本研究报告了美国东北部私立院校弥赛亚大学过去 12 年设计创新对外汉语 (CFL) 教学法的关键阶段以及利用技术和社交媒体提高学生学习的经验。尽管弥赛亚大学仅有约3000名本科生,在采用尖端数字化工具提升中文专业和汉语K-12教学证书专业课程方面,已走在中文专业院校的前列。尤其是在疫情期间,法语、德语专业因入学人数少而被永久取消,而我们的中文专业却在过去十年里持续蓬勃发展。本演讲将分享有效课程设计中涉及的几个关键策略。首先,一年级中文课的汉字教学被推迟。然后将它们逐步引入到不同级别的汉语课程中。其次,整个语文课程取消了手写汉字,取而代之的是打字。第三,制作音调清晰的YouTube视频来帮助学生练习汉语口语,特别是鹦鹉学舌视频录制练习。最后,我们创造了汉字zumba 舞蹈,以丰富学生的汉字学习之旅。所有这些关键战略在这个强有力的中国项目中都发挥着重要作用。本研究中改进的 CFL 教学创新的结果不仅将帮助语言教育者在教学中探索数字工具,更重要的是,它将鼓励他们研究其环境中潜在的技术进步,以改变他们的教学体验。
This study reports pivotal stages of designing innovative Chinese as a Foreign Language (CFL) teaching pedagogy and the experience of using technologies and social media to enhance students’ learning over the past 12 years at Messiah University, a northeastern private institution in the U.S. Although Messiah University only has around 3,000 undergraduate students, it has been in the forefront among institutions with Chinese majors, to adopt cutting-edge digital tools to enhance the curriculum of the Chinese Studies major and the Chinese K-12 Teaching Certificate major. Especially during the pandemic when French and German majors were permanently canceled due to low enrollments, our Chinese majors, however, have been able to continue thriving over the past decade. This presentation will share several key strategies involved in effective curriculum design. First, Chinese characters teaching is delayed in the first-year Chinese classes. They are then introduced progressively throughout the rest of different levels of Chinese classes. Second, characters' handwriting is canceled throughout the entire Chinese curriculum, replaced with typing. Third, YouTube videos with clear tone movement are created to help students practice oral Chinese, especially through the parrot video recording practices. Last but not least, Chinese characters Zumba dancing is created to enrich students’ character learning journey. All these key strategies play an important role in this robust Chinese program. Results of the refined CFL teaching innovations in this study will not only help language educators explore digital tools in their teachings, but more importantly, it will encourage them to investigate potential technological advancements in their contexts to transform their teaching experience.
Abstract:
In order to promote the digital transformation of teaching and improve the teaching effect of elementary Chinese language teaching in Japanese university, the authors propose a blended learning model of "two-stage learning process" based on the theory of Instructional Design, in which online self-study classes and offline lectures are integrated. Specifically, on the basis of a unified textbook, the online self-study class uses video teaching materials and an APP with AI speech recognition to learn and practice the language items, while the offline class applies and outputs the language items through language communication activities. Based on this model, we developed a series of digital teaching materials and a learning management system (LMS), and launched a pilot implementation of the blended learning model at the university where we teach in FY2023. The pedagogical effectiveness of this model has been verified through the learning data of the LMS, the results of regular exams and questionnaires. This manuscript reports on the blended learning model and its pedagogical effectiveness with the concept of digital transformation.Despite intensive research in recent years to understand feedback engagement in higher education, L2 postgraduate students’ engagement with feedback in the context of academic writing remains under-investigated. The situation is further complicated by the increasing use of generative AI as a learning tool. To what extent students use technology-facilitated (including AI-facilitated) feedback merits more studies. Drawing upon recent theoretical and empirical discussions of feedback and feedback literacy (e.g. Carless & Boud, 2018), our research project aims to explore how master’s students in an English as Medium of Instruction (EMI) university in China perceive and engage with multiple sources of feedback in the process of handling different academic writing tasks/genres. This 20-minute presentation focuses on addressing the following research questions:
A mixed methods research design was employed and data were collected through a feedback literacy questionnaire developed based on validated feedback literacy instruments in publications and in-depth interviews. Inferential statistics as well as thematic analysis were employed to analyze the quantitative and qualitative data. It is hoped that the findings of the study will result in recommendations for postgraduate supervisors and EAP teachers to facilitate their students’ development of feedback literacy.
