects of online learning on alleviating international Chinese as a Second Language students’ foreign language anxiety. Participants of the study were 240 international students enrolled in a Chinese university, being divided into two groups. In-class Group remained their routine Chinese learning by following a traditional textbook-based approach, while Online Group employed computers and the Internet. Data collection were administrated via two questionnaires with all 240 participants, in-depth individual interviews with eight student participants and their reflective reports. This study found that online learning could relieve international students’ listening, speaking and writing anxiety, but increase students’ reading anxiety. The study also revealed the sources of students’ anxieties in Chinese learning in both contexts. Implications for the employment of the online approach in Chinese language learning and teaching for further development are made on the base of these findings. Recommendations for future studies are also provided.
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Xu, Jinqi. "A Practice-based Study of Chinese Students’ Learning - Putting Things Together." Journal of University Teaching and Learning Practice 16, no. 2 (April 1, 2019): 54–70. http://dx.doi.org/10.53761/1.16.2.5.
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This paper investigates Chinese students’ learning experience in the business Faculty of an Australian university. Chinese students are often characterized as “rote learners” or stereotyped as “reduced Other”. Areas of concern are limited to addressing the differences in learning styles, language, and sociocultural barriers. However, learning occurs in many forms. There is an absence of discussion about what practices Chinese students use in order to learn. Based on practice-based theory, a longitudinal ethnographic study of the journeys of five students was traced and investigates what practices Chinese students use in the learning and how these students “put things together” in the journey. This paper reports on two of the five students from the larger study. In particular, this article brings attention to the students’ everyday life and insights into their doings, sayings, and relatings between people, other beings and material artefacts. Chinese students’ learning involves foreground entanglements, co-construction, and relationality of practices from both educational and sociocultural perspectives. This paper provides new insights about Chinese students’ learning and encourages academics and institutions to be aware of the impact of their practices and to deepen their understanding of the complexities of Chinese students’ learning.
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Keat, Ooi Boon, and Ma Jia. "The Impact of Chinese Language Learning Motivation on Intercultural Identity Among International Students at a Private University in Henan Province." Journal of Law and Sustainable Development 11, no. 10 (October 25, 2023): e1335. http://dx.doi.org/10.55908/sdgs.v11i10.1335.
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Purpose: Chinese language learning motivation and the Chinese cultural identity of international students in China, as important influencing factors of second language learning, is a research topic of great practical value and actual significance. International students' Chinese language learning motivation affects intercultural identity to some extent. This study aims to explore the impact of Chinese language learning motivation on intercultural identity among international students and to provide experiences and reflections for the teaching and daily management of international students in the later stage. Research Methodology: Based on a questionnaire survey of 85 international students from an independent university in Henan Province, this paper uses SPSS26. software to analyze the overall degree of international students' Chinese language learning motivation and intercultural identity, the influence of different factors on motivation to learn Chinese and intercultural identity, and the impact of different Chinese language learning motivations on intercultural identity. Findings: There were significant differences in intrinsic motivation, extrinsic motivation, and intercultural identity by nationality, length of Chinese language study, and length of time in China for international students, and no significant differences by gender. International students' intrinsic and extrinsic motivations substantially positively affect intercultural identity. Students' overall Chinese language learning motivation and intercultural identity were high.
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Zhou, Ying. "Study of Egyptian Students' Chinese as a Second Language Learning Strategies." Journal of Education and Educational Research 6, no. 1 (November 21, 2023): 150–53. http://dx.doi.org/10.54097/jeer.v6i1.14193.
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Chinese as a second language learning strategies are essential for foreign students to use when learning Chinese. Based on the literature of Egyptian Chinese language teachers' classroom practice and the collection of the types of language learning strategies used by Egyptian students to learn Chinese, the data sources and the results of learning strategy training, the article discusses the research methodology of Chinese as a second language learning strategies.
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Guo, Haitao, Fuhui Tong, Zhuoying Wang, Yue Min, and Shifang Tang. "English- vs. Chinese-Medium Instruction in Chinese Higher Education: A Quasi-Experimental Comparison." Sustainability 10, no. 11 (November 16, 2018): 4230. http://dx.doi.org/10.3390/su10114230.
