應用華語文學系（106學年度起與華語文教學系整併）

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Browsing 應用華語文學系（106學年度起與華語文教學系整併） by Author "Chang, K.E."

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    Designing interaction tasks in Second Life for CFL learners: a preliminary exploration.
    (Australasian Society for Computers in Learning in Tertiary Education (ascilite), 2013-01-01) Lan, Y. J.; Kan, Y. H.; Hsiao, I,Y.T.; Yang, S.J.H.; Chang, K.E.
    The aims of this research were to develop guidelines for designing interaction tasks for learners of Chinese as a foreign language (CFL) and to investigate the attitudes of CFL learners toward a full CFL class in Second Life (SL). Three research questions were addressed in this research: (1) what are the attitudes of CFL learners toward the language learning tasks in SL? (2) what kinds of social interactions emerge from learning activities in a CFL class in SL? (3) how do those activities benefit CFL learners in the learning of Chinese in SL? Two studies were conducted to tackle these questions. The cognition, usage, and expansion (CUE) model was proposed based on the findings obtained from study 1 and then implemented and evaluated in study 2. The findings of study 2 indicated that the activities run in the CUE model were effective at motivating CFL beginners and improving their oral communication and social interactions. Based on the video data analysis, three criteria were proposed for designing learning activities. Suggestions are also made for future research on CFL teaching/learning in SL.
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    The influence of an online virtual situated environment on a Chinese learning community.
    (Hong Kong Bao Long Accounting & Secretarial Limited, 2012-01-01) Tang, J. T.; Lan, Y. J.; Chang, K.E.
    This study used an online virtual environment to create and develop a Chinese learning community. The purposes of research were (1) to enhance the Chinese learners’ oral Chinese communication skills and (2) to change the community members’ Chinese speaking and teaching behavior. This is an action research. The research tried to create a community in a virtual environment. The research results showed that (1) a virtual community can enhance learner’s Chinese competence, and (2) future Chinese teachers’ instructional and leading skills can be developed in a virtual community situation