Learning to Teach Spoken Mandarin toward High-School Students through Technology-Based Affective Learning Designs

Autor/inn/en	Putinatr, Chompunoot; Kiattikomol, Paiboon
Titel	Learning to Teach Spoken Mandarin toward High-School Students through Technology-Based Affective Learning Designs
Quelle	In: International Journal of Instruction, 15 (2022) 3, S.949-966 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Native Speakers; Preservice Teachers; Teacher Education Programs; Language Teachers; Teaching Methods; Case Studies; High School Teachers; Mandarin Chinese; Technology Integration; Anxiety; Speech Communication; Learning Strategies; Affective Behavior; Learning Motivation; Web Sites; Student Attitudes; Foreign Countries; Thailand + Suchen Sie Ihr Suchwort? Muttersprachler; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Angst; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Affective disturbance; Active behaviour; Affektive Störung; Motivation for studies; Lernmotivation; Web-Design; Schülerverhalten; Ausland
Abstract	Technology provides occasions for language learners to engage in authentic communication with native speakers around the world. However, in order for such language learning to be successful, it must take into account learners' affective or emotional needs. Traditional approaches to language learning have neglected the affective domain. This study reports on the creation and verification of the learning framework. This framework relies on a case study in which pre-service Chinese language teachers use and apply technology to learn how to develop their future Mandarin as a foreign language speaking skills using affective learning strategies. Participants were 30 pre-service Chinese language teachers high-school teachers of spoken Mandarin in a ten-week teaching with technology course. Results showed that the learning framework for affective language learning included six processes, including 1) Remembering, 2) Understanding, 3) Applying, 4) Analyzing, 5) Creating, and 6) Evaluating. In addition, results indicated that the pre-service teachers used the affective strategies in terms of low anxiety and high motivation to design the website the most. The current research suggests the need for applying technology to learn how to develop future students' Mandarin as a foreign language speaking skill using affective learning strategies. (As Provided).
Anmerkungen	Gate Association for Teaching and Education. e-mail: iji@ogu.edu.tr; Web site: http://e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01