Developing and validating a scale for measuring pre-service Chinese as an additional language teacher beliefs

Li, Chili; Yi, Ting; Zhang, Shuang; Ma, Chunyan; Liu, Honggang

doi:10.3389/fpsyg.2022.989581

Cited by 3 publications

(1 citation statement)

References 56 publications

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“…Given these advantages, the blended learning model is increasingly recognized as the preferred choice for Chinese language instruction in the future. By combining the strengths of traditional classroom teaching and online learning, it offers a balanced and effective approach that maximizes the benefits of both modalities (Li et al, 2022). However, it is important to note that further research, including a larger number of samples and extensive practice, is still needed to obtain more specific and conclusive results.…”

Section: Discussionmentioning

confidence: 99%

A Scoping Review of the Research on the Teaching Models of Online International Chinese Language Teaching

Li,

2024

JEL

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The realm of online international Chinese language teaching is undergoing significant transformations propelled by the internet and the pandemic. The digital teaching is the way forward for online international Chinese language teaching. There are significant differences between online international Chinese language teaching and traditional Chinese language teaching. To improve online teaching activities and guide future research, this growing field aims to analyze Chinese international online education research. Specifically, the goal is to develop a sustainable teaching model. By utilizing Preferred Reporting Items for Systematic Review and Meta-Analysis Protocol (PRISMA-P), the authors analyzed 27 articles proposing a viable teaching model. The review identifies six models of online Chinese language teaching: flipped classroom, APP software, open online platform, online interaction, blended learning, and ChatGPT. The blended learning model is considered the most effective but still faces limitations such as technical issues, demanding teachers, lack of motivation, limited face-to-face interaction, and limited assessment options. Scholars suggest solutions including technical support, teacher training, motivation, improving face-to-face interaction, and using multiple assessment methods. Overall, the blended teaching model has the potential to advance online international Chinese language teaching in the future.

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Section: Discussionmentioning

confidence: 99%

A Scoping Review of the Research on the Teaching Models of Online International Chinese Language Teaching

Li,

2024

JEL

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Learning Chinese in a multilingual space: an ecological perspective on studying abroad

Zhang,

Ma,

et al. 2024

Asia Pacific Journal of Education

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translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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A CiteSpace-based review of cross-cultural communication in international Chinese language education in China (1994-2022)

Zhang

Wang

et al. 2023

JLT

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This paper applies bibliometrics visualization analysis software CiteSpace-6.1.6 and CNKI as the data source and analyzes the literature published in domestic journals during 1994-2022, in order to understand the development trend and main issues of cross-cultural communication in the field of international Chinese education. The results of bibliometric cluster analysis show that in the past 30 years, the research topics in this field mainly focus on 17 clusters, including “culture”, “Chinese language”, “cultural communication”, “differences”, “international students”, “cultural differences”, “Chinese as a foreign language”, “cultural connotation”, “foreign language teaching” and “cross-cultural”. According to the analysis of cited information, “cultural difference”, “pragmatic mistakes”, “Chinese as a foreign language”, “cultural communication”, “cross-culture”, “cultural teaching” and “cultural difference” are the most concerned topics. “Case study” and “teaching design” are the research trends and hot spots in this field in the past two years. This paper not only reviews the history of cross-cultural studies in international Chinese education, but also looks forward to the future development of cross-cultural studies in international Chinese education.

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Developing and validating a scale for measuring pre-service Chinese as an additional language teacher beliefs

Cited by 3 publications

References 56 publications

A Scoping Review of the Research on the Teaching Models of Online International Chinese Language Teaching

A Scoping Review of the Research on the Teaching Models of Online International Chinese Language Teaching

Learning Chinese in a multilingual space: an ecological perspective on studying abroad

A CiteSpace-based review of cross-cultural communication in international Chinese language education in China (1994-2022)

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