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Through a quasi-experimental approach, we compared Chinese college students’ learning motivation, content knowledge, English language proficiency, and instructor’s pedagogical practices between an English-medium instruction (EMI) and the parallel Chinese-medium instruction (CMI) course in a non-traditional discipline. Results indicated that EMI was more effective, as compared to CMI, in motivating students’ learning of the focal subject. More specifically, EMI students held a stronger external goal orientation than did their CMI peers. Further, EMI and CMI students performed on par in their final exam in the subject and English after one semester of participation, controlling for their prior performance. The finding suggested that EMI did not carry a detrimental effect on Chinese college students’ content area learning. Finally, observation revealed a significantly higher percentage of English language instruction focused on higher-order dense cognitive area in the EMI classroom where students were more engaged in their learning. Implications for policy and research were discussed regarding this educational approach for sustained and optimized student learning.
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Barnhart, Christopher R., Luna Li, and Jerry Thompson. "Learning whiplash: Chinese College EFL learners’ perceptions of sudden online learning." E-Learning and Digital Media 19, no. 3 (March 3, 2022): 240–57. http://dx.doi.org/10.1177/20427530211022922.
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As coronavirus disease 2019 swept through mainland China, students were forced to quickly switch to learning online. This study aimed to capture college Chinese English as a Second/Foreign Language (ESL/EFL) learners’ perceptions of rapidly switching to online learning at two colleges in China’s southern Guangdong Province. A bilingual (Chinese/English) online survey was used to collect data. The participants ( n = 504) responded to a survey about their feelings and perceptions of sudden online learning, a term the authors call “learning whiplash.” We asked students about how much they liked online at the beginning of learning online, how long students have been taking online courses, and how many online courses the students were currently taking. We also asked about the students’ perceptions of the quality of online learning when compared to physical learning. Finally, we asked students about getting drowsy and/or falling asleep during their online classes. We found that students were taking on average five to seven online courses and that they did not like learning online early in the epidemic. Our study confirmed that students preferred a hybrid learning environment. Seventy-nine percent of students admitted to getting drowsy and/or falling asleep during their online classes. Specific suggestions are given for teachers to keep students active and engaged in online learning. Practical guidance and strategies for creating vibrant online learning environments are provided. This research informs both the communities on online and e-learning as well as ESL/EFL teaching.
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Ren, Wenxuan, Rui Wang, Syamsul Nor Azlan Mohamad, Chaojin Mao, and Hasmik Harutyunyan. "Factors influencing students’ learning satisfaction and students’ learning outcomes in blended learning." International Journal of Education and Practice 12, no. 1 (January 30, 2024): 95–108. http://dx.doi.org/10.18488/61.v12i1.3624.
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In China, there is a thriving trend of utilizing a unique form of blended learning that combines MOOCs (massive open online courses) and SPOC (Small Private Online Course). However, the evaluation methods used for these blended learning courses have not been adequately developed. The objective and accurate evaluation of blended learning poses a challenge. Therefore, it is imperative to conduct a preliminary study to examine the relationships between various factors, such as the quality of the teaching environment, the quality of teachers' offline teaching, the quality of teachers' online teaching, and their impacts on students' learning satisfaction and learning outcomes in a blended learning setting. This study aims to analyze the factors in blended learning by employing structural equation modeling and interviews with 275 students. The findings of this research contribute to the advancement of student learning evaluation in blended learning by incorporating the evaluation of the teaching environment, the quality of teachers' online teaching, the quality of teachers' offline teaching, student satisfaction, and students' learning outcomes. Furthermore, this study offers a comprehensive analysis of the influence of the teaching environment on the aforementioned factors in blended learning, thereby providing a rationale and robust empirical evidence for the Chinese government's sustained investment in information technology infrastructure in higher education.
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Chen, Fei, Siti Bahirah Saidi, Julia Yin Yin Tan, and Liyana Ahmad Afip. "INVESTIGATION OF CHINESE LANGUAGE EARNING STRATEGIES FOR JAPANESE INTERNATIONAL STUDENTS." International Journal of Education, Psychology and Counseling 8, no. 50 (June 1, 2023): 140–51. http://dx.doi.org/10.35631/ijepc.850010.
