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A Blended Chinese-as-a-Foreign-Language Short Course: Design and Perceptions

A Blended Chinese-as-a-Foreign-Language Short Course: Design and Perceptions

Shenglan Zhang
Copyright: © 2016 |Volume: 6 |Issue: 2 |Pages: 21
ISSN: 2155-7098|EISSN: 2155-7101|EISBN13: 9781466692817|DOI: 10.4018/IJCALLT.2016040103
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MLA

Zhang, Shenglan. "A Blended Chinese-as-a-Foreign-Language Short Course: Design and Perceptions." IJCALLT vol.6, no.2 2016: pp.35-55. http://doi.org/10.4018/IJCALLT.2016040103

APA

Zhang, S. (2016). A Blended Chinese-as-a-Foreign-Language Short Course: Design and Perceptions. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 6(2), 35-55. http://doi.org/10.4018/IJCALLT.2016040103

Chicago

Zhang, Shenglan. "A Blended Chinese-as-a-Foreign-Language Short Course: Design and Perceptions," International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) 6, no.2: 35-55. http://doi.org/10.4018/IJCALLT.2016040103

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Abstract

This study investigated learners' perceived effectiveness of a blended Chinese non-credit bearing short course designed for engineering students with no prior knowledge about Chinese language. Few studies have examined how to design blended Chinese courses for beginning learners. The design of this study was based on the framework of parameters proposed by Neumeier (2005). Bloom's taxonomy of learning objectives in the cognitive domain was adopted in deciding on the time distribution to the two modes (Face-To-Face and online), and on sequencing the two modes. FTF was the lead mode with activities that help learners apply and practice what they learned creatively. Online activities were designed mainly to help learners memorize vocabularies, analyze word order, and comprehend culture. Data were collected through a survey and an informal interview. The findings show that the design is effective but improvements are needed.

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