Motivation, Learning Strategies, and Language Competency in a Technology Facilitated Chinese as a Second Language Classroom

Chinese Title

科技手段对中文二语学习者的学习动机、策略及语言能力的影响

Authors

Xiongyi Liu, Cleveland State UniversityFollow
Lih-Ching Chen Wang, Cleveland State UniversityFollow

English Abstract

The present study examines the effectiveness of a game-based mobile technology application Kahoot on the motivation and language competency of high school student learning Chinese as a second language, and the relationship among student motivation, learning strategy use, and language competency in such a technology-facilitated classroom. Data was collected using pre and post surveys from a class of 18 students taught by a teacher candidate in a Chinese teaching licensure program at a state university. The results indicate significant student improvements in two areas of Chinese language learning: reading and speaking, though no significant difference was found in the areas of listening and vocabulary or in student motivation. Motivation and learning strategies were found to be positively related to Chinese proficiency, with the exception of cognitive and affective strategies which mainly correlate with Chinese speaking competency. Findings and limitations of the study were discussed and implications for future research were suggested.

Chinese Abstract

本研究旨在考察基于游戏的移动科技应用平台Kahoot对美国高中生学习中文的动机和语言能力的影响，以及在这样一个使用科技手段的课堂教学中学生学习动机、学习策略和语言能力之间的关系。本研究的数据由在某州立大学攻读教师执照的实习教师以问卷调查的形式从所教的18名学生中搜集而来。数据分析的结果表明学生在阅读和会话两个方面有显著进步，在听力、词汇和学习动力方面没有显著变化。此外，学习动机和策略与汉语语言能力呈正相关，唯一例外的是认知和情感类的策略只和汉语会话能力相关。本文对上述研究结果、研究的局限性和未来的研究方向做了讨论。

Manuscript Language

English

Recommended Citation

Liu, Xiongyi and Wang, Lih-Ching Chen (2017) "Motivation, Learning Strategies, and Language Competency in a Technology Facilitated Chinese as a Second Language Classroom," Chinese Language Teaching Methodology and Technology: Vol. 1: Iss. 2, Article 2.
Available at: https://engagedscholarship.csuohio.edu/cltmt/vol1/iss2/2