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Currently, there is a dearth of research on Chinese language learning strategies among Japanese international students. This study examines the Chinese language learning strategies of 84 Japanese international students from selected universities in China. A questionnaire based on Oxford(1990) learning strategy scale was developed to investigate the strategies used by the students. The study primarily employed a questionnaire survey method, and the results were analyzed using the social statistical software SPSS23.0. The objective of this research is to gain insights into the present usage, characteristics, and other factors of Chinese language learning strategies among Japanese international students. Based on the research findings, this paper recommends suitable learning strategies for this group of Japanese international students that can aid them in learning Chinese more effectively and efficiently. The study revealed that the social strategy was the most commonly used strategy among Japanese international students, whereas the affective strategy was the least used. Additionally, the results showed no significant differences in variables such as age and Chinese proficiency level. After analyzing the research results, this paper puts forth three affective strategy teaching suggestions to improve the Chinese language learning strategies of Japanese international students: fostering a sense of accomplishment in learning Chinese, developing an interest in learning Chinese and maintaining a sense of novelty, and reducing anxiety by creating a relaxed learning environment and assisting Japanese international students in overcoming anxiety.
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Sakti, Karina Fefi Laksana. "Penerapan Modul Digital Fonologi Bahasa Mandarin pada Mahasiswa Prodi Pendidikan Bahasa Mandarin Universitas Negeri Malang." Jurnal Pendidikan Bahasa 11, no. 1 (June 15, 2022): 16–23. http://dx.doi.org/10.31571/bahasa.v11i1.3552.
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The aim of this study is: (1) to describe the application of the Chinese phonology digital module to students of the Chinese Language Education Study Program, and (2) to describe the student's response to the Chinese phonology digital module. This study used the descriptive qualitative method. The data sources used in this study were students of the Mandarin Language Education Study Program, Universitas Negeri Malang. The data from this study were obtained from observations and interviews. The results of observations from this study indicate that learning activities by applying this digital module can run smoothly and according to plan. Students are enthusiastic about participating in all learning activities. In addition, students can also understand Chinese phonological material easily. Based on the interview results, it can be seen that the Chinese phonology digital module makes it easier for students to learn Chinese phonology anywhere and anytime.
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Li, Na. "Evaluation Technology of Students’ Learning Status in Chinese Classroom Based on Deep Learning." Mathematical Problems in Engineering 2022 (August 23, 2022): 1–14. http://dx.doi.org/10.1155/2022/9921984.
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The evaluation of students’ learning status has a strong guiding role. What is taken as the evaluation standard will determine what education teaches and what students learn. As a basic subject and a lifelong art, Chinese in senior high school plays an important role in the college entrance examination; its importance can be imagined; and it has also attracted more and more attention. The assessment of students’ learning status can greatly promote students’ learning quality and values. However, the current evaluation of students’ learning status still has the score-oriented problem, and lacks enough attention to students’ interests, skills, potential, thinking, values, and other aspects, which is worrying. The function of Chinese evaluation has been narrowed to evaluate students’ knowledge and skills, and it has been euphemistically called the focus of classroom teaching. In Chinese class, the role of students’ learning status assessment has received a lot of attention, and it should play more roles in promoting students’ deep learning, so as to improve the thinking quality of learning and find appropriate learning methods. Deep learning requires students to have strong autonomous learning ability and problem-solving ability, etc. Students will benefit from developing these good habits in their future work and life.
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Chen, Shiqi. "EXPLORING UNIVERSITY STUDENTS’ USE OF ONLINE LANGUAGE LEARNING STRATEGIES FOR ENGLISH AUTONOMOUS LEARNING." EUrASEANs: journal on global socio-economic dynamics, no. 1(38) (January 30, 2023): 118–32. http://dx.doi.org/10.35678/2539-5645.1(38).2023.118-132.
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This research focused on the use of online language learning strategies (OLLS) by Chinese students from Yuxi Normal University in Yunnan, China. A mixed-method sequential exploration design was used as a research method. A questionnaire survey composed of five dimensions with 30 items and a semi-structured interview were used as instruments. This study was supported by three research objectives: RO1: to identify the online language learning strategies preferred by Chinese university students in online English courses. RO2: to investigate Chinese university students’ use of online language learning strategies to develop English autonomous learning and RO3: to identify the advantages and disadvantages of online language learning strategies used by Chinese university students for developing their English autonomous learning. The findings of RO1 showed that the students' preference for OLLS was neutral. Affective and management strategies were preferred, but few social strategies were used. RO2 showed that for learner autonomy, the students used mainly effective strategies for recognizing goals, cooperating, planning, and structuring knowledge and less on dealing with feelings and motivation. Also, students used most types of OLLS in choosing materials and managing their learning. However, they only used one type of OLLS that dealt with their emotions or feelings. The RO3, however, suggested there were advantages and disadvantages in using OLLS as other students found OLLS distracting, and instead of acquiring knowledge holistically, this becomes a tool for just accomplishing a certain task.
