Using E-learning Activities to Support Classical Chinese Learning in the Out-of-class Context

Kit‐ling Lau
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引用次数: 3

Abstract

While the positive effects of technology enhanced language learning on learning English or Chinese as a second language have been widely supported, e-learning has seldom been adopted in the traditional classical Chinese (CC) reading instruction which has long been dominated by the teacher- centered instruction. The study collaborated with Chinese language teachers to design and implement three types of e- learning activities, namely online teaching videos, Internet resources, and digital games, to support students’ learning of CC reading in the out-of-class context. A total of 551 students from five secondary schools in Hong Kong participated in the study on a voluntary basis. The findings of pre- and post-test comparisons indicated that students used CC reading strategies more frequently, improved their self-efficacy and intrinsic motivation in CC reading, and participated in more self-learning activities after the collaborative project. Both positive and negative comments on the e-learning materials and activities were received from the participating students. Implications of the findings are discussed to provide insights into the applicability of using e-learning as a new learning approach in a traditional school subject.
虽然技术促进语言学习对英语或汉语作为第二语言学习的积极作用得到了广泛的支持,但在长期以教师为中心的传统文言文阅读教学中,电子学习很少被采用。本研究与语文教师合作,设计并实施了三种类型的电子学习活动,即在线教学视频、网络资源和数字游戏,以支持学生在课外环境下学习CC阅读。来自香港五所中学的551名学生自愿参与了这项研究。测试前和测试后的比较结果表明,学生使用CC阅读策略的频率增加了,CC阅读的自我效能感和内在动机有所提高,并且在合作项目后参与了更多的自主学习活动。参与活动的学生对电子学习材料和活动的评价有正面的,也有负面的。本文对研究结果的含义进行了讨论,以深入了解在传统学校学科中使用电子学习作为一种新的学习方法的适用性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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