In the dynamic landscape of education, the integration of gamification has emerged as a powerful tool to transform learning experiences, particularly in the realm of English language learning. This showcase aims to explore innovative approaches to gamify learning, igniting students' motivation and enthusiasm for language acquisition. During this showcase, I will introduce three key tools that have been instrumental in implementing gamified learning strategies: Gimkit, PPT games and Genially.
Firstly, I will demonstrate how to use Gimkit a quiz-based learning tool that gamifies learning process. Students will learn through playing video games in the class.
Secondly, I will demonstrate various PPT game templates such as interactive quizzes, bomb games and picture-reveal games, which not only reinforce language learning but also foster a sense of competitiveness and fun among students.
Thirdly, I will explore the dynamic capabilities of Genially which is a platform to customize game templates and design captivating learning activities. I will demonstrate the process of making quizzes, board games and escape room games with it and share real-life examples of successful implementation of these games in EAP class.
This booth will be highly interactive through live demonstrations of the three technologies. Attendees will actively engage in exploring different game formats, designing customized games, and discussing implementation strategies. They will experience these games as students and then discuss the effectiveness and potential possibilities from the teachers perspective with the presenter. By fostering active involvement and hands-on learning experiences, this booth ensures that participants leave with practical insights and inspiration to implement gamified learning effectively in their own classrooms.
The development of technology, especially Generative AI, has resulted in the incorporation of technology-supported learning in academic writing courses (Malik et al., 2023; Zulfa et al., 2023). The integration of Generative AI in an academic writing curriculum may contribute to ‘advanced teaching and learning experiences by facilitating assessment, tutoring, content generation, and feedback for both lecturers and students’ (Maphoto et al., 2024, p.142). This presentation will showcase how Generative AI (i.e., XIPU AI) can be integrated into an EAP writing curriculum at a Sino-British university in order for EAP learners to use Generative AI in the academic writing process, namely the brainstorming, planning, feedback and revising stages. Specifically, some examples of teaching practices will be shared to demonstrate how students can be trained and instructed concerning the functionality of the Generative AI tool, the connection between GenAI-generated content and assessment-specific elements, ethical considerations, etc. To be practical, some possible content and formats of learning activities/ tasks involved in GenAI-assisted academic writing will be presented to hopefully provide pedagogical implications for EAP practitioners. Based on empirical data, pre- and post-intervention surveys and interviews, the presentation will also reflect on the benefits, challenges, and concerns of this intervention from the perspectives of both EAP learners and lecturers.
References:
Malik, A. R., Pratiwi, Y., Andajani, K., Numertayasa, I. W., Suharti, S., & Darwis, A. (2023). Exploring Artificial Intelligence in Academic Essay: Higher Education Student’s Perspective. International Journal of Educational Research Open, 5, 100296. DOI: https://doi.org/10.1016/j.ijedro.2023.100296
Maphoto, K. B., Sevnarayan, K., Mohale, N. E., Suliman, Z., Ntsopi, T. J., & Mokoena, D. (2024). Advancing Students’ Academic Excellence in Distance Education: Exploring the Potential of Generative AI Integration to Improve Academic Writing Skills. Open Praxis, 16(2). https://doi.org/10.55982/openpraxis.16.2.649
Zulfa, S., Dewi, R. S., Hidayat, D. N., Hamid, F., & Defianty, M. (2023). The Use of AI and Technology Tools in Developing Students’ English Academic Writing Skills. International Conference on Education, 47–63. https://jurnalfaktarbiyah.iainkediri.ac.id/index.php/proceedings/article/view/1811
In the dynamic landscape of education, the integration of gamification has emerged as a powerful tool to transform learning experiences, particularly in the realm of English language learning. This showcase aims to explore innovative approaches to gamify learning, igniting students' motivation and enthusiasm for language acquisition. During this showcase, I will introduce three key tools that have been instrumental in implementing gamified learning strategies: Gimkit, PPT games and Genially.
Firstly, I will demonstrate how to use Gimkit a quiz-based learning tool that gamifies learning process. Students will learn through playing video games in the class.