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Liu, Hong, and Rining (Tony) Wei. "Chinese University Students’ Attitudes Toward Chinese-English Classroom Code-Switching." Chinese Journal of Applied Linguistics 45, no. 2 (May 1, 2022): 254–73. http://dx.doi.org/10.1515/cjal-2022-0207.
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Abstract This study investigates students’ attitudes towards classroom code-switching (CS) between Chinese and English, and how such attitudes are influenced by learning motivation and language anxiety, the two focal variables of the present study. A total of 550 students from a university in northwest China took part in an online survey. The results of quantitative analyses suggest a division of attitudes towards CS, acknowledging its usefulness but dismissing its symbolic value. Such attitudes can be predicted based on the focal learner characteristics. The implications of the findings are discussed vis-à-vis the social psychology of CS and an optimal use of CS to assist language learning and teaching.
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Fan, Jingwei, and Mei Tian. "Influence of Online Learning Environment and Student Engagement on International Students’ Sustainable Chinese Learning." Sustainability 14, no. 17 (September 5, 2022): 11106. http://dx.doi.org/10.3390/su141711106.
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The outbreak of COVID-19 has forced Chinese international education to move online. An emerging number of studies have been published on online teaching and learning during the pandemic, few of which, however, focus on international students in China. This study examined the predictive effects of an online learning environment and student engagement on international students’ learning of Chinese as a foreign language (CFL). Self-reported data were collected in an online questionnaire survey involving 447 international CFL students at eight universities located in different geographical regions in China. Descriptive statistics revealed the participants’ favorable perceptions of an online learning environment, student engagement and Chinese learning achievement. The results of multiple linear regression revealed that three online learning environment factors, i.e., course accessibility, student interaction, course organization, and student engagement exerted significant positive effects on Chinese learning achievement. The implications of the study are discussed for the sustainable enhancement of the online learning environment to improve international students’ online language learning.
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Sukjairungwattana, Paisan. "Improving Chinese Listening Ability Through Workload-Based Learning With Multimedia in Thai Universities." Journal of Language Teaching and Research 15, no. 1 (December 31, 2023): 324–32. http://dx.doi.org/10.17507/jltr.1501.36.
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This qualitative research aims to examine the basics of Chinese listening ability by organizing workload-based learning with multimedia for first-year students learning Chinese as a foreign language at different universities in Thailand. As a result of workload-based learning with multimedia, Chinese listeners are better equipped to develop their listening skills. Using workload-based learning management with multimedia, the development of Chinese listening ability has been evaluated and improved by implementing workload-based learning. As interview participants, we selected 20 first-year Chinese language students randomly from several universities in Thailand. The experimental model was additionally developed and 7 Chinese teachers and experts were invited to evaluate it. According to the results, Chinese listening ability combined with workload-oriented learning management and multimedia for students has a significant effectiveness and the Chinese listening ability model with workload-oriented learning management and multimedia for high-level students has shown greater effectiveness. Chinese listening abilities are also being explored using a variety of workload-oriented learning arrangements accompanied by multimedia. The findings provide valuable insights into how multimedia can be used to enhance learning outcomes and identify ways to better support students in their Chinese language learning. The research also highlights the importance of workload-based learning management for Chinese listening ability and provides a model for how it can be implemented in the classroom.
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Tong, Peiru, and Linda Tsung. "L2 Chinese students’ perceptions of using WeChat for Chinese learning: A case study." Global Chinese 4, no. 2 (September 25, 2018): 361–81. http://dx.doi.org/10.1515/glochi-2018-0017.
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AbstractMobile Assisted Language Learning (MALL), as a specialisation within mobile learning by smartphones, has many benefits as its emphasis is on the mobility of the learner, spontaneous access to learning resources, and interaction across different learning contexts. However research on MALL implementation for Chinese learning is comparatively rare. This study aims to investigate Australian university students’ perceptions on the use of a mobile APP, WeChat, for Chinese language learning in a Studying Abroad (SA) program. The research approach in this study is mainly qualitative-based. Data were collected from 40 Australian university students in a Study Abroad (SA) program. The students’ opinions were collected through interviews and open-ended survey questions and were analysed thematically. Findings indicate in the SA context, the critical issues that emerged were related to learner agency, including language choice and sustained use of the platform for language learning. From an ecological constructivist perspective, a framework for mobile assisted language learning has been proposed. Recommendations are provided for future implementations and research on using WeChat for Chinese learning.
