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Volume 54, Issue 3
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Abstract

Abstract

This study examines learners’ perceptions of an approach for improving Chinese-as-a-Foreign-Language learners’ language proficiency, especially their speaking ability. Built upon the Distributed Design Model, a wiki-enhanced, Task-Based Language Teaching (TBLT) approach was designed at the syllabus level, taking into consideration various learning contexts. The approach was implemented and evaluated. Findings show that the overall design of this approach and most of the different components of the pre-task, core-task (interviews with native speakers, wiki-writing, and in-class presentations), and post-task activities were very positively perceived by the students. All students liked this design and enjoyed the class. The main reasons include (1) Students valued the opportunity to interact with native speakers outside the classroom; (2) The in-class presentations gave them an opportunity to express their personalities; (3) They liked the fact that the wiki-essay writing was connected to the in-class presentation because this helped them prepare the content of their presentation, also enabled them to develop writing and speaking on a single topic so they could become more advanced in that topic; (4) They also liked the consistency in organization and the eight units being procedurally similar. The learners held varying views on a few components of the pre-task and post-task activities.

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2020-08-28
2023-09-24

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Learners’ perceptions of a Wiki-enhanced TBLT approach designed and implemented at the syllabus level
Chinese as a Second Language. The journal of the Chinese Language Teachers Association, USA 54, 221 (2019); https://doi.org/10.1075/csl.17030.zha
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  • Article Type: Research Article
Keyword(s): CFL; Chinese-as-a-Foreign-Language; Distributed Design; Educational Engineering; Task-based Language Teaching; TBLT; Technology Enhanced TBLT; 中文为第二外语; 任务型教学; 教育工程理论; 电脑科技辅助教学; 科技辅助任务型教学

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