Measuring Mobile Experience in Chinese Language Learning

After mapping dimensions and directions of experience in applying mobile technologies to Chinese language learning, another key task is to measure different levels of experience in terms of its dimensions and directions of learners' experience in leveraging mobile technologies, mobile learning apps in particular. Equipped with the proposed 6E-r framework of mobile experience, this chapter provides indicators and criteria in measuring mobile learning experience in applying mobile technologies to Chinese language learning around the world. This chapter also developed an online questionnaire for future research reference in order to successfully gauge the different levels of experience in applying mobile technologies to Chinese language learning. Ultimately, this chapter attempted to resolve the research question, that is, how mobile learning experience is enhanced by narrowing the gap between the normative experience and the empirical experience.

A Digital Future of Diversity, Connectivity, and Sustainability

In a mobile society where information and knowledge become accessible to anyone, anywhere, and anytime on the internet, online education has been transformed fundamentally. By the end of 2020, Mandarin Chinese was taught to over 20 million people in over 180 countries around the world. By critically reviewing 15 recent studies from 2013 to 2021 on mobile-assisted language learning (MALL) in teaching and learning Chinese as a second or foreign language (CSL/CFL), this chapter emphasizes the need for pedagogical diversity in goals, practices, and context. In the second theme of ‘connectivity', the new theory of online education connectivism is applied to evaluate the official Chinese language learning mobile app named ‘e-Learn Chinese'. In the final theme of ‘sustainability', it demonstrates an ecosystem of MALL through an ecological perspective based on a critical discussion of the mostly reviewed ten mobile language learning apps, which could innovate sustainable pedagogies in a life-long learning society.

Mapping Mobile Learning Experience in Chinese Language Learning

Advances in mobile technologies have greatly enhanced Chinese language learning. In applying mobile technologies to Chinese language learning, on top of evaluating their impact, one of the key areas is to map where different components of mobile learning experience lie in leveraging mobile technologies for enhancing Chinese language learning. Equipped with the framework of mobile experience, this chapter provides a unique approach to serve as a stepping stone that would lead to more discoveries of innovative and effective ways for mapping mobile learning experience in applying mobile technologies to Chinese language learning around the world.

Dictionary Apps in Chinese Language Learning

After evaluating available Chinese-as-a-foreign-language (CFL) dictionaries on the market, this chapter identifies CFL learners' difficulties with learning Chinese and their needs for CFL dictionaries through an exploratory mixed-methods study involving interviews with 30 German CFL learners and a survey with 379 participants. This chapter also proposes a dictionary app for learning Chinese for German CFL learners with a focus on microstructural classes, access and network structures, and additional supporting functions.

Modelling Mobile Experience in Chinese Language Learning

To model mobile experience is one of the three-step 3M approach proposed by Xu for mobile experience research. Equipped with the three-step 3M approach and based the factor-stage-dimension framework, this chapter proposes an innovative model to locate predictors of mobile experience in applying mobile technologies to Chinese language learning. By refining the factor-stage-dimension frame and the proposed innovative model, this chapter invites further global efforts to compare mobile learning experience in Chinese language learning for securing further discoveries of more effective and powerful ways to describe, explain, and predict mobile learning experience.

Chinese Language Learning and Mobile Technologies

China's global influence has increased with its spectacular economic development. With the growing trade and cultural exchange between China and other countries, there is a rapid rising need for Chinese language learning. Although Chinese language is challenging to learn due to its different intonations, complicated shapes, and considerable significance, it still attracts more individuals, organizations, and companies. Advances in mobile technologies provide new opportunities for language learning anytime and anywhere. To meet the diverse demands of students of language learning, many scholars have studied Chinese mobile language learning and developed many mobile applications to improve language learners' skills in listening, speaking, reading, and writing by leveraging the emerging mobile technologies. This chapter reviews earlier studies on mobile technologies employed in Chinese language learning and provides recommendations for future research.