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Luu, Hon Vu. "A study on self-efficacy of students majoring in the Chinese language at a university in Ho Chi Minh City, Vietnam." International Journal of ADVANCED AND APPLIED SCIENCES 10, no. 2 (February 2023): 50–56. http://dx.doi.org/10.21833/ijaas.2023.02.007.
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This article investigates the belief in self-efficacy in learning among Chinese language students in Vietnam, looking for differences in demographics, and the effect of self-efficacy beliefs on student academic performance. The results of a questionnaire survey with 142 students of a university in Ho Chi Minh City, Vietnam showed that: First, the self-efficacy of Vietnamese Chinese language majors has a high level; Second, there is no significant difference in the self-efficacy in learning the Chinese language between male students and female students; Third, there is no significant difference in the self-efficacy in learning the Chinese language between students from urban areas and students from rural areas; Fourth, there exists a significant difference in the self-efficacy in learning the Chinese language between first-year students and third-year students; Fifth, there is no correlation between the self-efficacy and Chinese language learning’ academic performance. The findings provide a basis for the future cultivation of Vietnamese students’ self-efficacy in the Chinese language classroom. Based on the research results, the article makes some recommendations.
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유명제 and Ji-Yeon Lee. "Factors Affecting Chinese College Students’ e-Learning Acceptance." Journal of Education & Culture 23, no. 2 (April 2017): 239–58. http://dx.doi.org/10.24159/joec.2017.23.2.239.
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Xiao-Hua, Huang. "Chinese EFL Students' Learning Strategies for Oral Communication." TESOL Quarterly 19, no. 1 (March 1985): 167. http://dx.doi.org/10.2307/3586779.
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Dong, Nanyan, Meng Bai, He Zhang, and Junrui Zhang. "Approaches to learning IFRS by Chinese accounting students." Journal of Accounting Education 48 (September 2019): 1–11. http://dx.doi.org/10.1016/j.jaccedu.2019.04.002.
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Qi, Wenming. "The Influence of Chinese University Students Learning Environment on Second Language Learning." Lecture Notes in Education Psychology and Public Media 22, no. 1 (November 20, 2023): 320–26. http://dx.doi.org/10.54254/2753-7048/22/20230333.
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There have been many studies on the influence of the learning environment on the learning effectiveness of English language learning, but few studies have been conducted on the influence of the learning environment on the second language learning of Chinese university students. Therefore, based on 53 undergraduates from thirteen provinces in China, mainly in the eastern coastal area, a questionnaire survey was conducted to investigate the relationship between the learning effectiveness of Chinese university students second language learning and their learning environment. The results of the study show that the affective learning environment is the most influential factor, which has a positive impact on the second language learning effectiveness of Chinese university students, while the physical and academic environments have a less significant impact. The paper concludes with recommendations for higher education institutions to approach the improvement of second language learning environments through the findings of the study, with a view to providing teachers and students alike with new inspirations for the application of second language acquisition.
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., Ivana. "The Effectiveness of Online Learning in Learning Chinese Language." International Journal of Research and Review 8, no. 8 (August 9, 2021): 116–20. http://dx.doi.org/10.52403/ijrr.20210817.
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Mid-March 2020, Indonesia began to be hit by the COVID-19 pandemic, which forced the government to set up online learning. The purpose of this study was to find out how effectiveness online learning was applied by Mandarin language educators at the junior high school level at Methodist Charles Wesley. Analysis of the data used is data analysis Miles and Huberman. The results of this study are: (1)Educators and students have adequate facilities in online learning. (2)Online learning has flexibility in its implementation. However, online learning has its own challenges, namely: weak internet signal, high internet costs and lack of teacher supervision of students. Keywords: Online Learning, Effectiveness, COVID-19.
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Sukjairungwattana, Paisan. "Enhancing Thai Learners’ Listening and Speaking Skills in Chinese Language by Organizing Learning Activities." Theory and Practice in Language Studies 13, no. 10 (October 2, 2023): 2681–88. http://dx.doi.org/10.17507/tpls.1310.27.