Secondly, I will demonstrate various PPT game templates such as interactive quizzes, bomb games and picture-reveal games, which not only reinforce language learning but also foster a sense of competitiveness and fun among students.
Thirdly, I will explore the dynamic capabilities of Genially which is a platform to customize game templates and design captivating learning activities. I will demonstrate the process of making quizzes, board games and escape room games with it and share real-life examples of successful implementation of these games in EAP class.
This booth will be highly interactive through live demonstrations of the three technologies. Attendees will actively engage in exploring different game formats, designing customized games, and discussing implementation strategies. They will experience these games as students and then discuss the effectiveness and potential possibilities from the teachers perspective with the presenter. By fostering active involvement and hands-on learning experiences, this booth ensures that participants leave with practical insights and inspiration to implement gamified learning effectively in their own classrooms.
In the dynamic landscape of education, the integration of gamification has emerged as a powerful tool to transform learning experiences, particularly in the realm of English language learning. This showcase aims to explore innovative approaches to gamify learning, igniting students' motivation and enthusiasm for language acquisition. During this showcase, I will introduce three key tools that have been instrumental in implementing gamified learning strategies: Gimkit, PPT games and Genially.
Firstly, I will demonstrate how to use Gimkit a quiz-based learning tool that gamifies learning process. Students will learn through playing video games in the class.
Secondly, I will demonstrate various PPT game templates such as interactive quizzes, bomb games and picture-reveal games, which not only reinforce language learning but also foster a sense of competitiveness and fun among students.
Thirdly, I will explore the dynamic capabilities of Genially which is a platform to customize game templates and design captivating learning activities. I will demonstrate the process of making quizzes, board games and escape room games with it and share real-life examples of successful implementation of these games in EAP class.
This booth will be highly interactive through live demonstrations of the three technologies. Attendees will actively engage in exploring different game formats, designing customized games, and discussing implementation strategies. They will experience these games as students and then discuss the effectiveness and potential possibilities from the teachers perspective with the presenter. By fostering active involvement and hands-on learning experiences, this booth ensures that participants leave with practical insights and inspiration to implement gamified learning effectively in their own classrooms.
Our research intends to investigate the influence of generative Artificial Intelligence (GAI) on enhancing students' engagement with feedback in English for Academic Purposes (EAP) writing coursework. The study focuses on two EAP modules, one from the first year and another from the second year, where traditional feedback, delivered via a checklist, was supplemented by the use of GAI tools, Xipu AI, in particular. Students were tasked with utilizing GAI to comprehend the feedback provided by their teachers and subsequently revising their writing. The research used questionnaires and interviews to gather students' perceptions of the effectiveness and potential challenges of this integrated approach. Additionally, the research seeks to compare whether Year 1 and Year 2 students have different perceptions of this integrated approach based on students' familiarity with Gen-AI and academic maturity, providing insights into the nuanced dynamics across academic levels.
In the dynamic landscape of education, the integration of gamification has emerged as a powerful tool to transform learning experiences, particularly in the realm of English language learning. This showcase aims to explore innovative approaches to gamify learning, igniting students' motivation and enthusiasm for language acquisition. During this showcase, I will introduce three key tools that have been instrumental in implementing gamified learning strategies: Gimkit, PPT games and Genially.
Firstly, I will demonstrate how to use Gimkit a quiz-based learning tool that gamifies learning process. Students will learn through playing video games in the class.
Secondly, I will demonstrate various PPT game templates such as interactive quizzes, bomb games and picture-reveal games, which not only reinforce language learning but also foster a sense of competitiveness and fun among students.
Thirdly, I will explore the dynamic capabilities of Genially which is a platform to customize game templates and design captivating learning activities. I will demonstrate the process of making quizzes, board games and escape room games with it and share real-life examples of successful implementation of these games in EAP class.
This booth will be highly interactive through live demonstrations of the three technologies. Attendees will actively engage in exploring different game formats, designing customized games, and discussing implementation strategies. They will experience these games as students and then discuss the effectiveness and potential possibilities from the teachers perspective with the presenter. By fostering active involvement and hands-on learning experiences, this booth ensures that participants leave with practical insights and inspiration to implement gamified learning effectively in their own classrooms.