Blended Chinese language learning design: an integrative review and synthesis of the literature

Hughes, Neil; Lo, Lan; Xu, Sujing

doi:10.1080/09571736.2017.1280526

Cited by 26 publications

(12 citation statements)

References 28 publications

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“…Nevertheless, the academic circle has reached some consensus for the two emerging concepts. The historical origin of blended learning may date back to the business community in the 1990s, emerging from professional training courses [11]. Along with the rise of and dependence on the internet, more individuals discovered the internet has potential cost-benefit and more flexibility on account of "the reduction in contact time that shifting aspects of delivery online implied."…”

Section: The Social Background Of Blended Learningmentioning

confidence: 99%

“…Along with the rise of and dependence on the internet, more individuals discovered the internet has potential cost-benefit and more flexibility on account of "the reduction in contact time that shifting aspects of delivery online implied." (p. 315) [11]. Consequently, internet use soon spread into interdisciplinary classroom teaching and new pedagogical settings, such as blended learning.…”

Section: The Social Background Of Blended Learningmentioning

confidence: 99%

“…Currently, many scholars define blended learning as a thoughtful integration of traditional classroom-based teaching, computer-assist learning, and face-to-face interaction [10,11]. Grgurović further stated that the blended learning model is courses where face-to-face and computer-mediated activities are incorporated in syllabus design and practical education [7].…”

Section: The Definition Of Blended Learning and The Flipped Classroommentioning

confidence: 99%

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The Opportunities and Limitations of Blended Learning and the Flipped Classroom for Second Language Teaching

Luo¹

2021

BCPSSH

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Over the last decade, many educators have been investigating the pedagogical effectiveness of blended learning and flipped classroom models. In the conventional teaching process, instructors have been playing an essential role in the lecturing process. Conversely, students lead the learning process in the flipped classroom because they must complete tasks with extracurricular materials and classroom collaboration. Likewise, blended learning also asks students to dominate classroom learning procedures, but its communication medium is a mixture of face-to-face and online interaction. This essay evaluates blended learning and the flipped classroom model by evidence of both pros and cons. Lastly, the article concluded that the two new models provide significant reference cases in exploring better practice modes to increase the quality of second language teaching.

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Section: The Social Background Of Blended Learningmentioning

confidence: 99%

Section: The Social Background Of Blended Learningmentioning

confidence: 99%

Section: The Definition Of Blended Learning and The Flipped Classroommentioning

confidence: 99%

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The Opportunities and Limitations of Blended Learning and the Flipped Classroom for Second Language Teaching

Luo¹

2021

BCPSSH

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“…In September 2015 (HM Treasury), the former Chancellor of the Exchequer, George Osborne, confirmed the UK"s commitment to Chinese and announced a £10-million fund to increase the quantity and quality of Chinese language teaching in schools. As might be expected, the increased demand for Mandarin Chinese is stimulating debates amongst researchers and teachers on how to meet learners" needs in the twenty-first century (Hughes, Lo & Xu 2017).…”

Section: Introductionmentioning

confidence: 99%

“…In the global business arena, the phenomenal growth of international business with China has created an escalating demand for the adequate awareness and knowledge of Chinese culture, which is of paramount importance in successful business communication. In the UK, China"s strategic importance to British interests has generated government-funded initiatives to promote the teaching of Chinese as a modern foreign language in both schools and universities (Hughes, Lo & Xu 2017). In September 2015 (HM Treasury), the former Chancellor of the Exchequer, George Osborne, confirmed the UK"s commitment to Chinese and announced a £10-million fund to increase the quantity and quality of Chinese language teaching in schools.…”

Section: Introductionmentioning

confidence: 99%

Designing and Launching a Year-Long Executive Education Programme at Lse Confucius Institute for Business London – Chinese Language and Culture for Business (Clcb)

Xiang

2018

ESPEAP

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This paper focuses on designing and launching the first year-long executive education programme, namely Chinese Language and Culture for Business (CLCB) at LSE (London School of Economics) in London. The essential features of this program include the curriculum design, delivery mode and on-going student support. A blended learning (BL) approach is adopted in the Mandarin teaching, with course delivery and assessment taking place in face-to-face contact hours in class, combined with the use of online learning environment and mobile technology out of class. This combination is used to meet the needs of busy business professionals, to provide them with online and offline support, and thus to maximise their learning outcome. From the intercultural communication perspective, the programme provides intensive training and business master sessions addressing core values of Chinese culture and Chinese business communication styles. The invited guest speakers who hold senior positions in different businesses areas share their live experiences with the students on the unique Chinese business concepts and practice such as ‘hanxu’ and ‘heqishengcai’. Meanwhile, talks and events, from China Business Briefings to Open Business Forum, are organized to provide the students with global networking opportunities. Embedded in this program, a fortnight summer study trip to Tsinghua University enables students to fully immerse themselves in Chinese language and life. The paper addresses some practical considerations and challenges in designing the programme with the hope to shed light on and provide pedagogical implications for other programme leaders and course designers in the field of language teaching for specific purposes.

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Learning and teaching Chinese as a foreign language: A scoping review

Chan

Woore

Molway

et al. 2022

Review of Education

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Despite the growth of research in learning and teaching Chinese as a Foreign Language (CFL), no scoping review of research published in international, anglophone journals has been published so far. A total of 289 journal articles published in 95 journals were identified and used to provide a bibliometric mapping of research in CFL over three decades. Data from the sampled articles reveals a great diversity of focus in CFL research that has been conducted in more than 24 countries. The included articles also reflect an upsurge in research intensity across several key areas of focus, some of which are related to the distinctive linguistic features of the Chinese language. We also report on the research methods employed by the studies in our sample and the characteristics of their participants. Our mapping of the field identifies gaps in the existing literature which may subsequently inform any focused or comprehensive reviews. We conclude by setting out some implications for future CFL research, both in terms of substantive areas of focus and methodological approaches.

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Blended Chinese language learning design: an integrative review and synthesis of the literature

Cited by 26 publications

References 28 publications

The Opportunities and Limitations of Blended Learning and the Flipped Classroom for Second Language Teaching

The Opportunities and Limitations of Blended Learning and the Flipped Classroom for Second Language Teaching

Designing and Launching a Year-Long Executive Education Programme at Lse Confucius Institute for Business London – Chinese Language and Culture for Business (Clcb)

Learning and teaching Chinese as a foreign language: A scoping review

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