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This paper aims at enhancing Chinese listening and speaking skills by organizing learning activities for first-year Chinese language major students at a university in Thailand. A simple random sample was conducted to obtain 30 students based on the classroom as a random unit. This study also developed a model for developing Chinese listening and speaking skills by organizing learning activities for learners. The results showed that the students’ Chinese listening and speaking skills could be significantly enhanced after adopting the learning activities. The findings of the study also suggested that the proposed model can be effectively used to improve learners’ Chinese language skills. The findings of the study have important implications for Chinese language teachers and learners. The proposed model can be used to design effective learning activities which can be used to support students in their language learning journey. This model can also be used as a reference for teachers to organize learning activities to improve the Chinese language skills of their students.
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Lin, Yao-San, Jie Ni Lim, and Yung-Sen Wu. "Developing and Applying a Chinese Character Learning Game App to Enhance Primary School Students’ Abilities in Identifying and Using Characters." Education Sciences 12, no. 3 (March 9, 2022): 189. http://dx.doi.org/10.3390/educsci12030189.
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The Chinese language is the mother tongue that most students in Singapore need to master. However, for many local students, due to the use of English as the main language in Singapore’s families and the living environment, the time and frequency of using Chinese and the exposure to Chinese characters are relatively insufficient, which leads to a high forgetting rate, confusion of the characters and the improper use of Chinese characters. This study attempts to develop an app of a Chinese character learning game for Singapore primary school students, aiming to stimulate students’ interest in learning Chinese, increase their frequency of contact and use of Chinese characters, and ultimately strengthen their ability to remember, understand and use Chinese characters. By collecting the data from students’ questionnaire surveys, teachers’ questionnaire surveys, students’ literacy tests, and classroom observations, the research team found that the designed app can enhance the interest of lower grade primary school students in learning Chinese and strengthen their ability to memorize and use Chinese characters.
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Deng, Junhui. "A Comprehensive Study of Chinese Beginners' Perception of Learning Japanese and Effective Strategies for Teaching Chinese-Japanese Homograph." Journal of Education, Humanities and Social Sciences 23 (December 13, 2023): 741–47. http://dx.doi.org/10.54097/ehss.v23i.13913.
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Japanese-Chinese homographs are an essential topic in Japanese education research. This study focuses on Japanese-Chinese homographs in both the Chinese and Japanese languages. It analyzes the perception of Japanese beginners, learning difficulties, and teaching strategies using data collected from questionnaires. The study finds that as Japanese learning progresses, students gradually improve their understanding of Japanese-Chinese homographs, but misuse still occurs. Students generally perceive learning Japanese-Chinese homographs as challenging and deserving of attention. Regarding teaching strategies, students prefer self-summaries and Japanese-Japanese translations for learning Japanese-Chinese homographs. Based on these findings, the study proposes Japanese teaching and learning suggestions.
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Liang, Sherry. "A COMPARISON OF AMERICAN-BORN CHINESE AND TAIWANESE COLLEGE STUDENTS IN APPROACHES TO STUDYING." Humanities & Social Sciences Reviews 6, no. 2 (June 11, 2018): 01–09. http://dx.doi.org/10.18510/hssr.2018.621.
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Purpose:The purpose of this study was designed to bracket both population’s culturally-related study skills in an attempt to know their similarities and dissimilarities.
Methodology:The current study used a quasi-experimental quantitative researchto examine 62 American-born Chinese and 79 Taiwanese college students by using the Approaches to Studying Inventory to compare their learning study approaches.
Results:Data analysis revealed three significant results: (a) American-born Chinesestudentsexpressed more interesting in ideas in deep approach and syllabus-boundness in surface approach than Taiwanese students. (b) Taiwanese students showed more in seeking meaning in deep approaches and time management in strategic approach than American-born Chinese students (c) American-born Chinese students displayed grater extrinsic motivation than their Taiwanese counterparts whereas Taiwanese students were more intrinsically motivated academically than American-Born Chinese students.
Implications:Results suggest that American-born Chinese students’ learning approaches were influenced by their learning and social contexts. Further studies could be conducted to identify the learning approaches in various generations of American-born Chinese to differentiate learning and social context influences.
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Cui, Hongmei. "Application and Exploration of BOPPPS Model in Oral Chinese Teaching as a Foreign Language." International Education Studies 12, no. 12 (November 29, 2019): 123. http://dx.doi.org/10.5539/ies.v12n12p123.
