The researchers conducted a distance video-conferencing instructional design in which 45 Chinese language learners in the US and 27 Chinese language pre-service teachers in Taiwan completed a series of collaborative assignments. Under this video-conferencing design, Chinese language learners could exercise the target language, and Chinese language pre-service teachers could also practice teaching foreign students. The result of this study showed that this video-conferencing design had a positive impact on the Chinese learners' oral ability. The pre-test scores of students in the control group (mean=71.10) were larger than those of the students in the experimental group (mean=62.62) but the difference was not statistically significant. After the treatment, the students in the experimental group(mean=87.77) outperformed significantly those in the control group(mean=79.27) on the post-oral test at the level .05 and t=-2.351, p=.02. The researchers analyzed the results of the students' surveys and follow-up interviews to investigate why students under video-conferencing design had better oral learning outcome. The researcher suggested that the application of this video-conferencing mediated learning design would be helpful for those in the remedial foreign language program. And it also would increase the mutual understanding of those across the different countries.
Chiayi Chen, Kainan University, Taiwan
Yan jin Pan, National Chiayi University, Taiwan
Stream: Questing for innovation and entrepreneurship: Curriculum design and student learning
This paper is part of the CHER-HongKong2018 Conference Proceedings (View)
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