Transforming learning with technology: an investigation of pedagogical principles and practices to enhance students' Chinese language acquisition

Helena Sit, Sijia Guo

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


Australian universities offer modern language studies that explore the role of a language through research in the creation and representation of cultural identities and discussion on their linguistic effect in social life to diverse students. It is reported that Asian language enrollments such as Chinese, Indonesian and Japanese have been identified as a must-have language for learners from kindergarten to university within and beyond the Asia-Pacific region. Consequently there is an increase in demand for learning Chinese as a second or foreign language in Australia. To attract global students and provide them with a more dynamic learning experiences, blended learning approaches are highly recommended in the redesign of units in most Australian universities. Therefore, innovating teaching approaches to align with stakeholders has become a great concern. Recent research supports flipped classroom approach enhances student learning by creating a more interactive and dynamic environment. However, limited studies have been undertaken to investigate its impact on student learning outcomes in learning Chinese language. Moreover, most of the language units are currently offered online except for Chinese in Australia. To bridge this gap, a set of captioned videos were designed and developed to facilitate students to flip the classroom by adopting a functional model of language teaching. This study attempts to evaluate whether or not these shifts in the delivery model and the basic principles of such an approach are effective in creating a high-quality blended learning experience. Both quantitative and qualitative research methods are employed to explore how these videos have affected students' second language acquisition in the undergraduate Chinese language units and their learning experiences in a flipped class. The findings have implications on how to provide a theoretical and practical framework design and teaching model for language teachers other than Chinese to develop dynamic activities, enhance interaction, and enable flipped learning into class. The results should shed light on the current trend in teacher education that promotes innovative pedagogical principles and practices using technology in the digital era.
Original languageEnglish
Title of host publication5th International Conference on Chinese as a Second Language Research
Subtitle of host publicationconference proceeding booklet
Number of pages2
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


ConferenceInternational Conference on Chinese as a Second Language Research (5th : 2018)
Abbreviated titleCASLAR-5
Country/TerritoryHong Kong


  • technology and CSL
  • research-based language technology methodology for CSL/CFL
  • computer-mediated communication in CSL
  • acquisition and development of CSL
  • discourse in CSL


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