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In recent years, with the continuous development of the society, the boom of global Chinese learning has flourished. The teaching and research of Chinese as a foreign language has received much attention. In order to explore the effective teaching methods in oral Chinese, to stimulate foreign students’ love of learning Chinese, and to increase their interest and motivation in learning Chinese, a new teaching model-BOPPPS teaching model emerges and is widely welcomed by the students. The author explores how to apply the BOPPPS model in teaching of oral Chinese as a foreign language, providing a new teaching method in oral Chinese teaching. The study finds that the BOPPPS model can improve the efficiency and effectiveness of the oral Chinese teaching, mobilize international students’ enthusiasm for learning Chinese and improve their academic performance, make teachers more clear about the teaching purpose and requirements, and help the students be more clear about the learning goals.
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Li, Jing, Luwei Fan, Yalu Liao, and Linzi Mu. "CHINESE LEARNING MOTIVATION OF BULGARIAN STUDENTS – A CASE STUDY OF THE CONFUCIUS INSTITUTE AT THE UNIVERSITY OF VELIKO TARNOVO." Diplomatic Economic and Cultural Relations between China and Central and Eastern European countries 7, no. 1 (April 1, 2022): 92–112. http://dx.doi.org/10.62635/67j8-1wqw.
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Learning motivation provides a long-lasting driving force for students to make continuous efforts in the process of language learning. Earlier literature related to Chinese learning motivation shows the imbalance of research in which the Eastern European country Bulgaria has been rarely involved. This article further expands the data sample on the basis of previous research and performs a more in-depth and comprehensive study on Chinese language learning motivation of Bulgarian students. The results demonstrate that the Chinese learning motivation of Bulgarian students is relatively strong in general. There are five motivation types: learning situation motivation, integrative motivation, instrumental motivation, achievement-oriented motivation, and external-pressure motivation. Individual factors include gender, age and different learning phases (pre-learning and post-learning). Several suggestions for enhancing the students’ Chinese learning motivation are put forward for the reference of Chinese teachers in order to obtain better teaching results
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Xia, Jianping. "Multidimensional Electronic Texts Benefits Literacy Learning." Science Insights Education Frontiers 8, S1 (January 22, 2021): 8. http://dx.doi.org/10.15354/sief.21.s1.ab019.
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Chinese class is an essential subject in humanities and social science, with the characteristics of instrumentality and humanity, and the concentration on students’ language construction, cultural understanding, thinking development, and aesthetic appreciation. Meanwhile, the development of Chinese language literacy must be based on words cognitive and language using abilities. The application of multidimensional electronic texts is helpful to Chinese literacy teaching and the development of students’ wisdom. Specifically, the multidimensional electronic text contains assorted new words and a series of words and paragraphs, including group study requirements, reading, dubbing, paragraph generalization, summary, central ideas, writing features, word assessment, etc. This article analyzed specific supporting functions of multidimensional electronic texts in teaching Chinese character “literacy”; It analyzed and showed the specific application methods of multidimensional electronic texts in primary school literacy teaching roles, promoting students’ wisdom development by selecting specific cases.
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Fu, Sijing. "Chinese EFL University Students’ Self-Reported Use of Vocabulary Learning Strategies." English Language Teaching 14, no. 12 (November 26, 2021): 117. http://dx.doi.org/10.5539/elt.v14n12p117.
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This study conducted the semi-structured interview to investigate the types of vocabulary learning strategies (VLSs) Chinese English major university students employed and the factors for their VLS use. Chinese EFL learners frequently employed determination and cognitive strategies. They mainly used the mechanical strategies and focused on English words’ meanings based on Chinese equivalents. They preferred bilingual dictionaries, repetition, and memorization of fixed examples involving news words. They used metacognitive and memory strategies less frequently. This study proposed that Chinese EFL students’ rote memorization of English vocabulary was due to Chinese culture of learning, which values knowledge authority, consolidation and foundation, and also effort and perseverance. Additionally, the less L2 English immersion including L1 Chinese environment and non-communicative EFL environment also leads to Chinese EFL students’ VLSs use. Therefore, it is suggested that students be encouraged to use more memory strategies and metacognitive strategies. English teachers should provide students with strategy instructions and guide students to learn vocabulary through different types of VLSs in classes. After class, students could be encouraged to learn vocabulary incidentally through both intensive and extensive reading.