The use of web-conferencing in a task-based beginners' Chinese class

Research output: Chapter in Book/Report/Conference proceedingConference abstractResearch

Abstract

The development of new technologies and the falling cost of high-speed Internet access have made it easier for institutes and language teachers to opt different ways to communicate with students at distance. The emergence of web-conferencing applications, which integrate text, chat, audio / video and graphic facilities, offers great opportunities for language learning to through the multimodal environment.
This case study aims to explore best practice in applying task-based language teaching (TBLT) via a web conferencing tool Blackboard Collaborate in a beginners' online Chinese course by evaluating the technical capacity of the software and the pedagogical values and limitations of the tasks designed.
Sixteen undergraduate on-campus students who enrolled in an introductory Chinese language course participated in this project. Five fortnightly one-hour online sessions were conducted, which included two jigsaw tasks, two decision-making tasks and one information-gap task. Learners' interaction in the online sessions has been recorded and transcribed for a deep investigation of learners' negotiation actions in peer-peer interaction. Their experiences of using Blackboard Collaborate and tasks were recorded in in-depth interviews and pre and post-session questionnaires.
LanguageEnglish
Title of host publication5th International Conference on Chinese as a Second Language Research
Subtitle of host publicationconference proceeding booklet
Pages118
Number of pages1
Publication statusPublished - 2018
EventInternational Conference on Chinese as a Second Language Research (5th : 2018) - The University of Hong Kong, Hong Kong
Duration: 14 Jun 201816 Jun 2018

Conference

ConferenceInternational Conference on Chinese as a Second Language Research (5th : 2018)
Abbreviated titleCASLAR-5
CountryHong Kong
Period14/06/1816/06/18

Fingerprint

language
language course
chat
interaction
best practice
new technology
video
student
Internet
decision making
questionnaire
Teaching
teacher
costs
interview
learning
Values
experience
software

Keywords

  • computer-mediated communication (CMC)
  • CALL evaluation
  • TBLT
  • web-conferencing
  • online Chinese teaching

Cite this

Guo, S. (2018). The use of web-conferencing in a task-based beginners' Chinese class. In 5th International Conference on Chinese as a Second Language Research: conference proceeding booklet (pp. 118)
Guo, Sijia. / The use of web-conferencing in a task-based beginners' Chinese class. 5th International Conference on Chinese as a Second Language Research: conference proceeding booklet. 2018. pp. 118
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Guo, S 2018, The use of web-conferencing in a task-based beginners' Chinese class. in 5th International Conference on Chinese as a Second Language Research: conference proceeding booklet. pp. 118, International Conference on Chinese as a Second Language Research (5th : 2018), Hong Kong, 14/06/18.

The use of web-conferencing in a task-based beginners' Chinese class. / Guo, Sijia.

5th International Conference on Chinese as a Second Language Research: conference proceeding booklet. 2018. p. 118.

Research output: Chapter in Book/Report/Conference proceedingConference abstractResearch

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T1 - The use of web-conferencing in a task-based beginners' Chinese class

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AB - The development of new technologies and the falling cost of high-speed Internet access have made it easier for institutes and language teachers to opt different ways to communicate with students at distance. The emergence of web-conferencing applications, which integrate text, chat, audio / video and graphic facilities, offers great opportunities for language learning to through the multimodal environment.This case study aims to explore best practice in applying task-based language teaching (TBLT) via a web conferencing tool Blackboard Collaborate in a beginners' online Chinese course by evaluating the technical capacity of the software and the pedagogical values and limitations of the tasks designed.Sixteen undergraduate on-campus students who enrolled in an introductory Chinese language course participated in this project. Five fortnightly one-hour online sessions were conducted, which included two jigsaw tasks, two decision-making tasks and one information-gap task. Learners' interaction in the online sessions has been recorded and transcribed for a deep investigation of learners' negotiation actions in peer-peer interaction. Their experiences of using Blackboard Collaborate and tasks were recorded in in-depth interviews and pre and post-session questionnaires.

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Guo S. The use of web-conferencing in a task-based beginners' Chinese class. In 5th International Conference on Chinese as a Second Language Research: conference proceeding booklet. 2018. p. 118