PENGUATAN PEMAHAMAN MATERI LINTAS BUDAYA BAGI GURU MGMP BAHASA MANDARIN

ABSTRAKSaat ini, dengan meningkatnya hubungan politik, budaya, ekonomi dan pendidikan antara Indonesia dengan China, membuat hubungan antara kedua negara secara bertahap semakin hangat dan erat. Kedudukan bahasa Mandarin di Indonesia juga sangat penting. Hal tersebut terbukti dengan semakin meningkatnya kesadaran masyarakat akan pentingnya bahasa Mandarin dan diimbangi dengan semakin banyaknya instansi atau lembaga pendidikan yang membuka pembelajaran bahasa Mandarin. Dampak dari peningkatan investasi adalah dibangunnya banyak perusahaan dan membantu Indonesia dalam penyerapan tenaga kerja. Kelancaran kegiatan usaha tentunya perusahaan tersebut banyak membutuhkan tenaga kerja yang mampu berkomunikasi lancar bahasa Mandarin. Dari observasi dan wawancara yang dilakukan oleh peneliti terhadap MGMP bahasa Mandarin di kota Malang mendapatkan hasil data berupa guru memerlukan penguatan pemahaman terhadap wawasan bahasa Mandarin pada aspek materi lintas budaya. Metode pelaksanaan yang digunakan yaitu metode pembimbingan, diskusi dan ceramah. Data yang diambil selain dari data observasi selama dilaksanakan kegiatan juga mengambil data hasil kegiatan yang didapat berdasarkan angket yang disebar. Hasil dan tanggapan positif dapatkan dari hasil observasi maupun angket dan terlihat sekali antusias para guru dalam mengikuti kegiatan yang dilaksanakan dan juga pemahaman materi lintas budaya. Harapan peneliti melalui pelatihan yang singkat ini terjadinya jalinan komunikasi yang lebih baik guna membantu mengatasi kendala yang dihadapi dalam melakukan pembelajaran Mandarin. Kata kunci: pemahaman; mandarin; lintas budaya; MGMP. ABSTRACTCurrently, with the increasing political, cultural, economic and educational relations between Indonesia and China, the relations between the two countries are gradually getting warmer and closer. The position of Chinese in Indonesia is also very important. This is evidenced by the increasing public awareness of the importance of Chinese and balanced by the increasing number of institutions or educational institutions that open Chinese language learning. The smooth running of business activities, of course, the company requires a lot of workers who are able to communicate fluently in Chinese. From observations and interviews conducted by researchrers on The Chinese MGMP in the city of Malang obtained data results in the form of teachers requiring strengthening understanding of Chinese language insights on cross-cultural aspects of material. The implementation method used is the method of mentoring, discussion and lecture. The data taken apart from observation data during the activities carried out also took data from the results of activities obtained based on the questionnaires distributed. Positive results and responses were obtained from the results of observations and questionnaires and it was seen that the teachers were very enthusiastic in participating in the activities carried out and also understanding cross-cultural material. The researchers hope that through this short training, there will be a better communication network to help overcome the obstacles faced in learning Chinese. Keywords: understanding; chinese; cross-cultural; MGMP.

Students’ intercultural sensitivity development through telecollaborative Chinese language learning on Zoom: a case study of Irish students at the beginning-level of Chinese language

This descriptive study presents the first research cycle with four synchronous telecollaborative language learning sessions on Zoom between Irish and Chinese teenagers. Intercultural Sensitivity Scale (ISS) post-questionnaire results show that the mean of interaction enjoyment scale is the highest compared to the other four categories, which implies that telecollaboration provides an enjoyable and authentic environment for Irish adolescent learners to experience communication with native speakers. However, low averages of ISS categories indicate some factors are at play such as short telecollaboration duration and potential technological issues. The gap between the previous needs analysis and current findings demonstrates that participants probably underestimated the challenge of engaging with Chinese native speakers, which would suggest that more scaffoldings and preparations are required for beginning-level learners before and during telecollaborations.

A Systematic Review of Chinese Language Learning Strategies in the Past Decade (2011-2020)

Empirical studies and literature on Chinese language learning strategies (CLLS) in China and abroad have outlined theoretical introductions and case descriptions for nearly a decade. Reportedly, studies on CLLS indicated the following characteristics: The study respondents were primarily international students in China gearing towards regionalisation, nationalisation, or localisation. Furthermore, the qualitative study method followed an empirical, comprehensive, and descriptive learning strategy, such as observations and interviews. However, although the factors influencing learning strategies were gradually becoming diversified, several study limitations were identified (uneven regional studies, insufficient research samples, single research methods, and lack of theoretical paradigms in training learning strategies). Hence, researchers needed to conduct in-depth studies and deeply perceive CLLS to promote Chinese learning and teaching.